About the Siena College Teacher Education Program

About the Siena College Teacher Education Program Since the founding of the College in 1937, Siena has been committed to preparing men and women to make a difference in the world through the noble profession of teaching. Siena s Teacher Preparation Program is accredited by the National Council for Accreditation of Teacher Education (NCATE) and is registered with New York State s Department of Education. In keeping with the College s mission, the Siena College Education Department developed the following Vision Statement: Inspired by the life and work of Francis of Assisi, the Education program at Siena College prepares teachers committed to the continuing effort to create a good and just society. Our prospective teachers demonstrate high levels of academic achievement, openness to all persons, and the capacity to use a variety of skills needed to instruct students effectively. With guidance and instruction from collegiate and school-based faculty, they prepare for this work by demonstrating excellence in their liberal arts and science core, their major, and their professional courses and experiences. Graduates of Siena s teacher education program will be willing and able leaders in the endeavor to provide quality instructional environments for students from diverse backgrounds, cultures, and abilities. This Statement is the basis for our teacher education framework, a framework that is supported by three pillars: Franciscan Values, Collaborative Practice, and Professional Excellence. Franciscan Values. We expect our aspiring teachers to notice, understand, and work to overcome inequities in our society and in our schools. We are conscious of the need to help them see what their own personal circumstances may have obscured; that there is injustice in our society, that service to others is the highest human calling, and that teachers have an unparalleled opportunity to work for the good of the larger community. Collaborative Practice. We believe that teacher preparation is best conceived as a shared mission between a college and a middle or high school. As a result, Siena and select Capital Region middle and high schools have collaborated in providing Siena teacher candidates with professional preparation grounded in research and practitioner knowledge and practice, and in enhancing achievement/learning for all students. Professional Excellence. The professional excellence of Siena s teacher education candidates is derived primarily from student success in meeting the demands of the academic major as well as demonstrating mastery of the knowledge, skills, and dispositions required in professional education courses and clinical experiences. We have aligned the instructional component of our program with Charlotte Danielson s Framework for Teaching (1996, 2007). Through its many components, Danielson s framework offers aspiring teachers and their instructors a common language with which to discuss the practices necessary for learning and mastering the art of teaching. 1

Teacher Preparation at Siena College Siena College s Teacher Preparation Program consists of a minimum of 30 hours of coursework (including student teaching) and 110 hours of fieldwork completed as part of a student s baccalaureate program. The same applies for a returning student or for a person who already holds a baccalaureate degree. Students who complete this program must complete a major in a content area in order to be eligible to be recommended for Initial New York State teacher certification, grades 7-12, in that content area. Eligible content areas at Siena College are English, Social Studies (which includes History, American Studies, Political Science and Sociology), Mathematics, Biology, Chemistry, Physics, Business and Marketing (including Finance, Economics and Accounting), French, and Spanish. Students interested in Siena College s Teacher Preparation Program must complete four 3- credit education core courses as a prerequisite for admission to the program: EDUC 210 Issues in Contemporary American Education (includes 10 hours of field experience) EDUC 260 Educational Psychology (includes 20hours of field experience)* EDUC 261 Foundations of Language and Literacy (includes 20 hours of field experience)* EDUC 365 -Exceptional and At-Risk Learners (includes 20 hours of field experience)* * Successful completion of EDUC 210 or permission of the Chair of the Education Department is required to enroll in these courses After completing the prerequisite courses, students may apply to the Teacher Preparation Program. Applicants must then be accepted into the program through a process governed by the Education Professions Committee (EPC). This interdisciplinary review committee made up of faculty from the content areas and the Education Department considers many factors, including: Academic record: Applicants must maintain an Education GPA of at least 3.0 and meet the academic and overall GPA requirements established by their academic departments as outlined in the course catalog; Required portfolio: Items include application, CAPP report, application essay, and graded paper from the academic major; Demonstrated success in working with students in an educational setting as documented by Siena s Field Experience Activity Record and Assessment (Form E); Evaluation and recommendation by the student s academic major department and the Education Department; Completion of NYS Education Department requirements, including a foreign language requirement which varies among academic departments. 2

Once admitted into the Teacher Preparation Program, students enter the Professional Year, which consists of the following: First Semester EDUC 481 Instructional Theory and Practice in Inclusive Classrooms (includes two 20 hour field experiences), 3credits EDUC 482 Instructional Theory and Practice in Inclusive Classrooms Lab, 1 credit Second Semester EDUC 487 Clinical Experience in the Middle School, 5 credits EDUC 488 Clinical Experience in the High School, 5 credits EDUC 461 Literacy and the Reflective Practitioner, 3credits EDUC 462 - Literacy and the Reflective Practitioner Lab, 1 credit EDUC 495 Drug, Alcohol, & Tobacco Workshop, 0 credits EDUC 496 Child Abuse and School Violence Workshop, 0 credits Note: All students applying for certification after December 31, 2013 must complete six hours of training or coursework in Harassment, Bullying and Discrimination prevention and Intervention following the syllabus developed for the Dignity for All Students Act (DASA) as required by Article 2 of the Education Law.. Other program Considerations: Students working towards certification in Biology, Chemistry and Physics may also want to pursue a second certification in General Science. This would require an additional 18 hours of science in areas other than their academic major. In addition, students may extend their New York State adolescence, grades 7-12 certification to include a grade 5-6 extension by completing the following courses: EDUC 385 Teaching and Learning in the Middle School (includes 20-hour field experience), 3 credits EDUC 360 Adolescence and Schooling (includes a 20 hour field experience), 3 credits Note: The grade 5-6 extension is not necessary for students in the Business and Marketing Education Program since that is already a K-12 certification. 3

First Semester of the Professional Year The first semester of the Professional Year (the semester preceding student teaching) provides an opportunity for pre-service teachers to become familiar with their upcoming student teaching responsibilities. During this semester, students take a full load of courses on campus, including. EDUC 481 Instructional Theory and Practice in Inclusive Classrooms (3credits) and the lab component of the course, EDUC 482(1 credit ). EDUC 481 and EDUC 482 combined is also know as the methods course. As part of this methods course, candidates are assigned to two 20-hour field experiences with their middle school and high school cooperating teachers. Business education candidates, who have a single student teaching placement, are assigned to one 40-hour field experience with the high school cooperating teacher. This arrangement allows candidates to become acquainted with their cooperating teachers, as well as the students, expectations, policies, and procedures at the schools before actually entering student teaching. Role of the Student Teacher As suggested above, the purpose of the field experience during the methods course is to provide an opportunity for candidates to orient themselves to their upcoming student teaching experience. To this end, they are expected to contact each of their cooperating teachers early in the semester and arrange a schedule for field experiences. It is expected that students will get acquainted with their cooperating teacher and his/her students, materials, routines, and procedures. It is also expected that students will become acquainted with the school beyond the classroom, including its history, philosophy, policies, and personnel. Finally, it is expected that student teachers will get their feet wet by developing a sampling of lesson plans and student assessments, teaching a couple of lessons, and engaging in a variety of teaching activities, as time permits. These expectations are specified in Forms A and A-1, samples of which are included in Appendix I. Role of the Cooperating Teacher as Field Supervisor The cooperating teacher plays a key role in the development of the student teacher by modeling, offering suggestions, guiding, demonstrating, conferring, counseling, and evaluating. Called upon for advice on everything from classroom management to selection of instructional media, the cooperating teacher is a major influence on the future teacher. Since the candidate will most likely be apprehensive about his/her abilities to succeed in the classroom, the cooperating teacher s guidance during the pre-student teaching field experience is very important. The field experience provides an excellent opportunity to address some of the candidate s initial anxieties. Experience has shown that preliminary concerns of candidates often include: What will the cooperating teacher expect of me? What standards does the cooperating teacher maintain? When is the best time to approach my cooperating teacher before school, after school, during planning periods? 4

Can I contact my cooperating teacher at home if I have a question or would he/she prefer messages at school? How much of my own initiative will my cooperating teacher expect? Allow? What should I do if I make a mistake? How should I dress? How/when will my cooperating teacher provide me with feedback? The above questions form a good foundation for early discussions between the cooperating teacher and the student teacher. In time, additional items relative to a particular school, subject area, and students will certainly be raised by both the candidate and cooperating teachers as the initial relationship develops into a cooperative effort. Cooperating teachers are asked to complete two forms for the field experience, Form A and Form A-1 (see Appendix I). Form A records the activities completed as part of the field experience; Form A-1 is the cooperating teacher s evaluation of the candidate s performance. Both forms must be completed by the cooperating teacher and submitted before a course grade for EDUC 482 can be assigned. Concerns regarding the pre-service candidate s readiness to begin student teaching should be addressed to either the EDUC 481 professor or the Director of Field Experiences, who is also the instructor for EDUC 482. 5

Second Semester of the Professional Year During the second semester of their professional year, (also referred to as the Student Teaching Semester) student teachers are pre-registered by the Education Department Director of Field Experiences for the following courses: EDUC 487 Clinical Experience in the Middle School, 5 credits EDUC 488 Clinical Experience in the High School, 5 credits EDUC 461 Literacy and the Reflective Practitioner, 3credits EDUC 462 Literacy and Reflective Practitioner Lab, 1 credit EDUC 495 Drug, Alcohol, & Tobacco Workshop, 0 credits EDUC 496 Child Abuse and School Violence Workshop, 0 credits Note: All students applying for certification after December 31, 2013 must complete six hours of training or coursework in Harassment, Bullying and Discrimination prevention and Intervention following the syllabus developed for the Dignity for All Students Act (DASA) as required by Article 2 of the Education Law.. EDUC 487 and EDUC 488 represent the student teaching experiences. Student teachers spend half of the semester at their middle school placement and half at their high school placement, with the exception of business education student teachers, who have one high school placement for the full semester. EDUC 461 combined with EDUC 462 is a seminar designed to complement the student teaching experience. The seminar is scheduled once a week late in the afternoon to minimize interference with student teaching obligations. EDUC 495 and EDUC 496 are New York State required workshops and are scheduled on campus for two days between student teaching experiences. Students will be notified as to how the DASA requirement for six hours of training or coursework will be delivered. The student teaching semester is very demanding in terms of time and energy. Therefore, it is our expectation that student teachers do not schedule additional time-consuming activities during this semester. This means that student teachers may have to request leaves of absence from employment and/or sports teams and clubs during the student teaching semester. In addition, no other college courses my be taken during the student teaching semester. 6

Role of the Student Teacher During the student teaching experience, student teachers will begin the transition to their professional roles as teachers. These roles are defined using Danielson s Framework for Teaching and its four domains: Domain 1: Planning and Preparation. During the student teaching experience, student teachers will have the opportunity to apply their content and pedagogical knowledge in the classroom as teachers. They will learn to select instructional goals appropriate to their students and to develop lesson plans that demonstrate knowledge of content; students; State, professional and local standards; and use of educational resources. Written lesson plans are required of all student teachers. Such plans must be developed using an acceptable format which is used in EDUC 461 and EDUC 481 and must be submitted in advance to cooperating teachers and supervisors, within an agreed-upon schedule. In short, thoughtful planning is deemed essential and will help student teachers focus on the goals of each lesson and how those goals will be reached. Domain 2: The Classroom Environment. With the help of their cooperating teachers and supervisors, student teachers will learn to create a learning environment that demonstrates mutual respect between students and teacher and among students. This involves creating a culture where content is valued and expectations for learning and achievement are high. Student teachers will learn to manage classroom procedures and student behavior and to organize their classrooms and resources in ways that promote both safety and learning. As part of this responsibility, they will learn to work with classroom aides, guidance counselors, social workers, psychologists, and other professionals to best meet the needs of students. Domain 3: Instruction. Inherent in the title of teacher is the role of instructional leader. Therefore, student teachers are expected to engage students in learning content through activities, assignments, grouping, materials, resources, structure, and pacing. They will learn and implement questioning and discussion techniques that promote student participation and knowledge acquisition. They will be expected to communicate clearly and accurately and to provide accurate, substantive, constructive, specific, and timely feedback to students. Perhaps most importantly, given their novice status, student teachers are expected to be responsive to the suggestions of their cooperating teachers and supervisors and to demonstrate flexibility and persistence. Domain 4: Professional Responsibilities. Finally, student teachers will learn the obligations of membership in a profession, such as adherence to the rules, regulations, and schedules of the school; clear and accurate record-keeping; effective home-school communication; participation in school and professional activities; and collaboration with other professional team members. Apparent in these responsibilities is the demonstration of professional dispositions such as mature decision-making, positive peer relationships, and professional advocacy. Lastly, student teachers are expected to reflect on their own performance and to identify improvements to enhance their own professional growth and development. 7

Role of the Cooperating Teacher Assuming that the program has proceeded as planned, the student teacher will have had many experiences with the cooperating teacher during the pre-student teaching semester, and both will be anxious for the student teaching semester to get underway. As was the case during the previous semester, however, the transition to student teaching can be intimidating. Once again, this is a point at which cooperating teachers can be of great assistance. The counseling, the understanding, the you did a good job provide great impetus in moving the student teacher toward his/her goal to be an effective teacher. At the beginning of student teaching, you should discuss your expectations with the candidate, as well as listen to his/her expectations. Following are some questions that may be on the mind of the new student teacher: When will I teach my first class? What results will you look for in determining when I am ready to completely take over my first class? How long will you continue to stay in the classroom while I am teaching? Will I be expected to teach from your lesson plans, or will I be allowed to follow plans that I have written and had approved by you? What are some strategies you have found successful in dealing with/ preventing discipline situations in the classroom? As the student teaching experience progresses, it is important to: Provide daily opportunities for the student teacher to ask questions and to review progress and goals. Joint planning time is essential (Note expectations for student planning above). Encourage student teachers to reflect and self-evaluate their personal and professional progress on a regular basis. Periodically observe your student teacher and provide feedback regarding strengths, as well as areas for improvement. Written feedback is especially powerful (see Reflection on Teaching below). Confer with Siena College s student teaching supervisors. Their understanding and assessment of student teachers will be enhanced by your insight. For students graduating after May 1, 2014, an electronic portfolio (edtpa) must be submitted to the State, and the student must receive a passing grade, before certification will be awarded. Siena College will provide guidance to the cooperating teachers regarding the types of support they can provide to assist their student teacher relative to completing this task. 8

Expectations of Student Teachers. Given the field experience that occurred during the previous semester, Siena assumes that student teachers will begin teaching their first class during the first week of the student teaching experience. From this point on and as soon as practical, student teachers should begin to assume additional classroom and extracurricular duties so that they gradually experience what it means to have full-time teaching responsibilities. In addition, student teachers should assume, gradually and as completely as practical, all of the obligations assigned to the cooperating teacher. The cooperating teacher, the student teacher, and the Siena clinical supervisor will plan the pace at which these duties are assumed. Reflection on Teaching. Particularly in the early stages of student teaching, a follow-up conference on lesson presentation is essential. Student teachers will need guidance in reflecting on their presentation and on their students responses. Some questions that may help student teachers reflect on their teaching might include: What did you hope students would get out of the lesson? What evidence do you have that students met this objective during the lesson; i.e., what behaviors did you notice, what quality of work was produced, etc.? How did you relate the lesson to the students experience or prior knowledge? Was the lesson planned to actively engage all students in learning? Was the class motivated? Did all students participate? Did you have provisions for students of varying ability levels? How might you more effectively differentiate your instruction in the future? How did you perceive your classroom management? Were the students on-task and focused? Were you prepared for those who might finish activities early? What do you think were the most successful aspects of the lesson? What aspects would you want to incorporate in future lessons? What aspects of your teaching would you like to improve? How will this be evident in your next lesson? Becoming a reflective teacher is not easy. It takes time and patience on the part of student teachers, cooperating teachers, and supervisors. While its use by cooperating teachers is optional, we encourage the use of Form B Student Teaching Observation Form (see Appendix I). This is the same form used by the Clinical Supervisors assigned from the Education Department. Like the questions above, this form is based on the Danielson model and provides a framework for discussing and reflecting on the lesson observed. College supervisors will also strive to develop the student teacher s reflective practice by holding conferences before and after their own observations. 9

Student Teacher Evaluation. The cooperating teacher formally evaluates the student teacher twice midway through the student teaching experience (after about 3 weeks) and again at the conclusion of each placement. Student teachers in business education will be formally evaluated by their cooperating teachers at the mid-point of their student teaching experience and again at the conclusion. The Director of Field Experiences will provide the cooperating teachers with a Student Teaching Calendar at the beginning of each student teaching experience. The calendar will includes all of the dates relevant to the evaluation of the student teachers. Cooperating teachers use Form C Mid-Experience Evaluation for Student Teaching (see Appendix I) for the mid-experience evaluation. This form will be submitted electronically according to the directions provided by the Director of Field Experiences. After completing this form, the cooperating teacher and student teacher should discuss areas of strength and areas needing improvement. At this point, it is important for the student teacher to be clear regarding expectations and goals for the remainder of the placement. It is also a good time to reinforce to the student teacher the progress that has been made. During the final week of student teaching, the cooperating teacher will complete Form D Final Evaluation of Student Teaching (see Appendix I). Similar to the mid-experience evaluation Form C, this form will be submitted electronically according to the directions provided by the Director of Field Experiences. In addition, the cooperating teacher is asked to recommend a final student teacher grade to the Director of Field Experiences (see Appendix I Form F). This grade should be based on the cooperating teacher s overall assessment, using the rubric found in the Appendix as a general guide. The student teacher s final grade is a compilation based on the final evaluations and recommended grades received from the cooperating teacher, the subject area supervisor, and the clinical supervisor. The subject area and clinical supervisors meet with the Director of Field Experiences to determine these final grades. If there are significant discrepancies among the three recommended grades, the cooperating teacher may be asked to provide additional, specific information regarding the recommended grade. Students with an a final grade of B- or lower in either EDUC 487 or EDUC 488 will not receive a recommendation for teacher certification from Siena College. 10

Substitute Teaching. Because student teachers have so many responsibilities and so many new experiences, and since student teaching is intended to be a guided learning experience, Siena student teachers may only serve as substitute teachers in very unusual circumstances. If an emergency necessitating that another teacher s classes must be covered, we suggest that the preservice teacher remain with familiar classes, freeing the cooperating teacher to substitute for his/her colleague. Substitute teaching by a student teacher for more than one day requires the approval of the Siena College Education Department Chair. Letters of Reference. Student teachers typically request a letter of reference from their cooperating teachers. Cooperating teachers may certainly decline if they feel unable to write a positive letter that would support the student teacher s job search. However, those who agree to write such letters are asked to write them on school stationary or on a form provided by the student teacher from the Siena College Career Center. These letters, if sent to the Career Center, will be designated as confidential or non-confidential, depending on the wishes of the student. It is important to remember that letters of reference from cooperating teachers are highly valued by prospective employers; therefore, promptness and clarity are important. Letters of Understanding. Cooperating teachers are asked to sign a letter of understanding with Siena College at the beginning of student teaching indicating their willingness to work with a student teacher. This letter is presented to cooperating teachers by the Director of Field Experiences at the beginning of the student teaching experience. Once signed and returned, this letter allows the cooperating teacher s honorarium to be processed. Honoraria are mailed to cooperating teachers following the student teaching experience. 11

Role of the College Supervisors Each student teacher is assigned two Siena College supervisors one from the student s subject area (known as the subject area supervisor) and one from the Education Department (known as the clinical supervisor). These supervisors are expected to work closely with the cooperating teacher and the student teacher during the student teaching experience. Each will visit the student teacher at least twice during each student teaching experience (four times in the case of business education student teachers). Some of these observations may be unannounced. Each lesson observation completed by a subject area or clinical supervisor will be recorded using either Form B Student Teaching Observation Form or a form specific to the student s subject area. All such observations/evaluations will be discussed with the student teacher following each observation. When possible, the observations/evaluations will also be discussed with the student s cooperating teacher. At the end of each placement, each supervisor completes a final evaluation (Form D) and makes a final grade recommendation (Form F), using the same forms required of cooperating teachers. At the end of the semester the subject area and clinical supervisors meet with the Director of Field Experiences to determine the final grades for each student teacher taking into account the grades assigned by the cooperating teachers. If there are significant discrepancies among the three recommended grades, the cooperating teacher may be asked to provide additional, specific information regarding the recommended grade. For students graduating after May 1, 2014, an electronic portfolio (edtpa) must be submitted to the State, and the student must receive a passing grade, before certification will be awarded. The Education Department will provide guidance to the subject area and clinical supervisors regarding the types of support they can provide to assist their student teacher relative to completing this task. 12

Siena College Education Department Candidate Learning Outcomes Reflecting Franciscan values and our Conceptual Framework, The Siena College Education Department instills in our graduates the understanding that excellence in teaching includes effectiveness in one s classroom, a commitment to work collaboratively toward education of the highest quality for all children, and respect for the interdependence of life in a just and peaceful world. Emphasizing the four domains below, within inclusive classrooms, graduates of Siena College s teacher preparation program will: Planning and Preparation (1) 1a. Demonstrate knowledge of content and pedagogy, including NYS and professional association standards; 1b. Demonstrate knowledge of students learning styles, abilities and disabilities, developmental status, interests, and cultural heritage; 1c. Select appropriate instructional goals that are clear, valuable, and suitable for diverse learners; 1d. Demonstrate knowledge of resources, including technology and assistive technology; 1e. Design coherent and differentiated instruction, including learning activities, student grouping, and lesson structures that support instructional goals; 1f. Assess student learning in a manner congruent with instructional goals and standards. 1g. Demonstrate knowledge of major schools of thought about schooling, teaching, and learning. The Classroom Environment (2) 2a. Create an environment that reflects the Franciscan values of genuine warmth, caring, empathy and mutual respect; 2b. Establish a culture for learning where content is valued and expectations for learning and achievement are high; 2c. Manage classroom procedures (routines, duties, transitions, materials) and the work of volunteers and paraprofessionals; 2d. Manage student behavior through clear expectations, monitoring of student behavior and responses to student behavior; 2e. Organize physical space and resources in ways that promote safety and accessibility to learning. Instruction (3) 3a. Communicate clearly and accurately via oral and written language; 3b. Use questioning and discussion techniques in which questions are of high quality and discussion techniques promote student participation; 3c. Engage students in learning through content, activities, assignments, student grouping, materials, resources, structure, and pacing; 3d. Provide feedback to students that is accurate, substantive, constructive, specific, and timely; 3e. Demonstrate flexibility and responsiveness through lesson adjustment, responsiveness to students, and persistence. Professional Responsibilities (4) 4a. Reflect on their teaching to identify improvements to enhance future teaching and participate in professional growth opportunities; 4b. Maintain accurate records concerning the instructional program, individual students, and mandated requirements; 4c. Foster effective home-school relationships through the sharing of student and program information; 4d. Contribute to the school and district through professional collaboration, participation in school activities, and demonstration of the Franciscan value of service; 4e. Show professionalism through positive peer relationships, mature decision-making, and professional advocacy. June 2009 13

New York State Teaching Standards and Elements Standard 1: Knowledge of Students & Student Learning Knowledge of child and adolescent development, including students cognitive, language, social, emotional, and physical developmental levels Knowledge of current, research-based knowledge of learning and language acquisition theories and processes Knowledge of and responsive to diverse learning needs, interests, and experiences of all students Knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning Knowledge of and responsive to the economic, social, cultural, linguistic, family, and community factors that influence their students learning Knowledge of and understanding of technological and information literacy and how they affect student learning Standard 2: Knowledge of Content and Instructional Planning Knowledge of the content they teach, including relationships among central concepts, tools of inquiry, and structures and current developments within their discipline(s) Teachers understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative problem solving related to real world contexts Uses a broad range of instructional strategies to make subject matter accessible Establish goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement Designs relevant instruction that connects students prior understanding and experiences to new knowledge Evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals Standard 3: Instructional Practice Uses research-based practices and evidence of student learning to provide developmentally appropriate and standards-driven instruction that motivates and engages students in learning Communicate clearly and accurately with students to maximize their understanding and learning Set high expectations and create challenging learning experiences for students Explores and uses a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage students and promote achievement Engage students in the development of multi-disciplinary skills, such as communication, collaboration, critical thinking, and use of technology Monitors and assesses student progress, seeks and provides feedback, and adapts instruction to student needs Standard 4: Learning Environment Creates a mutually respectful, safe, and supportive learning environment that is inclusive of every student Creates an intellectually challenging and stimulating learning environment Manages the learning environment for the effective operation of the classroom Organize and utilize available resources (e.g. physical space, time, people, technology) to create a safe and productive learning environment 14

Standard 5: Assessment for Student Learning Design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction Communicate information about various components of the assessment system Reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly Prepare students to understand the format and directions of assessment used and the criteria by which the students will be evaluated Standard 6: Professional Responsibilities and Collaboration Upholds professional standards of practice and policy as related to students rights and teachers responsibilities Engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning Communicate and collaborate with families, guardians, and caregivers top enhance student development and success Manage and perform non-instructional duties in accordance with school district guidelines or other applicable expectations Understand and comply with relevant laws and policies as related to students rights and teachers responsibilities Standard 7: Professional Growth Reflect on their practice to improve instructional effectiveness and guide professional growth Set goals for and engage in ongoing professional development needed to continuously improve teaching competencies Communicate and collaborate with students, colleagues, other professionals, and the community to improve practice Remain current in their knowledge of content and pedagogy by utilizing professional resources 15

Policies and Procedures for Student Teachers The following policies and procedures are in effect for candidates during the Professional Year: Eligibility to participate in the Professional Year is contingent upon meeting and/or maintaining the requirements (including GPA requirements) set forth by the Education Professions Committee, and as outlined in the acceptance letter sent to each pre-service teacher and as defined in the Siena College Catalog. Students must have a grade of B or better in EDUC 481 and EDUC 482 in order to continue in the certification program and to begin student teaching. Students must also achieve a grade of B or better on all coursework during their student teaching semester (EDUC 461, EDUC 462, EDUC 487 and EDUC 488) in order to be recommended for NYS teacher certification by Siena College. Students must also attend the required workshops necessary for certification, EDUC 495 and EDUC 496. Note: All students applying for certification after December 31, 2013 must complete six hours of training or coursework in Harassment, Bullying and Discrimination prevention and Intervention following the syllabus developed for the Dignity for All Students Act (DASA) as required by Article 2 of the Education Law.. Students who withdraw from the certification program or have to postpone the second semester of their Professional Year will be required to reapply to the Education Professions Committee and to meet the requirements in place at the time of their new application. The second semester of the Professional Year is a full-time classroom experience. Student teachers are considered full-time students taking 14 Education Department credits. No other college courses may be taken during the student teaching semester. The second semester of the Professional Year is an integrated experience, and must be completed as a total unit. Student teachers will observe the holidays and vacations scheduled by the school district in which they are student teaching, and not the Siena College calendar during that semester. Student teachers may not leave early or return late from a school holiday. A student teacher may act as a substitute teacher in the classes in which he/she is student teaching only in an emergency situation and only for a limited time. Student teachers are to notify the Education Department Chair and receive permission if such an emergency situation extends beyond one day. 16

In the event that illness causes absence from the student teaching assignment, student teachers must notify the cooperating teacher, clinical supervisor, subject area supervisor, and the Director of Field Experiences as early as possible on the day of the illness. These calls or e-mails must be made every day that a student teacher is absent. Absences due to illness may require additional time in a placement. Student teaching is viewed as a full-time job. It is very demanding in terms of time and energy. Student are not expected to be working during their student teaching semester. If a work-study job is part of a student's financial aid package, or if there is a hardship that would make it necessary for a student to continuing working during their student teaching semester, the student should make an appointment to discuss their individual circumstances with the Director of Field Experiences. Students need to be cautious of time-consuming activities during their student teaching semester. In addition to work, student teachers may need to request a leave of absence from a sports team and/or club during the student teaching semester. These activities cannot interfere with the responsibilities of the student teaching assignment or the course work or related activities associated with student teaching. If necessary, the Director of Field Experiences can be available to meet with the student teacher s coach or club advisor to discuss the situation. All absences, other than those of temporary illness, require the prior approval of the Director of Field Experiences, the Education Department Chair and the cooperating teacher. If approved, it is the student teacher s responsibility to notify both of his/her supervisors of the planned absence. Although the absence is approved, it may require additional time in a placement. Unexcused absences or tardiness can result in a candidate consultation and/or termination as outlined in the Policies for Candidate Consultation included in this handbook. Students are advised to consider the risk of possible infectious disease exposure within a given school system. Hepatitis B is one of the diseases for which a specific vaccine exists. Student teachers should consult their personal physicians regarding preventative measures. 17

Siena College Education Department Professional Dispositions Framework Rationale Professional dispositions are the habits of mind and resulting behaviors that enable educators to use their professional knowledge and skills to fulfill the vision of excellence articulated in Siena College s Teacher Preparation Conceptual Framework. Reflecting Franciscan values our conceptual framework articulates understanding that excellence in teaching includes effectiveness in one s classroom, a commitment to work collaboratively toward education of the highest quality for all students, and respect for the interdependence of life in a just and peaceful world. Required Professional Dispositions and Behaviors Candidates preparing to work as school professionals know and demonstrate the professional dispositions and advocacy necessary to help all students learn. Inspired by the life and work of Francis of Assisi, the education program at Siena College prepares teachers committed to the continuing effort to create a good and just society. Candidates must continuously demonstrate these qualities in concrete ways in their interactions with their peers, with college faculty, with professionals in cooperating schools, and especially with students. Specifically, teacher candidates and graduates of Siena College s teacher preparation program will demonstrate: Commitment to authentic learning and teaching - candidates exhibit enthusiasm, initiative, and dedication to the task of providing a safe, inclusive, equitable environment for all students to learn at high levels and seek effective new ideas, diverse perspectives, and relevant information to develop continuously as professional educators as reflected in domains 1 & 2 of the conceptual framework and candidate learning outcomes. Professional Advocacy - candidates understand how social structures and power relationships disadvantage some groups of learners; assume an effective leadership role in recognizing and challenging injustice; and act with courage and patience to ensure that all students have equal access and opportunities to learn as reflected in domains 3 & 4 of the conceptual framework and candidate learning outcomes. Critical Reflection - candidates exhibit self-awareness and critical inquiry into their own biases and teaching practice within a socio-cultural perspective; and seek and respond appropriately to constructive and developmental feedback from others to improve their own practice as reflected in domain 4 of the conceptual framework and candidate learning outcomes. Integrity - candidates exhibit honesty, and fairness; adhere to professional ethics and standards of behavior; and act in the best interest of all students and others in the learning community as reflected in domain 4 of the conceptual framework and candidate learning outcomes. Collaboration - candidates listen, communicate, and work effectively with others from a variety of diverse backgrounds to provide a safe, inclusive, equitable and shared learning environment as reflected in domains 1, 2, 3 & 4 of the conceptual framework and candidate learning outcomes. Demonstrating Professional Competence Professional behavioral attributes related to the professional dispositions listed above are demonstrated by behaviors in content specific courses, education courses, and in field placements consistent with those described in the field experience handbook and the student teaching handbook. Those behaviors include: Participating fully in courses and field work settings; prioritizing and fulfilling responsibilities on time; welcoming new ideas and using constructive and developmental feedback to improve performance; seeking assistance from instructors and supervisors when appropriate; recognizing and compensating for one s own strengths and limitations through the process of critical reflection; displaying enthusiasm, initiative, and flexibility; and exhibiting poise and a professional appearance. Responding appropriately to interpersonal cues from others; listening to the viewpoints of others; treating individuals with respect and tact; using discretion and good judgment; exhibiting integrity; developing positive relationships with others; and contributing to effective and productive collaboration. Exhibiting commitment to authentic teaching and learning; advocating for the teaching profession; and displaying the physical and emotional capacity to handle the expectations of the education profession. 18

Evaluating Professional Competence\The faculty of the Education Department at Siena College systematically evaluate the performance of candidates based on the written policies and procedures specified in the Field Experience and Student Teaching Handbooks. On occasion, faculty may determine that additional assistance is necessary beyond the normal feedback and assessment provided by courses and field experiences. Under such circumstances faculty may use the File for Information Report (FFI) and/or Candidate Consultation Process outlined in the Policies and Procedures for Candidate Consultation and Termination. Faculty of the Education Department at Siena College is defined as any individual instructing or supervising a candidate at the college or in field settings including but not limited to the candidate s course instructor, supervising teacher, clinical supervisor, academic supervisor and/or the field experience supervisor. 19

Siena College Education Department Policies and Procedures for Candidate Consultation and/or Termination POLICY All programs and departments offering required courses leading to recommendation for certification at Siena College prepare candidates to serve as professionals in roles of service to students who are minors or individuals of circumstances of significant vulnerability. In the course of pursuing their academic programs, candidates come into direct contact with such vulnerable students as part of their field work experiences and student teaching placements. Faculty of the Education Department have an obligation to protect those students and cannot tolerate candidate behavior that exploits, endangers, compromises or threatens the welfare, safety or rights of the students we serve. The Education Professions Committee (EPC) at Siena College is responsible for granting admission into the Teacher Preparation Program. Faculty, Staff, and Cooperating teachers employed or utilized by Siena College and the Education Department are responsible for overseeing the continuance of teacher candidates throughout all required coursework, field experiences, and student teaching placements for recommendation for teaching certification in the State of New York. It is the responsibility of the candidate to adhere to the academic performance criteria throughout his/her enrollment in required coursework and experiences for teacher certification. If a candidate does not continue to meet the academic and dispositional criteria or harms or threatens harm to self or others, the faculty may consult with the candidate, temporarily remove him or her from the experience or placement, and/or recommend termination from the teacher preparation program. The Education Department reserves the right to engage the candidate in the consultation process as outlined below prior to making a decision regarding termination or the Education Department may make an immediate determination for termination. Further, the Education Department reserves the right to immediately remove a candidate from a field work or student teaching placement as part of the consultation and/or termination procedure. A candidate terminated from the Teacher Preparation Program has all the rights specified in the Student Teaching Handbook, the Field Experience Handbook, and/or other departmental documents, including the right to utilize other College avenues for appeal. To be admitted to and continue through the teacher preparation program, the candidate is expected to: Adhere to the policies and procedures of the Education Department as outlined in the Field Experience Handbook and the Student Teaching Handbook. Demonstrate appropriate professional dispositions and competence as articulated in the Education Department s Dispositions Framework. Uphold the academic integrity standards of Siena College, including policies related to plagiarism, cheating and computer abuse. See the College Catalogue for further information. Achieve an overall GPA and major GPA as outlined in the College Catalogue and maintain a 3.0 GPA or higher in all education classes required for certification. Fulfill obligations and requirements of field work experiences and sites. Demonstrate behavior consistent with college policy and applicable laws at local, state, and national levels. Demonstrate behavior that is diversity affirming and culturally sensitive. Seek out support and effectively use help for personal, medical, substance abuse or mental health difficulties that interfere with scholastic or professional performance. Demonstrate ability to engage in self-evaluation, to accept constructive and developmental feedback and to modify behavior based on feedback. Faculty of the Education Department at Siena College is defined as any individual instructing or supervising a candidate at the college or in field settings including but not limited to the candidate s course instructor, supervising teacher, clinical supervisor, academic supervisor and/or the field experience supervisor. Admission to Siena College s Teacher Preparation Program does not constitute a guarantee that the candidate will be granted state certificate, extension, endorsement, or license. 20

ACADEMIC AND PROFESSIONAL DECISIONS SUBJECT TO REVIEW UNDER THIS POLICY An individual who is terminated from the teacher preparation program at Siena College under this policy may request a review of such a decision by the Dean of Liberal Arts following the procedures set out in the appeals process as described in the College Catalogue. ACADEMIC AND PROFESSIONAL DECISIONS NOT SUBJECT TO REVIEW UNDER THIS POLICY An individual who is denied entrance to the teacher preparation program at Siena College cannot request a review of that decision beyond the level of the EPC. In addition, an individual cannot request a review under this policy of any of the following: a decision not to transfer credits earned at another institution or in another department; a decision denying a request to have a course requirement waived; a decision denying a request for an exception to a course policy or procedure; a decision that the candidate failed a comprehensive or other summative exam; an evaluation by a field, school or program supervisor. CANDIDATE WITHDRAWAL FROM THE PROGRAM If at any time a candidate chooses to withdraw from the teacher preparation program at Siena College the candidate should notify the department chairperson in a signed written statement that (a) the candidate has chosen to withdraw, and (B) if the department has already proposed action to terminate or made the decision to terminate, the candidate must also waive the right to request a review of the department s proposed action or decision. PROCEDURES The faculty of the Education Department at Siena College have an obligation to support the professional growth and development of candidates by providing constructive feedback on performance in academic and field settings; to promote realistic and reflective self-assessment or performance by candidates; and provide timely and candid formal evaluation(s) of candidate progress toward meeting professional performance standards. Review of teacher candidate progress and performance is ongoing with input by each candidate s field work supervisor, academic advisor, content supervisor, clinical supervisor, cooperating teacher and education faculty; and is discussed by members of the Education Department on or before transition points and during departmental meetings and retreats. Prior to student teaching, each candidate is reviewed by the Education Department Chair and the College Certification Officer to determine if the candidate has met the criteria necessary to advance into their student teaching placement. At this time, the Department Chair and/or the College Certification Officer may solicit input from the appropriate college faculty. Concerns regarding a candidate s adherence to the performance criteria for admission and continuance in the program are regularly discussed by the members of the Education Department to determine if the concerns are best addressed through the use of the department s File for Information Report and Candidate Consultation Process or if termination from the program is necessary. Time limits are specified by the Education Department to ensure that matters are handled as expeditiously as possible. Departmental termination procedures generally should not exceed 40 business days. The faculty of the Education Department at Siena College systematically evaluate the performance of candidates based on the written policies and procedures specified in the Field Experience and Student Teaching Handbooks. On occasion, faculty may determine that additional assistance is necessary beyond the normal feedback and assessment provided by courses and field experiences. Under such circumstances: Faculty member(s) may meet with a candidate to address an issue or concern without filing a File for Information Report with the College Certification Officer. Faculty member(s) may file a File for Information Report with the College Certification Officer for review. Faculty member(s) may meet with a candidate to address an issue or concern in order to reach agreement on strategies for improving performance in the area of concern. Such an agreement must be summarized in a Candidate Consultation Process report and sent to the College Certification Officer for review. 21

On rare occasions a faculty member may recommend that a candidate be terminated from the teacher preparation program if his/her performance is unprofessional or unsatisfactory for other reasons, and additional time in the program will not result in significantly improved performance. NOTIFICATION OF PROPOSED ACTION TO TERMINATE A CANDIDATE FROM THE TEACHER PREPARATION PROGRAM It is normal practice for a department chairperson, the department chairperson s designee, or other program decision maker to informally consult with a candidate about a proposed decision to terminate that candidate from the program. At this point, the candidate may choose to withdraw from the program and the matter will then be considered concluded. If a candidate chooses to continue in the program after informal notification, but before the department finalizes a decision to terminate a candidate, the department chairperson or designee will contact the candidate via letter or email indicating the following: Notification of the proposed action, including the effective date of that action; A statement of the reasons for the proposed action; and Provisions for the candidate to respond in writing with a request to meet with the department chairperson and/or other appropriate decision-maker(s) within five class days after the hand-delivery, email delivery, or postmark date of the letter to discuss the decision. DEPARTMENT-LEVEL REVIEW MEETING If the candidate does not request a meeting with the department chairperson or designee, and/or other decision-makers if appropriate, within the timeframe set out in the notification of proposed action, the department chair or designee will send a termination decision letter, which may be appealed through the Office of the Dean of the School of Liberal Arts as described in the appeals section of the College Catalogue. If the candidate wishes to meet with the department chairperson or designee and/or other appropriate decision-maker(s), the candidate must make a written request for such a meeting within five class days after the notification of the proposed action. This written request for a meeting should be addressed to the department chairperson and shall provide all of the information and explanations the candidate requests the Education Department take into consideration in making the decision. This written request for a meeting must be signed and dated, and contain all the following information: A statement identifying the decision that is being requested for review; A statement explaining why the candidate believes that the decision should be changed; Supporting documents or additional information; The candidate s current address, telephone number, and e-mail address; and A signed statement giving the department chairperson or designee and/or other appropriate decision-maker(s) permission to talk to person (s) who may have relevant information. If the candidate refuses to sign such a release, the review process is thereby concluded and the decision stands. Within five class days of receiving a written request from the candidate, the department chairperson or designee will schedule a meeting between the candidate, the department chairperson or designee, and one or more of the decision-makers if appropriate. Whenever possible, the meeting should be held within 10 class days of the date the candidate s request for review was received by the department chairperson. This meeting will be conducted by the department chairperson or designee. The candidate will be given the opportunity to provide the decision -makers with information or explanations to provide a context for the candidate s performance, and the decision-makers may ask questions. Since the teacher preparation program is a professional program, candidates are expected to be personally present at the meeting, to speak on their own behalf, and to appropriately participate in the process of the meeting. The duration of this meeting is at the sole discretion of the department chairperson or designee. 22

EDUCATION DEPARTMENT DECISION LETTER Whether or not the candidate chooses to meet with representatives from the Education Department as described above, the program decision-makers will finalize the departmental decision. The department chairperson or designee will then hand-deliver or mail to the candidate a decision letter notifying the candidate of the outcome. If the decision is to terminate the candidate from the teacher education program, the program termination decision letter will notify the candidate of the opportunity to have the department s decision reviewed by the Office of the Dean of the School of Liberal Arts as described in the appeals section of the College Catalogue. Once the department chairperson or designee has hand-delivered or mailed a termination letter, the candidate will not be permitted to attend or register for classes or to participate in any Education Department sponsored clinical program, practicum, workshops, or student teaching experience, except at the discretion of the department chairperson or designee. STANDARD FOR APPEALING A TERMINATION DECISION The Education Department s decision to terminate a candidate from the teacher preparation program, and thus not to recommend the candidate for state certification, will be overturned only if the Dean of the School of Liberal Arts or the Vice President of Academic Affairs determines that the department s decision was based upon an unfair process. The Dean and the VPAA will not reverse a department s decision simply because the Dean or the VPAA might have reached a different decision given the performance of the candidate. 23

Siena College Education Department File for Information Report Candidate Name: Date: Person Completing Report: (Print name and title) Description of incident or concern: Previous action taken by person completing the Report: Signature of Person Completing the FFI Report: Date: Actions Taken: [ ] FFI Report was reviewed and placed in student/candidate s file. [ ] Consultation Process is recommended. [ ] Other: Signature of the Siena College Certification Officer: Date: 24

Siena College Education Department Candidate Consultation Process Report Candidate Name: Date: Department Representative: (Print name and title) Department Representative: (Print name and title) Reason for consultation: Actions to be taken by participants: Department Representative Signature: Date: I have read the reason(s) for consultation and the action(s) expected from each participant, including myself. Candidate Signature: Date: 25

Applying for Certification Students who successfully complete the Siena College Education Department teacher preparation program requirements as described in this document are eligible to be recommended for the New York State Initial Certificate in their teaching field. This will be completed by the Director of Field Experiences following receipt of the baccalaureate degree for full-time Siena students and following completion of Education Department program requirements for returning students. In order for a teaching certificate to be issued following Siena College s recommendation, each applicant must set up a TEACH online account through the New York State Education Department s TEACH Online Services which can be accessed at www.highered.nysed.gov/tcert. See the Teacher Certification Application Information Sheet for the steps required in creating a TEACH online service account with the Office of Teaching Initiatives at the State Education Department. Note: Students should set up a TEACH account at the beginning of their Profession Year, the semester prior to their student teaching semester when enrolled in EDUC 481/482. There is no cost to setting up this account. The required fingerprint clearance application process is also accessed through the TEACH website. Fingerprint packets can be obtained by following the links on that website. There is a cost for processing your fingerprints. Note: Although there is an administrative fee, it is strongly recommended that fingerprinting be completed through a process know as Live Scan. The Director of Field Experiences will provide information to the student teachers regarding this method of fingerprinting. Near the end of the program, students should apply for certification. Candidates must pay a fee of $50 for each certificate for which they are recommended by the College. This is half the usual amount for each certificate because they have completed a state approved teacher preparation program. If a student has completed the necessary coursework for a Grade 5-6 extension and/or for General Science, these are separate certifications and need to be applied and paid for separately in addition to the secondary certification. Additional information: Siena College's Certification Officer may only recommend a student for certification after it has been confirmed by the Registrars Office that all requirements have been successfully met for receiving a bachelor s degree, or successfully completing the program for a Certificate only student. For all students, the Certification Officer will enter the recommendation as soon as possible after the college s official graduation date. For fall graduates/completers this is usually mid-january, for spring graduates /completers the date will be soon after Commencement in May. 26

In addition to all course and grade requirements listed for acceptance into the teacher preparation program, candidates for certification through Siena s program must achieve a grade of B or better for all coursework during their Professional Year. The includes EDUC 481/EDUC 482 (Methods), EDUC 461/462 (Literacy), EDUC 487/488 (Student Teaching) and the successful completion of the workshops necessary for New York State certification. Students with education course grades below a B may still be eligible for NYS certification, but such applicants must apply through the individual transcript evaluation process rather than as completers of the Siena College Teacher Preparation Program. Problems using TEACH? New York State Education Department Contact Information: Technical support available to you by telephone Monday-Friday from 8:00 a.m. until 5:00 p.m. at (518) 486-6041. Web: https://portals.nysed.gov/tcert/technical.htm Forgot your Password or User ID? The State Education Department has implemented a feature in the TEACH system to address situations where your students have an account in TEACH but forget their password or user ID. Log into the TEACH website at http://www.highered.nysed.gov/tcert/teach/login.html and follow the directions. 27

Required New York State Teacher Certification Examinations Certification in New York State requires passing grades on general and content-specific Teacher Certification Exams. New York State is currently transitioning from one set of certification requirements to another. The chart below indicates the exams that must be successfully completed before New York State issues an Initial Teaching Certificate. Applying for certification and will have completed all requirements on or before 4/30/2014 Assessment of Teaching Skills Written (ATS W) Liberal Arts and Sciences Test (LAST) Content Specialty Test (CST) Applying for certification on or after 5/1/2014 edtpa Educating All Students Test (EAS) Academic Literacy Skills Test (ALST) Content Specialty Test (CST) Teacher candidates who apply for initial certification on or after May 1, 2014, or candidates who apply for certification on or before April 30, 2014 but do not meet all of the requirements for initial certification on or before April 30, 2014, will be required to pass the Teacher Performance Assessment, (edtpa), Education All Students test (EAS), Academic Literacy Test (ALST). And the Content Specific Test (CST). These tests cannot be missed and matched. For example, for those students graduating prior to May 1, 2014, if they have not taken and passed the CST, LAST and ATS-W by April 30, 2014, they will need to pass the ALST, EAS and edtpa in addition to the CST in order to receive initial certification. Information about these tests, including dates, preparation materials, and registration information, is available at www.nystce.nesinc.com. 28

Teacher Certification Application Information Sheet Please use the information provided below to assist you in completing your online application for NYS Teacher Certification. First: Create a TEACH account Students should set up a TEACH account at the beginning of their Profession Year, the semester prior to their student teaching semester when enrolled in EDUC 481/482. There is no cost to setting up this account. Your TEACH account will allow prospective employers to check the status of your certification. The results of your NYSTCE scores are recorded on TEACH along with information about fingerprinting, required workshops completed and your recommendation for certification from Siena College. In order to apply for certification, you must first register online on the TEACH website and create a TEACH account. You enter TEACH online services via the Office of Teaching Initiatives website at www.highered.nysed.gov/tcert. Select Self Register to Access TEACH. You will be given instructions on how to complete your personal profile. You will enter your personal information and preferences (such as opting to be included in the statewide teacher clearinghouse or having most correspondence from us transmitted via email). You will also be prompted to create a TEACH login ID and password. Instructions are provided as you go through this process. Once you have created your login and password, this step is completed and you never have to repeat this process. Once you are in TEACH you will be able to do the following: Apply for fingerprint clearance Apply for a certificate Check the status of your application(s) View/update your profile (update address, request a name change or social security update, etc.) View your certification record (evaluations and issued certificates) View/update your professional development record for your Professional or Teaching Assistant 3 certificates. Apply for a duplicate certificate 29

Second : Complete the Application The application should be completed within several weeks of graduation Step 1:Use the following information to complete the Self-Reported education portion of the online application: Institution: Award Title: Choose Siena College from the drop-down list Choose Bachelor of Arts, Bachelor of Science, or Certificate Note: A candidate only applies for a Certificate if he/she is a returning student with a Bachelors Degree Program: Drop-down options include: For BA: Adolescence Education, English 25746 Adolescence Education, Social Studies 25751 Adolescence Education, Mathematics 25749 Adolescence Education, Spanish 25752 Adolescence Education, French 25747 For BS: Business and Marketing, All Grades 25753 Adolescence Education, Mathematics 25748 Adolescence Education, Biology 25744 Adolescence Education, Chemistry 25745 Adolescence Education, Physics 25750 For Certificate: Adolescence Education 25754 (This code is used only by Certification Program returning students. All returning students use the sane code regardless of certification area.) Major: This is a generic list of common majors, used for SED purposes only. Choose the one that applies. Date Degree Received: Enter graduation date example 05/18/2014 Attended From: Enter date education began example, 09/01/2010 Attended To: Enter date education ended example, 05/18/2014 Number of Credits: Enter number of credits earned 30

Step 2: Select Certificate(s) Use the following information to select the appropriate certificate title and type: Select Area of Interest: Choose Classroom Teacher Select your Subject Area: Choose appropriate subject from dropdown list Select the Grade Level: Typically Adolescent Grades 7-12 (Business and Marketing will be Pre K-12 All grades) Select the Title: Select the Type of Certificate: Choose appropriate title from drop-down list Choose Initial Certificate After you have selected your certificate title and type, you will have a list of "Pathways" with associated requirements. You must choose a Pathway to continue with the application process. Important: Choose the radio button, Pathway: Approved Teacher Preparation Program! Here you will see what New York State already has on file with regard to your certification requirements, i.e., test results and fingerprint clearance. During the Select Certificate(s) process, you will be prompted on how to apply for a second certificate. Follow the prompts if you are eligible (and applying) for a 5-6 extension or for General Science. Step 3: Complete the Application Continue through the application answering all required questions; sign the affidavit and application; and make your payment. You may pay online using a credit card or print out the payment coupon and mail in a US Postal Money Order. Final note: Use the same web address to access New York State s on-line fingerprint clearance process. 31

Appendix I Evaluation of Forms Samples of forms referenced throughout the Student Teaching Handbook are included on the following pages. Actual forms will be completed either on hard copy or on-line following directions provided to you. Web access to the forms, as well as periodic reminders about submitting forms, will be provided to all cooperating teachers and supervisors by the Director of Field Experiences. Please note that this information will most often be transmitted via e-mail; therefore, it is critical that the Director of Field Experiences have your most current e-mail address and that you check it regularly. For Siena College employees and student teachers, the Siena College e-mail system will be the official form of communication. Samples of the following forms, as well as additional information, found in the Appendix are: Form A Instructional Theory and Practice Field Experience Activity Record...33 Form A-1 Instructional Theory and Practice Evaluation Report... 35 Rubric for Form A-1.....37 Form B Student Teaching Observation Form..40 Form C Mid-Experience Evaluation for Student Teaching... 43 Form D Final Evaluation for Student Teaching... 45 Rubric for Forms B, C, D......47 Form F Recommended Grade for Student Teaching..51 Rubric for Form F.52 32

Siena College Education Department Form A INSTRUCTIONAL THEORY AND PRACTICE (EDUC-481/482) FIELD EXPERIENCE ACTIVITY RECORD Student s Name School Grade(s) / Subject Area Cooperating Teacher The Student will engage in the activities listed below under the guidance of the Cooperating Teacher. The Cooperating Teacher is asked to date the completion lines. Students will complete these activities at each school site with each Cooperating Teacher. Please sign, date, and return the completed form to Siena College as indicated. Activity 1. Discuss teaching strategies appropriate to Cooperating Teacher's Content area. 2. Prepare two Lesson Plans (Business area prepares four Lesson Plans) for the Cooperating Teacher's classes. Lesson plans should provide for the needs of a diverse student population, including those with disabilities. 3. Teach one full-period or block Lesson. (Business area teaches two full-period or block Lessons.) Completed (date) 4. Develop quiz or test for one of Cooperating Teacher's classes. 5. Determine availability of school's instructional and media technology, including computers 6. Discuss use of instructional technology and use of electronic resource materials in the classroom 7. Obtain, read, and discuss with Cooperating Teacher copies of school's following policies: a. Drug, alcohol & tobacco b. Attenance c. Discipline procédures (In & Out of Classroom) d. Safety and security procedures e. Grading policies f. Graduation requirements 33

Student Form A p. 2 g. Homework h. 'Tracking' or Grouping policies i. Teacher referrals (non-disciplinary) j. Bilingual/ESL students 8. Teaching Activities. Do as many of the following as possible: a. Tutor individual students b. Teach small group c. Assist students with lesson d. Assist teacher in group instructional activity e. Assist teacher demonstrations f. Correct quizzes or tests g. Prepare and supervise student work where appropriate h. Assist teacher with instructional materials set-up and use i. Attend school meetings (ie. Faculty, CSE, Professional Development, etc.) j. Visit school library; discuss procedures with librarian k. Visit school computer lab, if available Cooperating Teacher's Signature: Date: Student Teacher s Signature: Date: Cooperating Teachers: Students: Retain a copy of this completed form for your records. Return the original signed form to your EDUC 482 instructor along with all other field experience requirements. Retain a copy of this form for your records. Education Department, Siena College, 515 Loudon Road, Loudonville, NY 12211-1462 6/3/09 34

Siena College Education Department Form A-1 INSTRUCTIONAL THEORY AND PRACTICE (EDUC-481/482) EVALUATION REPORT Student s Name Grades(s)/Subject Area(s) School Cooperating Teacher ================================================================================= To the Cooperating Teacher: Please complete this form when the student teacher has finished his/her hours of observation and activities with you. Please evaluate the student in each of the following areas by the appropriate level after each statement. Key: 1 Below expectations 2 Meets expectations 3 Exceeds expectations 1. The student teacher shows good preparation and planning skills. 2. The student teacher shows knowledge of multiple instructional strategies. 3. The student teacher develops and uses appropriate learning assessments that are congruent with instructional goals and objectives. 4. The student teacher demonstrates a solid understanding of the subject matter. 5. The student teacher shows good presentation skills by: A. asking high-quality questions that encourage student participation, B. providing students with accurate, substantive, constructive feedback, C. utilizing physical space and resources (including technology) to optimize learning and safety. 6. The student teacher communicates clearly and accurately via a) oral language and b) written language 7. The student teacher provides for the needs of a diverse student population, including those with disabilities. 8. The student teacher demonstrates an understanding of classroom management through: A. Clear expectations, B. Monitoring of student behavior, C. Responses to student behavior. 1 1 2 2 3 3 35

Student Form A-1 p. 2 9. The student teacher displays genuine warmth, caring, empathy and mutual respect with students. 10.The student teacher demonstrates interest and enthusiasm. 11. The student teacher demonstrates classroom behaviors that are consistent with the Ideal of fairness and the belief that all students can learn. 12.The student teacher is reliable and punctual in meeting time commitments. 13. Please list particular strengths that you feel the student teacher demonstrates: 14.Please list any areas where you feel the student teacher needs improvement in content (subject) knowledge and/or in teaching methods: 15. Do you recommend that this student proceed on into formal Student Teaching next semester? Yes No Comments: Cooperating Teacher's Signature: Date: Student Teacher s Signature: Date: Cooperating Teachers: Retain a copy of this completed form for your records. Students: Return the original signed form to your EDUC 482 instructor along with all other Field Experience requirements. Retain a copy of this form for your records. Education Department, Siena College, 515 Loudon Road, Loudonville, NY 12211-1462. Fax: 518.782.6571 6/3/09 36

Siena College Education Department Rubric for Evaluating Teacher Candidates (Form A-1) Adapted from Danielson, C (2008) Candidate Learning Outcomes Below Expectations Meets Expectations Exceeds Expectations 1. Teacher candidate shows good preparation and planning skills 2. Teacher candidate shows knowledge of multiple instructional strategies 3. Teacher candidate develops and uses appropriate learning assessments that are congruent with instructional goals and objectives 4. Teacher candidate demonstrates a solid understanding of subject matter Instructional goals are unsuitable and/or poorly aligned with instructional goals and standards. Lesson plans and goals are not coherent. Designs instruction that is suitable only for some students. Demonstrates little or inappropriate knowledge about different ways students learn. Teaches from a limited perspective and does not seek out resources to enhance instruction. Candidate s plan for assessing student learning is partially or misaligned with instructional outcomes and/or contains unclear criteria. Does not demonstrate understanding of various approaches to assessment and/or uses inappropriate assessment strategies. Displays little understanding of the subject or structure of the discipline. Instructional practices specific to that discipline are not evident or are not sufficiently understood. Designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Instruction is aligned with learning standards and goals and accurately represents content. Lesson structure is coherent and maintained from beginning to closure. The lesson or unit demonstrates competency in engaging students in significant learning. Displays general knowledge about different ways students learn (e.g., learning styles, learning modalities). Uses a variety of instruction, activities, assignments and resources that are appropriate relevant and resourceful. Candidate s plan for assessment is aligned with instructional outcomes, uses clear criteria, and is appropriate for the needs of students. Candidate intends to use assessment results to plan for future instruction for groups of students. Uses multiple assessment modes and approaches to assess student learning before, during, and after instruction. Candidate s plans and practice reflect solid knowledge of the content and relationships between important concepts. Instructional practices specific to that discipline are evident. Design for instruction is based upon knowledge of subject matter, students, the community and NYS learning standards. Candidate demonstrates the value of short and long-term planning and designs educational experiences that are stimulating, engaging and purposeful. The lesson or unit promotes higher level thinking skills. Demonstrates knowledge of human growth and development and incorporates different learning styles and learning modalities flawlessly. Actively seeks knowledge of students backgrounds, cultures, proficiencies, interests and needs from a variety of sources and uses this knowledge insightfully. Candidate s plan for assessment is fully aligned with instructional outcomes and uses clear criteria and standards that show evidence of student contribution to their development (self-assessment). Assessment methodologies have been adapted for individuals, and the candidate intends to use assessment results to plan future instruction. Demonstrates solid understanding of the content and its prerequisite relationships, including connections with other disciplines. Instructional practices reflect current, research-based pedagogical knowledge and actively build on learners prior knowledge. 37

5. Teacher candidate shows good presentation skills by: a. asking high-quality questions that encourage student participation; b. providing students with accurate, substantive, constructive feedback; c. utilizing physical space and resources (including technology) to optimize learning and safety 6. Teacher candidate communicates clearly and accurately via: a. oral language; b. written language 7. Teacher candidate provides for the needs of diverse student populations, including those with disabilities Siena College Education Department Rubric for Evaluating Teacher Candidates (Form A-1) Adapted from Danielson, C (2008) Some questions elicit thoughtful responses but most prompt low-level thinking, are posed in rapid succession or limit student participation to recitation rather than discussion. Feedback is infrequent, uneven, or inappropriate. The physical environment is safe, although some students do not have access to essential learning. The candidate s use of physical resources, including instructional technology is erratic or moderately effective. Candidate s use of language is correct but sometimes inappropriate for students cultures or levels of development. Written materials demonstrate little regard for accuracy and employ awkward word choice. Organizational structure is distracting and confusing and/or kind and number of errors impede readability. Design for instruction is unsuitable, of moderate rigor, or represents trivial or low level learning. Activities, assignments, materials, resources, student grouping and instructional pace are inappropriate or not aligned with students cultures or levels of understanding. Both candidate and students appear to be only going through the motions. Employs pivotal questions that guide the flow of the lesson and accurately reflect Blooms Taxonomy. Provides students with accurate, substantive, constructive feedback in a timely manner. The classroom environment is safe, and learning is accessible to all students; the candidate is competent at arranging the physical environment in ways that are appropriate for learning activities. Candidate makes effective use of physical resources, including instructional technology to benefit all students. Candidate communicates well, listens to the thoughts and ideas of others and models correct English, avoiding slang expressions. Written materials are accurate and complete, are free from spelling and grammar errors and are well organized. Information to families about students is conveyed in a culturally appropriate manner. Candidate demonstrates sensitivity to culture, race, gender, ethnicity, religion, socioeconomic status, sexual orientation, and exceptionalities in the education process and understands how students differ in their approaches to learning. Activities, assignments, materials, resources, student grouping and instructional pace are appropriate for the instructional goals and outcomes and students cultures and levels of understanding. Most students are engaged in rigorous, high-level work. Questions reflect high expectations and candidate allows sufficient time for students to answer. Questions nurture engaged participation by most or all students. Feedback is timely and of high quality. The classroom is safe and the physical environment ensures deep learning for all students, including those with the special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Candidate s oral and written communication is clear and expressive, uses conventional grammar and syntax, clear articulation, accurate pronunciation and varied tonality. Uses language appropriate for students cultures and levels of development, and anticipates possible student misconceptions in written and oral communication. Candidate seeks instructional strategies that provide opportunities for all students to improve their skills. Demonstrates awareness of various learning styles, cultural differences, ability levels, and multiple intelligences within the classroom, and adjusts instruction accordingly. Lessons incorporate insights from other disciplines. 38

8. Teacher candidate demonstrates an understanding of classroom management through: a. clear expectations b. monitoring of student behavior c. responses to student behavior 9. Teacher candidate displays genuine warmth, caring, empathy and mutual respect with students 10. Teacher candidate demonstrates interest and enthusiasm 11. Teacher candidate demonstrates classroom behaviors that are consistent with the ideal of fairness and the belief that all students can learn 12. Teacher candidate is reliable and punctual in meeting time constraints Siena College Education Department Rubric for Evaluating Teacher Candidates (Form A-1) Adapted from Danielson, C (2008) There is erratic evidence that standards of conduct have been established. Candidate tries, with uneven results, to monitor student behavior and respond to student misbehavior, or response to student misbehavior is repressive or disrespectful of student dignity. Candidate fails to develop rapport with students. Classroom relationships are unproductive or disruptive to the learning process. Candidate seems unaware of the needs of others and/or is judgmental and/or is overly opinionated. Candidate abdicates responsibilities for the establishment of a positive learning environment and appears quick to blame others. Candidate appears hypercritical and is easily overwhelmed by the daily challenges of the profession. Candidate has limited knowledge of his/her own strengths and weaknesses and offers excuses for events and behaviors. Candidate is quick to judge and relies solely on subjective evidence when evaluating students possessive progress. Candidate demonstrates difficulties with lateness, is unreliable, and does the minimum in meeting professional commitments. Standards of conduct are adequate and appear to be clear to students, and candidate monitors student behavior against those standards. Candidate response to student misbehavior is appropriate and respects the students dignity. Candidate cultivates relationship with students that are characterized by high expectations and assists all students in achieving success. Candidate is eager to learn about students lives, is slow to judge and takes initiative in developing caring relationships with and among students. Candidate takes responsibility for establishing a positive classroom climate and seeks out new ideas and relevant information to meet the needs of students. Candidate demonstrates ability to praise others and responds to challenges as opportunities. Candidate exhibits honesty and integrity and deals fairly and consistently with students. Demonstrates a positive attitude toward teaching and upholds professional ethics and standards of behavior, and acts in the best interest of all students. Candidate completes work on time and consistently meets professional responsibilities. Standards of conduct are clear and highly effective with evidence of student participation in setting them. Candidate s monitoring of student behavior is subtle and preventative and response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. Candidate displays respect for students backgrounds and abilities, responds empathically to students needs, and consistently seeks opportunities to make eye contact with all students. Candidate is cheerful, takes pride in his or her own work, and seeks to find good in most situations. Candidate demonstrates classroom behaviors that create caring and supportive learning environments and encourages self-directed learning by all students. Candidates recognize when their own professional dispositions may need to be adjusted and are able to develop plans to do so. Candidate is generous with time, talents, and resources and is actively engaged in the life of the school. 39

Siena College Education Department Form B STUDENT TEACHING OBSERVATION FORM Student s Name School Visit Number Observer Grade/Subject Area Date Domain 1: Planning and Preparation Demonstrates knowledge of content and pedagogy, including NYS and professional association standards. Demonstrates knowledge of students learning styles, abilities and disabilities, interests, and cultural heritage. Selects appropriate instructional goals that are clear, valuable, and suitable for diverse learners. Demonstrates knowledge of resources, including technology and assistive technology. Designs coherent and differentiated instruction, including learning activities, student grouping, and lesson structures that support instructional goals. Assesses student learning in a manner congruent with instructional goals and standards. Below Expectations Meets Expectations Exceeds Expectations Comments: Domain 2: The Classroom Environment Creates an environment that reflects the Franciscan values of genuine warmth, caring, empathy and mutual respect. Manages classroom procedures (routines, duties, transitions, materials) and the work of volunteers and paraprofessionals. Manages student behavior through clear expectations, monitoring of student behavior, and responses to student behavior. Organizes physical space and resources in ways that promote safety and accessibility to learning. Below Expectations Meets Expectations Exceeds Expectations Comments: 40

Student Form B p. 2 Domain 3: Instruction Communicates clearly and accurately via oral and written language. Uses questioning and discussion techniques in which questions are of high quality and discussion techniques promote student participation. Engages students in learning through content, activities, assignments, student grouping, materials, resources, structure, and pacing. Provides feedback to students that is accurate, substantive, constructive, specific, and timely. Demonstrates flexibility and responsiveness through lesson adjustment, responsiveness to students, and persistence. Below Expectations Meets Expectations Exceeds Expectations Comments: Domain 4: Professional Responsibilities (As Observed) Reflects on teaching to identify improvements to enhance future teaching and participates in professional growth opportunities. Maintains accurate records concerning the instructional program, individual students, and mandated requirements. Fosters effective home-school relationships through the sharing of student and program information. Contributes to the school and district through professional collaboration, participation in school activities, and demonstration of the Franciscan value of service. Shows professionalism through positive peer relationships, mature decision-making, and professional advocacy. Below Expectations Meets Expectations Exceeds Expectations Comments: 41

Student Form B p. 3 POST-OBSERVATION Areas where the teacher demonstrated competence: Recommendations for improvement: Additional Comments: Observer s Signature Student Teacher s Signature Date Date White copy Observer Yellow copy Student Teacher Pink copy Cooperating Teacher June 3, 2009 42

Siena College Education Department Form C MID-EXPERIENCE EVALUATION FOR STUDENT TEACHING Student s Name Grade/Subject Area School Cooperating Teacher Your student teacher has now completed about one-half of his/her experience with you. Please evaluate his/her current status in the following areas by clicking on the appropriate level after each statement. After completing the form, click the submit button. Key: 1 Below expectations 2 Meets expectations 3 Exceeds expectations Domain 1: Planning and Preparation 1a. Demonstrates knowledge of content and pedagogy, including NYS and professional association standards. 1b. Demonstrates knowledge of students learning styles, abilities and disabilities, interests, and cultural heritage. 1c. Selects appropriate instructional goals that are clear, valuable, and suitable for diverse learners. 1d. Demonstrates knowledge of resources, including technology and assistive technology. 1e. Designs coherent and differentiated instruction, including learning activities, student grouping, and lesson structures that support instructional goals. 1f. Assesses student learning in a manner congruent with instructional goals and standards. Domain 2: The Classroom Environment 2a. Creates an environment that reflects the Franciscan values of genuine warmth, caring, empathy and mutual respect. 2b. Establishes a culture for learning where content is valued and expectations for learning and achievement are high. 2c. Manages classroom procedures (routines, duties, transitions, materials) and the work of volunteers and paraprofessionals. 2d. Manages student behavior through clear expectations, monitoring of student behavior, and responses to student behavior. 2e. Organizes physical space and resources in ways that promote safety and accessibility to learning. Domain 3: Instruction 3a. Communicates clearly and accurately via oral and written language. 3b. Uses questioning and discussion techniques in which questions are of high quality and discussion techniques promote student participation. 3c. Engages students in learning through content, activities, assignments, student grouping, materials, resources, structure, and pacing. 3d. Provides feedback to students that is accurate, substantive, constructive, specific, and timely. 3e. Demonstrates flexibility and responsiveness through lesson adjustment, responsiveness to students, and persistence. 43

Student: Form C p. 2 4a. Reflects on teaching to identify improvements to enhance future teaching and participates in professional growth opportunities. 4b. Maintains accurate records concerning the instructional program, individual students, and mandated requirements. 4c. Fosters effective home-school relationships through the sharing of student and program information. 4d. Contributes to the school and district through professional collaboration, participation in school activities, and demonstration of the Franciscan value of service. 4e. Shows professionalism through positive peer relationships, mature decision-making, and professional advocacy. Comments: Observer s Signature Student Teacher s Signature Date Date White copy Observer Yellow copy Student Teacher Pink copy Cooperating Teacher 44 June 3, 2009

Siena College Education Department Form D FINAL EVALUATION FOR STUDENT TEACHING Student s Name Grade/Subject Area School Cooperating Teacher/Supervisor Please evaluate the student in each of the following areas by clicking on the appropriate level after each statement. After completing the form, click on submit. Key: 1 Below expectations 2 Meets expectations 3 Exceeds expectations Domain 1: Planning and Preparation 1a. Demonstrates knowledge of content and pedagogy, including NYS and professional association standards. 1b. Demonstrates knowledge of students learning styles, abilities and disabilities, interests, and cultural heritage. 1c. Selects appropriate instructional goals that are clear, valuable, and suitable for diverse learners. 1d. Demonstrates knowledge of resources, including technology and assistive technology. 1e. Designs coherent and differentiated instruction, including learning activities, student grouping, and lesson structures that support instructional goals. 1f. Assesses student learning in a manner congruent with instructional goals and standards. Comments on Domain 1: Domain 2: The Classroom Environment 2a. Creates an environment that reflects the Franciscan values of genuine warmth, caring, empathy and mutual respect. 2b. Establishes a culture for learning where content is valued and expectations for learning and achievement are high. 2c. Manages classroom procedures (routines, duties, transitions, materials) and the work of volunteers and paraprofessionals. 2d. Manages student behavior through clear expectations, monitoring of student behavior, and responses to student behavior. 2e. Organizes physical space and resources in ways that promote safety and accessibility to learning. 45 Comments on Domain 2:

Student: Form D p. 2 Domain 3: Instruction 3a. Communicates clearly and accurately via oral and written language. 3b. Uses questioning and discussion techniques in which questions are of high quality and discussion techniques promote student participation. 3c. Engages students in learning through content, activities, assignments, student grouping, materials, resources, structure, and pacing. 3d. Provides feedback to students that is accurate, substantive, constructive, specific, and timely. 3e. Demonstrates flexibility and responsiveness through lesson adjustment, responsiveness to students, and persistence. Comments on Domain 3: Domain 4: Professional Responsibilities Clinical and Content Area Supervisors are required to complete 4a and 4e;and 4b, 4c, and 4d as observed. Cooperating teachers are required to complete all items. 4a. Reflects on teaching to identify improvements to enhance future teaching and participates in professional growth opportunities. 4b. Maintains accurate records concerning the instructional program, individual students, and mandated requirements. 4c. Fosters effective home-school relationships through the sharing of student and program information. 4d. Contributes to the school and district through professional collaboration, participation in school activities, and demonstration of the Franciscan value of service. 4e. Shows professionalism through positive peer relationships, mature decision-making, and professional advocacy. Comments on Domain 4: Additional Comments: Cooperating Teacher/Supervisor s Signature 46 Date June 3, 2009

Candidate Learning Outcomes 1a. Demonstrate knowledge of content and pedagogy, including NYS and professional association standards 1b. Demonstrate knowledge of students learning styles, abilities and disabilities, developmental status, interests, and cultural heritage 1c. Select appropriate instructional goals that are clear, valuable, and suitable for diverse learners 1d. Demonstrate knowledge of resources, including technology and assistive technology 1e. Design coherent and differentiated instruction, including learning activities, student grouping, and lesson structures that support instructional goals 1f. Assess student learning in a manner congruent with instructional goals and standards Siena College Education Department Rubric for Evaluating Teacher Candidates (Forms B, C, D) adapted from Danielson, C (2008) Below Expectations Meets Expectations Exceeds Expectations Candidate s plans and practice display little knowledge of the content. Content is treated as isolated skills and facts rather than as part of a larger conceptual structure. Instructional practices specific to discipline are rarely or inappropriately used. Candidate demonstrates inappropriate or no knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. Instructional goals are unsuitable; are of moderate rigor representing trivial or low-level learning; or are stated only as activities. They do not permit viable methods of assessment. Candidate demonstrates little or no familiarity with instructional technology and/or assistive technology to enhance own knowledge, to use in teaching, or for students who need them. Candidate is ineffective at seeking out such knowledge. The series of learning experiences are poorly aligned with instructional outcomes and do not represent a coherent structure. The experiences are suitable for only some students. Candidate s plan for assessing student learning is partially aligned with instructional outcomes and/or contains unclear criteria and/or is inappropriate for many students. The results of assessment have minimal impact on the design for future instruction Planning and Preparation Domain 1 Candidate s plans and practice reflect solid knowledge of the content and relationships between important concepts. Instructional practices specific to that discipline are evident and used effectively. Candidate is competent at seeking out knowledge of students backgrounds, cultures, skills, language proficiencies, interests, and special needs, and is effective attaining this knowledge for groups of students. Instructional goals reflect high level learning and curriculum standards. They are suitable for most students; represent different types of learning and can be assessed. Candidate demonstrates familiarity and awareness of the resources available through the school or district to enhance own knowledge, to use in teaching, and/or for students who need them. Candidate seeks to extend such knowledge. The series of learning experiences exemplifies the coordination of knowledge of content, students, and resources and are aligned with instructional outcomes and suitable for groups of students. The lesson or unit has clear structure and illustrates competencies in engaging students in significant learning. Candidate s plan for student assessment is aligned with instructional outcomes, uses clear criteria, and is appropriate for the needs of students. Candidate intends to use assessment results to plan for future instruction for groups of students. Candidate s plans and practice reflect extensive and insightful knowledge of the content and the structure of the discipline. Candidate actively builds on knowledge of pre-requisite relationships and misconceptions when seeking causes for student misunderstandings. Candidate actively seeks knowledge of students backgrounds, cultures, skills, language proficiencies, interests, and special needs from a variety of sources, and uses this knowledge insightfully. Candidate attains this knowledge for individual students. Instructional goals are stated as outcomes that can be assessed; reflect rigorous learning and curriculum standards; and take account of the needs of individual students. Candidate consistently seeks out resources in and beyond the school or district in professional organizations, on the internet, and in the community to enhance own knowledge, to use in teaching, and for student who need them. Candidate coordinates knowledge of content, students, and resources to design a series of learning experiences aligned to instructional goals and outcomes, differentiated where appropriate to make them suitable for all students and illustrates creative efforts to engage them in significant learning. The lesson or unit s structure is clear and allows for different pathways according to student needs. Candidate s plan for student assessment is fully aligned with instructional outcomes, uses clear criteria and standards that show evidence of student contribution to their development (selfassessment). Assessment methodologies have been adapted for individuals, and the candidate intends to use assessment results to plan future instruction for individual students. 47

Candidate Learning Outcomes 2a. Create an environment that reflects the Franciscan values of genuine warmth, caring, empathy and mutual respect 2b. Establish a culture for learning where content is valued and expectations for learning and achievement are high 2c. Manage classroom procedures (routines, duties, transitions, materials) and the work of volunteers and paraprofessionals 2d. Manage student behavior through clear expectations, monitoring of student behavior and responses to student behavior 2e. Organize physical space and resources in ways that promote safety and accessibility to learning Siena College Education Department Rubric for Evaluating Teacher Candidates (Forms B, C, D) adapted from Danielson, C (2008) Below Expectations Meets Expectations Exceeds Expectations Candidate does not recognize or demonstrate understandings of how social structures and power relationships disadvantage some groups of learners; is impatient with students, peers, and colleagues and does not respond appropriately, honestly, or with integrity to students and others in the learning community. Candidate ignores new ideas, diverse perspectives, and relevant information resulting in the perpetuation of unequal and unbalanced power-based relationships. Candidate attempts to create a culture for learning are inadequate with little teacher commitment to the subject, modest expectations for student achievement and demonstrations of student pride in their work are rare. Both candidate and students appear to be only going through the motions. Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties. There is erratic evidence that standards of conduct have been established. Candidate tries, with uneven results, to monitor student behavior and respond to student misbehavior, or response to student misbehavior is repressive or disrespectful of student dignity. The physical environment is safe, although some students do not have access to essential learning. The candidate use of physical resources, including instructional technology is erratic or moderately effective. Candidate may attempt to modify the environment to suit learning activities, with partial success. The Classroom Environment Domain 2 Candidate demonstrates understandings of how social structures and power relationships disadvantage some groups of learners and acts with patience to ensure that all students have equal access and opportunities to learn by exhibiting high levels of honesty, integrity, and fairness and acting in the best interests of all students and others in the learning community. Candidate demonstrates enthusiasm and dedication to the task of providing a safe, inclusive equitable environment for all students and seeks out new ideas and relevant information to meet the needs of students. Classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students clearly demonstrating pride in their work. Little instructional time is lost because of classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. Standards of conduct are adequate and appear to be clear to students, and candidate monitors student behavior against those standards. Candidate response to student misbehavior is appropriate and respects the students dignity. The classroom environment is safe, and learning is accessible to all students; the candidate is competent at arranging the physical environment in ways that are appropriate for learning activities. Candidate makes effective use of physical resources, including instructional technology to benefit all students. Candidate demonstrates understandings of how social structures and power relationships disadvantage some groups of learners and actively works to recognize and challenge injustice. Candidate exhibits high levels of honesty, integrity and fairness and demonstrates courage and patience when acting in the best interests of all students and others in the learning community. Candidate demonstrates enthusiasm, initiative and dedication to the task of providing a safe, inclusive equitable environment for all students and seeks out new ideas, diverse perspectives, and relevant information to meet the needs of students. High levels of student energy and teacher candidate passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance for example, by initiating improvement to their own work. Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties. Standards of conduct are clear, and highly effective with evidence of student participation in setting them. Candidate s monitoring of student behavior is subtle and preventative, and response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. The classroom is safe, and the physical environment ensures deep learning for all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully and creatively as appropriate to the lesson. 48

Candidate Learning Outcomes 3a. Communicate clearly and accurately via oral and written language 3b. Use questioning and discussion techniques in which questions are of high quality and discussion techniques promote student participation 3c. Engage students in learning through content, activities, assignments, student grouping, materials, resources, structure, and pacing 3d. Provide feedback to students that is accurate, substantive, constructive, specific, and timely 3e. Demonstrate flexibility and responsiveness through lesson adjustment, responsiveness to students, and persistence Siena College Education Department Rubric for Evaluating Teacher Candidates (Forms B, C, D) adapted from Danielson, C (2008) Below Expectations Meets Expectations Exceeds Expectations Expectations for learning, directions, procedures, and explanations of content are unclear or confusing and need significant clarification. Candidate s use of language is correct, but may not be completely appropriate for student s cultures or levels of development. Some of the Candidate s questions elicit thoughtful responses, but most are low-level, posed in rapid succession, or limit student participation to recitation rather than discussion. Candidate attempts to engage all students in the discussion are only partially successful. Activities, assignments, materials, resources, student grouping and instructional pace are not fully aligned with the instructional goals or students cultures or levels of understanding resulting in little intellectual engagement. The lesson has a recognizable structure, but is not fully realized or maintained. Assessment is occasionally used in instruction, through some monitoring of progress of learning by the candidate and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. Candidate adheres to the plan for instruction even when a change would improve the lesson or address students questions or lack of interest. Attempts to accept responsibility for student success are not successful due to the limited repertoire of strategies the candidate has or candidate blames the students or their home environment. Instruction Domain 3 Expectations for learning, directions, procedures, and explanations of content are clear to students. Communications are appropriate for students cultures and levels of development. Most of the Candidate s questions elicit thoughtful responses, and the candidate allows sufficient time for students to answer. Most or all students participate in the discussion, with the teacher stepping aside when appropriate. Activities, assignments, materials, resources, student grouping and instructional pace are appropriate for the instructional goals and outcomes and students cultures and levels of understanding. Most students are engaged in rigorous, high-level work. The lesson s structure is coherent and maintained from the beginning to closure. Assessment is regularly used in instruction, through consistent monitoring of progress of learning by the candidate and/or students. Feedback to students is timely and of high-quality. Students are fully aware of the assessment criteria used to evaluate their work. Candidate promotes the successful learning of all students, making adequate adjustments as needed to instruction plans and accommodating student questions, perceived needs and interests. Expectations for learning, directions, procedures, and explanations of content are clear to students. Candidate s oral and written communication is clear and expressive, appropriate for students cultures and levels of development, and anticipates possible student misconceptions. Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and participate in a way that ensures that all voices are heard. Students are intellectually engaged in significant learning and make material contributions to the activities, groupings, assignments, activities, and resources used. The lesson is adapted as needed to the needs of individuals, and the structure and pacing allow for student reflection and closure. Assessment is used in a sophisticated manner in instruction, through student involvement in establishing the assessment criteria, self-assessment by students, monitoring of progress by both students and the teacher candidate, and high-quality feedback to students from a variety of sources. Candidate seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The candidate ensures the success of all students, using an extensive repertoire of instructional strategies. 49

Candidate Learning Outcomes 4a. Reflect on their teaching to identify improvements to enhance future teaching and participate in professional growth opportunities 4b. Maintain accurate records concerning the instructional program, individual students, and mandated requirements 4c. Foster effective home-school relationships through the sharing of student and program information 4d. Contribute to the school and district through professional collaboration, participation in school activities, and demonstration of the Franciscan value of service 4e. Show professionalism through positive peer relationships, mature decision-making, and professional advocacy Siena College Education Department Rubric for Evaluating Teacher Candidates (Forms B, C, D) adapted from Danielson, C (2008) Below Expectations Meets Expectations Exceeds Expectations Candidate is unable to identify specific evidence about the strengths, limitations, or effectiveness of the lesson and can only provide a partially accurate and objective description of the lesson. Candidate lacks the ability to inquire into their own biases and teaching practice within a socio-cultural perspective. Candidate makes only general suggestions as to how the lesson might be improved and responds negatively to constructive and developmental feedback from others to improve their practice. Candidate s systems for maintaining both instructional and noninstructional records are either nonexistent or rudimentary and only partially effective. Candidate minimally adheres to school procedures for communicating with families and makes sporadic attempts to engage families in the instructional program. Communications are not always appropriate to the cultures of those families. Candidate avoids participating in professional or collaborative activities with colleagues and only attends school and/or district events and projects when specifically asked; relationships with colleagues are negative or self-serving. Candidate displays an immature emotional capacity or lacks the physical capacity to handle the expectations of the education profession or contributes only to practices that are self-serving. Candidate does not listen to the thoughts and ideas of others and does not work effectively with peers and colleagues. Candidate is well-intentioned in serving students, but attempts to build mature relationships with students, colleagues, and parents are limited. Candidate complies minimally with school and district regulations, doing just enough to get by. Professional Responsibilities Domain 4 Candidate provides a satisfactory accurate and objective description of the lesson, citing specific evidence of the strengths, limitations, and effectiveness of the instruction. Candidate makes some specific suggestions as to how the lesson might be improved by identifying opportunities for professional growth and development and responds appropriately to constructive and developmental feedback from others to improve their practice. Candidate s systems for maintaining both instructional and noninstructional records are accurate, efficient, and effective. Candidate communicates frequently with families makes a variety of attempts to successfully engage them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner. Candidate willingly participates in professional or collaborative activities with colleagues and in school and district events and/or projects to provide a safe, equitable and shared learning environment for all students. Candidate initiates and maintains positive and productive relationships with colleagues. Candidate displays a high level of ethics and professionalism in dealings with students, parents, and colleagues by exhibiting commitment to authentic teaching and learning; advocating for the teaching profession; and displaying the physical and emotional capacity to handle the expectations of the education profession. Candidate communicates well and listens to the thoughts and ideas of others and develops effective working relationships with peers and colleagues. Candidate complies fully and voluntarily with school and district regulations. Candidate s reflection on the lesson is insightful, thoughtful and accurate, citing specific evidence of the strengths, limitations, and effectiveness of the instruction. Candidate draws on an extensive repertoire to suggest alternative strategies and predicts the likely success of each and actively seeks constructive and developmental feedback from supervisors, colleagues, peers, and students. Candidate s systems for maintaining both instructional and non-instructional records are accurate, efficient, and effective and students contribute to its maintenance. Candidate s communication with families is frequent and sensitive to cultural traditions; students participate in the communication. Candidate successfully engages families in the instructional program, as appropriate. Candidate makes a substantial contribution to professional or collaborative activities with colleagues and to school and/or district events and/or projects to provide a safe, equitable and shared learning environment for all students. Candidate assumes a leadership role among the faculty. Candidate is proactive and assumes a leadership role in advocating for the profession and in making sure that school practices and procedures ensure that all students, particularly those traditionally under-served, are honored in the school. Candidate actively cultivates support systems that help to maintain the physical and emotional capacity to handle the expectations of the education profession. Candidate is articulate and listens thoughtfully and respectively to the thoughts and ideas of others. Candidate takes a leadership role in ensuring that colleagues comply with school and district regulations. 50

Siena College Education Department Form F RECOMMENDED GRADE FOR STUDENT TEACHING For (Name of Student) at (Name of School) Based upon my responses on the Final Evaluation for Student Teaching (Form D) and on the Guidelines for Grading Student Teachers found in the Student Teaching Handbook, I recommend the following grade for the student teaching experience. A A- B+ B B- C+ C C- D+ D D- F 51

Recommended Grades for Student Teaching Form F The grades for student teaching should be based on the supervisors and cooperating teacher s overall assessment, using the following rubric as a general guide: A ------is the highest academic grade possible; an honor grade which is reserved for accomplishment that is truly distinctive and demonstrably outstanding. It represents a superior mastery of subject area material and demands a very high degree of proficiency in planning, teaching and assessment, as well as considerable originality and creativity. Students at this level consistently take initiative and demonstrate outstanding interpersonal skills. Grades of A- and B+ may be assigned. B-------is a grade that denotes achievement at or above Education Department standards. Good mastery of subject matter material is evident and student performance in planning, teaching and assessment is sound. Originality and creativity are frequently evident. Student works well independently and often demonstrates initiative. Interpersonal skills are very good. It is the grade that may be expected of students of average or above average ability who give to student teaching a reasonable amount of time and effort. B- (Or lower) -------indicates a degree of attainment that is below what is expected of graduates of Siena College s teacher certification program. Performance is deficient in planning, teaching, or evaluation with too little evidence of originality, creativity, or both. Knowledge of subject matter may be below the acceptable standard. Such students may not work well independently and sometimes fail to meet professional obligations. Students with a final grade of B- or lower on either EDUC 487 or EDUC 488 will not receive a recommendation for teacher certification by Siena College. Students may still be eligible to apply for New York State teacher certification through the Individual Evaluation pathway. 52

Appendix II Teacher Performance Assessment edtpa Task 1: Planning for Instructuion and Assessment.54 edtpa Task 2: Instructing and Engaging Students in Learning.59 edtpa Task 3: Assessing Student Learning... 62 edtpa Lesson Plans...66 Lesson Plan Helpful Hints..67 53

Task 1: Planning for Instruction and Assessment What to Think About Task 1: Planning for Instruction and Assessment, you will describe your plans for the learning segment and explain how your instruction is appropriate for the students and the content you are teaching: What do your students know, what can they do, and what are they learning to do? What do you want your students to learn? What are the important understandings and core concepts you want students to develop within the learning segment? What instructional strategies, learning tasks, and assessments will you design to support student learning and language use? How is the teaching you propose informed by your knowledge of students? How are the lesson plans supported by research and theory about how students learn? Task 1 prepares you to demonstrate and analyze the effectiveness of your teaching of the planned learning segment. What Do I Need to Do? Select a class. If you teach more than one class, select one focus class for this assessment. Provide context information. The Context for Learning Information is limited to no more than 3 pages, including prompts. Identify a learning segment to plan, teach, and analyze. Review the curriculum with your cooperating teacher and select a learning segment of 3 5 lessons (or, if teaching within a large time block, about 3 5 hours of connected instruction). Identify a central focus. Identify the central focus along with the content standards and objectives you will address in the learning segment. The central focus should support students in learning and will vary from subject area to subject area. Please consult your subject area s assessment handbook. Analyze language demands. Select a key language function, a learning task, and additional language demands required by the task. Write a lesson plan for each lesson in the learning segment. Your lesson plans should be detailed enough so that a substitute or other teacher could understand them well enough to use them. If your teacher preparation program requires you to use a specific lesson plan format for this assessment, be sure to include the information described below. 54

Your lesson plans should include the following information: State-adopted student academic content standards and/or Common Core State Standards that are the target of student learning (Please list the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s]). Learning objectives associated with the content standards. Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed. Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Instructional resources and materials used to engage students in learning. Respond to prompts listed in the Planning Commentary section below prior to teaching the learning segment. Submit your original lesson plans. If you make changes while teaching the learning segment, you will have opportunities to reflect on changes in the Instruction and Assessment Commentaries. Select and submit key instructional materials needed to understand what you and the students will be doing (no more than 5 additional pages per lesson plan). The instructional materials might include such items as class handouts, assignments, slides, and interactive whiteboard images. Submit copies of all written assessments. (Do not submit student work samples, but the blank instruments as given to students.) See Task 1: Artifacts and Commentary Specifications for instructions on electronic evidence submission. This evidence chart identifies supported file types, number of files, response length, and other important evidence specifications. What Do I Need to Write? In Task 1: Planning for Instruction and Assessment, you will write lesson plans a description of your context for learning commentary explaining your plans 55

Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts). 1. Central Focus a. Describe the central focus and purpose for the content you will teach in this learning segment. b. The central focus requirements will vary from subject area to subject area. Please consult your subject area s assessment handbook. 2. Knowledge of Students to Inform Teaching For each of the prompts below (2a b), describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). a. Prior academic learning and prerequisite skills related to the central focus What do students know, what can they do, and what are they learning to do? b. Personal/cultural/community assets related to the central focus What do you know about your students everyday experiences, cultural backgrounds and practices, and interests? 3. Supporting Students Learning Respond to prompts below (3a c). As needed, refer to the instructional materials and lesson plans you have included to support your explanations. Use principles from research and/or theory to support your explanations, where appropriate. a. Explain how your understanding of your students prior academic learning and personal/cultural/community assets (from prompts 2a b above) guided your choice or adaptation of learning tasks and materials. b. Describe key misconceptions within your content focus and how you will address them. c. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. 56

4. Supporting History/Social Studies Development Through Language a. Language Demand: Language Function. Identify one language function essential for students to learn the history/social studies content within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment. Analyze Compare/contrast Construct Describe Evaluate Examine Identify Interpret Justify Locate b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function. In which lesson does the learning task occur? (Give lesson/day number.) c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use. Vocabulary and key phrases Plus at least one of the following: Syntax Discourse Consider the range of students understandings of the language function and other demands what do students already know, what are they struggling with, and/or what is new to them? d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a c. 5. Monitoring Student Learning Refer to the assessments you will submit as part of the materials for Task 1. a. Describe how the planned formal and informal assessments provide direct evidence of how students learn and interpret throughout the learning segment. Please consult your subject area s assessment handbook for more specific information regarding assessment. b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. 57

How Will the Evidence of My Teaching Practice Be Assessed? When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing. For Task 1: Planning for Instruction and Assessment, your evidence will be assessed with rubrics 1 5, which appear in the following pages. 58

Task 2: Instructing and Engaging Students in Learning What to Think About In Task 2: Instructing and Engaging Students in Learning, you will demonstrate how you support and engage students in learning: What kind of learning environment do you want to develop in order to establish respect and rapport, and to support students engagement in learning? What kinds of learning tasks actively engage students in the central focus of the learning segment? How will you elicit and build on student responses in ways to develop and deepen content understanding? In what ways will you connect new content to your students prior academic learning and personal, cultural, or community assets during your instruction? How will you use evidence from your instruction to examine and change your teaching practices to more effectively meet a variety of student learning needs? What Do I Need to Do? Obtain required permission for videorecording. Before you record your video, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video. Adjust the camera angle to exclude individuals for whom you do not have permission to film. Examine your plans for the learning segment and identify challenging learning tasks in which you and students are actively engaged. Identify lessons to videorecord. Provide 2 video clips (each no more than 10 minutes in length) that demonstrate how you develop students abilities to evaluate sources, form interpretations or analyses, and build and defend arguments. The first clip should illustrate what you did to engage students in learning. Please consult your subject area s assessment handbook for more specific information regarding what is expected. The second clip should focus on interactions between you and the students. Please consult your subject area s assessment handbook for more specific information regarding what is expected. 59

Determine whether you will feature the whole class or a targeted group of students within the class. (Optional) Provide evidence of students language use. In Task 3, you will provide evidence of students language use with your video clips from Task 2 AND/OR through the student work samples analyzed in Task 3. Videorecord your classroom teaching. Tips for videorecording your class are available from your teacher preparation program. Select 2 video clips to submit and verify that each meets the following requirements: A video clip must be continuous and unedited, with no interruption in events. Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. Do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. Respond to prompts listed in the Instruction Commentary section below after viewing the video clips. Determine if additional information is needed to understand what you and the students are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages).. What Do I Need to Write? Instruction Commentary Write the Instruction Commentary (no more than 6 single-spaced pages, including prompts) by providing your response to each of the prompts below. 1. Which lesson or lessons are shown in the clips? Identify the lesson(s) by lesson plan number. 2. Promoting a Positive Learning Environment Identify scenes in the video clip(s) where you provided a positive learning environment. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning? 60

3. Engaging Students in Learning Refer to examples from the clip(s) in your explanations. a. Explain how your instruction engaged students in learning. Please consult your subject area s assessment handbook for more specific information regarding what is expected. b. Describe how your instruction linked students prior academic learning and personal, cultural, and community assets with new learning. 4. Deepening Student Learning during Instruction Refer to examples from the clip(s) in your explanations. a. Explain how you elicited student responses that supported your students ability to form interpretations or analyses and build and support arguments. b. Describe how you supported student learning. Please consult your subject area s assessment handbook for more specific information regarding what is expected. 5. Analyzing Teaching Refer to examples from the clip(s) in your explanations. a. How did your instruction support learning for the whole class and students who need greater support or challenge? Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). b. What changes would you make to your instruction to better support student learning of the central focus (e.g., missed opportunities)? b. What changes would you make to your instruction to better support student learning of the central focus (e.g., missed opportunities)? c. Why do you think these changes would improve student learning? Support your explanation with evidence of student learning and principles from theory and/or research as appropriate. How Will the Evidence of My Teaching Practice Be Assessed? When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing. For Task 2: Instructing and Engaging Students in Learning, your evidence will be assessed using rubrics 6 10. 61

Task 3: Assessing Student Learning What to Think About In Task 3: Assessing Student Learning, you will analyze student learning and their language use: How will you gather evidence and make sense of what students have learned? How will you provide meaningful feedback to your students? How will you use evidence of what students know and are able to do to plan next steps in instruction? How will you identify evidence and explain students use of language that demonstrates the development of content understanding? What Do I Need to Do? Determine which assessment from your learning segment you will use to evaluate your students developing knowledge and skills. It should be an assessment to be completed by the entire class featured in the learning segment. The assessment should reflect the work of individuals, not groups, but may be individual work from a group task. The assessment should provide opportunities for students to demonstrate their learning and use of fact and concepts interpretation and analysis skills building and supporting arguments Define and submit the evaluation criteria you will use to analyze student learning related to the understandings described above. Collect and analyze student work to identify quantitative and qualitative patterns of learning within and across learners in the class. Select 3 work samples to illustrate your analysis that represent the patterns of learning (i.e., what individuals or groups generally understood and what a number of students were still struggling to understand). These students will be your focus students for this task. At least one of the students must have specific learning needs, for example, a student with an IEP (Individualized Education Program), an English language learner, a struggling reader, an underperforming student or a student with gaps in academic knowledge, and/or a gifted student needing greater support or challenge. 62

Document the feedback you gave to each of the 3 focus students either on the work sample itself, as an audio clip, or as a video clip. Respond to prompts listed in the Assessment Commentary section below after analyzing student work from the selected assessment. Include and submit the chosen assessment, including the directions/prompts for the assessment. Attach it (no more than 2 pages) to the end of the Assessment Commentary. Provide evidence of students understanding and use of the targeted academic language function. You may choose evidence from video clips submitted in Task 2 AND/ OR student work samples submitted in Task 3 What Do I Need to Write? Assessment Commentary Write the Assessment Commentary (no more than 8 single-spaced pages, including prompts) by providing your response to each of the prompts below. 1. Analyzing Student Learning a. Identify the specific standards/objectives from the lesson plans measured by the assessment chosen for analysis. b. Provide the evaluation criteria you are using to analyze the student learning. c. Provide a graphic (table or chart) or narrative summary of student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above. d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to understanding and using facts and concepts interpretation and analysis skills building and supporting arguments Consider what students understand and do well, and where do they continue to struggle (e.g., common errors, confusions, need for greater challenge). 63

2. Feedback to Guide Further Learning Refer to specific evidence of submitted feedback to support your explanations. a. In what form did you submit your evidence of feedback for the 3 focus students? Written directly on work samples or in a separate document; In audio files; or In video clip(s) from the instruction task (provide a time-stamp reference) or in a separate video clip? b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the standards/objectives measured. c. How will you support students to apply the feedback to guide improvement, either within the learning segment or at a later time? 3. Evidence of Language Understanding and Use You may provide evidence of language use with your video clips from Task 2 AND/OR through the student work samples analyzed in Task 3. Refer to examples from the clip(s) (with time stamps) and/or student work samples as evidence. Explain the extent to which your students were able to use language (selected function, vocabulary, and additional identified demands) to develop content understandings? 4. Using Assessment to Inform Instruction a. Based on your analysis of student learning presented in prompts 1c d, describe next steps for instruction: for the whole class for the 3 focus students and other individuals/groups with specific needs Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). b. Explain how these next steps follow from your analysis of the student learning. Support your explanation with principles from research and/or theory. 64

How Will the Evidence of My Teaching Practice Be Assessed? When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing. For Task 3: Assessing Student Learning, your evidence will be assessed using Rubrics 11 15. 65

Lesson Plans Your lesson plans should include the following information: State-adopted student academic content standards and/or Common Core State Standards that are the target of student learning (Please list the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s]). Learning objectives associated with the content standards. Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed. Istructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Instructional resources and materials used to engage students in learning. Suggested Siena College Format for Lesson Plans I. Learning Goal (s) /Student Learning Outcomes: II. Essential Question(s): III. NYS/Common Core Learning Standards: IV. Professional Standards: V. Materials and Resources: VI. Design for Instruction: (This should be a detailed list of instructional strategies and activities you have planned for the lesson. Be sure to point out your instructional choices regarding motivation, questioning, differentiation, and accommodations and adaptations.) VII. Assessment (s): (Describe the types of assessment you will be using to assess this lesson. What assessments will you be using before, during and after you teach this lesson to determine understanding? What data will you have available to measure growth?) 66

Lesson Plan Helpful Hints I. Learning Goal(s)/Student Learning Outcome(s): Learning Goals provide a conceptual lens for your students. They focus on the key ideas, major themes, big concepts and/or essential understandings which transcend behavioral learning objectives and state standards that frame activities for the lesson or unit. They should answer the question, what should the student be able to do as a result of this lesson? II. Essential Questions(s): Essential questions promote curiosity, inquiry, and ultimately understanding. These questions are substantive and if used consistently can become study guides and/or essay type questions for each unit of study. III. NYS/ Common Core Learning Standards: & IV. Professional Standards: List the State/Common Core and Professional Standards that align with the objectives for this lesson. List the number and text of the standard. If only a portion of a standard is being address, then only list the relevant part(s). V. Materials and Resources: What materials and resources will you be using as part of your instruction for this lesson? Materials and resources should be varied and demonstrate your creativity. VI. Design for Instruction: This should be a detailed list of the instructional strategies and activities you have planned for the lesson. Be sure to point out your instructional choices regarding motivation, questioning, differentiation, and accommodations & adaptations. Be sure that the lesson has a clearly defined structure, and has exemplary scope (content depth), sequence, assessment and closure. Identify the activities and strategies you will use to facilitate student learning of content and skills. These should be developed through a range of meaningful, student-centered teaching and learning strategies such as class discussion, group activities, analysis, projects, presentations, etc. Consider the following: What you will be doing as the instructor? What will you students be doing? a. Motivation: How will you activate prior knowledge? How will you build on your students interests and/or strengths in a way that engages and guides student interest in instruction and learning? What cognitive and/or emotional strategies are being employed? What opportunities exist for students to discover the connections between the lesson s content and their lived experience? b. Questioning: What types of questioning are relevant to this lesson? Exemplary questioning employs pivotal questions that guide the flow of the lesson and reflect understanding of questioning hierarchies. Be sure to scaffold your series of questions. c. Accommodations & Adaptations: Which activities or assessments might you need to modify to accommodate learners unique special needs? How will you respond to the modification/accommodations that are required as part of a students IEP or 504 Plan? 67

d. Differentiated Instruction: Differentiation means tailoring instruction to meet the varied student needs based on the students readiness to learn a concept or skill, their interest in learning that concept or skill, and their learning preferences. How will you differentiate content, instructional processes and activities, and lesson goals and outcomes (including products) to meet students readiness, interests, and/or learning profiles? How are you blending whole class, small group and individualized instruction? What types of enrichment activities are being employed? What strategies are you employing to adjust the content, the process by which you are teaching the content and the products you are asking students to complete so that you are able to determine and/or measure their achievement? VII. Assessment: Describe the type of assessment you will be using to assess this lesson. a. Pre-Assessment: A pre-assessment is used to determine the students knowledge of the subject prior to beginning instruction. It should also be used to inform instruction. b. Formative Assessment: Formative assessment refers to the methods by which you measure student progress towards the learning goals you set. Formative assessments can be informal (including discussions, Q & A, quizzes, game-type or other creative activities) but always require you to recalibrate your lesson plans, teaching strategies, and adaptations to meet individual student needs. How are you measuring student learning as it corresponds to the lesson s goals? How are you employing multiple checkpoints within the lesson? c. Summative Assessment: Summative assessments are used to determine the extent to which students have mastered the learning goals you have set. 68