EDINBORO UNIVERSITY OF
PENNSYLVANIA
NCATE UNIT
STUDENT TEACHING
GUIDEBOOK
FALL 2015 & SPRING 2016
One of the 14 universities in Pennsylvania’s State System of Higher Education
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TABLE OF CONTENTS
Introduction ........................................................................................................................4
Model Standards for Beginning Teacher Licensing & Development 5-16
Fall 2015 Calendar ............................................................................17
Spring 2016 Calendar ........................................................................18
Chapter 1: Administration and Policies ................................................................. 19-22
Contractual Agreement ..................................................................19
Public School Administrators ........................................................19
Selection of Cooperating Teachers .......................................... 19-20
Student Teacher/Candidate Requirements .....................................20
Assignment of Student Teacher/Candidate ............................. 20-21
Use of the Student Teacher/Candidate as a Substitute Teacher ....21
Conduct of Student Teacher/Candidates ......................................21
Removal of a Student Teacher/Candidate from a Placement .. 21-22
Strike Policy ...................................................................................22
Snow Day Policy ............................................................................22
Professional Recruitment ...............................................................22
Absences ........................................................................................22
Chapter 2: Roles & Responsibilities/Effective Interaction .................................... 23-31
Roles and Responsibilities ....................................................... 24-25
Effective Interaction .......................................................................26
University Supervisor ............................................26
Cooperating Teacher ........................................ 26-29
Student Teacher/Candidate .............................. 29-31
Chapter 3: Evaluation Criteria & Instruments ...................................................... 32-41
Introduction....................................................................................33
University Supervisor & Cooperating Teacher ....................... 33-34
Student Teacher Performance Evaluation
Evaluation Summary
Cooperating Teacher ............................................................... 34-35
Daily Progress Assessment
Weekly Written Analysis
Student Teacher/Candidate............................................................35
Weekly Self-Analysis
Student Teaching Grading Criteria ......................................... 35-40
Satisfactory/Unsatisfactory Grading System .......................... 40-41
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Chapter 4: Lesson Plan & Unit Plan Forms ........................................................... 42-63
Lesson Plan Formats ........................................................................... 44-51
Assessment for Instructional Plan ....................................................... 52-54
Rubric for Student Teaching Instructional Plan .................................. 55-63
Appendix A: Cooperating Teacher Assessments & Forms ................................... 64-66
Evaluation Summary
Student Teacher Performance Evaluation (STPE)
Appendix B: University Supervisor Supplements & Forms ................................. 69-79
PDE 430 Instructions
PDE 430
Travel Expense Vouchers
Report of Off-Campus Activities
Appendix C: Cooperating Teacher Supplements and Forms ............................... 80-81
Weekly Student Teacher Analysis
Appendix D: Student Teacher/Candidate Supplements and Forms .................... 82-85
Weekly Student Teacher Analysis
Student Teacher Classroom Diversity Observation
Appendix E: Assessments for Student Teachers/Univ. Supervisors ..................... 86-93
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INTRODUCTION
Pre-professional field experiences are vital ingredients of any teacher preparation program. Such
experiences provide the prospective teacher with opportunities to perform under the guidance of a highly
skilled, experienced cooperating teacher and University supervisor and to apply the knowledge and
repertoire gained though both general and professional education coursework to actual classroom
situations. The student teacher/candidate then receives meaningful feedback and guidance from both the
cooperating teacher and University supervisor regarding the quality and style of his/her teaching in order
to achieve and demonstrate satisfactory teaching performance.
“Effective Facilitators of Learning” is the organizing theme of the Conceptual Framework for the
National Council for the Accreditation of Teacher Education (NCATE) Unit at Edinboro University of
Pennsylvania.
The successful professional education program prepares educators and related professionals
who…
1. Accept the requirement to build a civil society that focuses on respect and embraces diversity.
2. Demonstrate pedagogical skills built on a solid foundation of discipline-specific content,
reinforced by a broad liberal arts education and supervised clinical experiences.
3. Effectively utilize community resources to support the educational and personal growth of
learners.
4. Engage in a professional learning community committing themselves to excellence
5. Exhibit continual informed decision-making, planning, and facilitation of learning based on
knowledge of research, best practices, state and national student performance standards and
ethical standards of the profession.
6. Give back to the community through civic action.
7. Lead and monitor all student learners using motivational and management skills.
8. Recognize the importance of technology and are able to utilize current and appropriate
technology for instruction, administration, and facilitation of learning.
9. Strive for congruence of professional and interpersonal dispositions to interact, communicate, and
collaborate effectively with students, families, colleagues, and the community.
10. Utilize personal creativity, flexibility, and skill in addressing, creating and adapting instruction
that provides opportunities for every student to be successful.
The School of Education at Edinboro University is making a strong effort to assure that its
teacher education majors have positive experiences in each of these areas.
Since pre-professional experiences in teaching are conducted in a wide variety of school settings,
it is imperative for the student teacher/candidate preparation institution to provide policies and guidelines
to each cooperating teacher. This guidebook outlines policies and procedures to assist cooperating
teachers in structuring experiences which promote systematic growth and provide opportunities to make
and evaluate decisions in a classroom on a daily basis thereby providing more meaningful preprofessional field experiences in education.
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Model Standards for Beginning Teacher Licensing and Development-Interstate New Teacher Assessment and Support Consortium'
' Interstate New Teacher Assessment and Support Consortium. (1991). Model Standards
for Beginning Teacher Licensing and Development: A Resource for State Dialogue
(Working Draft). Washington DC: Council of Chief State School Officers.
Principle #1: The teacher understands the central concepts, tools of inquiry, and structures
of the discipline(s) he or she teaches and can create learning experiences that make these
aspects of subject matter meaningful for students.
Knowledge
[Detailed standards for discipline-based knowledge will be included in the subject matter standards to be developed
in the next phase of this project.]
The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of
knowing that are central to the discipline(s) he teaches.
The teacher understands how students' conceptual frameworks for an area of knowledge,
conceptions, and misconceptions can influence their learning.
The teacher can relate her disciplinary knowledge to other subject areas.
Dispositions
The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex
and ever-evolving. He seeks to keep abreast of new ideas and understandings in the field.
The teacher appreciates multiple perspectives and conveys to learners how knowledge is
developed from the vantage point of the knower.
The teacher has enthusiasm for the discipline(s) she teaches and sees connections to everyday
life.
The teacher is committed to continuous learning and engages in professional discourse about
subject matter knowledge and children's learning of the discipline.
Performances
The teacher effectively uses multiple representations and explanations of disciplinary concepts
that capture key ideas and link them to students' prior understandings.
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The teacher can represent and use differing viewpoints, theories, "ways of knowing," and
methods of inquiry in his teaching of subject matter concepts.
The teacher can evaluate teaching resources and curriculum materials for their
comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
The teacher engages students in generating knowledge and testing hypotheses according to the
methods of inquiry and standards of evidence used in the discipline.
The teacher develops and uses curricula that encourage students to see, question, and interpret
ideas from diverse perspectives.
The teacher can create interdisciplinary learning experiences that allow students to integrate
knowledge, skills, and methods of inquiry from several subject areas.
Principle #2: The teacher understands how children learn and develop and can provide
learning opportunities that support their intellectual, social, and personal development.
Knowledge
The teacher understands how learning occurs--how students construct knowledge, acquire skills,
and develop habits of mind--and knows how to use instructional strategies that promote student
learning.
The teacher understands that students' physical, social, emotional, moral, and cognitive
development influences learning and knows how to address these factors when making
instructional decisions.
The teacher is aware of expected developmental progressions and ranges of individual variation
within each domain (physical, social, emotional, moral, and cognitive), can identify levels of
readiness in learning, and understands how development in any one domain may affect
performance in others.
Dispositions
The teacher appreciates individual variation within each area of development, shows respect for
the diverse talents of all learners, and is committed to help them develop self-confidence and
competence.
The teacher is disposed to use students' strengths as a basis for growth and errors as an
opportunity for learning.
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Performance
The teacher assesses individual and group performance in order to design instruction that meets
learners' current needs in each domain (cognitive, social, emotional, moral, and physical) and
that leads to the next level of development.
The teacher stimulates student reflection on prior knowledge and links new ideas to already
familiar ideas, making connections to students' experiences, providing opportunities for active
engagement, manipulation, and testing of ideas and materials, and encouraging students to
assume responsibility for shaping their reaming tasks.
The teacher accesses students' thinking and experiences as a basis for instructional activities by,
for example, encouraging discussion, listening and responding to group interaction, and eliciting
samples of student thinking orally and in writing.
Principle #3: The teacher understands how students differ in their approaches to learning
and creates instructional opportunities that are adapted to diverse learners.
Knowledge
The teacher understands and can identify differences in approaches to learning performance,
including different learning styles, multiple intelligences, and performance modes, and can
design instruction that helps use students' strengths as the basis for growth.
The teacher knows about areas of exceptionality in learning-including learning disabilities, visual
and perceptual difficulties, and special physical or mental challenges.
The teacher knows about the process of second language acquisition and about strategies to
support the learning of students whose first language is not English.
The teacher understands how students' learning is influenced by individual experiences, talents,
and prior learning, as well as language, culture, family, and community values.
The teacher has a well-grounded framework for understanding cultural and community diversity
and knows how to learn about and incorporate students' experiences, cultures, and community
resources into instruction.
Dispositions
The teacher believes that all children can learn at high levels and persists in helping all children
achieve success.
The teacher appreciates and values human diversity, shows respect for students' varied talents
and perspectives, and is committed to the pursuit of "individually configured excellence."
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The teacher respects students as individuals with differing personal and family backgrounds and
various skills, talents, ant interests.
The teacher is sensitive to community and cultural mores. The teacher makes students feel
valued for their potential as people, and helps them to learn to value each other.
Performances
The teacher identifies and designs instruction appropriate to students' stages of development,
learning styles, strengths, and needs.
The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks
assigned, communication, and response modes) for individual students who have particular
learning differences or needs.
The teacher can identify when and how to access appropriate services or resources to meet
exceptional learning needs.
The teacher seeks to understand students' families, cultures, and communities, and uses this
information as a basis for connecting instruction to students' experiences (e.g. drawing explicit
connections between subject matter and community matters, making assignments that can be
related to students' experiences and cultures.)
The teacher brings multiple perspectives to the discussion of subject matter, including attention
to students' personal, family, and community experiences and cultural norms.
The teacher creates a learning community in which individual differences are respected.
Principle #4: The teacher understands and uses a variety of instructional strategies to
encourage students' development of critical thinking, problem solving and performance
skills.
Knowledge
The teacher understands the cognitive processes associated with various kinds of learning (e.g.,
critical and creative thinking, problem structuring and problem solving, invention, memorization,
and recall) and how these processes can be stimulated.
The teacher understands principles and techniques, along with advantages and limitations,
associated with various instructional strategies (e.g., cooperative learning, direct instruction,
discovery learning, whole group discussion, independent study, interdisciplinary instruction).
The teacher knows how to enhance learning through the use of a wide variety of materials as
well as human and technological resources (e.g., computers, audio-visual technologies,
videotapes and discs, local experts, primary documents and artifacts, texts, reference books,
literature, and other print resources).
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Dispositions
The teacher values the development of students' critical thinking, independent problem solving,
and performance capabilities.
The teacher values flexibility and reciprocity in the teaching process as necessary for adapting
instruction to student responses, ideas, and needs.
Performances
The teacher carefully evaluates how to achieve reaming goals, choosing alternative teaching
strategies and materials to achieve different instructional purposes and to meet student needs
(e.g., developmental stages, prior knowledge, reaming styles, and interests).
The teacher uses multiple teaching and reaming strategies to engage students in active learning
opportunities that promote the development of critical thinking, problem solving, and
performance capabilities and that help students assume for identifying and using learning
resources.
The teacher constantly monitors and adjusts strategies in response to learner feedback.
The teacher varies his or her role in the instructional process (e.g., instructor, facilitator, coach,
audience) in relation to the content and purposes of instruction and the needs of students.
The teacher develops a variety of clear, accurate presentations and representations of concepts,
using alternative explanations to assist students' understanding and presenting diverse
perspectives to encourage critical thinking.
Principle #5: The teacher uses an understanding of individual and group motivation and
behavior to create a reaming environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
Knowledge
The teacher can use knowledge about human motivation and behavior drawn from the
foundational sciences of psychology, anthropology, and sociology to develop strategies for
organizing and supporting individual and group work.
The teacher understands how social groups function and influence people, and how people
influence groups.
The teacher knows how to help people work productively and cooperatively with each other in
complex social settings.
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The teacher understands the principles of effective classroom management and can use a range
of strategies to promote positive relationships, cooperation, and purposeful learning in the
classroom.
The teacher recognizes factors and situations that are likely to promote or diminish intrinsic
motivation, and knows how to help students become self-motivated.
Dispositions
The teacher takes responsibility for establishing a positive climate in the classroom and
participates in maintaining such a climate in the school as a whole.
The teacher understands how participation supports commitment, and is committed to the
expression and use of democratic values in the classroom.
The teacher values the role of students in promoting each other's learning and recognizes the
importance of peer relationships in establishing a climate of learning.
The teacher recognizes the value of intrinsic motivation to students' lifelong growth and learning.
The teacher is committed to the continuous development of individual students' abilities and
considers how different motivational strategies are likely to encourage this development for each
student.
Performances
The teacher creates a smoothly functioning learning community in which students assume
responsibility for themselves and one another, participate in decision-making, work
collaboratively and independently, and engage in purposeful learning activities.
The teacher engages students in individual and cooperative learning activities that help them
develop the motivation to achieve, by, for example, relating lessons to students' personal
interests, allowing students to have choices in their learning, and leading students to ask
questions and pursue problems that are meaningful to them.
The teacher organizes, allocates, and manages the resources of time, space, activities, and
attention to provide active and equitable engagement of students in productive tasks.
The teacher maximizes the amount of class time spent in learning by creating expectations and
processes for communication and behavior along with a physical setting conducive to classroom
goals.
The teacher helps the group to develop shared values and expectations for student interactions,
academic discussions, and individual and group responsibility that create a positive classroom
climate of openness, mutual respect, support, and inquiry.
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The teacher analyzes the classroom environment and makes decisions and adjustments to
enhance social relationships, student motivation and engagement, and productive work.
The teacher organizes, prepares students for, and monitors independent and group work that
allows for full and varied participation of all individuals.
Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Knowledge
The teacher understands communication theory, language development, and the role of language
in learning.
The teacher understands how cultural and gender differences can affect communication in the
classroom.
The teacher recognizes the importance of nonverbal as well as verbal communication.
The teacher knows about and can use effective verbal, nonverbal, and media communication
techniques.
Dispositions
The teacher recognizes the power of language for fostering self-expression, identity
development, and learning.
The teacher values all of the ways in which people communicate and encourages many modes of
communication in the classroom.
The teacher is a thoughtful and responsive listener.
The teacher appreciates the cultural dimensions of communication, responds appropriately, and
seeks to foster culturally sensitive communication by and among all students in the class.
Performances
The teacher models effective communication strategies in conveying ideas and information and
in asking questions (e.g., monitoring the effects of messages, restating ideas and drawing
connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given
and received).
The teacher supports and expands learner expression in speaking, writing, and other media.
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The teacher knows how to ask questions and stimulate discussion in different ways for particular
purposes, for example, probing for learner understanding, helping students articulate their ideas
and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall,
encouraging convergent and divergent thinking, stimulating curiosity, helping students to
questions).
The teacher communicates in ways that demonstrate sensitivity to cultural and gender differences
(e.g., appropriate use of eye contact, interpretation of body language and verbal statements,
acknowledgment of and responsiveness to different modes of communication and participation).
The teacher knows how to use a variety of media communication tools, including audio-visual
aids and computers, to enrich learning opportunities.
Principle #7: The teacher plans instruction based upon knowledge of subject matter,
students, the community, and curriculum goals.
Knowledge
The teacher understands reaming theory, subject matter, curriculum development, and student
development and knows how to use this knowledge in planning instruction to meet curriculum
goals.
The teacher knows how to take contextual considerations (instructional materials, individual
student interests, needs, and aptitudes, and community resources) into account in planning
instruction that creates an effective bridge between curriculum goals and students' experiences.
The teacher knows when and how to adjust plans based on student responses and other
contingencies.
Dispositions
The teacher values both long term and short term planning.
The teacher believes that plans must always be open to adjustment and revisions based on
student needs and changing circumstances.
The teacher values planning as a collegial activity.
Performances
As an individual and a member of a team, the teacher selects and creates learning experiences
that are appropriate for curriculum goals, relevant to learners, and based upon principles of
effective instruction (e.g., that activate students' prior knowledge, anticipate preconceptions,
encourage exploration and problem-solving, and build new skills on those previously acquired).
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The teacher plans for learning opportunities that recognize and address variation in learning
styles and performance modes.
The teacher creates lessons and activities that operate at multiple levels to meet the
developmental and individual needs of diverse learners and help each progress.
The teacher creates short-range and long-term plans that are linked to student needs and
performance, and adapts the plans to ensure and capitalize on student progress and motivation.
The teacher responds to unanticipated sources of input, evaluates plans in relation to short- and
long-range goals, and systematically adjusts plans to meet student needs and enhance learning.
Principle #8: The teacher understands and uses formal and informal assessment strategies
to evaluate and ensure the continuous intellectual and social development of the learner.
Knowledge
The teacher understands the characteristics, uses, advantages, and limitations of different types
of assessments (e.g., criterion-referenced and norm-referenced instruments, traditional
standardized and performance-based tests, observation systems, and evaluations of student work)
for evaluating how students learn, what they know and are able to do, and what kinds of
experiences will support their further growth and development.
The teacher knows how to select, construct, and use assessment strategies and instruments
appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The teacher understands measurement theory and assessment-related issues, such as validity,
reliability, bias, and scoring concerns.
Dispositions
The teacher values ongoing assessment as essential to the instructional process and recognizes
that many different assessment strategies, accurately and systematically used, are necessary for
monitoring and promoting student learning.
The teacher is committed to using assessment to identify student strengths and promote student
growth rather than to deny students access to learning opportunities.
Performances
The teacher appropriately uses a variety of formal and informal assessment techniques (e.g.,
observation, portfolios of student work, teacher-made tests, performance tasks, projects, student
self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of
learners, evaluate students' progress and performances, and modify teaching and learning
strategies.
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The teacher solicits and uses information about students' experiences, learning behavior, needs,
and progress from parents, other colleagues, and the students themselves.
The teacher uses assessment strategies to involve learners in self-assessment activities, to help
them become aware of their strengths and needs, and to encourage them to set personal goals for
learning.
The teacher evaluates the effect of class activities on both individuals and the class as a whole,
collecting information through observation of classroom interactions, questioning, and analysis
of student work.
The teacher monitors his or her own teaching strategies and behavior in relation to student
success, modifying plans and instructional approaches accordingly.
The teacher maintains useful records of student work and performance and can communicate
student progress knowledgeably and responsibly, based on appropriate indicators, to students,
parents, and other colleagues.
Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of
his/her choices and actions on others (students, parents, and other professionals in the
learning community) and who actively seeks out opportunities to grow professionally.
Knowledge
The teacher understands methods of inquiry that provide him/her with a variety of selfassessment and problem-solving strategies for reflecting on his/her practice, its influences on
students' growth and reaming, and the complex interactions between them.
The teacher is aware of major areas of research on teaching and of resources available for
professional learning (e.g., professional literature, colleagues, professional associations,
professional development activities).
Dispositions
The teacher values critical thinking and self-directed learning as habits of mind.
The teacher is committed to reflection, assessment, and reaming as an ongoing process.
The teacher is willing to give and receive help.
The teacher is committed to seeking out, developing, and continually refining practices that
address the individual needs of students.
The teacher recognizes his/her professional responsibility for engaging in and supporting
professional practices for self and colleagues.
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Performances
The teacher uses classroom observation, information about students, and research as sources for
evaluating the outcomes of teaching and learning and as a basis for experimenting with,
reflecting on, and revising practice.
The teacher seeks out professional literature, colleagues, and other resources to support his/her
own development as a learner and a teacher.
The teacher draws upon professional colleagues within the school and other professional arenas
as supports for reflections, problem-solving and new ideas, actively sharing experiences and
seeking and giving feedback.
Principle #10: The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support students' learning and well-being.
Knowledge
The teacher understands schools as organizations within the larger community context and
understands the operations of the relevant aspects of the system(s) within which he or she works.
The teacher understands how factors in the students' environment outside of school (e.g., family
circumstances, community environments, health and economic conditions) may influence
students' life and learning.
The teacher understands and implements laws related to students' rights and teacher
responsibilities (e.g., for equal education, appropriate education for handicapped students,
confidentiality, privacy, appropriate treatment of students, reporting in situations related to
possible child abuse).
Dispositions
The teacher values and appreciates the importance of all aspects of a child's experience.
The teacher is concerned about all aspects of a child's well-being (cognitive, emotional, social,
and physical), and is alert to signs of difficulties.
The teacher is willing to consult with other adults regarding the education and well-being of
his/her students.
The teacher respects the privacy of students and confidentiality of information.
Performances
The teacher participates in collegial activities designed to make the entire school a productive
learning environment.
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The teacher makes links with the learners' other environments on behalf of students, by
consulting with parents, teachers of other classes and activities within the schools, counselors,
and professionals in other community agencies.
The teacher can identify and use community resources to foster student learning.
The teacher establishes respectful and productive relationships with parents and guardians from
diverse home and community situations, and seeks to develop cooperative partnerships in
support of student learning and well-being.
The teacher talks to and listens to the student, is sensitive and responsive to clues of distress,
investigates situations, and seeks outside help as needed and appropriate to remedy problems.
The teacher acts as an advocate for students.
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STUDENT TEACHING CALENDAR - FALL 2015
AUGUST
24
Monday
Practicum on Campus w/University Supervisors
Pogue Student Center - Multipurpose Room
AUGUST
25
Tuesday
Students Report to their First Assignment
SEPTEMBER 18
Friday
Mid-Term Progress Assessment & Discussion
OCTOBER 16
Friday
Final Day in First Assignment
Evaluation Summary/Teacher Candidate Performance
Profiles due for Teacher Candidates Changing Placements
Progress Assessment due for Full Assignments
OCTOBER 19
Monday
Practicum on Campus
Pogue Student Center - Multipurpose Room
OCTOBER 20
Tuesday
Practicum on Campus w/ University Supervisors
Pogue Student Center – Multipurpose Room
PDE 430 Forms due (University Supv. only)
OCTOBER 21
Wednesday
Students Report to their Second Assignment
NOVEMBER 13
Friday
Mid-Term Progress Assessment & Discussion
DECEMBER 10
Thursday
Evaluation Summary for Final Placement due
Last Day of Student Teaching
Final PDE 430 Forms due (University Supv. only)
All Teacher Candidate Performance Profiles due
(Cooperating Teacher, Univ. Supv. & Student)
DECEMBER 11
Friday
TIMS Workshop – BH104 Computer Lab
10:00 a.m.–12:00 p.m. & 2:00 p.m.-4:00 p.m.
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Office of Student Teaching – School of Education
310 Scotland Road, Butterfield 140 • Edinboro, PA 16444
phone: (814) 732-2740
fax: (814) 732-2268
email: studentteaching@edinboro.edu
STUDENT TEACHING CALENDAR - SPRING 2016
JANUARY
19
Tuesday
Practicum on Campus w/University Supervisors
Pogue Student Center - Multipurpose Room
JANUARY
20
Wednesday
Students Report to their First Assignment
FEBRUARY 12
Friday
Mid-Term Progress Assessment & Discussion
MARCH
Friday
Final Day in First Assignment
Evaluation Summary/Teacher Candidate Performance
Profiles due for Teacher Candidates Changing Placements
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Progress Assessment due for Full Assignments
MARCH
14
Monday
Practicum on Campus
Pogue Student Center – Multipurpose Room
PDE 430 Forms due (University Supv only)
MARCH
15
Tuesday
Students Report to their Second Assignment
APRIL
8
Friday
Mid-Term Progress Assessment & Discussion
MAY
5
Thursday
Evaluation Summary for Final Placement due
Last Day of Student Teaching
Final PDE 430 Forms due (University Supv. only)
All Teacher Candidate Performance Profiles due
(Cooperating Teacher, Univ. Supv. & Student)
MAY
6
Friday
TIMS Workshop – BH104 Computer Lab
10:00 a.m.–12:00 p.m. & 2:00 p.m.-4:00 p.m.
edinboro.edu
One of the 14 universities in Pennsylvania’s State System of Higher Education
CHAPTER 1
ADMINISTRATION AND POLICIES
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Student Teaching is one of the major programs at Edinboro University of Pennsylvania.
It involves hundreds of professional educators working together each semester to provide
positive experiences for student teacher/candidates.
Contractual Agreement
All cooperating teachers must sign an agreement wherein they agree to render their
services. The agreement also mandates that the cooperating teacher agree to abide by the
policies and procedures of the student teaching program pertaining to observation and evaluation
of the student teacher/candidate.
Public School Administrators
The public school administrator is primarily responsible to the local community.
However, since he or she administers local policy that may affect student teacher/candidates, he
or she has several responsibilities associated with the student teaching program. The
administrator is asked to:
1. Recommend periodically to the University those teachers under his or her supervision
who are qualified, capable, and desirous of working with student teacher/candidates.
2. Advise the University officials concerning assignments of candidates and the
approval of such assignments.
3. Insure the continuity of all educational programs, including student teaching as it
relates to the classroom.
4. Advise University officials of any problem that may affect the school program, the
student teacher/candidate, or the public school students.
5. Act as a counselor or professional advisor to those candidates who may approach him
or her for help.
6. Advise the University as to the overall effectiveness of the teacher preparation
program and offer suggestions for its improvement.
It is hoped that they will avail themselves of opportunities to visit classes taught by
University candidates. Constructive observations or suggestions made as a result of these
classroom visitations will be welcomed.
Selection of Cooperating Teachers
Cooperating teachers are selected jointly by the University and the local school
authorities. The local administrator is best informed concerning a teacher’s quality of
instruction as well as his or her professional attitude and potential influence upon a student
teacher/candidate. Since the University places a major emphasis upon the student teaching
program, it is imperative that the most competent and professionally minded teachers be selected
to participate in the program.
The School Code of Pennsylvania states the following minimum qualifications for a
cooperating teacher:
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1. Baccalaureate degree;
2. A valid teaching certificate (this may be an Instructional I or Instructional II);
3. Three years of successful experience in an approved school.
In addition, a cooperating teacher must have been recommended by the administration of
his or her school, and he or she must have indicated willingness to work with a student
teacher/candidate. These two positive factors help to assure the University that the candidates
will be welcomed as professional persons and will be accorded appropriate privileges and
courtesies. To a great extent the effectiveness of the student teacher/candidate program depends
upon the compatibility of the cooperating teacher and his or her assigned “apprentice.” This
desirable rapport, based on mutual respect and sympathetic understanding, is an important
consideration when making cooperating teacher assignments.
Student Teacher/Candidate Requirements
The preparation of student teacher/candidates has many components affecting both the
individual and the public schools. While the direct responsibility of the University is to prepare
its students for successful careers in education, the primary responsibility of all personnel in
education is the welfare of the learners. Therefore, certain requirements must be fulfilled before
a student is permitted to begin his or her student teaching assignment in a live classroom with
real students. At Edinboro University these prerequisites include:
1. Formal acceptance into the Teacher Education Program through Teacher Candidacy. A
minimum quality point average according to your candidacy level.
2. Registration into the Live Text computer program used by the School of Education.
3. Initial attempt/proof of registration for all Praxis 2 and PECT Examinations.
4. Sufficient course work that will make graduation possible in the year the student teaching
assignment is completed. This normally is interpreted to be 90 semester hours of credited
work toward the Baccalaureate Degree.
5. Successful completion of the prescribed course(s) in methods of teaching for the field(s)
in which the student teaching will be done including the Level 3 field experience course
with a grade of C or better.
6. Completion of sufficient number of credit hours in major field to assure competency in
the major as determined by the University.
7. Mandatory attendance at the Student Teaching Orientation meeting the semester before
you plan to student teach.
8. Tuberculosis testing with negative results.
9. Act 34, Act 151, Act 114, Act 126, Act 24 and professional liability insurance clearances.
10. No full time employment while student teaching.
Assignment of Student Teacher/Candidates
Assignment of student teacher/candidates is the direct responsibility of the Office of
Student Teaching at Edinboro University. All assignments are made as far in advance of the
beginning of the semester as conditions permit. Students complete an application early in the
semester in advance of their expected enrollment in student teaching. The students’ records are
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subjected to an academic review to determine eligibility to participate in the student teaching
experience. In reviewing the candidates’ placements for junior field experience, all candidates
will be assigned placements in urban settings and/or schools with diverse populations. These
assignments will be made according to whether or not the candidates had at least one diverse
experience in their junior field experience.
Use of the Student Teacher/Candidate as a Substitute Teacher
It is recognized that the student teacher/candidate is more familiar with daily classroom
activities than is a substitute teacher. However, the student teacher/candidate is not certified to
teach and is not an employee of the Board of Education of the district in which he or she is
assigned. The Pennsylvania School Code states that only persons with a teacher’s certificate
valid in the state of Pennsylvania may work as regular or substitute teachers. It also states that
student teacher/candidates may not receive remuneration while student teaching.
Administrators are urged to consider the implications and responsibilities of placing a
non-certified person in charge of a class or activity when the cooperating teacher is absent from
the school. A properly certified teacher or substitute teacher must be present during the activities
assigned to the student teacher/candidate when the cooperating teacher is absent from the
building.
Conduct of Student Teacher/Candidates
The student teacher/candidate must govern him or herself by the morals acceptable in the
district in which he or she is teaching. Conduct should, at all times, be in keeping with the
highest standards of the teaching profession. The student teacher/candidate’s conduct must
always be above reproach. If violations of such standards occur, the University supervisor
should be contacted in a timely fashion.
Removal of a Student Teacher/Candidate from a Placement
In rare instances, it may become necessary to remove a student teacher/candidate from a
placement. If this occurs, there are several steps that must be followed in order for the removal
and/or transfer to benefit the student teacher/candidate, the classroom from which he/she is being
removed, the personnel at the school district, and the University.
First, the cooperating teacher must contact the University supervisor immediately. The
supervisor should be at the school when this occurs if possible. Once the supervisor is contacted,
the supervisor should contact the director of student teaching.
Second, the cooperating teacher should arrange for a meeting with the student
teacher/candidate and the supervisor. At this meeting, the reason for the removal should be
discussed and the cooperating teacher and the supervisor should suggest the resolutions to the
removal.
21
Third, the cooperating teacher should inform the school principal of the intent to remove
the student teacher/candidate and the reason for the removal. At this time, the cooperating
teacher would have some ideas for resolution and the principal can be assured that the best
intentions of all involved would be met.
Fourth, the director of student teaching must be informed of any resolutions to the
removal. Resolutions may include removal from student teaching or a change to a more
appropriate placement. If the student teacher/candidate is removed from student teaching the
director of student teaching and the dean of education will meet with the candidate and provide
written documentation of the reason for removal. A plan of remediation and the steps required
for the candidate to continue in the program will be documented. In any case, no change of
placement should take place without informing the director of student teaching.
Strike Policy
It is the policy of the University that student teacher/candidates not be expected to enter
sites where a work stoppage has been declared.
1. If a work stoppage occurs in a school district or other field placement site where an
Edinboro University student has been placed, the student will be withdrawn from the site
for a period not to exceed five working days.
2. In the event that a work stoppage continues beyond the aforementioned five day period,
the student will be reassigned to another site.
3. In the event work stoppage is not resolved in ten working days, the student will receive a
permanent alternate field placement site for the student teaching experience.
Snow Day Policy
Student teacher/candidates should be informed by cooperating teachers of established
policies in their respective school districts regarding the closing of school during weather
emergencies. Generally, this involves participation in telephoning procedures or being informed
by radio and television of school closures.
Release of Student Teacher/Candidates for Professional Recruitment
Whenever possible, the student teacher/candidate seeking professional recruitment
interviews and visitations should do so after normal school hours. However, when this becomes
impractical, consideration may be extended for student teacher/candidates, with the approval of
their cooperating teacher and University supervisor, to attend professional placement interviews
during the school day. Such absences from student teaching should be kept to a minimum and in
no case should exceed three absences. If the allotted three absences have been used for illness or
emergency, student teacher/candidates may not exceed this number to attend interviews.
Absences
Student teacher/candidates will attend school per the calendar for the school district in which
they are placed. Absences must be explained with a doctor’s excuse. Unexcused absences are
not permitted.
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Chapter 2
ROLES & RESPONSIBILITIES/
EFFECTIVE INTERACTION
23
ROLES AND RESPONSIBILITIES OF PARTICIPANTS IN THE STUDENT
TEACHING EXPERIENCE
Director of Student Teaching
The Director of Student Teaching is the University official who has the primary
responsibility for the organization and administration of the student teaching program. The
complexity of this program has increased considerably from the time when a campus laboratory
school was the primary student teaching facility to the present time when student
teacher/candidates are placed in many of the schools in Northwestern Pennsylvania.
Specifically, the duties and responsibilities of the Director of Student Teaching include:
1. Assignment of student teacher/candidates to school districts.
2. Administration of the overall student teaching program.
3. Maintaining a constant monitoring of the student teaching program in cooperation with
the University supervisors, cooperating, teachers, and other public school officials.
4. Assignment of University supervisors and the coordination of their efforts.
5. Direction of in-service training for cooperating teachers.
6. Conferring with University supervisors and student teacher/candidates regarding specific
problems encountered by candidates.
7. Maintenance of wholesome professional relationships between the University and
participating schools.
Responsibilities of University Supervisor
As a liaison between the University and the participating schools, the University supervisor’s
role is to foster the development of a positive experience for all participants.
1. Visit the teacher candidate a minimum of five times per a 7.5 week placement. The first
visit is an introductory visit followed by a minimum of three formal written observations.
The final visit should be to conduct the evaluation conference and determine the teacher
candidate’s grade.
2. Included in the five visits you must conduct a minimum of three written observations
during each half of the semester.
3. Write observation reports of the student teacher/candidate, noting strengths, and offering
suggestions for improvement where appropriate.
4. Conduct conferences with the student teacher/candidate and cooperating teacher
immediately following, or as soon as possible thereafter, all lessons observed.
5. Confer with the cooperating teacher concerning letter grade and evaluation report. As a
liaison between the University and the participating schools, the University supervisor’s
role is to foster the development of a positive experience for all participants.
6. Complete the evaluation of the student teacher/candidate using the online STPE Student
Teacher Performance Evaluation and/or final evaluations based upon academic
discipline. The STPE and final evaluations are due by the Friday following the end of
the semester.
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7. Using the PDE430 forms evaluate the student teacher/candidate for each placement and
submit to the Office of Student Teaching by the Friday following the end of the semester.
8. Complete the Evaluation Summary for each student teacher/candidate by the Friday
following the end of the semester.
Responsibilities of the Cooperating Teacher
Providing effective supervision is the most important responsibility of the cooperating teacher.
Supervision requires that the teacher work one-on-one with the student teacher/candidate,
providing honest communication concerning strengths and areas needing improvement.
1. Supervise the student teacher/candidate throughout each school day and during
appropriate extracurricular activities.
2. Communicate daily, verbally and/or in writing, with the student teacher/candidate.
3. Communicate with the University supervisor, as appropriate.
4. Complete appropriate paperwork including lesson observations, weekly analysis,
midterm and final evaluations, and evaluation summary.
5. Submit appropriate evaluations and evaluation summary to Edinboro University as per
the semester calendar.
Responsibilities of the Student Teacher/Candidate
Student teacher/candidates are placed in classrooms on a full-time basis so they are able to
experience the total life of a teacher. This means they are responsible for devoting their time and
energy to the teaching experience.
1. Assume a professional role in the school by being punctual, prepared, and appropriately
dressed.
2. Submit all lesson plans and instruction materials to cooperating teachers at least 24 hours
in advance of teaching.
3. Initiate arrangements for videotaping, observations of teachers, and all other course
assignments.
4. Prepare written lesson plans for all lessons taught.
5. Write diagnostic self-evaluations following every lesson taught.
6. Maintain a student teaching notebook with lesson plans, all course materials, and have
the notebook available every day at school.
7. Complete the Instructional Plan online in LiveText. See Chapter 4.
8. Inform cooperating teacher of unavoidable absence, inform University supervisor of
schedule changes as soon as possible.
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EFFECTIVE INTERACTION
The roles of the University supervisor, the cooperating teacher, and the student
teacher/candidate should be well-defined if appropriate interaction is to take place and successful
results achieved. These are interacting roles, and the role of each can often change because of
these interactions.
University Supervisor
The University supervisor is the liaison between the University campus and the public
school classroom. He or she facilitates the transition of the student teacher/candidate from a
University student to a public school teacher and he or she will work more closely with the
student teacher/candidate than any other member of the University faculty. The University
supervisor is expected to visit and/or observe the student teacher/candidate every two to three
weeks during the semester. The supervisor’s role includes the following:
1. Providing group leadership and guidance to the student teacher/candidate by means of
seminars for the discussion of common problems and the continuing development of
teaching skills.
2. Providing individual guidance for the student teacher/candidate by means of:
a. Personal observation and written feedback of his/her activities in the
classroom and school facility.
b. Individualized conferences to provide analysis and insight into the problems
encountered.
c. Conferences with individual cooperating teachers.
d. Group conferences, as necessary, with the cooperating teacher, student
teacher/candidate, and director of student teaching.
3. Providing the cooperating teachers as a group or as individuals with:
a. An understanding of the University program.
b. An understanding of the purposes of field experience.
c. Information about the student teacher/candidate’s academic background.
d. Suggested solutions for problems encountered.
4. Providing feedback to the University on the effectiveness of field experience
assignments and activities.
a. Providing cooperating teachers with the necessary evaluation forms.
b. Following up on all messages concerning problems as soon as possible.
Cooperating Teacher
The cooperating teacher has voluntarily accepted the task of directing the field experience
of a student teacher/candidate in such a manner that optimum teacher growth can result. The
cooperating teacher does this by assigning tasks through a process that is challenging, yet
attainable, for the candidate. He or she serves as a role model, mentor, counselor, and many
times, as a friend.
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It is recognized that the cooperating teacher is always responsible for the learners in the
classroom. The student teacher/candidate is subordinate to the cooperating teacher even though
teaching responsibilities will shift during the candidate’s assignment. However, early
recognition of the University student as a student teacher/candidate and not a student is essential
to a successful field experience. The easiest way to accomplish this is to regard the student
teacher/candidate as a co-teacher from the beginning and to introduce the candidate to the
students as a co-teacher and not as a student from Edinboro University. This co-teacher role is
significant for a number of reasons:
First, the recognition of the candidate as a co-teacher will help to relieve initial
apprehension so prevalent among most student teacher/candidates. Early in the field experience,
the student teacher/candidate can become involved in performing management tasks such as
taking roll, making announcements, or assisting students with homework assignments.
Second, the cooperating teacher should begin to elicit the opinions about classroom
matters from the candidate in an attempt to share the decision-making role. The open initiation
of this process in the classroom can help to expedite the candidate’s transition into the teaching
process. Learners tend to be more willing to accept the candidate’s role when the transition into
the classroom decision-making process is supported by the cooperating teacher.
Third, during the early weeks of the assignment, the student teacher/candidate is required
to undertake many professional tasks that can be completed outside the classroom. These might
include studying student records, doing research in the library, duplicating materials, tutoring
individuals, conducting co-curricular activities, etc., which are occasionally required of the
cooperating teacher. Learners can easily become accustomed to someone passing into or out of
the room at odd moments and soon learn to accept the occasional absence of either the
cooperating teacher or the student teacher/candidate as a normal procedure.
Fourth, the gradual shifting of responsibility in a cooperative teaching effort presents the
opportunity for professional assessment of teaching competencies. If the student
teacher/candidate is unsure of himself/herself, the cooperating teacher should make comments or
suggestions during a presentation to, for example, guide a digressed discussion back to the
intended instructional purposes at the proper moment without demeaning the candidate’s stature
before the group.
The cooperating teachers’ responsibilities include the following:
1. Provide a full range of experiences, based on student teacher/candidate competencies,
which cover all classroom responsibilities.
2. Write one or two classroom observations each week to the student teacher/candidate
including strengths and areas to improve.
3. Arrange a scheduled sit-down conference time each week.
4. Submit written mid-point and final evaluations by the specified due dates.
5. Whenever a problem arises that the supervisor should deal with or know about when the
supervisor is not in the building, the cooperating teacher should contact the supervisor at
home or the contact the Office of Student Teaching.
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Guiding the Student Teacher/Candidate
The student teacher/candidate learns by doing, and his/her competencies should grow to
meet a gradually expanding role. A cooperating teacher’s positive attitude at this time is of
prime importance. To facilitate the development of cooperative teaching rapport, every effort
should be made to include the candidate in one or two teacher tasks almost immediately upon
his/her arrival. Examples of these initial tasks are:
1. Classroom procedures such as attendance.
2. Grading and scoring papers.
3. Assigning books and supplies.
4. Recording test and homework results.
5. Tutoring individuals or small groups.
6. Study of diagnostic and cumulative records.
7. Designing and producing a bulletin board display.
Success at these initial tasks generates a feeling of satisfaction for the candidate and
should promote a desire to become more comprehensively involved with the classroom tasks.
Part of this involvement should be directed toward information regarding general procedures,
planning, scheduling, school polices, and the school calendar. In the early days of the
assignment, the candidate should be introduced to other faculty, the administration, related
building personnel, and of course, the students. Seating charts should be made available to the
candidate so that he or she may learn student names quickly. The candidate should be familiar
with school practices regarding the use of the faculty room, parking, duplicating facilities, library
use, and school supplies.
The initial teaching experience might involve the candidate in developing a unifying
theme in which he or she feels particularly competent. The cooperating teacher should lead the
candidate into the teaching schedule gently as he or she feels the candidate is capable of handling
the load. In most cases a candidate will begin teaching his/her first class after 3 or 4 days of
observation and assisting. As the candidate gains expertise and confidence, the cooperating
teacher will add classes one at a time until the candidate has had the opportunity to teach a twothirds to a full load of classes for the final one or two weeks of the assignment period.
Lesson Planning Expectations
The student teacher/candidate is expected to have a written lesson plan for every lesson
taught. There is a degree of flexibility inherent in all planning which may cause a variation in
format to meet the needs of a particular situation. However, all plans must have stated specific
instructional objectives that specify precisely what the learner is to learn. Plans must include a
list of procedures to be implemented by the candidate. The procedures should lead toward the
achievement of the stated objectives. Plans may also include a section stating motivational
techniques and a section listing materials to be used. In many cases these two latter sections are
included in the procedures section. Please refer to Chapter 4 for sample lesson plans. However,
candidates and cooperating teachers are not restricted to using these formats.
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All lesson plans must be dated and initialed by the cooperating teacher at least twentyfour hours in advance of the day on which the lesson is to be taught. All related tests,
worksheets, etc. must also be initialed by the cooperating teacher twenty-four hours in advance.
Such advance preparation is not only good planning but also allows the cooperating teacher to
have input into the lesson plan and can help to broaden the candidate’s perspective of the local
curriculum and effective instructional techniques.
Methods and Classroom Management
Although the student teacher/candidate will have had considerable instruction in both
methods and classroom management at Edinboro University, such instruction has not been in the
practical environment of the public school classroom. It is the responsibility of the cooperating
teacher to assist the candidate in making this transition from theory to practice. Often the student
teacher/candidate will emulate the cooperating teacher’s instructional methods. Initially, this
does not usually create a problem, but the candidate should be encouraged to develop his/her
own teaching style and methods of classroom management. The candidate is required by the
University to self-evaluate, in writing, the effectiveness of these developing techniques both on
the lesson plan and in a weekly report on the “Student Teaching Weekly Analysis” form which
follows.
The cooperating teacher, in turn, is required to do written analyses of the candidate in
order to provide encouraging comments and constructive criticism. These write-ups allow the
candidate to perceive strengths and weaknesses and give him/her an opportunity to assess his/her
progress. These written evaluations should be done at least on a weekly basis, reviewed with the
candidate, and filed in the candidate’s folder. The Report of Supervision is the form on which
these observations are to be written. Further discussion of the evaluation process is included in
the next section of this guidebook. Sample lesson observation formats are included there. The
cooperating teacher and student teacher/candidate may select the format they feel most
appropriate.
Student Teacher/Candidate
Although the student teacher/candidate has had other field experiences, none approach
the significance of the student teaching field experience. The candidate is encouraged to meet
with the cooperating teacher before the actual assignment begins to initiate a smooth adjustment
to the teaching assignment.
During the first week of the experience, the candidate will be involved in an intensive
orientation in which he or she will become familiar with school policies, teacher policies, student
behaviors, and, in general, begin to become a functioning part of the educational team of which
he or she is a member. Much of this initial time will be spent observing the cooperating teacher
and other teachers to begin the development of a clear understanding of the teaching-learning
situation. Such observations should be coupled with assisting the cooperating teacher with
classroom activities. The student teacher/candidate should initiate arrangements for audiotaping,
videotaping, school visitations, and assisting with other curricular activities. The candidate is
29
encouraged to blend into the classroom setting as quickly as possible so that learners accept
him/her as part of the teaching team.
Within a few days, the candidate will be given the first opportunity to teach. This will
usually become the candidate’s class for which he or she has the responsibility until the
culmination of the field experience. As the candidate demonstrates ability, additional classes and
lessons will be added to the schedule.
In relation to the teaching-learning process, the candidate will maintain a folder/notebook
for each subject taught throughout the semester. These folders/notebooks will contain the
following:
1. Lesson plans - In the folder/notebook there must be a copy of the lesson plan used for
each class taught as well as a copy of each test and work sheet constructed. As stated
previously, all lesson plans, tests, and work sheets must be approved and initialed by the
cooperating teacher 24 hours in advance.
2. Reports of Supervision - All reports of supervision written by the cooperating teacher and
the University supervisor must be kept in the folder/notebook.
3. Other pertinent learning materials - Unit plans, reports of bulletin board displays, study
guides constructed, etc. must be in the folder/notebook for easy reference.
The folder/notebook is to aid the cooperating teacher and the University supervisor in
systematically evaluating and offering constructive criticism regarding the candidate’s
preparation and classroom procedures. It is to be made easily available to the University
supervisor when he or she visits the classroom.
It is expected that, as the semester progresses, the candidate will take on an increasing
number of the cooperating teacher’s duties including taking attendance, managing homeroom,
study halls, assisting with co-curricular activities, attending in-service workshops, meeting with
parents, and in general, becoming comprehensively involved in the appropriate activities of the
school.
The candidate must remember that he or she is always responsible to the cooperating
teacher. The candidate may not act as a substitute teacher and may not be paid for teaching tasks
performed for the school district.
Absences
During the semester the student teacher/candidate assumes both the technical and
professional duties of the teaching profession and any laxity in attendance and participation will
be considered indicative of a less than commendable professional attitude. If an absence is
unavoidable, the candidate is required to notify the public school office and their University
supervisor of his/her impending absence before the beginning of the school day. A doctor’s
report will be expected for the absence. Absences in excess of three days may result in an
extension of the student teaching experience or in the removal of the candidate from the
assignment. Tardiness will not be tolerated.
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Dress
The candidate is to dress professionally at all times. Although the candidate will want to
observe the mode of dress of the professionals with whom he or she works, he or she will not
necessarily want to adopt a similar style of dress. The candidate should remember that he or she
is attempting to build an image. That “image” can often make a significant difference in the
candidate’s success in managing his/her classroom.
Professionalism
Throughout the semester, the student teacher/candidate should strive to develop skills
necessary to be professional in all aspects including communication, responsibilities, punctuality,
appearance, and self-confidence for effective teaching. The Grading Criteria provides detail
about the components of professionalism necessary to be successful as a student
teacher/candidate. The student teacher/candidate should be mindful of suggestions given by the
cooperating teacher and the University supervisor regarding professional expectation and
performance.
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Chapter 3
EVALUATION CRITERIA & INSTRUMENTS
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Introduction
In any enterprise, human beings want to be appreciated, to be helped, to know their
status, and to feel secure. Ongoing evaluation of teachers is a hallmark of the times and will
probably continue to be in the foreseeable future. Evaluation that is offered positively, honestly,
and concisely should lead to professional growth. Criteria of evaluation that are mutually
understood by all parties are more apt to bring rapport to a working team relationship than those
that are vague and not effectively communicated.
Student teacher/candidates need specific feedback regarding their successes in the
classroom as well as areas that are in need of improvement. Verbal “pats on the back” are
essential; however, written statements tend to bring about more behavioral changes as the student
teacher/candidate is recommended for initial certification.
University Supervisor & Cooperating Teacher
Grades: Student teacher/candidates at Edinboro University have the option of electing to be
graded on either a conventional letter grade or satisfactory-unsatisfactory basis. The student
teacher/candidate must exercise such an option by the end of the ADD period. Those student
teacher/candidates electing to be graded on a satisfactory-unsatisfactory receive a conventional
letter grade, which is converted by the University Registrar’s Office to SatisfactoryUnsatisfactory. Achievement of a letter grade of a C or better is necessary for conversion to a
Satisfactory grade.
The final grade should be a joint decision of the cooperating teacher(s) and the University
supervisor; however the ultimate responsibility for assigning the grades rests with the University
supervisor. The letter grade system for student teacher/candidates in student teaching is as
follows: A, B+, B, C+, C, D, and F. The criteria for each grade are described in the next section.
Evaluation Summary (previously known as the Final Recommendation)
Both the cooperating teacher and the University supervisor will complete an Evaluation
Summary. This form is an important part of the student teaching program because this document
becomes a part of the student teacher/candidate’s placement credentials, which are forwarded to
prospective employers upon request.
The Evaluation Summary will be provided to the cooperating teacher by the University
supervisor. When completing this form, the student teacher/candidate should be rated and
described for his/her probably success as a beginning teacher, as indicated by the student
teacher/candidate’s performance during the student teaching semester.
The descriptive statement must be based on the competencies listed on STPE. If the
student teacher/candidate has been ranked on “target” in an area on the STPE, it is important to
support the rating in the written Evaluation Summary. Additionally, general comments may be
made at the end of the structured statement.
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A great deal of care should be exercised in completing the STPE and the evaluation
summary in order to have them portray something significant about the student
teacher/candidate’s levels of competence. It is also important that the forms be submitted to the
Office of Student Teaching in accordance with the University deadlines (see calendar).
Cooperating teachers are encouraged to keep personal copies of these forms. Many times,
prospective employers will contact cooperating teachers regarding the level of achievement of
student teacher/candidates. Numerous school personnel will view the recommendation statement
as the student teacher/candidate seeks employment. Please type the statement and submit it with
a professional appearance.
It is important to note that it is the policy of Edinboro University not to ask cooperating
teachers to write additional letters of recommendation for student teacher/candidates beyond
those required as outlined above.
Cooperating Teacher
Daily Progress Assessment
Cooperating teachers should engage in the following on a daily basis in order to
meaningfully evaluate the student teacher/candidate:
1. Provide written reports of supervision regarding the student teacher/candidate’s
strengths and weaknesses. Attempt to provide written feedback of at least 10% of the
student teacher/candidate’s lessons.
2. Observe the personal traits of the student teacher/candidate, i.e. punctuality, dress,
grooming, relationships with students, faculty, and administration.
3. Analyze the students’ reactions to the student teacher/candidate.
4. Notice the student teacher/candidate’s relationship with staff and students beyond the
classroom.
5. Offer verbal suggestions.
Weekly Written Analysis
Each cooperating teacher is requested to provide the teacher candidate with a weekly
written analysis on forms provided by the University. The format for this analysis will address
the following questions:
1. The best teaching skills which were demonstrated in the class (es) are:
2. The class (es) next week that need improvement are: (cite specific suggestions)
3. Conference outcomes; specific goal(s) for next week are:
4. Evidence of student achievement
This type of written communication is essential to provide timely feedback to student
teacher/candidates at regular intervals. Some suggestions to keep in mind as the cooperating
teacher writes such weekly analyses are:
1. Write statements to the student teacher/candidate on the competencies that were
demonstrated in quality fashion.
34
2. Write specific suggestions on items, actions, or issues that need improvement; share your
expectations openly with the candidate.
3. Suggest one or two specific goals to be given special attention in the immediate future.
4. Arrange for a confidential conference with the candidate to discuss all of the items
identified as either strengths or areas in need of improvement.
Student Teacher/Candidate
Weekly Self-Analysis
Each student teacher/candidate is also expected to engage in a written weekly selfanalysis of his/her student teaching progress. The self-analysis should address the following:
1. The most successful class (es) this week were: (state reason)
2. The class (es) this week that were in need of improvement were: (state reason)
3. Goal(s) for next week will be to:
Student teacher/candidates should keep in mind the following items as they perform the
weekly self-analysis:
1. Identify those classes that you felt you did your best teaching.
2. Identify those items or situations that you feel need to be improved in the immediate
future, i.e., discipline, grammar, over-use of words, variety in instructional techniques.
3. Specific goals to improve professional competencies.
Student Teaching Grading Criteria
The faculty of the School of Education has approved the following grading criteria in
order to provide increased communication and consistency in the student teaching grading
process. Cooperating teachers and University supervisors should seriously consider the criteria
when engaging in the evaluation of student teacher/candidates.
All Student teacher/candidates are required to demonstrate competency in the following:
Communication Skills
• communicates effectively;
• uses acceptable oral and written English;
• articulates correct pronunciation of terms and names from the subject matter;
• possesses no speech patterns which adversely affect communication;
• uses non-verbal communication positively and effectively;
• displays appropriate levels of speech modulation, intonation, pitch, and tone;
• avoids repetitious colloquialisms and fillers;
• models respect and good listening skills.
Professional Ethics
• displays ethical and professional behavior at all times;
• displays respect for confidentiality in classroom;
35
•
•
•
•
assumes responsibility for enforcing rules of the school;
follows correct procedures according to professional ethics when problems arise;
responds positively to cultural differences of students and/or colleagues;
selects materials and gives presentations free of cultural/gender/racial bias.
Personal Characteristics
• completes tasks assigned by the University supervisor and/or cooperating teacher in a
timely manner;
• consistently displays punctuality (with regard to activities/assignments, both at the
University and the school);
• consistently presents an appearance which is appropriate and professional;
• possesses no distracting/objectionable mannerisms which adversely affect teaching;
• responds positively to constructive criticism and initiates suggested remediation;
• maintains a working relationship with the University supervisor, the school
administration and the school staff;
• avoids allowing personal considerations to interfere with student teaching.
Grade of A: has consistently demonstrated competency in all areas of B and B+ levels
and in addition has met the following competencies:
Knowledge of Subject
• demonstrates exemplary knowledge of content and the creative application
thereof;
• fosters an appreciation of good scholarship and high academic standards in
students;
• teaches students good research and/or study skills when applicable;
• demonstrates appropriate problem solving strategies;
• asks appropriate questions of others to advance personal knowledge and
understanding.
Planning
• writes objectives in correct behavioral format on a variety of cognitive levels
for all domains;
• consistently prepares purposeful and meaningful learning activities for each
set of lessons;
• consistently prepares activities adaptable to all members of the group;
• consistently presents fully developed lesson plans, including anticipated
student questions, in correct format, on time;
• completes a reflective self-analysis of the lesson which includes diagnostic
assessment when appropriate and projects actions to be implemented in the
next lesson;
• develops sequential lessons which build on prior learning.
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Instructional Techniques
• uses question scaffolding effectively to aid students to think critically and
independently;
• uses appropriate collaborative learning techniques;
• demonstrates enthusiasm toward material taught and toward students;
• consistently individualizes instruction to accommodate the learning styles and
special needs of students;
• independently identifies and utilizes appropriate instructional media sources
frequently;
• assists students frequently and effectively with reading in the content area,
when appropriate;
• develops an alternative plan to teach the concept and adapts lesson for unseen
contingencies;
• uses positive reinforcement techniques such as praise, non-verbal cues, and
encouragement.
Evaluation of Student Progress
• uses a variety of evaluative methods such as quizzes, tests, portfolios,
developmental checklists, holistic scoring, and journals;
• evaluates frequently enough to be effective;
• consistently returns corrected evaluations promptly and keeps each student
assessed of his/her progress by providing individual feedback;
• uses unbiased evaluative techniques adaptable to all students, especially those
with special learning or physical needs.
Communication Skills
• Communicates effectively at an exemplary level of proficiency.
Discipline
• is aware of problems occurring during the lesson and handles them without
losing control of the content or of the class behavior;
• consistently establishes an atmosphere of cooperation with students and
maintains a non-threatening atmosphere conducive to learning;
• makes appropriate decisions in implementation of discipline plan.
Personal Characteristics
• enjoys a high level of appropriate interaction with students and encourages
appropriate student interaction;
• explores new and creative opportunities for self-improvement.
Grade of B+
has demonstrated competency in all areas of the B, C+, and C levels, and,
in addition, has met the following competencies:
Knowledge of Subject
• shows mastery of knowledge of appropriate content for grade level.
37
Planning
• writes objectives in correct behavioral terms on a variety of cognitive levels;
• consistently presents fully developed and correctly implemented plans;
• completes a self-evaluation following each lesson which includes a diagnostic
assessment;
• consistently presents fully developed daily plans and presents long-range
plans on time.
Instructional Techniques
• consistently uses a variety of teaching techniques which are appropriate to
achieve the instructional objectives;
• uses question scaffolding to help students think independently;
• individualizes instruction to accommodate the learning styles and special
needs of students;
• identifies and utilizes appropriate instructional and media resources frequently
and well.
Grade of B: has demonstrated competency in all areas of the C and C+ levels and in
addition has met the following competencies:
Knowledge of Subject
• Displays competence in knowledge of subject with any minor exceptions
taken as a challenge to be self-remediated immediately.
Planning
• writes complete lesson plans in correct behavioral format which includes
introductory sets and closures, which are consistent with the curriculum goals
of that school district, and which indicate both long and short term planning;
• prepares a variety of purposeful and meaningful learning activities for each set
of lessons;
• prepares activities adaptable to all members of the group;
• consistently presents fully developed daily lesson plans on time;
• completes a self-evaluation with reflective analysis following each lesson.
Instructional Techniques
• uses teaching techniques which are appropriate to achieve the instructional
objective;
• consistently leads students to analyze, synthesize, and think critically
through skillful questioning techniques;
• clarifies the daily lesson objectives for students;
• provides smooth transition between activities;
• incorporates collaborative learning strategies in lessons;
• consistently demonstrates enthusiasm toward material and toward the
teaching process;
38
•
•
•
•
•
demonstrates knowledge of learning styles and individualizes instruction to
accommodate the particular needs of students;
identifies and utilizes appropriate instructional and media sources frequently;
creates/provides and utilizes appropriate visuals and manipulatives;
demonstrates competency in the use of computers;
assists students with reading in the content area.
Discipline
• establishes an atmosphere of cooperation with students and maintains a nonthreatening atmosphere conducive to learning;
• develops and implements a well-written discipline plan congruent with
the established classroom policy;
• takes prompt action when class control problems arise;
• displays an understanding of current educational thought concerning
discipline;
• maintains and uses eye contact and other non-verbal strategies as an effective
disciplinary tool.
Communication Skills
• uses the vocabulary of the subject skillfully;
• communicates effectively with all learners;
• projects a positive attitude toward students using non-verbal communication.
Personal Characteristics
• encourages students to communicate openly;
• responds to constructive criticism, and exceeds the expected levels of
remediation.
Grade of C+: has demonstrated competency in all areas of the C level, and shows
promise in achieving many of the B competencies with experience.
Grade of C: has met the minimal level of competency listed below:
Knowledge of Subject
• is competent in knowledge of many areas of content with some exceptions.
Planning
• consistently prepares written daily lesson plans which delineate clear
objectives and procedures, but lack some elements;
• consistently presents fully developed lesson plans at least 24 hours prior to the
lesson;
• prepares long range plans;
• demonstrates enthusiasm toward the material taught;
• identifies and utilizes appropriate instructional and media resources;
• attempt to assist the students with reading in the content area;
39
•
uses assessment of the lesson for planning purposes.
Discipline
• deals fairly with all students;
• attempts to establish a relationship with students that is conducive to learning.
Management Techniques
• handles efficiently all routine matters of organization;
• maintains accurate records.
Grade of D: The grade of D indicates that there is a consensus of opinion among the
University supervisor, the director of student teaching, and the cooperating
teacher that the recipient has not met the minimum competencies, as identified for
the grade of C.
Grade of F:
The grade of F indicates that there is a consensus of opinion among the University
supervisor, the director of student teaching, and the cooperating teacher that the
recipient of the grade is incapable of successfully entering the teaching profession
at this time.
Satisfactory/Unsatisfactory Grading System
The University through action of the University Senate has provided that student teaching
is evaluated on a letter grade basis unless the student elects during the ADD period to receive a
satisfactory/unsatisfactory grade. Failure to request the S/U grade will result in letter grading.
We would like the student to be aware of the specific rule so that he or she may make his/her
decision accordingly:
“Students wishing to exercise the satisfactory/unsatisfactory option must
do so during the registration period (specifically, during the period for adding
courses). After opting for satisfactory/unsatisfactory, students may not then elect
to receive a letter grade in that course.”
The University supervisor will discuss these options with the student during his/her
professional seminar. The student will then be required to complete a request for evaluation
either by letter grade or satisfactory/unsatisfactory grade. If the student would have any
additional concerns or questions regarding these options, the supervisor would be most willing to
help him/her or he or she may contact our office.
Following are some of the specific guidelines of the University satisfactory/
unsatisfactory grading system.
1. The satisfactory-unsatisfactory option will be open to any undergraduate student who
at the beginning of the semester is in good academic standing and has more than
thirty-one (31) earned semester hours.
40
2. Students wishing to exercise the S/U option must do so during the “ADD” period of
registration, as established each semester by the University, or during the first two
days of each summer session. The student must file a proper request with the
coordinator of records. After opting for an S/U in a course, the student may NOT
reverse the option and elect to take a regular letter grade in the course.
3. A student will receive a final grade of S (satisfactory) for C or better work or U
(unsatisfactory) for D or below D level, for a course taken under the S/U standard
where a dual grading system exists.
4. Courses for which a satisfactory grade is earned will count toward graduation. The
grade will not affect the student’s quality point average. Courses for which an
unsatisfactory grade is received will not count toward graduation. The grade will not
affect the student’s quality point average.
5. Departments may, with the appropriate committee and University Senate approval,
offer courses that are graded entirely according to the satisfactory-unsatisfactory
standard. All other courses are optional S/U courses in which students will receive a
grade according to the standard for which they are registered.
6. Student teaching will be graded on a letter grade basis unless the student elects,
during the ADD period, to receive an S/U grade. Failure to request the S/U
grade will result in letter grading.
7. No student may exercise the satisfactory/unsatisfactory option in more than four (4)
courses in which a dual grading system is utilized, as part of their undergraduate
degree program. A maximum of one course each semester and one each summer may
be taken on a satisfactory/unsatisfactory basis.
8. No students will be permitted to use the S/U option for any courses that are required
for their major, unless the course has been approved for grading on the S/U basis as
established in Item Five (5) above.
9. In courses with some students on the traditional grading system and others electing
the course S/U, the instructors will not know which students are taking the course
S/U. The traditional final grade for the courses will be recorded and submitted by the
professor to the Office of Records and Registration. The Office of Records and
Registration will convert the traditional grade to either S or U for inclusion on the
student’s record.
10. Only those courses, which are offered solely on an S/U basis, may be repeated under
the satisfactory-unsatisfactory option.
11. A student who elects a course or courses under the S/U option and who then transfers
to a major for which that course or courses are required will be allowed to transfer
S/U courses for credit. Such transfer will be at the discretion of the dean of the
school into which they are transferring and after consultation with the appropriate
department chairperson.
12. Any course that is not offered on a continuing basis, i.e., once in every three
semesters, is identified in the schedule with a recommendation that students enrolling
in such a course should have a minimum QPA of 2.00 and/or be alerted to using the
S/U option (since it may be impossible for a student to repeat such a course).
Students are cautioned that the S/U option is not applicable for any course required
for their major.
41
CHAPTER 4
LESSON PLAN & UNIT PLAN FORMS
43
UNIT OVERVIEW
(Provide as a cover sheet to a set of lessons.)
Title — Concisely name the theme or enduring idea for the unit
Contextual Factors — In a paragraph describe the following:
School Factors (school population and environment)
Classroom factors (physical features, scheduling, classroom management)
Student Characteristics (grade level, age, gender, race/ethnicity, special needs, modalities)
Instructional Implications (rationale)
Goals and Standards — Develop four goals, one for each of the domains in the PA Academic Standards for the
visual arts.
Content — Describe the content for this specific unit. In a paragraph summarize the knowledge and skills that are
to be taught in this unit and how it relates to the preceding and following units.
Vocabulary/Word Bank — Identify and define comprehensible to the audience the words, term, or key concepts
that will be needed to facilitate understanding.
Materials/Resources/Technology — List the necessary materials and resources that will be used to teach this unit
including technology.
Artists/artworks (specify names, dates, media, etc.)
Teacher resources
Student materials and tools
Summative Assessment Plan — Describe how students will be assessed at the end of the unit for each of the goals
listed above. Provide a rubric in the appendix.
SCOPE OF THE INSTRUCTIONAL PLAN
(Begin each lesson plan at the top of the page.)
Lesson Title — Provide a name to distinguish and identify this lesson content from other lessons in the unit.
Day — Number the position of this lesson as a part of a sequence. For example “1 of 5.”
Objectives/Assessments/Adaptations — List two or three objectives for the day’s lesson that are goal oriented.
Include the standards that are being covered in each lesson. Use the following example table for one objective to
develop two to three objectives aligned with standards, assessments, and adaptations. Use a separate table for each
objective
Objective
Assessments
Format of Assessment
Adaptations
Objective 1: Students
will analyze how we
look at others and how
others look at us as per
“Wigs” (1994) by Lorna
Simpson.
Pre-assessment
Students list a minimum
of five words to
describe hair and
discuss contemporary
hairstyles through pair
and share
Students complete a
questionnaire designed
to think about their
personal, family, and
Repeat and modify
instructions as needed.
Demonstrate and assist
with descriptive word
examples.
Formative Assessment
Art Standard: 9.3.B.8.
Analyze and interpret
specific characteristics
44
Provide concrete ideas
and assistance as
needed. Process writing
through dictation if
of works in the arts
within each art form.
cultural associations
with hair.
needed.
Lesson Body
Anticipatory Set — State how you will gain student attention, what the purpose of the lesson, and why.
This introduction must be motivational.
Procedures — Hierarchically outline each step in a logical order as a script with detail. Each step must be
objective oriented and include behaviors that model and demonstrate interactive methods, different types of
practice, and a variety of teaching strategies. Include ways to check for understanding.
Closure — Summarize and review key points of the lesson. Describe to students how this lesson is
oriented to unit goals and explain extension activities. Recognize student accomplishments.
Clean-up — Explain necessary procedures for managing media and resources
Independent Practice — List and describe any homework and supplemental activities for this lesson.
Safety Considerations — Discuss physical and emotional considerations for safety.
APPENDIX
(Attach to the end of the unit as needed.)
Rubric — Evaluation of student performance based on unit goals.
Supplemental Instructional Tools — Test, quizzes, worksheets, etc.
Self-reflection — After teaching the lesson, assess student achievement with the intended goals and objectives.
Describe the evidence. Explain the strengths and weaknesses including was to improve the unit.
45
EARLY CHILDHOOD
EARLY CHILDHOOD/SPECIAL EDUCATION
LESSON PLANS
Name:
Content Area:
Grade Level:
Date:
Big or Essential Question:
What should students know, understand, and be able to do? What big ideas are worthy of
understanding and implied in the established goals? What provocative questions are
worth pursing to guide student inquiry into these big ideas? What specific knowledge
and skills are targeted in the goals and needed for effective performance? (i.e. How do I
know that a number is larger/smaller?)
Curriculum Standards:
Identify desired results: Use Curriculum Standards. (Write out the complete standards
and use its proper notational reference.)
Lesson Objectives:
Enduring understanding/essential questions: What key knowledge and skills will
students acquire as a result of this lesson? (These are listed as lesson objectives. The
student will be able to…)
Assessment:
Determine acceptable evidence. You need to determine the evidence that will show that
students understand…This is the assessment part of the plan and a variety of assessments
include: performance tasks, concept map, project, quiz, oral presentation, work sample,
interview, checklist, observation.
Materials and Resources:
Anticipatory Set:
Lead activity (introduce desired results: ask essential question; connect with student
experience
Procedures:
Student-centered learning steps (Detailed sequencing of lesson; specify formative
assessment during practice and summative assessment in conclusion.
46
Plan learning experience and instruction. List the procedures, describe the activities or
tasks and provide a sequence of learning experiences. (What teaching and learning
experiences will equip students to demonstrate the desire understandings?).
Adaptations:
•
•
(How specific needs will be met) Identify the adaptive audience, for example: Hearing
impaired children will... or Perceptually impaired children will...
Seven types of specific needs include: Specific learning, developmentally challenged,
behavior disorders, language disorders, attention deficit disorders, English as a Second
Language, and gifted.
Closure:
Revisit essential question
• Summarize and/or review key points of the lesson. How will you tie the lesson
together at the end?
• Explain extension activities and/or homework (if applicable).
• Provide transition to the next lesson or activity.
Lesson Evaluation/Reflection:
At the end of the lesson,, you need to write a lesson evaluation and teacher reflection.
The following questions should be addressed:
A. What happened during my lesson (what did the students and I say and do)? How
effective was my lesson design and teaching?
B. What evidence can I show about my students’ learning (e.g. student work)? How
effective was my assessment plan for getting information about my students’
learning?
C. How did I do in meeting my desired results for this lesson? What are my next steps
to improve student learning?
47
EARLY CHILDHOOD
EARLY CHILDHOOD/SPECIAL EDUCATION
LESSON PLAN FORMAT
Name:
Content Area:
Grade Level:
Date:
Big or Essential Question:
Curriculum Standards:
Lesson Objectives:
Assessment:
Materials and Resources:
Anticipatory Set:
Procedures:
Adaptations:
Closure:
Lesson Evaluation/Reflection:
48
===============================================================
ATTENTION STUDENTS
It is mandatory that a self-evaluation be completed for each lesson plan immediately following
the teaching of the lesson. The self-evaluation should be divided into the following three areas:
(1) Did the students accomplish the objectives?
Explain in detail how you know whether they neither did nor did not. Did you
check their papers? Did you assign homework? Did they make a visible product?
Did you have to keep explaining the assignment? Why?
(2) What were the strengths of the lesson? What did you do well?
(3) What areas of the lesson need to be improved? What would you do differently
another time?
The self-evaluations can be hand-written on the plan or typed (this may vary with each
supervisor) and attached to the plan. Please date the self-evaluation.
Students must complete the three-part lesson plan evaluation following the teaching of every
lesson. This is mandatory! Failure to evaluate lessons plans by the next day may result in the
student’s final grade being lowered.
49
Middle/Secondary Education - Planning a
Lesson
Using the current theories on lesson planning is very important. The following lesson plan is beneficial for planning
lessons in the classroom. The backward design process as written below from Wiggins & McTighe begins with the
end in mind. You can view a power point presentation about this information at the following
site:http://www.cloquet.k12.mn.us/Assets/9294.ppt#5
Backward Design Template
IDENTIFY DESIRED RESULTS
What overarching understandings are desired?
What are the overarching “essential”
(academic standards)
questions?


What are student understandings as a result of
this lesson/unit?


What “essential” and unit questions will focus
this lesson/unit?
DETERMINE ACCEPTIBLE EVIDENCE
What evidence will show that students understand . . .
Performance Tasks, Projects
Quizzes, Tasks, Academic Prompts
Other evidence (e.g. observations, work
samples, dialogues
Student Self-Assessment
PLAN LEARNING EXPERIENCE AND INSTRUCTION
Given the targeted understandings, unit goals, and assessment evidence identified, what
knowledge and skills are needed? (List procedures)
Students will need to know. . .
Students will be able to do. . .
What learning experiences will equip students to demonstrate the targeted understandings?
If the template (graphic organizer) is confusing, the template can also be expressed as the following framework.
50
Planning Framework for Teaching Content using Understanding by Design
Stage 1:
Identify Desired
Results
Standards
Enduring
understanding
Essential questions
Name:
Grade level/period:
Timeline:
Stage 2:
Determine Acceptable
Evidence
Assessment tool
Brief description of the tool
Stage 3:
Plan Learning Experiences and
Instruction
Sequence of Learning Experiences
and Instruction
Date:
Content Area:
Stage 1. IDENTIFY DESIRED RESULTS. Use Curriculum Standards: (Write out the complete standard and
use its proper notational reference.) , skills, strategies, and attitudes do you expect students to gain? E
Enduring understanding/Essential Questions: What key knowledge and skills will students acquire as a
result of this lesson? (These can be listed as lesson objectives. The student will. . .)
Stage 2. DETERMINE ACCEPTIBLE EVIDENCE. You need to determine the evidence that will show that
students understand . . . . This is the assessment part of the plan and you can use any of the following assessments:
Performance Tasks, Concept map, Projects, Quizzes, Oral Presentation, Lab Report Other Tasks, Academic
Prompts, Portfolio, Other evidence (e.g. observations, interview, work samples, dialogues) and Student SelfAssessment. List (chronological order) assessments that will prepare students to develop and demonstrate the
desired understandings
Description: This is a depiction of the actual instrument/tool. (If you are using a
performance task, what does the task look like? If you are using an interview or a prompt,
then provide the question(s)?)
Stage 3. PLAN LEARNING EXPERIENCE AND INSTRUCTION. List the procedures. Include safety procedures,
especially for the science classrooms. Describe the learning activities or tasks and provide a sequence of learning
experiences: (What teaching and learning experiences will equip students to demonstrate the desire
understandings?) Be sure to include before-during-after reading strategies if they are a part of the lesson. Materials
and Resources are to be listed in stage 3.
At the end of the lesson, you need to write a Lesson Evaluation and Teacher Reflection. The
following questions will be helpful: How was this lesson effective? How do you know it was
effective? How would you change this lesson for teaching it again? What were your
students doing and learning? Why did your students find the lesson meaningful and worth
completing? OR Why did your students not find the lesson meaningful and worth
completing?
51
Assessment for Instructional Plan
During your student teaching placement, you will create, teach, and evaluate an
instructional plan. You must first conference with your cooperating teacher as to an appropriate
concept of study. A decision about the concept for your plan must be emailed to your university
supervisor by the second week of student teaching (first or second placement). The instructional
plan must run for at least one week. The instructional plan must be typed and include at least five
lessons. All documentation for the instructional plan should be submitted via Live Text and
divided by appropriate sections as defined below.
1. Title: The title should reflect the central concept of the instructional plan.
2. Contextual factors: In this section, you should explain why you chose the concept.
Discuss relevant factors and how they may affect the teaching-instructional process. In
your discussion include:
• School Factors
i. Address school population- identify social-economic profile and race/ethnicity.
ii. Describe the school environment- departmentalized, self contained, number of
classrooms per grade level.
• Classroom Factors
i. Address physical features, availability of technology, equipment, and resources
and the extent of parental involvement- You might also discuss other relevant
factors such as classroom roles and routines, grouping patterns, scheduling and
classroom arrangement.
• Student Characteristics
i. Address student characteristics you might consider as you address instruction
and assess learning include factors such as: age, gender, race, ethnicity, special
needs, achievement, developmental levels, culture, language, interests, learning
styles, modalities, or student skill levels. In your narrative, make sure you
address student skills and prior learning that may influence the development of
your learning objectives, instruction and assessment.
• Instructional Implications
i. Address how contextual characteristics of the classroom and students have
implications for instructional planning and assessment. Include specific
instructional implications for at least two characteristics and any other factors
that will influence how you plan and implement the instructional plan.
ii. Based on the characteristics of your students and the classroom describe two
instructional limitations or considerations that you will need to address as you
plan and implement your instructional plan (i.e. whole group- how to modifydepartmentalized- homogeneous grouping, students with special needs).
3. Learning Objectives: Provide and justify the learning objectives for the instructional
plan.
• List the learning objectives (not the activities) that will guide the planning, delivery
and assessment of your instructional plan. These objectives should define what you
expect your students to know and be able to do at the end of the instructional plan.
The objectives should be significant, challenging, varied and appropriate. Number or
code each learning objective for reference later (no more than three).
• Show how the objectives are aligned to PA Academic Standards.
52
•
Describe the type and level of your learning objectives (Domains of learningCognitive, Affective, Psychomotor, Blooms taxonomy- include higher order
thinking).
• Discuss why your learning objectives are important in terms of development,
prerequisite knowledge, skills, and other student needs. This should reflect back to
the contextual factors.
4. Assessment: Design an assessment plan to monitor student progress toward learning
objectives. Use multiple assessment modes and approaches aligned with learning objectives to
assess student learning: before, during, and after instruction. These assessments should
authentically measure student learning and may include: performance based tasks, paper and
pencils tasks, or personal communication. Describe why your assessments are appropriate for
measuring learning.
• Provide an overview of the assessment plan.
i. Using a table, chart, diagram or other visual organizer and align each learning
objective with an appropriate assessment and show adaptations to meet the
individual needs.
• Describe the pre and post assessments aligned to your learning objectives.
i. Each item on your pre/posttest needs to be numbered and aligned to that
particular learning objective.
ii. Include criteria you will use to determine if the students’ performance meets the
learning objective.
iii. Include copies of the assessment criteria for judging student performance
(scoring rubric, checklists, test blueprint, answer key).
• Discuss your plan for formative assessment that will help you determine student
progress during the instructional plan.
i. Describe the assessments you plan to use to check the students’ progress and
comment on the importance of collecting that information. This evidence may
include things such as: worksheets, journal entries, student work samples.
ii. Keep all assessments- student work samples- for evidence.
5. Materials, Resources, Technology: List the materials and resources that will be used to
plan and teach this instructional plan as well as any technology used (e.g. calculators, web site,
software applications, etc.).
6. Vocabulary/Word Bank: Identify the important words that students will need to know
to facilitate understanding (for younger students it is important to create visuals of these words
for reference, older students might record words in a vocabulary journal).
7. Scope of Instructional Plan: The instructional plan should include multiple lesson plans
that address the objectives for a period of at least one week.
• If writing samples of project work is to be done, a rubric will need to be designed to
fully evaluate their work.
8. Analysis of Student Learning: Analyze the assessment data to explain progress and
achievement toward learning objectives demonstrated by your whole class.
• To analyze the process of the class, create a table that shows pre and post assessment
results on every student on every learning goal.
• Create a graphic summary that shows the extent to which your students made
progress from pre to post toward the learning criterion that you identified for each
learning goal in the assessment plan section.
53
•
Summarize what the graph tells you about your students learning in this instructional
plan (i.e. the number of students that met the criterion).
9. Reflection and Self-Evaluation: Reflect on your performance as a teacher and link your
performance to student learning results. Evaluate your performance and identify future actions
for improved practice and professional growth. Self-Reflections should be written after each
lesson and also at the end of the instructional plan. Identify the strengths and weaknesses, areas
for future modification, and student achievement
• Select the learning goal where your students were most successful. Provide two or
more possible reasons for this level of success; consider your objectives, instruction,
and assessment along with student characteristics under your control
• Select the learning goal where your students were least successful. Provide two or
more possible reasons for this level of success; consider your objectives, instruction,
and assessment along with student characteristics under your control. Discuss what
you could do differently or better in the future to improve your students’
performance.
• Identify two specific teaching/instructional strategies that you would modify or revise
to effect student achievement (i.e. loss of instructional time, limited visuals, and
organization of lesson) then describe two specific steps you will take to improve
performance in the critical areas you have identified.
This instructional plan is an opportunity to demonstrate your ability to design and
implement long range planning, and assessment is an essential component for teacher candidacy
and evaluation PDE 430.
Evaluation Summary for Instructional Plan Assessment
TARGET: Consistently displayed the competency which one expects of a highly proficient or
distinguished teacher
ACCEPTABLE: Is ready to work independently as a teacher beginning a professional career
(competency achieved)
DEVELOPING: May need modest guidance and practice as the teacher continues to grow to
full professional competence
UNACCEPTABLE: Will need regular guidance and practice in order to grow toward
professional competence
54
Rubric for Student Teaching Instructional Assessment
Plan
Purpose
The instructional assessment plan provides credible evidence of a candidate's ability to facilitate
learning by creating, implementing and assessing instructional strategies that meet the needs of
diverse learners and are aligned with the INTASC standards.
Student Teaching Instructional Assessment Plan
Instr. Plan
Target
Acceptable
Element
(3 pts)
(2 pts)
Knowledge of Contextual Teacher
Teacher
School and Factors
candidate
candidate
Classroom
displays a
displays some
Factors (3%)
comprehensive knowledge of
INTASC-10.A
understanding of the
INTASC-10.K
the
characteristics
INTASC-3.D
characteristics of of the school
INTASC-3.E
the school and
and classroom
INTASC-3.I
classroom that
that may affect
INTASC-7.B
may affect
learning.
learning.
Knowledge of Contextual Teacher
Teacher
Characteristics Factors
candidate
candidate
of Students
displays general displays general
(3%)
and specific
knowledge of
INTASC-3.D
understanding of student
INTASC-3.H
student
differences (e.g.
INTASC-3.O
differences (e.g. development,
INTASC-5.J
development,
interests,
interests,
culture,
culture,
abilities/disabiliti
abilities/disabiliti es) that may
es) that may
affect learning.
affect learning.
Knowledge of Contextual Teacher
Teacher
Students'
Factors
candidate
candidate
Varied
displays general displays general
Approaches to
and specific
knowledge
Learning (3%)
understanding of about the
INTASC-2.D
the different
different ways
ways students
students learn
learn (e.g.
(e.g. learning
learning styles, styles, learning
learning
modalities).
modalities) that
may affect
learning.
Implications Contextual Teacher
Teacher
for
Factors
candidate
candidate
Instructional
provides specific provides general
Planning and
implications for implications for
Assessment
instruction and instruction and
(3%)
assessment
assessment
INTASC-1.I
based on student based on
INTASC-2
individual
student
INTASC-2.G
differences and individual
INTASC-3.F
school and
differences and
Performance Assessment
Developing
Unacceptable
(1 pt)
(0 pts)
Teacher
Teacher candidate
candidate
displays minimal,
displays limited
irrelevant, or biased
knowledge of the knowledge of the
characteristics of characteristics of the
the school and
school and classroom.
classroom that
may affect
learning.
Teacher
candidate
displays limited
knowledge of
student
differences (e.g.
development,
interests, culture,
abilities/disabilitie
s) that may affect
learning.
Teacher candidate
displays minimal,
stereotypical, or
irrelevant knowledge
of student differences
(e.g. development,
interests, culture,
abilities/disabilities)
Teacher
candidate
displays limited
knowledge about
the different ways
students learn
(e.g. learning
styles, learning
modalities).
Teacher candidate
displays minimal,
stereotypical, or
irrelevant knowledge
about the different
ways students learn.
Teacher
Teacher candidate
candidate
does not provide
provides minimal implications for
implications for
instruction and
instruction and
assessment based on
assessment based student individual
on student
differences and school
individual
and classroom
differences and
characteristics OR
school and
provides inappropriate
55
INTASC-3.G
INTASC-7.A
INTASC-7.G
INTASC-8.G
Significance, Learning
Challenge and Objectives
Variety (3%)
INTASC-4.A
INTASC-4.G
classroom
characteristics.
Objectives
reflect several
types of levels of
learning and are
significant and
challenging.
Clarity (3%) Learning
All of the
INTASC-4.F Objectives objectives are
clearly stated as
learning
outcomes.
Appropriatene Learning
All of the
ss for Students Objectives objectives are
(3%)
appropriate for
INTASC-2.A
the
INTASC-2.B
development;
INTASC-2.C
pre-requisite
INTASC-3.K
knowledge,
skills,
experiences; and
other student
needs.
Alignment
Learning
All of the
with State
Objectives objectives are
Standards
aligned with
(3%)
state standards.
Alignment
Assessment Each of the
with Learning Plan
learning
Objectives and
objectives is
Instruction
assessed
(3%)
through the
INTASC-2.F
assessment
plan;
assessments are
congruent with
the learning
objectives in
content and
cognitive
complexity.
Clarity of
Assessment Assessment
Criteria and Plan
criteria are clear
Standards for
and are explicitly
Performance
linked to the
(3%)
learning
INTASC-8.B
objectives.
school and
classroom
characteristics.
Objectives
reflect several
types of levels
of learning but
lack significance
or challenge.
Most of the
objectives are
clearly stated as
learning
outcomes.
Most of the
objectives are
appropriate for
the
development;
pre-requisite
knowledge,
skills,
experiences;
and other
student needs.
Most of the
objectives are
aligned with
state standards.
Most of the
learning
objectives are
assessed
through the
assessment
plan;
assessments are
congruent with
the learning
objectives in
content and
cognitive
complexity.
Assessment
criteria have
been developed
but they are not
clear or are not
linked to the
learning
objectives.
Multiple Modes Assessment The assessment The assessment
and
Plan
plan includes
plan includes
multiple
multiple modes
Approaches
(3%)
assessment
but are all either
INTASC-2.F
modes (including pencil/paper
56
classroom
characteristics.
implications.
Objectives reflect Objectives reflect only
one type of levels one type or level of
of learning or lack learning.
significance and
challenge.
Some of the
objectives are
clearly stated as
learning
outcomes.
Some of the
objectives are
appropriate for
the development;
pre-requisite
knowledge, skills,
experiences; and
other student
needs.
The objectives are not
stated clearly and are
activities rather than
learning outcomes.
Some of the
objectives are
aligned with state
standards.
Some of the
learning
objectives are
assessed through
the assessment
plan;
assessments are
congruent with
the learning
objectives in
content and
cognitive
complexity.
Objectives are not
aligned with state
standards.
Assessment
criteria have been
developed are but
they are not clear
and are not
explicitly linked to
the learning
objectives.
The assessment
plan includes two
assessment
modes but are all
paper/pencil
The assessments
contain unclear
criteria for measuring
student performance
relative to the
learning goals.
Objectives are not
appropriate for the
development; prerequisite knowledge,
skills, experiences; or
other student needs.
Content and methods
of assessment lack
congruence with
learning goals or lack
cognitive complexity.
The assessment plan
includes only one
assessment mode and
does not assess
students before,
INTASC-2.H
performance
assessments,
projects, journal
entries, etc.) and
assesses student
performance
throughout the
instructional
sequence.
based (i.e. they
are not
performance
assessments) or
do not require
the integration
of knowledge,
skills and
reasoning ability
based (i.e. they
during, and after
are not
instruction.
performance
assessments) and
they do not
require the
integration of
knowledge, skills
and reasoning
ability.
Technical
Assessment Assessments
Assessments
Assessments
Assessments are not
Soundness
Plan
appear to be
appear to be
appear to have
valid; scoring
(3%)
valid; scoring
valid; most
some validity.
procedures are absent
INTASC-8.B
procedures are scoring
Some scoring
or inaccurate; items
explained; all
procedures are procedures are
or prompts are poorly
items or prompts explained; most explained; some written; directions
are clearly
items or
items or prompts and procedures are
written;
prompts are
are clearly
confusing to students.
directions and
clearly written; written; some
procedures are most directions directions and
clear to
and procedures procedures are
students.
are clear to
clear to students.
students.
Adaptations Assessment Teacher
Teacher
Teacher
Teacher candidate
Based on
Plan
candidate makes candidate makes candidate makes does not make adapt
Individual
adaptations to
adaptations to
adaptations to
assessments to meet
Needs of
assessment that assessment that assessment that the needs of students
Students (3%)
are appropriate are appropriate are appropriate to or these assessments
INTASC-1.B
to meet the
to meet the
meet the needs of are inappropriate.
needs of all
needs of most
some of the
INTASC-3.B
students.
students.
students.
INTASC-3.L
INTASC-3.M
Alignment
Design for All lessons are
Most of the
Some of the
Few lessons are
with Learning Instruction explicitly linked lessons are
lessons are
explicitly linked to
Objectives
to learning
explicitly linked explicitly linked to learning objectives.
(3%)
objectives. All
to learning
learning
Few learning
INTASC-1.H
learning
objectives. Most objectives. Some activities,
INTASC-7.J
activities,
learning
learning
assignments and
assignments and activities,
activities,
resources are aligned
resources are
assignments and assignments and with learning goals.
aligned with
resources are
resources are
Few of the learning
learning goals.
aligned with
aligned with
goals are covered in
All learning goals learning goals. learning goals.
the design.
are covered in
Most of the
Some of the
the design.
learning goals
learning goals are
are covered in
covered in the
the design.
design.
Accurate
Design for Teacher
Teacher
Teacher
Teacher candidate's
Representatio Instruction candidate's use candidate's use candidate's use of use of content
n of Content
of content
of content
content appears appears to contain
(3%)
appears to be
appears to be
to be somewhat numerous
ACEI-3 ACEIaccurate. Focus mostly accurate. accurate. Shows inaccuracies. Content
3.a INTASCof the content is Shows some
a beginning
seems to be viewed
1.A INTASCcongruent with awareness of
awareness of the more as isolated skills
1.B INTASCthe big ideas or the big ideas or big ideas or
and facts rather than
1.C
structure of the structure of the structure of the
as part of a larger
discipline.
discipline.
discipline.
conceptual structure.
57
Lesson
Structure
(3%)
INTASC-1.J
INTASC-4.I
The lessons
within the
instructional plan
have some logical
organization and
appear to be
somewhat useful
in moving
students toward
achieving the
learning
objectives.
Use of a
Design for Significant
Some variety in Limited variety in
Variety of
Instruction variety across
instruction,
instruction,
instruction,
activities,
activities,
Instruction,
Activities,
activities,
assignments, or assignments, or
Assignments
assignments,
resources but
resources with
and Resources
and/or
with limited
limited
(3%)
resources. This contribution to contribution to
INTASC-1.D
variety makes a learning.
learning.
INTASC-1.H
clear
INTASC-1.I
contribution to
INTASC-1.K
learning.
INTASC-4
INTASC-4.B
INTASC-4.C
INTASC-4.G
INTASC-5.M
Use of
Design for All instruction
Most instruction Some instruction
Contextual Instruction has been
has been
has been
Information
designed with
designed with
designed with
and Data to
reference to
reference to
reference to
Select
contextual
contextual
contextual factors
Appropriate
factors and
factors and
and
and Relevant
preassessment preassessment preassessment
Activities,
data. All
data. Most
data. Some
Assignments
activities and
activities and
activities and
and Resources
assignments
assignments
assignments
(3%)
appear
appear
appear productive
INTASC-1.G
productive and productive and and appropriate
INTASC-1.K
appropriate for appropriate for for each student.
INTASC-3.A
each student.
each student.
INTASC-3.K
INTASC-3.L
INTASC-3.P
INTASC-4.G
Clarity and Analysis of Presentation is
Presentation is Presentation is
Accuracy of Student
very easy to
easy to
somewhat easy to
Presentation Learning
understand and understand and understand and
(3%)
contains no
contains few
contains some
errors of
errors of
errors of
representation. representation. representation.
Alignment
Analysis of Analysis is fully Analysis is
Analysis is
with Learning Student
aligned with
partially aligned partially aligned
Objectives
Learning
learning
with learning
with learning
(3%)
objectives and
objectives and
objectives and/or
INTASC-4.F
provides a
provides a
fails to provide a
comprehensive comprehensive comprehensive
58
Design for All lessons within
Instruction the instructional
plan are logically
organized and
appear to be
useful in moving
students toward
achieving the
learning
objectives.
Most of the
lessons within
the instructional
plan are logically
organized and
appear to be
useful in moving
students toward
achieving the
learning
objectives.
The lessons within the
instructional plan are
not logically organized
or sequenced.
Little variety of
instruction, activities,
assignments, and
resources. Heavy
reliance on textbook
or single resource
(e.g. worksheets).
Instruction has not
been designed with
reference to
contextual factors and
preassessment data.
Activities and
assignments do not
appear productive and
appropriate for each
student.
Presentation is not
clear and accurate; it
does not accurately
reflect the data.
Analysis of student
learning is not aligned
with the learning
objectives.
profile of student profile of
profile of student
learning for the student learning learning for the
whole class.
for the whole
whole class.
class.
Interpretation Analysis of Interpretation is Interpretation is Interpretation is
of Data (3%) Student
meaningful, and somewhat
technically
INTASC-2.E Learning
appropriate
meaningful, and accurate, but
INTASC-4.F
conclusions are some
conclusions are
drawn from the appropriate
missing or not
data.
conclusions are supported by
drawn from the data.
data.
Evidence of Analysis of Analysis of
Analysis of
Analysis of
Impact on
Student
student learning student learning student learning
Student
Learning
includes
includes some
includes little
Learning (3%)
evidence of the evidence of the evidence of the
INTASC-8.D
impact on
impact on
impact on student
student learning student learning learning in terms
in terms of
in terms of
of number of
number of
number of
students who
students who
students who
achieved and
achieved and
achieved and
made progress
made progress
made progress toward each
toward each
toward each
learning goal.
learning goal.
learning goal.
Interpretation Reflection Uses evidence to Provides some
Provides some
of Student
and
support
evidence to
evidence to
Learning (3%) Evaluation conclusions
support
support
INTASC-9.A
drawn in
conclusions
conclusions
"Analysis of
drawn in
drawn in
Student
"Analysis of
"Analysis of
Learning"
Student
Student Learning"
section. Explores Learning"
section, but does
multiple
section.
not provide
hypotheses for
Explores
multiple
why some
multiple
hypotheses for
students did not hypotheses for why some
meet learning
why some
students did not
goals.
students did not meet learning
meet learning
goals.
goals.
Insights on Reflection Identifies
Identifies
Identifies
Effective
and
successful and
successful and
successful and
Instruction Evaluation unsuccessful
unsuccessful
unsuccessful
and
activities and
activities and
activities and
Assessment
assessments and assessments
assessments and
(3%)
provides
and provides
superficially
INTASC-2.F
plausible reasons some plausible explores reasons
(based on theory reasons (based for their success
or research) for on theory or
or lack thereof
their success or research) for
(no use of theory
lack thereof.
their success or or research).
lack thereof.
Alignment
Reflection Logically
Connects
Somewhat
Among
and
connects
learning
connects learning
Objectives, Evaluation learning
objectives,
objectives,
Instruction
objectives,
instruction, and instruction, and
Interpretation is
inaccurate, and
conclusions are
missing or
unsupported by data.
Analysis of student
learning fails to
include evidence of
the impact on student
learning in terms of
number of students
who achieved and
made progress toward
each learning goal.
No evidence or
reasons provided to
support conclusions
drawn in "Analysis of
Student Learning"
section.
Provides no rationale
for why some
activities or
assessments were
more successful than
others.
Does not connect
learning objectives,
instruction and
assessment results in
59
and
Assessment
(3%)
INTASC-4.H
INTASC-8.D
INTASC-8.F
Implications Reflection
for Future
and
Teaching (3%) Evaluation
INTASC-8.J
INTASC-9.D
INTASC-9.I
instruction, and
assessment
results in the
discussion of
student learning
and effective
instruction.
assessment
results in the
discussion of
student learning
and effective
instruction, but
misunderstandin
gs or conceptual
gaps are
present.
Provides ideas
Provides some
for redesigning ideas for
learning
redesigning
objectives,
learning
instruction, and objectives,
assessment and instruction, and
explains why
assessment and
these
somewhat
modifications
explains why
would improve
these
student learning. modifications
would improve
student
learning.
assessment
results in the
discussion of
student learning
and effective
instruction;
misunderstanding
s or conceptual
gaps are present.
the discussion of
student learning and
effective instruction
and/or the
connections are
irrelevant or
inaccurate.
Provides ideas for
redesigning
learning
objectives,
instruction, and
assessment but
offers no
rationale for why
these changes
would improve
student learning.
Provides no ideas or
inappropriate ideas
for redesigning
learning objectives,
instruction and
assessment.
Standards
INTASC.1.A
K: The teacher understands major concepts, assumptions, debates, processes of inquiry,
and ways of knowing that are central to the discipline(s) s/he teaches.
INTASC.1.B
K: The teacher understands how students' conceptual frameworks and their
misconceptions for an area of knowledge can influence their learning.
INTASC.1.C
K: The teacher can relate his/her disciplinary knowledge to other subject areas.
INTASC.1.D
D: The teacher realizes that subject matter knowledge is not a fixed body of facts but is
complex and ever-evolving. S/he seeks to keep abreast of new ideas and understandings
in the field.
INTASC.1.G
D: The teacher is committed to continuous learning and engages in professional discourse
about subject matter knowledge and children's learning of the discipline.
INTASC.1.H
P: The teacher effectively uses multiple representations and explanations of disciplinary
concepts that capture key ideas and link them to students' prior understandings.
INTASC.1.I
P: The teacher can represent and use differing viewpoints, theories, 'ways of knowing' and
methods of inquiry in his/her teaching of subject matter concepts.
INTASC.1.J
P: The teacher can evaluate teaching resources and curriculum materials for their
comprehensiveness, accuracy, and usefulness for representing particular ideas and
concepts.
INTASC.1.K
P: The teacher engages students in generating knowledge and testing hypotheses
according to the methods of inquiry and standards of evidence used in the discipline.
INTASC.1.L
P: The teacher develops and uses curricula that encourage students to see, question, and
interpret ideas from diverse perspectives.
INTASC.2
STANDARD: The teacher understands how children learn and develop, and can provide
learning opportunities that support their intellectual, social and personal development.
INTASC.2.A
K: The teacher understands how learning occurs--how students construct knowledge,
acquire skills, and develop habits of mind--and knows how to use instructional strategies
that promote student learning.
60
INTASC.2.B
K: The teacher understands that students' physical, social, emotional, moral and cognitive
development influence learning and knows how to address these factors when making
instructional decisions.
INTASC.2.C
K: The teacher is aware of expected developmental progressions and ranges of individual
variation within each domain (physical, social, emotional, moral and cognitive), can
identify levels of readiness in learning, and understands how development in any one
domain may affect performance in others.
INTASC.2.D
D: The teacher appreciates individual variation within each area of development, shows
respect for the diverse talents of all learners, and is committed to help them develop selfconfidence and competence.
INTASC.2.E
D: The teacher is disposed to use students' strengths as a basis for growth, and their
errors as an opportunity for learning.
INTASC.2.F
P: The teacher assesses individual and group performance in order to design instruction
that meets learners' current needs in each domain (cognitive, social, emotional, moral,
and physical) and that leads to the next level of development.
INTASC.2.G
P: The teacher stimulates student reflection on prior knowledge and links new ideas to
already familiar ideas, making connections to students' experiences, providing
opportunities for active engagement, manipulation, and testing of ideas and materials, and
encouraging students to assume responsibility for shaping their learning tasks.
INTASC.2.H
P: The teacher accesses students' thinking and experiences as a basis for instructional
activities by, for example, encouraging discussion, listening and responding to group
interaction, and eliciting samples of student thinking orally and in writing.
INTASC.3.A
K: The teacher understands and can identify differences in approaches to learning and
performance, including different learning styles, multiple intelligences, and performance
modes, and can design instruction that helps use students' strengths as the basis for
growth.
INTASC.3.B
K: The teacher knows about areas of exceptionality in learning--including learning
disabilities, visual and perceptual difficulties, and special physical or mental challenges.
INTASC.3.D
K: The teacher understands how students' learning is influenced by individual experiences,
talents, and prior learning, as well as language, culture, family and community values.
INTASC.3.E
K: The teacher has a well-grounded framework for understanding cultural and community
diversity and knows how to learn about and incorporate students' experiences, cultures,
and community resources into instruction.
INTASC.3.F
D: The teacher believes that all children can learn at high levels and persists in helping all
children achieve success.
INTASC.3.G
D: The teacher appreciates and values human diversity, shows respect for students' varied
talents and perspectives, and is committed to the pursuit of 'individually configured
excellence.'
INTASC.3.H
D: The teacher respects students as individuals with differing personal and family
backgrounds and various skills, talents, and interests.
INTASC.3.I
D: The teacher is sensitive to community and cultural norms.
INTASC.3.K
P: The teacher identifies and designs instruction appropriate to students' stages of
development, learning styles, strengths, and needs.
INTASC.3.L
P: The teacher uses teaching approaches that are sensitive to the multiple experiences of
learners and that address different learning and performance modes.
INTASC.3.M
P: The teacher makes appropriate provisions (in terms of time and circumstances for
work, tasks assigned, communication and response modes) for individual students who
have particular learning differences or needs.
INTASC.3.O
P: The teacher seeks to understand students' families, cultures, and communities, and
61
uses this information as a basis for connecting instruction to students' experiences (e.g.
drawing explicit connections between subject matter and community matters, making
assignments that can be related to students' experiences and cultures).
INTASC.3.P
P: The teacher brings multiple perspectives to the discussion of subject matter, including
attention to students' personal, family, and community experiences and cultural norms.
INTASC.4
STANDARD: The teacher understands and uses a variety of instructional strategies to
encourage students' development of critical thinking, problem solving, and performance
skills.
INTASC.4.A
K: The teacher understands the cognitive processes associated with various kinds of
learning (e.g. critical and creative thinking, problem structuring and problem solving,
invention, memorization and recall) and how these processes can be stimulated.
INTASC.4.B
K: The teacher understands principles and techniques, along with advantages and
limitations, associated with various instructional strategies (e.g. cooperative learning,
direct instruction, discovery learning, whole group discussion, independent study,
interdisciplinary instruction).
INTASC.4.C
K: The teacher knows how to enhance learning through the use of a wide variety of
materials as well as human and technological resources (e.g. computers, audio-visual
technologies, videotapes and discs, local experts, primary documents and artifacts, texts,
reference books, literature, and other print resources).
INTASC.4.F
P: The teacher carefully evaluates how to achieve learning goals, choosing alternative
teaching strategies and materials to achieve different instructional purposes and to meet
student needs (e.g. developmental stages, prior knowledge, learning styles, and
interests).
INTASC.4.G
P: The teacher uses multiple teaching and learning strategies to engage students in active
learning opportunities that promote the development of critical thinking, problem solving,
and performance capabilities and that help student assume responsibility for identifying
and using learning resources.
INTASC.4.H
P: The teacher constantly monitors and adjusts strategies in response to learner feedback.
INTASC.4.I
P: The teacher varies his or her role in the instructional process (e.g. instructor, facilitator,
coach, audience) in relation to the content and purposes of instruction and the needs of
students.
INTASC.5.J
D: The teacher is committed to the continuous development of individual students' abilities
and considers how different motivational strategies are likely to encourage this
development for each student.
INTASC.5.M
P: The teacher organizes, allocates, and manages the resources of time, space, activities,
and attention to provide active and equitable engagement of students in productive tasks.
INTASC.7.A
K: The teacher understands learning theory, subject matter, curriculum development, and
student development and knows how to use this knowledge in planning instruction to meet
curriculum goals.
INTASC.7.B
K: The teacher knows how to take contextual considerations (instructional materials,
individual student interests, needs, and aptitudes, and community resources) into account
in planning instruction that creates an effective bridge between curriculum goals and
students' experiences.
INTASC.7.G
P: As an individual and a member of a team, the teacher selects and creates learning
experiences that are appropriate for curriculum goals, relevant to learners, and based
upon principles of effective instruction (e.g. that activate students' prior knowledge,
anticipate preconceptions, encourage exploration and problem-solving, and build new skills
on those previously acquired).
INTASC.7.J
P: The teacher creates short-range and long-term plans that are linked to student needs
and performance, and adapts the plans to ensure and capitalize on student progress and
motivation.
62
INTASC.8.B
K: The teacher knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic
purposes.
INTASC.8.D
D: The teacher values ongoing assessment as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used,
are necessary for monitoring and promoting student learning.
INTASC.8.F
P: The teacher appropriately uses a variety of formal and informal assessment techniques
(e.g. observation, portfolios of student work, teacher-made tests, performance tasks,
projects, student self-assessments, peer assessment, and standardized tests) to enhance
her or his knowledge of learners, evaluate students' progress and performances, and
modify teaching and learning strategies.
INTASC.8.G
P: The teacher solicits and uses information about students' experiences, learning
behavior, needs, and progress from parents, other colleagues, and the students
themselves.
INTASC.8.J
P: The teacher monitors his or her own teaching strategies and behavior in relation to
student success, modifying plans and instructional approaches accordingly.
INTASC.9.A
K: The teacher understands methods of inquiry that provide him/her with a variety of selfassessment and problem-solving strategies for reflecting on his/her practice, its influences
on students' growth and learning, and the complex interactions between them.
INTASC.9.D
D: The teacher is committed to reflection, assessment, and learning as an ongoing
process.
INTASC.9.I
P: The teacher seeks out professional literature, colleagues, and other resources to
support his/her own development as a learner and a teacher.
INTASC.10.A
K: The teacher understands schools as organizations within the larger community context
and understands the operations of the relevant aspects of the system(s) within which s/he
works.
INTASC.10.K
P: The teacher can identify and use community resources to foster student learning.
63
APPENDIX A
COOPERATING TEACHER ASSESSMENTS
AND FORMS
64
Assessments to be completed by the Cooperating Teacher
Classroom Observations
All classroom observations will be completed in Livetext FEM. Please use the
assessments labeled “Classroom Observation 1-8” for this purpose. One observation per
week should be completed (extra forms are provided). Comments can be completed in the
box at the top or within the rubric itself. When you submit your observation it will be
immediately available to the student teacher and University supervisor to review and use
in discussions.
Student Teacher Performance Evaluation (STPE)
This is a comprehensive evaluation of the student teacher based on Danielson’s
Framework to be used at the end of each placement. The assessment appears in Livetext
FEM. Complete the evaluation using the “STPE 1st placement” or”… 2nd placement”,
accordingly. Submit the evaluation and it will immediately be available to the student
teacher and University supervisor to review.
Weekly Goals
Please refer to page 35 of the Handbook for a full description of the Weekly
Goals/Weekly Written Analysis. This weekly assessment appears as a rubric in Livetext
FEM to be opened and completed by the cooperating teacher. Submit the assessment
once a week and the results will be immediately available for use in your weekly
discussion with your student teacher.
Evaluation Summary
Please refer to page 34 of the Handbook for a full description of the Evaluation
Summary. The form as seen below is also accessible through the Edinboro University
website on the Student Teaching page by clicking on “Cooperating Teacher”. After it is
completed, UPLOAD the form to Livetext FEM by using the “Attachment” function at
the bottom of the page.
65
EVALUATION SUMMARY
Student:
Student ID#:
School Name:
Subject/Grade:
School Address:
Telephone:
Prepared by:
_____Cooperating Teacher _____Supervisor
Prepared by: ________________________________
Name
66
APPENDIX B
UNIVERSITY SUPERVISOR SUPPLEMENTS AND
FORMS
69
Using the
Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice
Pennsylvania Department of Education—PDE-430
HEADING AND SIGNATURE PAGE
1.
The heading of the evaluation form contains biographical information regarding the student
teacher/candidate being evaluated and the evaluation period.
2.
The subjects being taught and the grade level should be clearly listed.
3.
Write the date on which the conference was held between the student teacher/candidate and the evaluator
on the signature page of the PDE-430 form.
4.
Clearly state the school year and the term in the appropriate place on the signature page.
CATEGORIES OF EVALUATION
1.
PDE 430 has 4 major categories addressing evaluation of student teacher/candidate:
i. Category I- Planning and Preparation
ii. Category II- Classroom Environment
iii. Category III-Instructional Delivery
iv. Category IV-Professionalism
Each category has student teacher/candidate performance indicators that support the category’s evaluation
on a continuum from Exemplary through Unsatisfactory. The “Student Teacher/Candidate’s Performance
Appropriately Demonstrates” indicators are the criteria for the evaluation. Both the evaluator and the
student teacher/candidate must be aware of the performance indicators being used in the evaluation before
the evaluation takes place.
2.
Each PDE 430 Category, I through IV, includes an explanation of the various aspects of teaching that aid in
the further definition of the category.
LEVELS OF PROFICIENCY IN THE CATEGORIES
1.
The categories presented on the PDE 430 provide knowledge, to the evaluator and the student
teacher/candidate, of performance expectations and the required levels of proficiency for each category.
The category’s results are evaluated through the review of the defined “Student Teacher/Candidate’s
Performance Demonstrates” indicators in each of the four categories.
2.
The student teacher/candidate’s demonstrated performance indicators in each category should be checked
or highlighted in a manner to assist the evaluator in determining the appropriate level of
proficiency. The judgment of the performance for the rating of any category is based on:
•
•
70
the rater’s overall evaluation of performance in each category and
is not dependent on seeing each single performance indicator demonstrated successfully in
order to receive a high level evaluation.
SOURCES OF EVIDENCE
1.
The sources of evidence, gathered by the student teacher/candidate and the evaluator, should be considered
by the evaluator to make a judgment about the student teacher/candidate’s performance/level of
proficiency.
2.
It is also the responsibility of the student teacher/candidate to ensure the availability of evidence required
for each of the categories evaluated. The evaluator and the student teacher/candidate will share the sources
at the conference date. The evaluator will mark, on the form next to the source of evidence, pertinent
pieces of evidence that were reviewed during the evaluation of a student teacher/candidate’s
performance/level of proficiency.
3.
Since the evaluation form serves as a recordkeeping device in support of the recommendation for a
successful performance assessment, it is important that the evaluator specify, next to the source of
evidence, any evidence considered so that the student teacher, and other administrators reviewing the form,
may have a sense of what was used to arrive at a judgment on the level of proficiency.
4.
Sources of evidence should have, where appropriate, written dates that the source of evidence occurred: for
example, the date of the planning document or dates of classroom observations/visits. Types of evidence
reviewed can be listed as well as titles, for example, Back-to-School Night presentation. It should include
the number of sources; for example if seven pieces of student work were collected for a particular source of
evidence, that number should be included.
5.
The space following each source of evidence allows an evaluator to document the important source(s) that
were considered and captures the essential information about the source. If further space is required, an
additional sheet may be attached.
JUSTIFICATION FOR EVALUTION
1.
After reviewing the results of the student teacher/candidate’s performance indicators in each category, and
the pertinent sources of evidence, the assessor will make a judgment for each category on the PDE 430.
The appropriate box is then checked.
2.
This is a key section as it provides the student teacher with a clear understanding of the
evaluator’s decision based on observations and other specific sources of evidence. This section also
provides further explanation of why the student teacher is receiving a particular rating for the category.
The evaluator’s comments help to focus the student teacher on his/her specific strengths and areas for
improvement. It is important to write statements that are clear, consistent, and specify key areas for
improvement, if required.
The justification section may be expanded to whatever length the rater feels necessary to help the student
teacher/candidate understand the rating, the reasons for it and steps that can be taken to improve
performance, whenever required.
EVALUATION
1.
2.
The evaluation/signature page of the PDE 430 includes the school year and term during which the
observation occurred. An appropriate overall judgment of the student teacher/candidate’s demonstrated
performance will be made and checked, resulting in either a particular level of proficiency.
The signature of the evaluator, usually the student teacher/candidate’s supervisor, must be included. In
addition, the signature of the student teacher/candidate and the appropriate signature dates must also be
included. The student teacher/candidate does not have to agree with the judgments or statements of the
evaluator in order to sign the form. The student teacher/candidate is obligated to sign the form once the
evaluator has shared the contents of the form with the student teacher/candidate. Student teacher/candidate
may annotate the form with “I disagree with this rating.”
71
3.
The Overall Justification for Evaluation section should specify any key areas for improvement, when used
for the first assessment, and provide the student teacher/candidate with a clear understanding of the
evaluator’s overall judgment of the their performance. All written sections may be expanded in size in
order to fully express the observations and recommendations to the student teacher/candidate. Additional
pages may be added if necessary.
The level of proficiency indicated in each of the 4 categories will added to determine an overall rating/level
of proficiency for the entire PDE 430 form and the single rating period. At least a satisfactory rating must
have been achieved in each of the 4 categories.
The certifying officer must now verify that the candidate has achieved at least a satisfactory rating on the
PDE 430 by so indicating on the PDE 338C, College/University Verification Form, which is used to
recommend a candidate to the Commonwealth for certification.
GENERAL REQUIREMENTS
1.
Each student teacher/candidate must be observed and evaluated using the PDE 430 a minimum of two
times during their student teaching experience--once at the midpoint, and once at the end.
Note that this is a minimum number of times and further evaluations may be
completed, as the college/university desires. For example, if a candidate has two separate
student teaching assignments, they may be observed at the midpoint and end of each
assignment.
2.
All evaluations with the PDE 430 are considered to be formative with the exception of the final one, which
is considered to be the summative evaluation. All others are used in order to give the student
teacher/candidate an opportunity to correct or improve any deficiencies.
The PDE 430 assessment instrument must be used a minimum of two times. A satisfactory
rating (1) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be
achieved on the final summative rating to favorably complete the overall assessment. Note that
all categories must have achieved at least a satisfactory rating in all cases.
3.
A copy of the PDE 430 is kept in the student teacher/candidate’s college file. Student teacher/candidate’s
should have a copy of their completed PDE-430. However, copies of the PDE 430 should not be provided
by the college to outside agencies, prospective employers, or other individuals, in any situation, as this in
an internal document. The PDE 430 is a confidential document. Copies of the PDE 430 will be reviewed
during state major program reviews.
Division of Teacher Education
717-787-3470
Bureau of Teacher Certification
and Preparation
Pennsylvania Department of Education
(8/1/03)
72
Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice
Student’s Last Name
First
Middle
Student ID
Subject(s) Taught
Grade Level
This form is to serve as a permanent record of a student teacher’s professional performance evaluation during a specific time
period based on specific criteria. This form must be used at least twice during the 12-week (minimum) student teaching
experience.
PERFORMANCE EVALUATION
Directions: Examine all sources of evidence provided by the student teacher and bear in mind the aspects of
teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and
indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an
evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and
gain the signature of the student teacher.
Category I: Planning and Preparation – Student teacher demonstrates thorough knowledge of content and pedagogical skills in planning and
preparation, student teacher makes plans and sets goals based on the content to be taught/learned, their knowledge of assigned students and their
instructional context.
Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H)
Student Teacher’s performance appropriately demonstrates:
•
Knowledge of content
•
Knowledge of pedagogy
•
Knowledge of Pennsylvania’s K-12 Academic Standards
•
Knowledge of students and how to use this knowledge to impart instruction
•
Use of resources, materials, or technology available through the school or district
•
Instructional goals that show a recognizable sequence with adaptations for individual student needs
•
Assessments of student learning aligned to the instructional goals and adapted as required for student needs
•
Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals
Sources of Evidence (Check all that apply and include dates, types/titles and number)








Lesson/Unit Plans
Resources/Materials/Technology
Assessment Materials
Information About Students
Student Teacher Interviews
Classroom Observations
Resource Documents
Other
Category
Exemplary 3 Points
Superior 2 Points
Satisfactory 1 Point
Unsatisfactory 0 Points
Criteria for Rating
The candidate consistently and
thoroughly demonstrates
indicators of performance.
The candidate usually and
extensively demonstrates
indicators of performance.
The candidate sometimes
and adequately
demonstrates indicators of
performance.
The candidate rarely or never
and inappropriately or
superficially demonstrates
indicators of performance.
Rating
(Indicate √)
Justification for Evaluation
73
Student’s Last Name
First
Category II: Classroom Environment
Middle
Student ID
– Student teacher establishes and maintains a purposeful and equitable environment for learning, in which
students feel safe, valued, and respected, by instituting routines and by setting clear expectations for student
behavior.
Alignment: 354.33. (1)(i)(E), (B)
Student Teacher’s performance appropriately demonstrates:
•
•
•
•
•
•
•
Expectations for student achievement with value placed on the quality of student work
Attention to equitable learning opportunities for students
Appropriate interactions between teacher and students and among students
Effective classroom routines and procedures resulting in little or no loss of instructional time
Clear standards of conduct and effective management of student behavior
Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher
Ability to establish and maintain rapport with students
Sources of Evidence (Check all that apply and include dates, types/titles, and number)






Classroom Observations
Informal Observations/Visits
Student Teacher Interviews
Visual Technology
Resources/Materials/Technology/Space
Other
Category
Exemplary 3 Points
Superior 2 Points
Satisfactory 1 Point
Unsatisfactory 0 Points
Criteria for Rating
The candidate consistently
and thoroughly
demonstrates indicators of
performance.
The candidate usually and
extensively demonstrates indicators
of performance.
The candidate sometimes and
adequately demonstrates
indicators of performance.
The candidate rarely or never and
inappropriately or superficially
demonstrates indicators of
performance.
Rating
(Indicate √)
Justification for Evaluation
74
Student’s Last Name
First
Middle
Student ID
Category III – Student teacher, through knowledge of content and their pedagogy and skill in delivering instruction engages students in learning by using a
variety of instructional strategies.
Alignment: 354.33. (1)(i)(D), (F), (G)
Student Teacher’s performance appropriately demonstrates:
•
•
•
•
•
•
•
•
•
•
Knowledge of content and pedagogical theory through their instructional delivery
Instructional goals reflecting Pennsylvania K-12 standards
Communication of procedures and clear explanations of content
Instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs
Use of questioning and discussion strategies that encourage many students to participate
Engagement of students in learning and adequate pacing of instruction
Feedback to students on their learning
Use of informal and formal assessments to meet learning goals and to monitor student learning
Flexibility and responsiveness in meeting the learning needs of students
Integration of disciplines within the educational curriculum
Sources of Evidence (Check all that apply and include dates, types/titles, or number)








Classroom Observations
Informal Observations/Visits
Assessment Materials
Student Teacher Interviews
Student Assignment Sheets
Student Work
Instructional Resources/Materials/Technology
Other
Category
Exemplary 3 Points
Superior 2 Points
Satisfactory 1 Point
Unsatisfactory 0 Points
Criteria for Rating
The candidate consistently
and thoroughly
demonstrates indicators of
performance.
The candidate usually and
extensively demonstrates indicators
of performance.
The candidate sometimes and
adequately demonstrates
indicators of performance.
The candidate rarely or never and
inappropriately or superficially
demonstrates indicators of
performance.
Rating
(Indicate √)
Justification for Evaluation
75
Category IV – Student teacher demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building.
Alignment: 354.33. (1)(i)(I), (J)
Student Teacher’s performance appropriately demonstrates:
•
•
•
•
•
•
•
•
Knowledge of school and district procedures and regulations related to attendance, punctuality and the like
Knowledge of school or district requirements for maintaining accurate records and communicating with families
Knowledge of school and/or district events
Knowledge of district or college’s professional growth and development opportunities
Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for
Educators; and local, state, and federal, laws and regulations
Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and
administrators
Ability to cultivate professional relationships with school colleagues
Knowledge of Commonwealth requirements for continuing professional development and licensure
Sources of Evidence (Check all that apply and include dates, types/titles, or number)









Classroom Observations
Informal Observations/Visits
Assessment Materials
Student Teacher Interviews
Written Documentation
Student Assignment Sheets
Student Work
Instructional Resources/Materials/Technology
Other
Category
Exemplary 3 Points
Superior 2 Points
Satisfactory 1 Point
Unsatisfactory 0 Points
Criteria for Rating
The candidate consistently
and thoroughly
demonstrates indicators of
performance.
The candidate usually and
extensively demonstrates indicators
of performance.
The candidate sometimes and
adequately demonstrates
indicators of performance.
The candidate rarely or never and
inappropriately or superficially
demonstrates indicators of
performance.
Rating
(Indicate √)
Justification for Evaluation
76
Overall Rating
Category
Criteria for Rating
Exemplary (Minimum of
12 Points)
The candidate consistently
and thoroughly
demonstrates indicators of
performance.
Superior (Minimum of 8 Points)
The candidate usually and
extensively demonstrates indicators
of performance.
Satisfactory (Minimum of 4
Points)
The candidate sometimes and
adequately demonstrates
indicators of performance.
Unsatisfactory (0 Points)
The candidate rarely or never and
inappropriately or superficially
demonstrates indicators of
performance.
Rating
(Indicate √)
Note: Candidates must achieve at least a satisfactory rating consisting of 4 Points or above.
Justification for Overall Rating:
Student’s Last Name
First
District/IU
School
School Year:
Term:
Middle
Student ID
Interview/Conference Date
Required Signatures:
Supervisor/Evaluator:
Date:
Student Teacher:
Date:
77
78
Student Teaching
Report of off Campus Supervisory Activities
Name: ____________________________
Student’s
Name
Location
Dates of
Visitation
Dates of
Observation
Dates of
Conference
Remarks
79
APPENDIX C
COOPERATING TEACHER SUPPLEMENTS AND FORMS
80
COOPERATING TEACHER’S
WEEKLY STUDENT TEACHING ANALYSIS
Student Teacher/Candidate ________________________________________
Date ___________________
Your best teaching skills were demonstrated in the class (es):
The class (es) next week that need improvement: (cite specific suggestions)
Conference outcomes: Specific goal(s) for next week are:
Cooperating Teacher
To be completed at the end of each week and placed in candidate’s evaluation folder.
81
APPENDIX D
STUDENT TEACHER/CANDIDATE SUPPLEMENTS
AND FORMS
82
STUDENT TEACHER’S
WEEKLY STUDENT TEACHING ANALYSIS
Teacher Candidate ________________________________________
Date ___________________
Your best teaching skills were demonstrated in the class(es):
The class(es) next week that need improvement: (cite specific suggestions)
Conference outcomes: Specific goal(s) for next week are:
Student Teacher
To be completed at the end of each week and placed in candidate’s evaluation folder.
83
Student Teacher Classroom Diversity Observation
Directions:
Observation is an essential part of your student teaching experience. The classroom diversity observation is
designed to increase your overall competencies and knowledge of the teaching profession. Seek to encompass
observation of teachers who possess specialized skills so as to develop competency in areas you feel could be
improved from this type of experience. For example, if you feel the need to increase your skills in motivation
of students, your cooperating teacher could help you select a teacher to observe who is effective in this area.
These are designed to increase your exposure to diverse teaching approaches.
These observations must be submitted via LiveText FEM.
1.
Two classroom diversity observations must be completed. One the first half and one the second half.
These observations must be conducted of someone other than your cooperating teacher.
Use the template provided to complete the observation and submit in LiveText FEM.
Course Requirement for:
______SEDU 271
________ Stage 3 Field
________ Student Teaching
General Information
Teacher Candidate:
Date:
Course Requirement for : (Indicate the appropriate course)
Curriculum Area:
Grade Level:
Specific purpose of observation:
Total Number of Students Observed:
____Male
____Female
Indicate, by number of students, any that apply:
Proficient in English
Physically Disabled
Limited English Proficiency
Visually Impaired
Learning Disabled
Emotionally or Behaviorally Disabled
Hearing Impaired
Other (please explain)
Questions for Reflection
Identify what you believe was the central theme of the lesson.
List the primary objectives of the lesson.
1.
2.
84
Academically Gifted
3.
Identify two methods of classroom management that were evident.
1.
2.
Describe three specific teaching methods used to meet individual needs.
1.
2.
3.
What appears to be the most successful feature of this teaching situation?
Describe the diversity within the classroom setting.
Describe the interactions among the children as a result of the diversity.
Discuss how the teacher meets diversity challenges.
What insights regarding diversity have you gained through this experience? Identify at least one insight and explain how this
experience has increased your knowledge of how to meet the needs of all students in a classroom.
85
APPENDIX E
ASSESSMENTS FOR STUDENT TEACHERS/UNIVERSITY
SUPERVISORS
86
Assessments
For
Student Teachers/University Supervisors
ASSESSMENTS TO BE COMPLETED:
Instructional Assessment Plan (IAP)
Student Teachers: The IAP will appear as an assessment in FEM. This assessment has general directions and the rubric for
self-assessment. When complete, UPLOAD your IAP to FEM using the “Attachments” function. For FULL directions for
the IAP, please see “Instructional Assessment Plan Directions” at the end of this Appendix.
University Supervisors: The student will upload their IAP into the “Attachments” section of FEM. Use the “Student
Teaching Instructional Assessment Plan” rubric to evaluate the attachment. Submit the evaluation and it will immediately be
available to the Student Teacher and Cooperating Teacher.
Classroom Diversity Observation:
Student Teachers: The Diversity Observation will appear as an assessment in FEM. This assessment has general directions
and the rubric self-assessment. When complete, UPLOAD you Diversity Observation into FEM using the “Attachments”
function. For FULL directions, please see “Classroom Diversity Observation” at the end of this Appendix.
University Supervisors: One Diversity observation will be completed by the student teacher per placement and they will
upload their observation to FEM to the “Attachments” section. Use the Classroom Diversity Observation 1st placement or 2nd
placement accordingly for evaluation. Submit the evaluation. It will be available immediately for the student teacher to
review.
Classroom Observations
Student Teachers: Do Not Complete
University Supervisors: All classroom observations will be completed in FEM. Please use the assessments labeled
“Classroom Observation 1-8” for this purpose. Comments can be completed in the box at the top or within the rubric itself.
When you submit your observation it will be immediately available to the student teacher and cooperating teacher to be used
in your discussions.
Student Teacher Performance Evaluation (STPE)
Student Teachers: Do Not Complete
University Supervisors: This is a comprehensive evaluation of the student teacher based on Danielson’s Framework to be
used at the end of each placement. The assessment appears in FEM. Complete the evaluation using the STPE 1st placement
or 2nd placement accordingly. Submit the evaluation and it will immediately be available to the student teacher and
cooperating teacher for review.
PDE 430 Scoring Form
Student Teachers: Do not complete
University Supervisors: The scoring rubric will be in your FEM account. Choose a scoring level for each criteria and leave
all comments in the rubric. When it is complete, submit the evaluation and it will immediately be shared with the student.
Discuss the evaluation with your student, have them sign a signature page, and upload the signature page to FEM.
87
Instructional Assessment Plan Directions
General Directions
During your student teaching placement, you will create, teach, and evaluate an instructional plan. You must first
conference with your cooperating teacher as to an appropriate concept of study. A decision about the concept for your
plan must be emailed to your university supervisor as soon as possible. (The instructional plan must run for at least one
week. The instructional plan must include at least 5 lessons. All documentation for the instructional plan should be
submitted via LiveText and divided by appropriate sections as defined below. You may use this document as a template.
You will need to make a copy of this document in order to be able to edit each section. Once you have made a copy of it,
simply click on the edit option for each section and make the necessary changes. Once you have inserted your
information, delete the directions as they are no longer needed, and share the instructional plan with your university
supervisor as a REVIEWER.
Title
Instructions: The title should reflect the central concept of the instructional plan. This instructional plan is simply a
week of instruction. For example, it may be a week long instructional plan for math. This would mean you would
plan instruction for math following the regular classroom curriculum. The title reflects the instruction for the
week. For example, if you were going to introduce geometry, the plan could be entitled "Exploring Geometric
Shapes". Insert the title of the plan below and then delete these instructions. Be sure to Save this section and click
on Finish to view the changes.
Title:
Contextual Factors
Instructions for Contextual Factors: In this section, you should explain why you chose the concept. Discuss
relevant factors and how they may affect the teaching-instructional process.
•
School Factors
i. Address school population- identify social-economic profile and race/ethnicity
ii. Describe the school environment-departmentalized, self-contained, number of classroom per grade level
•
Classroom Factors
i. Address physical features, availability of technology, equipment, and resources, and the extent of parental
involvement – You might also discuss other relevant factors such as classroom roles and routines, grouping patterns,
scheduling and classroom arrangement
•
Student Characteristics
i. Address student characteristics you might consider as you address instruction and assess learning include factors such
as: age, gender, race, ethnicity, special needs, achievement, developmental levels, culture, language, interests, learning
styles, modalities, or student skill levels. In your narrative, make sure you address student skills and prior learning that
may influence the development of your learning objectives, instruction and assessment.
•
Instructional Implications
i. Address how contextual characteristics of the classroom and students have implications for instructional planning and
assessment. Include specific instructional implications for at least two characteristics and any other factors that will
influence how you plan and implement the instructional plan. Based on the characteristics of your students and the
classroom describe two instructional limitations or considerations that you will need to address as you plan and
implement your instructional plan. (i.e. whole group- how to modify- departmentalized- homogeneous grouping,
students with special needs)
88
PLEASE NOTE: This section should be typed and saved as a MS Word document. This section should be no longer than two
double-spaced pages. You will need to attach the document in this section by simply clicking on the edit link in the attachment
area below. Be sure to include the following in this text box to alert the university supervisor that an attachment has been added:
Click on the attachment below to view the contextual factors.
Learning Objectives
Instructions for the Learning Objectives: Provide and justify the learning objectives for the instructional plan.
List the learning objectives (not the activities) that will guide the planning, delivery and assessment of your instructional plan.
These objectives should define what you expect students to know and be able to do at the end of the instructional plan. The
objectives should be significant, challenging, varied and appropriate. Number or code each learning objective to reference later.
(No more than 3)
•
•
•
Show how the objectives are aligned to Pa. Academic Standards
Describe the type and level of your learning objectives (Domains of learning- Cognitive, Affective, Psychomotor)
Blooms taxonomy – include higher order thinking)
Discuss why your learning objectives are important in terms of development, prerequisite knowledge, skills and other
student needs. This should reflect back to the contextual factors.
PLEASE NOTE: This section should be typed and saved as a MS Word document. This section should be no longer than two
double-spaced pages. You will need to attach the document in this section by simply clicking on the edit link in the attachment
area below. Be sure to include the following in this text box to alert the university supervisor that an attachment has been added:
Click on the attachment below to view the learning objectives. The academic
standards can be inserted in the next section. Simply click on the edit button for the Standards section and search for the
appropriate standards relevant to the instructional plan. You will need to reference the standards in the learning objectives as
well.
Assessment
Instructions for Assessment: Design an assessment plan to monitor student progress toward learning objectives. Use multiple
assessment modes and approaches aligned with learning objectives to assess student learning: before, during, and after
instruction. These assessments should authentically measure student learning and may include: performance based tasks, paper
and pencils tasks, or personal communication. Describe why your assessments are appropriate for measuring learning
•
•
•
•
Provide an overview of the assessment plan
- Using a table, chart, diagram or other visual organizer and align each learning objective with an appropriate
assessment and show adaptations to meet the individual needs
Describe the pre and post assessments aligned to your learning objectives
- Each item on your pre/posttest needs to be numbered and aligned to that particular learning objective
- Include criteria you will use to determine if the students’ performance meets the learning objective
- Include copies of the assessment, criteria for judging student performance (scoring rubric, checklists, test blueprint,
answer key)
Discuss your plan for formative assessment that will help you determine student progress during the instructional plan
- Describe the assessments you plan to use to check students’ progress and comment on the importance of collecting
that information. This evidence may include such things as: worksheets, journal entries, student work samples
Keep all assessments –student work samples for evidence.
89
Example of Assessment Plan: Grade 5
Learning
Objectives
Assessments
Objective 1
Students will be
able to identify a
good beginning,
middle, and end
when writing a
sonnet and will
implement all three
into a writing
sample.
PreAssessment
Formative
Assessment
PostAssessment
Format of
Assessments
Adaptations
Informal
discussion,
analyze samples
to identify
beginning,
middle and end.
Encourage
students to
participate,
highlight
beginning, middle
and end.
Provide student
Small group
meetings, rough with visuals of
rough draft to
draft.
follow during
discussion.
Rubric to
Discuss
evaluate writing components onesample.
on-one.
Example of Assessment Plan: Kindergarten
Learning
Objectives
Assessments Format of Assessment
PreAssessment
Objective 1
Formative
Example: The
Assessment
student will be
able to place
animals with their
habitats.
PostAssessment
Checklist: game with
animal masks and
centers representing
habitats (tree, lake,
burrow, cave)
Adaptations
Repeat and modify instructions, as
needed. Demonstrate and assist with
cutting, gluing, etc... Provide model of a
mask and model how to move to habitat
centers. Keep all activities high-interest
and brief.
Animal puppets and
habitats (e.g. bird and
nest) anecdotal records, Provide concrete models and assistance
question and answer, with fine motor tasks, as needed. Provide
picture journals.
multiple explanations and model
performances. Process writing (i.e.
Checklist: game with dictations) when needed, Provide verbal
cues and plenty of wait time for question
animal masks and
and answer.
centers representing
habitats
PLEASE NOTE: This section should be typed and saved as a MS Word document. This section should be no longer than two
double-spaced pages. You will need to attach the document in this section by simply clicking on the edit link in the attachment
area below. Be sure to include the following in this text box to alert the university supervisor that an attachment has been added:
Click on the attachment below to view the assessment plan.
Materials, Resources, Technology
Instructions for Materials: List the materials and resources that will be used to plan and teach this instructional plan as well as
any technology
used (e.g. calculators, web site, software applications, etc.
Vocabulary/Word Bank
Instructions for Vocabulary: Identify the important words that students will need to know to facilitate understanding. (For
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younger students it is
important to create visuals of these words for reference, older students might record the words in a vocabulary journal
Scope of the Instructional Plan
Instructions for Scope of the Instructional Plan: The instructional plan should include multiple lesson plans that address the
objectives for a period of at least one week. If writing samples or project work is to be done, a rubric will need to be designed to
fully evaluate their work.
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PLEASE NOTE: Lesson plans should be typed and saved as a MS Word document. Be sure to include the following
in this text box to alert the university supervisor that an attachment has been added: Click on the attachments below to
view the lesson plans.
Analysis of Student Learning
Instructions for Analysis of Student Learning: Analyze the assessment data to explain progress and achievement toward
learning objectives demonstrated by your whole class.
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•
•
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To analyze the progress of the class, create a table that shows pre and post assessment results on every student on every
learning goal. Be sure to code each student by using a number or letter system to identify each student. DO NOT use
student names to display and report the data collected. All samples collected for evidence should also use the same
coding system and not the student name for identification.
Create a graphic summary that shows the extent to which your students made progress from pre to post toward the
learning criterion that you identified for each learning goal in the assessment plan section.
Summarize what the graph tells you about your students learning in this instructional plan. (i.e. The number of students
that met the criterion)
PLEASE NOTE: This section should be typed and saved as a MS Word document. The actual charts and/or graphs
may be created using MS Excel. Be sure to include the following in this text box to alert the university supervisor that
an attachment has been added: Click on the attachments below to view the assessment analysis.
Reflection and Self Evaluation
Instructions for Reflection and Self-Evaluation: Reflect on your performance as a teacher and link your performance to student
learning results. Evaluate your
performance and identify future actions for improved practice and professional growth Self-reflections should be written after
each lesson and also at the end of the instructional plan. Identify the strengths and weaknesses, areas for future modification,
and student achievement.
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Select the learning goal where your students were most successful. Provide 2 or more possible reasons for this
success, consider your objectives, instruction, and assessment along with student characteristics under your control
Select the learning goal where your students were least successful. Provide 2 or more possible reasons for this
success; consider your objectives, instruction, and assessment along with student characteristics under your control.
Discuss what you could do differently or better in the future to improve your students’ performance.
Identify two specific teaching/instructional strategies that you would modify or revise to effect student achievement.
(i.e. loss of instructional time, limited visuals, organization of lesson) Then describe two specific steps you will take to
improve performance in the critical areas you have identified.
PLEASE NOTE: This section should be typed and saved as a MS Word document. Be sure to include the following in this text
box to alert the university supervisor that an attachment has been added: Click on the attachment below to view the reflection
and self-evaluation.
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Classroom Diversity Observation
Observation is an essential part of your student teaching experience. The classroom diversity observation is
designed to increase your overall competencies and knowledge of the teaching profession. Seek to encompass
observation of teachers who possess specialized skills so as to develop competency in areas you feel could be
improved from this type of experience. For example, if you feel the need to increase your skills in motivation
of students, your cooperating teacher could help you select a teacher to observe who is effective in this area.
These are designed to increase your exposure to diverse teaching approaches.
These observations must be submitted via LiveText FEM.
1.
Two classroom diversity observations must be completed. One the first half and one the second half.
These observations must be conducted of someone other than your cooperating teacher.
Use the template provided to complete the observation and submit in LiveText FEM.
General Information
Teacher Candidate:
Date:
Course Requirement for : (Indicate the appropriate course)
__ __ SEDU 271
_____ Junior Field
_____Field Experience
Curriculum Area:
_____Student Teaching
Grade Level:
Specific purpose of observation:
Total Number of Students Observed:
Male
Female
Indicate, by number of students, any that apply:
Proficient in English
Limited English Proficiency
Physically Disabled
Learning Disabled
Visually Impaired
Emotionally or Behaviorally Disabled
Hearing Impaired
Academically Gifted
Other (please explain)
Questions for Reflection
Identify what you believe was the central theme of the lesson.
List the primary objectives of the lesson.
1.
2.
3.
Identify two methods of classroom management that were evident.
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1.
2.
Describe three specific teaching methods used to meet individual needs.
1.
2.
3.
What appears to be the most successful feature of this teaching situation?
Describe the diversity within the classroom setting.
Describe the interactions among the children as a result of the diversity.
Discuss how the teacher meets diversity challenges.
What insights regarding diversity have you gained through this experience? Identify at least one insight and
explain how this experience has increased your knowledge of how to meet the needs of all students in a
classroom.
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