2015
Field Experience and Student Teaching Handbook for
Students, Clinical Partners, and Faculty
Department of Teaching and Learning
Licensure and the MAED in Curriculum & Instruction
School of Education
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Table of Contents
Overview of a teacher preparation program…………………………………………..…3
The importance of professional dispositions…………………………………………….5
Glossary …………………………………………………………………………………7
Expectations of Teacher Candidates …………………………………………………….8
Cooperating Teacher Responsibilities …………………………………………………..11
University Supervisor Responsibilities ……………………………………………..….12
Policy reminders for all stakeholders …………………………………………..………13
E-Portfolio …………………………………………………………………………..…14
Disposition Assessment ………………………………………………………….……16
Early Field Evaluation ……………………………………………………………..….17
Student Teaching Evaluation ………………………………………………………….26
Communication of Concern and Intensive Assistance Plan example………………….38
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Overview of a teacher preparation program
The VT conceptual framework for professional education uses the metaphor of a crossroads to
stress the importance and need for good decision-making by all individuals and groups in the
sphere of education. The methods courses and internships in the Fall and Spring form the
crossroads through which Teacher Candidates (TCs) transition from student to teacher. In
methods courses and internships, Teacher Candidates have to demonstrate their ability and
willingness to pull from what they have learned across their education and content courses to
maximize - and take advantage of - opportunities to be engaged in and learn from actual
practices. Throughout this year Teacher Candidates will be expected and supported in their
efforts to ensure that their teaching and curriculum practices are aligned with desired outcomes
and contemporary research and theory related to student learning, and that within the context of
the field placements Teacher Candidates will strive to identify opportunities for leadership in
advancing the application of technology to support the learning of all children. This is the year
that Teacher Candidates will learn to perform as a teacher and take on the language and
understandings of a teacher.
It is also important that Teacher Candidates become familiar with the standards (Interstate
Teacher Assessment and Support Consortium InTASC) that will be used to evaluate with
throughout this year in both internships and via the electronic portfolio defense at the end. A key
part of instructional design is to provide students at the start of study with the essential
knowledge, skills, understandings, and dispositions that they will learn, develop, and be
assessed on throughout the year. With this in mind there are a series of standards that Teacher
Candidates will become very acquainted with this year. They are not mutually exclusive but are
intertwined and together provide a clear and robust vision for what Teacher Candidates as
beginning teachers should know and be able to do to effectively function in today’s 21st century
classrooms. We wanted to share them here as a way for Teacher Candidates to become
familiar with the language of standards and assessments in teacher education. Individual
programs (e.g. English Education & History Education) also require attention to content-specific
standards). Those standards are available on the program websites.
I - THE LEARNER AND LEARNING
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self
motivation.
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II - CONTENT KNOWLEDGE
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the
discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local
and global issues
III - INSTRUCTIONAL PRACTICE
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their
own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision
making.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
IV- PROFESSIONAL RESPONSIBILITY
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts practice to meet the
needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the profession.
Students that do not meet the objectives set forth based in these
standards (in early field placement work or coursework) will not be
permitted to move into student teaching.
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The importance of Professional Dispositions
Teacher Candidates are expected to show professionalism at all times. Professionalism should
be evident in all aspects of a TC’s work, character, and conduct. In addition to developing skills
necessary to plan and implement instruction, students should demonstrate a commitment to
professionalism in problem solving and decision-making and undertake a responsible attitude
toward becoming an educator with integrity. TCs in our professional degree program understand
that they will display their professional ethics in daily interactions with peers, educators, and the
community. Professionalism in becoming a teacher is demonstrated most clearly in, but not
limited to, the following ways:







Meets all attendance requirements (including punctuality)
Is dependable and organized
Handles materials responsibly
Follows rules and policies
Communicates clearly and accurately with students/parents/families/ colleagues
Accepts and responds to feedback
Displays positive attitude and enthusiasm towards teaching and students
(Derived from T&L faculty consensus March, 2015)
Professionalism extends into all forms of communication – texts, phone calls, emails, and faceto-face conversations. At no time will disrespect be tolerated.
Teacher Candidates will be evaluated several times in regards to dispositions:
EVALUATIONS OF DISPOSITIONS
1) Upon entry to Early Field Experience by Program Leader/Advisor (Virginia Tech Faculty)
in the following categories developed from the SOE dispositions:
A: Fairness and Equity
•Respects learners as individuals
•Demonstrates respect for the diverse knowledge and talents of all learners
B: Learning
•Demonstrates interest in the welfare of learners
•Is committed to the continuous development of learners
C: Establishing a professional community
•Is a contributing team member
•Demonstrates compassion and empathy for all stakeholders
D: Professionalism
•Demonstrates dependability
•Accepts responsibility for actions
E: Communication
•Values different ways that people communicate
•Is a thoughtful and responsive listener
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2) Teacher Candidates will be evaluated at the end of the Early Field Placement by the
Cooperating Teacher and the university supervisor on the following behaviors as required by
INTASC:
Standard #1 Disposition: Learner Development
The teacher respects learners’ differing strengths and needs and is committed to using this
information to further each learner’s development.
Standard #2 Learning Differences
The teacher believes that all learners can achieve at high levels and persists in helping each
learner reach his/her full potential.
The teacher respects learners as individuals with differing personal and family backgrounds and
various skills, abilities, perspectives, talents, and interests.
Standard #3 Learning Environments
The teacher is committed to working with learners, colleagues, families, and communities to
establish positive and supportive learning environments.
The teacher is committed to supporting learners as they participate in decision making, engage
in exploration and invention, work collaboratively and independently, and engage in
purposeful learning.
Standard # 4 Content Knowledge
The teacher realizes that content knowledge is not a fixed body of facts but is complex,
culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings
in the field.
The teacher appreciates multiple perspectives within the discipline and facilitates learners’
critical analysis of these perspectives.
Standard # 5 Application of Content
The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local
and global issues
The teacher values knowledge outside his/her own content area and how such knowledge
enhances student learning.
Standard # 6 Assessment
The teacher takes responsibility for aligning instruction and assessment with learning goals.
The teacher is committed to using multiple types of assessment processes to support, verify,
and document learning.
Standard #7 Planning for Instruction
The teacher values planning as a collegial activity that takes into consideration the input of
learners, colleagues, families, and the larger community
The teacher believes that plans must always be open to adjustment and revision based on
learner needs and changing circumstances.
Standard #8 Instructional strategies
The teacher is committed to exploring how the use of new and emerging technologies can
support and promote student learning.
The teacher values flexibility and reciprocity in the teaching process as necessary for adapting
instruction to learner responses, ideas, and needs.
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Standard #9 Professional learning and ethical practice
The teacher is committed to deepening understanding of his/her own frames of reference (e.g.,
culture, gender, language, abilities, ways of knowing), the potential biases in these frames,
and their impact on expectations for and relationships with learners and their families.
The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon
current education policy and research as sources of analysis and reflection to improve
practice.
Standard #10 Leadership and Collaboration
The teacher takes initiative to grow and develop with colleagues through interactions that
enhance practice and support student learning.
The teacher embraces the challenge of continuous improvement and change.
2) Teacher Candidates will be evaluated at the mid-point AND end of Student Teaching
Placement by the Cooperating Teacher and the University Supervisor based on the same
behaviors as required above by INTASC in Early Field experience, but with a more
comprehensive expectation of behaviors based in professional beliefs as prescribed by the
InTASC “Critical Disposition Learning Progressions”.
Overall timeline for all assessment for performances, essential knowledge and
dispositions
Type of
assessment
Formative
diagnostic
feedback –
completed in
person
Summative
evaluation –
completed
online
Early Field
Early Field
Student
teaching
Student
teaching
Observations
from supervisor
Observations
from supervisor
Observations
from supervisor
Observations
from supervisor
Disposition
measure
evaluation –
Program area
advisor –
beginning of field
experience
InTASC
standards
evaluation
completed by CT
and University
Supervisor – end
of field
experience
InTASC
standards midpoint evaluation
completed by CT
and University
Supervisor
InTASC
standards final
evaluation
completed by
CT and
University
Supervisor
GLOSSARY
Teacher Candidate (TC) – the student enrolled in the MAED degree program seeking licensure
Early Field Experience– the field experience that is taken for 3-6 credits prior to student
teaching
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Student teaching experience – the experience taken for 9 credits, a full-time immersion in a
field school site.
Cooperating teacher (CT) – the clinical partner teacher with whom the Teacher Candidate is
placed.
University Supervisor – the university-appointed person that makes observation visits to the
Teacher Candidate. This can be university faculty or doctoral students operating in a supervised
Teaching or Graduate Assistant capacity.
Program Leader/Advisor – the University faculty member responsible for admitting Teacher
Candidates to the program and overseeing program completion and graduation requirements.
Expectations of Teacher Candidates
(Previously referred to as student teacher / student intern / teacher intern)
It is expected that Teacher Candidates complete school placements respectively in Fall and
Spring semesters. Teacher Candidates may share their preferences, however the program
leader/advisor will work with the placement office to request the field placement sites. The
program area leader will suggest public school teachers and work with the School of Education
Placement Officer to get paperwork done early, but ultimately placements are approved by
school counties and are not within our direct control.
In Early Field Experience Teacher Candidates must attend school for 150 hours for a threecredit class.
In Student Teaching Teacher Candidates must attend 300 hours, and 150 of these must be
primary instruction. The period of full responsibility must be a minimum of 6 weeks, and student
teaching placement must be a minimum of 10 weeks.
Any missed days must be made up in either Early Field or Student Teaching Experiences.
Log of hours – Teacher Candidates will be provided with a log document from their program
area leader that must be turn in after each field placement.
Lesson plans – Lesson plans must be completed before teaching occurs. They should be
approved by the Cooperating teacher. These should be compiled in a notebook, or other filing
system to be made available to university supervisors during observations.
Attendance - during the Field Experience semester, students will take Thanksgiving Break
using the university schedule.
During the Student Teaching semester, Teacher Candidates will take Spring Break at the time
indicated by the school district in which the placement is made. Teacher Candidates will not
take the university-scheduled spring break. We do not advise Teacher Candidates to make
plans or purchase tickets for spring break at the school district assigned time. If there are a
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large number of snow days, it is common for spring breaks to be shortened to make up for
missed snow/ice/extreme cold days.
Job Search Days - during the spring Student Teaching semester, each Teacher Candidate
may miss days during the semester for the purpose of attending interviews/job fairs, or
engaging in other job search activities. Teacher Candidates must notify the cooperating teacher
and the university mentor about these absences at least one week in advance. Teacher
Candidates are responsible to write lesson plans and provide them to the cooperating teacher
for all subject areas for which the student teacher is responsible at the time of the absences.
Teacher Candidates must make up any missed days.
Absences - If Teacher Candidates will be absent due to illness or personal emergency, she/he
MUST CONTACT her/his cooperating teacher (at home or at school) AND the university
supervisor. Teacher Candidates must make up any missed days.
Reflective practice –The Program Leader/ Advisor, University Supervisor, or methods
instructor will prescribe reflective practice which must be completed as specified. This may be
daily or weekly.
Specific student teaching expectations
As we look at the student teaching experience, we have found it helpful to divide it into four
phases. The orientation phase is the period during which the Teacher Candidates get to know
the students, establish a professional bond with their cooperating teachers, and learn about the
classroom environment and curriculum materials. At the end of this phase, the Teacher
Candidate should be aware of the daily routine of the classroom and understand the
expectations that the cooperating teachers have for their students. In addition, it is helpful for
the Teacher Candidate and cooperating teacher to have developed a general plan for involving
the teacher intern in the work of the classroom. This plan should be flexible and fit the style of
the cooperating teacher within the context of the classroom environment as well as the needs of
the teacher intern.
Subsequent to the orientation phase is the shared responsibility phase. During this phase,
the cooperating teacher and Teacher Candidate are engaged in collaborative lesson planning,
team teaching, and assessment of student work. The Teacher Candidate might begin this phase
by following the teacher's plan or assisting in instruction. However, a major goal of this phase is
to assist Teacher Candidates in developing skills necessary for planning. To this end we
recommend the following: team planning and teaching with the cooperating teacher; developing
lesson plans to be reviewed and commented on by the cooperating teacher before
implementation; studying curriculum materials; and observing other teachers (including teachers
in other content areas) to learn pacing, transitions, and a variety of methods and strategies.
The format of the plans is flexible and should be agreed upon by the cooperating teacher and
Teacher Candidates. The Teacher Candidate should be reflecting extensively about their
lessons during this phase.
The third stage of this experience may be referred to as the major responsibility phase. In
this phase, the Teacher Candidate may be evolving into extensive planning and instructional
roles during their full time teaching experience. There will likely be variation among Teacher
Candidates as to the best time to move into this phase. However, no matter when the Teacher
Candidate assumes major responsibility, this is not to be interpreted as a time when the
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cooperating teacher should feel they must remove themselves from the classroom. While the
Teacher Candidate might be in action much of the time, the cooperating teacher might function
as a consultant or even continue as a team teacher. We would hope that at this time of the
experience that a productive collaborative relationship develops between the cooperating
teacher and Teacher Candidate. The timing in the semester and the amount of responsibility
that Teacher Candidates assume is dependent on the judgment of the cooperating teacher,
however this phase needs to be at least six weeks in length.
During the winding-down phase, Teacher Candidates should be concluding major instructional
responsibilities such as grading and assessment of student work. During this time Teacher
Candidate should be reflecting about what they have learned in this placement and establishing
goals for continued professional growth. (This goal construction process ought to be part of the
final assessment process.) Because Teacher Candidates have had experience teaching by this
time, observations of other teachers (as time permits) may take on new meaning. Teacher
Candidates should also have an opportunity to conference together with the university
supervisor and cooperating teacher.
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Cooperating Teacher Responsibilities
Planning and Communication
 Negotiate with Teacher Candidate and university supervisor to sequence responsibilities
in accordance with program standards.
 Provide Teacher Candidates with an outline or list of topics that will make-up curricular
content for the semester, allowing extra time for Teacher Candidates to locate
resources, plan, work individually with students, and receive feedback from the
cooperating teacher and university supervisor, and revise.
 Help identify places in the curriculum for the development of the original unit.
 Assist student intern to develop range, flexibility and creativity in teaching in a standardsbased setting.
 Confer regularly with the university supervisor about progress and concerns.
 Participate in triad meetings.
 Cooperating teachers must complete the online evaluation surveys as requested by the
OAP
Supporting Teacher Candidate Learning
 Facilitate and monitor Teacher Candidates’ progress from observation to co-planning
and co-teaching to lead teaching.
 Guide the Teacher Candidates through daily school based experience such as
collaborating with other teachers, or dealing with classes on assembly day, etc.
 Provide regular written feedback to the Teacher Candidates
 Work with Teacher Candidates as a co-teacher as soon as possible, sharing decisions
and observations.
 Observe Teacher Candidates’ teaching and help encourage thinking about student
understanding, alternative approaches, grouping, management, etc.
 Assist Teacher Candidates in getting to know students, parents, colleagues, curriculum
and grade level objectives, school policies and curriculum resources.
 Model the intellectual work of teaching by sharing goals and beliefs, co-planning,
discussing dilemmas, etc.
 Share concerns with advisor and supervisor as soon as they arise. The supervisor can
then create a communication of concern or it can come from the supervisor directly.
 Communicate with the University Supervisor about when the Teacher Candidate is
ready to start taking teaching responsibilities (moving from observation, to team
teaching, to teaching, and to full responsibility)
Assessment
 Participate in assessment conferences/triad meetings with the Teacher Candidate and
university supervisor.
 Assist Teacher Candidates in thinking about their careers as teachers, and assist with
questions about interview processes, portfolio artifacts, and/or application materials.
 Complete the midterm and final evaluations of the Teacher Candidates, online as
requested by the Office of Academic Programs. Cooperating teachers will receive an
email with a link to a survey that they are required to complete.
 Help develop a Communication of Concern Form or Intensive Assistance Plan if need be
for Teacher Candidates that are struggling or not performing optimally.
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University Supervisor Responsibilities
Meetings, Observations, Visits, and Evaluations
 Provide copies of written feedback to Teacher Candidates and cooperating teachers.
 Conduct post-observation discussions/conferences with the Teacher Candidates and if
possible, cooperating teachers.
 Prepare cooperating teachers for mid-term and final meetings and ensure that online
evaluations are completed.
 Make announced and unannounced observations throughout the semester.
 Submit copies of observation feedback to cooperating teachers after each observation.
 Identify growth areas for all Teacher Candidates and be prepared to provide and
document concerns and identify students in need of Intensive Assistance plans
 Supervisors must complete the online evaluation surveys as requested by the Office of
Academic Programs
Communication
 Facilitate communication among Teacher Candidates, cooperating teachers, and others
involved in the experiences.
 Communicate regularly with each Teacher Candidate (at least each week).
 Communicate regularly with each cooperating teacher (at least every other week).
 Examine each Teacher Candidate’s print binder of lesson plans (or electronic equivalent
such as Dropbox or Blog) when conducting observations.
 Examine each Teacher Candidate’s submitted lesson plans providing responsive
feedback where needed and most helpful.
 Plan ahead to schedule triad meetings and observations in a timely fashion.
 Provide the Teacher Candidates and cooperating teacher with feedback and detailed
notes from observation visits.
 Make sure that everyone understands program expectations and standards.
 Know where to direct questions and relay answers as soon as possible.
 Work with cooperating teachers and Teacher Candidates to help facilitate
communication
Support of Teacher Candidate Learning
 Observe the Teacher Candidate’s teaching and confer about the planning and teaching
of each observed lesson. Provide constructive written and oral feedback.
 Identify the Teacher Candidate’s specific needs and work to set goals and collaborate
with the cooperating teacher and Teacher Candidate on development plans.
 Inform Program Leader/Advisor about problems promptly (within 24 hours).
 Help Teacher Candidates to develop their portfolios by giving feedback (when
requested) on artifacts.
Records
 Keep notes of observation visits using program observation forms/protocols and
including date, progress observed, suggestions made, and actions taken.
 Keep records/notes of all communication with Teacher Candidates and cooperating
teachers.
 Keep examples of Teacher Candidate work indicative of progress or problems.
 Keep copies of all written assessments and plans of action.
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
Be ready, willing, and able to use Communication of Concern Plans or communicate the
need for Intensive Assistance Plans
Policy Reminders for all stakeholders:
1. Teacher Candidates are not to serve as substitute teachers during the student teaching
experience without prior approval from all parties - including school principal and the
Program Leader/Advisor. IF approved to qualify as substitutes, Teacher Candidates
must complete the training sessions provided by the school division.
2. The opportunity to teach is both a privilege and a responsibility and no lesson should be
taught until approved by the cooperating teacher.
3. During student teaching experiences Teacher Candidates are expected to be in the
building the same number of days and the same hours as a practicing teacher. They are
required to attend the same meetings, workshops, and experiences as their cooperating
teachers.
4. In advance of any absence, Teacher Candidates must notify their cooperating teacher
and university supervisor/advisor. The number of excused absences in not predetermined, however, additional time must be spent in the student teaching experience
to make up any absences.
5. The Teacher Candidate’s primary responsibility is to the students, their parents, the
cooperating teacher and the school. Any activity that infringes upon performance should
be discontinued or significantly modified during the placement (i.e., work, athletics, social
activities)
6. Teacher Candidates are expected to dress professionally each day in the field.
7. Teacher Candidates must not ‘friend’ any students on Facebook, SnapChat, or other
social networking media. Teacher Candidates should also remove public access to their
personal FaceBook and social media pages.
8. Teacher Candidates must not engage non-professional relationships with students
9. Teacher Candidates must not display any identifying information about their students,
their field schools, or their cooperating teachers on their Electronic Portfolio.
10. Teacher Candidates will be asked to make videos, for self-assessment purposes, of
themselves teaching in the classroom but it is expressly prohibited to post such videos
on the internet – either in an email, in a website, or on blog without first removing
identifying features such as faces, names, school names, and teacher names from the
file.
11. Part-time employment is discouraged during student teaching experience. If, however,
Teacher Candidates have a severe financial need and need to work, they must inform
their program advisor and apply for an exception. This will be discussed and reviewed by
the Program Leader/Advisor on a case-by-case basis. Efforts will be made to ensure that
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employment does not interfere with successful participation in professional activities,
classes, and scheduled time in the schools.
12. For Teaching Assistant (TA) positions on campus, the TA employer must be fully
informed of the student teaching schedule and expectations.
E-PORTFOLIO
Teacher Candidates - licensure-seeking students are required by the School of Education to
complete an e-Portfolio which showcases their best work and details the reflective journey from
student to teacher. This will be defended in place of a final exam and evaluated by the Teacher
Candidates’ committee and Chair.
The e-Portfolio is built over the Fall and Spring semesters with work created for assignments in
class. It is critical that Teacher Candidates determine which work is required by examining their
discipline-specific rubric and that they start depositing work as they move through their course
of study and experiences.
ADVISING
Teacher Candidates may ask their Program Leader /Advisor for advising information about Plan
of Study, Masters Degree, and applications for licensure at any time.
CHECKLIST FOR OTHER MATERIALS
CPR
BBP
Ethics
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UNIFORM ASSESSMENT OF EPORTFOLIO REFLECTIVE PRACTICE
NAME OF CANDIATE ____________________________________________
Capstone or macroreflection in eportfolio
Reflection on
practice
“The candidate …”
Critical reflection of
growth
“The candidate …”
Narrative /
presentation
“The candidate…”
Total Score
Level 0
(Unsatisfactory)
Level 1 (Basic) 5 - 6
Level 2 (Competent) 7 - 8
Level 3
(Distinguished) 9 - 10
Does not reflect
on practice.
Does not recognize change to
practice but discusses it
Acknowledges some change to practice
has occurred
Consistently acknowledges and
articulates changes occurring in
practice
Does not perceive relationships
between student learning and
teaching practices but discusses
them
Perceives relationships between student
learning and teaching practices
Analyzes relationships between
student learning and teaching practices
Does not engage in analyzing their
own teaching but discusses it
Analyzes their own teaching, in a selfevaluative style
Does not perceive area of change in
beliefs or assumptions
Identifies some changes to beliefs or
assumptions that have occurred
Analyzes their own teaching,
discussing or offering alternatives for
future practice
Consistently articulates change in
beliefs or assumptions, offering
alternatives for future growth in
identity
Does not observe self in the process
of thinking in previous reflections
(Vlog, Blog, Collage, Twitter, Prior
Knowledge Interview)
Partially observes self in the process of
thinking in previous reflections (Vlog,
Blog, Collage, Twitter, Prior Knowledge
Interview)
Observes self often in the process of
thinking in previous reflections (Vlog,
Blog, Collage, Twitter, (Prior
Knowledge Interview)
Does not craft narrative using past
experiences, reflections, or learning
Narratives refers minimally to past
experiences, reflections, and learning
Narrative weaves richly between past
experiences, reflections, and learning
Creates a narrative / presentation
that is not supported with evidence.
Creates a narrative / presentation that is
partially supported with evidence.
Creates a narrative / presentation that
is strongly supported with evidence.
Creates a narrative / presentation
that only looks back or at “what is”.
Creates a narrative / presentation that
looks back, at the present, and forward to
“what could be”.
Creates a narrative / presentation that
looks back, looks at the present, and
looks forward, offering alternatives
and new ideas.
Does not reflect
about growth
Does not write or
create a narrative.
Score
/30
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Disposition assessment
Administered online – completed by university faculty Program Leader / Advisor
Dispositions upon admission VT SOE
Please use any or all sources of information (student application essay, reference letters,
interactions, interviews, and advising meetings) to complete this survey about your incoming
class of pre-service teachers. When you have completed an evaluation for each of your current
cohort, please scroll to the end, bottom of the page, to click submit.
Please choose your content area
 Music (1)
 English (2)
 History/ Social Science (3)
 Science (4)
 Mathematics (5)
 ESL (6)
 Elementary Ed (7)
 CTE (8)
 Foreign Language (9)
Please enter your student's name
For the student identified in the previous question, evaluate their dispositions with the sliding
scale based on your impressions thus far.
______ He/she respects individuals and demonstrates respect for the diverse knowledge and
talents of all (1)
______ He/ she demonstrates interest in the welfare of others and is committed to continuous
development (2)
______ He /she is a contributing team member and demonstrates compassion and empathy (3)
______ He /she demonstrates dependability and accepts responsibility for actions (4)
______ He / she values different ways that people communicate and is a thoughtful and
responsive listener (5)
Thank you for completing this evaluation!
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Early field evaluation
Administered online - completed by CT and University Supervisor – end of field
experience
We recognize that in the Early Field students have not done a great deal of instruction – only
small groups and one-on-one. In using this evaluation for the Early Field Evaluation, we
understand this is based on limited experiences – students are developing at this point.
In using this evaluation for Early Field experiences, we recognize that beginning teachers
should be proficient to the extent that they can assume the responsibilities for a classroom
moving forward to student teaching.
Early Field Final Evaluation
Performance Indicators for InTASC Standards
Teacher Candidate’s name_______________________
Cooperating teacher’s name__________________
Please choose your content area
 Music (1)
 English (2)
 History/ Social Science (3)
 Science (4)
 Mathematics (5)
 ESL (6)
 Elementary Ed (7)
 CTE (8)
 Foreign Language (9)
The Teacher Candidate evaluation was developed with both short-term and long-term views of
teacher development. The evaluation is grounded in the ten InTASC principles that guide
beginning teacher development and assessment alongside.
The Example Performance Indicators are designed to explain teaching behaviors that Teacher
Candidates may exhibit when meeting a particular standard; they also serve as guides for
observation, discussion, and reflection on practice. While the Indicators are listed separately,
they are not intended as a checklist, for each Standard is more than the sum of its parts.
Please use the following scale and descriptors to reflect your assessment of the level to which
the Teacher Candidate has met each InTASC Standard. Our goal for the teacher preparation
programs is that the majority of Teacher Candidates would exit at the "Meets standard" level,
prior to moving on to student teaching. That is, a beginning teacher may have lessons in which
the behaviors are demonstrated quite well, followed sometimes by lessons that show less than
mastery of the desired behaviors. Learning to teach is a developmental activity.
4 - Exceeds: Consistently demonstrates a high level of advanced skills for the standard
3 - Meets: Consistently demonstrates the skills for stated the standard
2 - Approaching: Shows skills that are near the stated standard
1 - Emerging: Showing beginning skills for the stated standard
17
0 - Not observed/ not demonstrated/ not appropriate yet
THE LEARNER:
Score_____ InTASC Standard # 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences
Example Performance Indicator:
 activates students’ prior knowledge by linking ideas to already familiar ideas and making
connections to their experiences
 encourages discussion
 listens and responds to group interaction
 elicits samples of student teaching orally and in writing
 shows respect for diverse talents of all learners
 uses students’ strengths as a basis for growth and their errors as an opportunity for
learning
 assesses individual and group performance in order to design instruction that meets
learners’ current needs and promotes further development
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Example Performance Indicators:
 selects materials and media that match learning styles of individual students
 provides for the instructional needs of all students, including remedial and
enrichment/extension activities as necessary
 utilizes flexible grouping practices to respond to the diverse learning needs of students
 collaborates with resources teachers in developing activities for students with special
learning needs
 encourages students to building on strengths while developing all areas of competence
 paces instruction appropriately with adequate preview and review of instructional
components
 uses a variety of teaching strategies, including cooperative, peer and project-based
learning, audiovisual presentations, lecture, discussions and inquiry, practice and
application, and the teaching of others
 demonstrates respect for individual, cultural, religious, and racial differences of
individuals and groups within the class
 believes that all children can learn at high levels and persists in helping all children
achieve success
18
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self
motivation.
Example Performance Indicators:
 encourages students to respect themselves and others
 communicates clear expectations for appropriate interactions among students
 models enthusiasm for and engagement in learning
 incorporates principles of equal opportunity and non-discrimination into classroom
management
 provides equitable opportunities for student engagement in productive tasks
 promotes multicultural awareness, gender sensitivity, and the appreciation of diversity within
the classroom
 engages students in individual and cooperative learning activities
 creates a smoothly functioning learning community
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
CONTENT KNOWLEDGE
Score_____ InTASC Standard # 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the
discipline accessible and meaningful for learners to assure mastery of the content.
Example Performance Indicators:
 exhibits an understanding of and facility in explaining the subject area(s) taught
 uses appropriate literature and current resources and materials in the subject area(s)
 encourages students' academic curiosity, critical thinking, and diverse perspective
 modifies instruction to make topics relevant to students' lives and experiences
 demonstrates ability to engage and maintain students' attention and to recapture or
refocus it as necessary
 provides clear and concise explanations of lessons
 checks for understanding with questions, review activities, and various assessment
strategies
 creates interdisciplinary learning experiences
Comments:
19
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local
and global issues.
Example Performance Indicators:
 solicits comments, questions, examples, and other contributions from students throughout
lessons
 uses questioning strategies effectively
 responds positively to student questions and encourages active engagement
 utilizes available technological materials and resources effectively to engage students in
varied learning experiences
 uses precise language, correct vocabulary and grammar, and acceptable forms of oral and
written expression
 articulates clear learning goals and instructional procedures to students
 gives directions that are clear and reasonable and contain an appropriate level of detail
 uses a variety of media communication tools to enrich learning opportunities
 models effective communication strategies in conveying ideas and information
 provides support for student expression in speaking, writing, and other media
 communicates in ways that demonstrate sensitivity to cultural and gender differences
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
INSTRUCTIONAL PRACTICE
Score____ InTASC Standard # 6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their
own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision
making.
Example Performance Indicators:
 monitors student understanding on an ongoing basis and adjusts teaching when necessary
 utilizes multiple assessment practices congruent with instructional goals both in content and
process
 effectively uses both teacher-made and standardized tests as appropriate
 uses student products as a source for assessment and instructional decisions
 demonstrates competence in the use of acceptable grading/ranking/scoring practices in
recording and reporting student achievement
 maintains and uses organized records of student progress for instructional decisions
 communicates clear expectations for learning and behavior to students and parents
 uses pre-assessment data in developing expectations for students and as a basis for
documenting learning gains
 provides prompt and meaningful feedback to students about performance and progress
20



prepares tests that reflect the academic content studied
provides opportunities for students to contribute to the development of criteria and standards
as appropriate
incorporates strategies to prepare students for SOL and standardized testing
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the community context.
Example Performance Indicators:
 bases instruction on goals that reflect high expectations, conceptual understanding of the
subject, and the importance of learning
 matches content/skills taught to overall curriculum scope and sequence
 selects appropriate student objectives for lessons consistent with division guidelines and the
Virginia Standards of Learning
 links objectives for instruction to prior student learning
 uses available resources to link student learning to the community
 designs appropriate learning activities that are clearly connected to instructional objectives
 develops lesson plans that are clear, logical, and sequential
 plans for learning opportunities that accommodate different learning styles and
performances modes
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Example Performance Indicators:
 develops a variety of clear, accurate presentations and representations of concepts
(lessons)
 monitors and adjusts strategies in response to learner feedback
 evaluates curricular materials for accuracy, currency, and student interest
 provides students with materials and media that are appropriate and challenging for their
instructional levels
 encourages and guides the development of problem-solving skills and independent thinking
in students
21
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
PROFESSIONAL RESPONSIBILITIES
Score_____ InTASC Standard # 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts practice to meet the
needs of each learner.
Example Performance Indicators:
 evaluates and identifies areas of personal strength and weakness related to professional
skills and their effect on student learning
 sets goals for improvement of skills and professional performance
 comprehends and applies current literature that enhances knowledge of educational issues,
trends, and practices
 collaborates with colleagues to improve and enhance instructional knowledge and skills
 uses classroom observation and information about students to evaluate teaching and
learning
 revises classroom practice based on reflection
 revises classroom practice based on feedback
 analyzes other courses of action based on feedback
 seeks feedback
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the profession.
Example Performance Indicators:
 responds promptly to parental concerns
 initiates communication with parents or guardians concerning student progress or problems
in a timely manner
 is sensitive to the social and cultural background of students and parents
 uses multiple modes of communication to provide information to parents
 promotes the value of understanding and celebrating school/community cultures
 supports community partnerships and uses community resources to enhance learning
 relates to colleagues, parents, and others in an ethical and professional manner
 maintains confidentiality appropriate to teaching assignment
 maintains effective working relationships with other teachers
22
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
TOTAL SCORE
• 30-40= Distinguished: Candidate’s overall performance exceeds expectations to move into student
teaching
• 20-29= Proficient. Candidate’s overall performance clearly meets expectations to move into student
teaching
• 10-19= Basic: Candidate’s overall performance minimally meets expectations to move into student
teaching
• Less than 10= Unsatisfactory: Candidate’s overall performance does not meet expectations to move into
student teaching
____________________________________________________________________________
DISPOSITIONS
Please use the following scale and descriptors to reflect your assessment of the level that the
student teacher intern has met each InTASC Standard in their Professional Dispositions.
Our goal for the teacher preparation programs is that the majority of Teacher Candidates would
exit at the Meets level for a move into Student Teaching. That is, a beginning teacher may have
lessons in which the beliefs and patterns of action are demonstrated quite well, followed
sometimes by actions that show less than mastery of the desired behaviors. Dispositions
are patterns of action based on professional beliefs.
4 - Exceeds: Consistently demonstrates a high level of advanced skills for the standard
3 - Meets: Consistently demonstrates the skills for stated the standard
2 - Approaching: Shows skills that are near the stated standard
1 - Emerging: Showing beginning skills for the stated standard
0 - Not observed/ not demonstrated/ not appropriate yet
Score_____ Standard #1 Disposition: Learner Development Indicator
The teacher respects learners’ differing strengths and needs and is committed to using this
information to further each learner’s development.
Score_____ Standard #2 Learning Differences Indicators
The teacher believes that all learners can achieve at high levels and persists in helping each
learner reach his/her full potential.
The teacher respects learners as individuals with differing personal and family backgrounds and
various skills, abilities, perspectives, talents, and interests.
Score_____ Standard #3 Learning Environments Indicators
The teacher is committed to working with learners, colleagues, families, and communities to
establish positive and supportive learning environments.
The teacher is committed to supporting learners as they participate in decision making, engage
in exploration and invention, work collaboratively and independently, and engage in
purposeful learning.
23
Score_____ Standard # 4 Content Knowledge Indicators
The teacher realizes that content knowledge is not a fixed body of facts but is complex,
culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings
in the field.
The teacher appreciates multiple perspectives within the discipline and facilitates learners’
critical analysis of these perspectives.
Score_____ Standard # 5 Application of Content Indicators
The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local
and global issues
The teacher values knowledge outside his/her own content area and how such knowledge
enhances student learning.
Score_____ Standard # 6 Assessment Indicators
The teacher takes responsibility for aligning instruction and assessment with learning goals.
The teacher is committed to using multiple types of assessment processes to support, verify,
and document learning.
Score_____ Standard #7 Planning for Instruction Indicators
The teacher values planning as a collegial activity that takes into consideration the input of
learners, colleagues, families, and the larger community
The teacher believes that plans must always be open to adjustment and revision based on
learner needs and changing circumstances.
Score_____ Standard #8 Instructional strategies Indicators
The teacher is committed to exploring how the use of new and emerging technologies can
support and promote student learning.
The teacher values flexibility and reciprocity in the teaching process as necessary for adapting
instruction to learner responses, ideas, and needs.
Score_____ Standard #9 Professional learning and ethical practice Indicators
The teacher is committed to deepening understanding of his/her own frames of reference (e.g.,
culture, gender, language, abilities, ways of knowing), the potential biases in these frames,
and their impact on expectations for and relationships with learners and their families.
The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon
current education policy and research as sources of analysis and reflection to improve
practice.
Score_____ Standard #10 Leadership and Collaboration Indicators
The teacher takes initiative to grow and develop with colleagues through interactions that
enhance practice and support student learning.
The teacher embraces the challenge of continuous improvement and change.
Score_____ 11. VT SOE Professional behaviors:
 Meets all attendance requirements (including punctuality)
 Is dependable and organized
 Handles materials responsibly
 Follows rules and policies
 Communicates clearly and accurately with students/parents/families/ colleagues
 Accepts and responds to feedback
24

Displays positive attitude and enthusiasm towards teaching and students
Additional comments:
TOTAL SCORES
40-44 Distinguished and exceeds standard: Candidate’s overall performance exceeds
expectations for a teacher candidate entering student teaching
33-39 Proficient and meets standard. Candidate’s overall performance clearly meets
expectations for a teacher candidate entering student teaching
22-32 Competent and meets standard. Candidate’s overall performance meets expectations for
a teacher candidate entering student teaching
Below 22 – Emerging and not meeting standard. Candidate’s overall performance does not
meet expectations for a teacher candidate entering student teaching
25
Student teaching evaluation
Administered online – completed by CT and University Supervisor twice – once at the
mid-point and again at the end.
At the end, the Teacher Candidate may complete this evaluation as a self-assessment
also.
Student Teaching Evaluation
Performance Indicators for InTASC Standards
Intern’s name_______________________
The Teacher Candidate evaluation was developed with both short-term and long-term views of teacher
development. The evaluation is grounded in the ten InTASC principles that guide beginning teacher
development and assessment.
The Performance and Essential Knowledge Indicators are designed to explain teaching behaviors that
Teacher Candidates may exhibit when meeting a particular standard; they also serve as guides for
observation, discussion, and reflection on practice. While the Indicators are listed separately, they are
not intended as a checklist, for each Standard is more than the sum of its parts.
Please use the following scale for the descriptors to reflect your assessment of the level that the Teacher
Candidate has met each InTASC Standard. Our goal for the teacher preparation programs is that the
majority of student Teacher Candidates would exit at the Proficient for beginning teacher level. That is, a
beginning teacher may have lessons in which the behaviors are demonstrated quite well, followed
sometimes by lessons that show less than mastery of the desired behaviors. We are asking you to
evaluate holistically, based on the indicators, to communicate how well the Teacher Candidate achieves
the standards.
Please use this scoring guide to score the Teacher Candidate on each standard.
4 - Exceeds: Consistently demonstrates a high level of advanced skills for the standard
3 - Meets: Consistently demonstrates the skills for stated the standard
2 - Approaching: Shows skills that are near the stated standard
1 - Emerging: Showing beginning skills for the stated standard
0- Unsatisfactory = no evidence and or not attempted
THE LEARNER:
Score_____ InTASC Standard # 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging learning experiences
Performance Indicators:
The teacher regularly assesses individual and group performance in order to design and modify
instruction to meet learners’ needs in each area of development (cognitive, linguistic, social,
emotional, and physical) and scaffolds the next level of development.
The teacher creates developmentally appropriate instruction that takes into account individual learners’
strengths, interests, and needs and that enables each learner to advance and accelerate his/ her
learning.
The teacher collaborates with families, communities, colleagues, and other professionals to promote
learner growth and development.
26
Essential knowledge indicators:
The teacher understands how learning occurs--how learners construct knowledge, acquire skills, and
develop disciplined thinking processes--and knows how to use instructional strategies that promote
student learning.
The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical
development influences learning and knows how to make instructional decisions that build on
learners’ strengths and needs.
The teacher identifies readiness for learning, and understands how development in any one area may
affect performance in others.
The teacher understands the role of language and culture in learning and knows how to modify instruction
to make language comprehensible and instruction relevant, accessible, and challenging.
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.
Performance Indicators:
The teacher designs, adapts, and delivers instruction to address each student’s diverse learning
strengths and needs and creates opportunities for students to demonstrate their learning in different
ways.
The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task
demands, communication, assessment, and response modes) for individual students with particular
learning differences or needs.
The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners
to accelerate as they demonstrate their understandings.
The teacher brings multiple perspectives to the discussion of content, including attention to learners’
personal, family, and community experiences and cultural norms.
The teacher incorporates tools of language development into planning and instruction, including
strategies for making content accessible to English language learners and for evaluating and
supporting their development of English proficiency.
The teacher accesses resources, supports, and specialized assistance and services to meet particular
learning differences or needs.
Essential Knowledge Indicators
The teacher understands and identifies differences in approaches to learning and performance and
knows how to design instruction that uses each learner’s strengths to promote growth.
The teacher understands students with exceptional needs, including those associated with disabilities and
giftedness, and knows how to use strategies and resources to address these needs.
The teacher knows about second language acquisition processes and knows how to incorporate
instructional strategies and resources to support language acquisition.
The teacher understands that learners bring assets for learning based on their individual experiences,
abilities, talents, prior learning, and peer and social group interactions, as well as language, culture,
family, and community values.
The teacher knows how to access information about the values of diverse cultures and communities and
how to incorporate learners’ experiences, cultures, and community resources into instruction.
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
27
Score_____ InTASC Standard # 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning,
and that encourage positive social interaction, active engagement in learning, and self motivation.
Performance Indicators:
The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate
of openness, mutual respect, support, and inquiry.
The teacher develops learning experiences that engage learners in collaborative and self-directed
learning and that extend learner interaction with ideas and people locally and globally.
The teacher collaborates with learners and colleagues to develop shared values and expectations for
respectful interactions, rigorous academic discussions, and individual and group responsibility for
quality work.
The teacher manages the learning environment to actively and equitably engage learners by organizing,
allocating, and coordinating the resources of time, space, and learners’ attention.
The teacher uses a variety of methods to engage learners in evaluating the learning environment and
collaborates with learners to make appropriate adjustments.
The teacher communicates verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning
environment.
The teacher promotes responsible learner use of interactive technologies to extend the possibilities for
learning locally and globally.
The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments
through applying effective interpersonal communication skills.
Essential Knowledge Indicators
The teacher understands the relationship between motivation and engagement and knows how to design
learning experiences using strategies that build learner self-direction and ownership of learning.
The teacher knows how to help learners work productively and cooperatively with each other to achieve
learning goals.
The teacher knows how to collaborate with learners to establish and monitor elements of a safe and
productive learning environment including norms, expectations, routines, and organizational
structures.
The teacher understands how learner diversity can affect communication and knows how to communicate
effectively in differing environments.
The teacher knows how to use technologies and how to guide learners to apply them in appropriate, safe,
and effective ways.
Comments:
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
CONTENT KNOWLEDGE
Score_____ InTASC Standard # 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or
she teaches and creates learning experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.
Performance Indicators:
The teacher effectively uses multiple representations and explanations that capture key ideas in the
discipline, guide learners through learning progressions, and promote each learner’s achievement of
content standards.
The teacher engages students in learning experiences in the discipline(s) that encourage learners to
understand, question, and analyze ideas from diverse perspectives so that they master the content.
28
The teacher engages learners in applying methods of inquiry and standards of evidence used in the
discipline.
The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar
concepts, and makes connections to learners’ experiences.
The teacher recognizes learner misconceptions in a discipline that interfere with learning, and creates
experiences to build accurate conceptual understanding.
The teacher evaluates and modifies instructional resources and curriculum materials for their
comprehensiveness, accuracy for representing particular concepts in the discipline, and
appropriateness for his/her learners.
The teacher uses supplementary resources and technologies effectively to ensure accessibility and
relevance for all learners.
The teacher creates opportunities for students to learn, practice, and master academic language in their
content.
The teacher accesses school and/or district-based resources to evaluate the learner’s content knowledge
in their primary language.
Essential Knowledge Indicators
The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of
knowing that are central to the discipline(s) s/he teaches.
The teacher understands common misconceptions in learning the discipline and how to guide learners to
accurate conceptual understanding.
The teacher knows and uses the academic language of the discipline and knows how to make it
accessible to learners.
The teacher knows how to integrate culturally relevant content to build on learners’ background
knowledge.
The teacher has a deep knowledge of student content standards and learning progressions in the
discipline(s) s/he teaches.
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Performance Indicators:
The teacher develops and implements projects that guide learners in analyzing the complexities of an
issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a
water quality study that draws upon biology and chemistry to look at factual information and social
studies to examine policy implications).
The teacher engages learners in applying content knowledge to real world problems through the lens of
interdisciplinary themes (e.g., financial literacy, environmental literacy).
The teacher facilitates learners’ use of current tools and resources to maximize content learning in varied
contexts.
The teacher engages learners in questioning and challenging assumptions and approaches in order to
foster innovation and problem solving in local and global contexts.
The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by
creating meaningful opportunities to employ a variety of forms of communication that address varied
audiences and purposes.
The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking
inventive solutions to problems, and developing original work.
The teacher facilitates learners’ ability to develop diverse social and cultural perspectives that expand
their understanding of local and global issues and create novel approaches to solving problems.
The teacher develops and implements supports for learner literacy development across content areas
29
Essential Knowledge Indicators
The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary
approaches to inquiry, and the strengths and limitations of each approach in addressing problems,
issues, and concerns.
The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global
awareness) connect to the core subjects and knows how to weave those themes into meaningful
learning experiences.
The teacher understands the demands of accessing and managing information as well as how to
evaluate issues of ethics and quality related to information and its use.
The teacher understands how to use digital and interactive technologies for efficiently and effectively
achieving specific learning goals.
The teacher understands critical thinking processes and knows how to help learners develop high level
questioning skills to promote their independent learning.
The teacher understands communication modes and skills as vehicles for learning (e.g., information
gathering and processing) across disciplines as well as vehicles for expressing learning.
The teacher understands creative thinking processes and how to engage learners in producing original
work.
The teacher knows where and how to access resources to build global awareness and understanding,
and how to integrate them the curriculum.
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
INSTRUCTIONAL PRACTICE
Score____ InTASC Standard # 6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Performance Indicators:
The teacher balances the use of formative and summative assessment as appropriate to support, verify,
and document learning.
The teacher designs assessments that match learning objectives with assessment methods and
minimizes sources of bias that can distort assessment results.
The teacher works independently and collaboratively to examine test and other performance data to
understand each learner’s progress and to guide planning.
The teacher engages learners in understanding and identifying quality work and provides them with
effective descriptive feedback to guide their progress toward that work.
The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the
assessment process.
The teacher models and structures processes that guide learners in examining their own thinking and
learning as well as the performance of others.
The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s
learning needs and to develop differentiated learning experiences.
The teacher prepares all learners for the demands of particular assessment formats and makes
appropriate accommodations in assessments or testing conditions, especially for learners with
disabilities and language learning needs.
The teacher continually seeks appropriate ways to employ technology to support assessment practice
both to engage learners more fully and to assess and address learner needs.
30
Essential Knowledge Indicators
The teacher understands the differences between formative and summative applications of assessment
and knows how and when to use each.
The teacher understands the range of types and multiple purposes of assessment and how to design,
adapt, or select appropriate assessments to address specific learning goals and individual
differences, and to minimize sources of bias.
The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to
guide planning and instruction, and to provide meaningful feedback to all learners.
The teacher knows when and how to engage learners in analyzing their own assessment results and in
helping to set goals for their own learning.
The teacher understands the positive impact of effective descriptive feedback for learners and knows a
variety of strategies for communicating this feedback.
The teacher knows when and how to evaluate and report learner progress against standards.
The teacher understands how to prepare learners for assessments and how to make accommodations in
assessments and testing conditions, especially for learners with disabilities and language learning
needs.
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing
upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
Example Performance Indicators:
The teacher individually and collaboratively selects and creates learning experiences that are appropriate
for curriculum goals and content standards, and are relevant to learners
The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and
accommodations, resources, and materials to differentiate instruction for individuals and groups of
learners.
The teacher develops appropriate sequencing of learning experiences and provides multiple ways to
demonstrate knowledge and skill.
The teacher plans for instruction based on formative and summative assessment data, prior learner
knowledge, and learner interest.
The teacher plans collaboratively with professionals who have specialized expertise (e.g., special
educators, related service providers, language learning specialists, librarians, media specialists) to
design and jointly deliver as appropriate effective learning experiences to meet unique learning
needs.
The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to
meet each student’s learning needs and enhance learning.
Essential Knowledge Indicators
The teacher understands content and content standards and how these are organized in the curriculum.
The teacher understands how integrating cross-disciplinary skills in instruction engages learners
purposefully in applying content knowledge.
The teacher understands learning theory, human development, cultural diversity, and individual
differences and how these impact ongoing planning.
The teacher understands the strengths and needs of individual learners and how to plan instruction that is
responsive to these strengths and needs.
The teacher knows a range of evidence-based instructional strategies, resources, and technological tools
and how to use them effectively to plan instruction that meets diverse learning needs.
31
The teacher knows when and how to adjust plans based on assessment information and learner
responses.
The teacher knows when and how to access resources and collaborate with others to support student
learning (e.g., special educators, related service providers, language learner specialists, librarians,
media specialists, community organizations)
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in
meaningful ways.
Example Performance Indicators:
The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals
and groups of learners.
The teacher continuously monitors student learning, engages learners in assessing their progress, and
adjusts instruction in response to student learning needs.
The teacher collaborates with learners to design and implement relevant learning experiences, identify
their strengths, and access family and community resources to develop their areas of interest.
The teacher varies his/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 learners.
The teacher provides multiple models and representations of concepts and skills with opportunities for
learners to demonstrate their knowledge through a variety of products and performances.
The teacher engages all learners in developing higher order questioning skills and metacognitive
processes.
The teacher engages learners in using a range of learning skills and technology tools to access, interpret,
evaluate, and apply information.
The teacher uses a variety of instructional strategies to support and expand learners’ communication
through speaking, listening, reading, writing, and other modes.
The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for
learner understanding, helping learners articulate their ideas and thinking processes, stimulating
curiosity, and helping learners to question).
Essential Knowledge Indicators
The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical
and creative thinking, problem framing and problem solving, invention, memorization and recall) and
how these processes can be stimulated.
The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate
instructional strategies to achieve learning goals.
The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all
learners in complex thinking and meaningful tasks.
The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual)
convey ideas, foster self expression, and build relationships.
The teacher knows how to use a wide variety of resources, including human and technological, to engage
students in learning.
The teacher understands how content and skill development can be supported by media and technology
and knows how to evaluate these resources for quality, accuracy, and effectiveness.
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
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PROFESSIONAL RESPONSIBILITIES
Score_____ InTASC Standard # 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
Example Performance Indicators:
The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to
provide all learners with engaging curriculum and learning experiences based on local and state
standards.
The teacher engages in meaningful and appropriate professional learning experiences aligned with
his/her own needs and the needs of the learners, school, and system.
Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic
observation, information about learners, research) to evaluate the outcomes of teaching and learning
and to adapt planning and practice.
The teacher actively seeks professional, community, and technological resources, within and outside the
school, as supports for analysis, reflection, and problem-solving.
The teacher reflects on his/her personal biases and accesses resources to deepen his/her own
understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and
create more relevant learning experiences.
The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology
including appropriate documentation of sources and respect for others in the use of social media.
Essential Knowledge Indicators
The teacher understands and knows how to use a variety of self-assessment and problem-solving
strategies to analyze and reflection his/her practice and to plan for adaptations/adjustments.
The teacher knows how to use learner data to analyze practice and differentiate instruction accordingly.
The teacher understands how personal identity, worldview, and prior experience affect perceptions and
expectations, and recognizes how they may bias behaviors and interactions with others.
The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational
equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate
treatment of learners, reporting in situations related to possible child abuse).
The teacher knows how to build and implement a plan for professional growth directly aligned with his/her
needs as a growing professional using feedback from teacher evaluations and observations, data on
learner performance, and school- and system-wide priorities.
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Score_____ InTASC Standard # 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession.
Example Performance Indicators:
The teacher takes an active role on the instructional team, giving and receiving feedback on practice,
examining learner work, analyzing data from multiple sources, and sharing responsibility for decision
making and accountability for each student’s learning.
The teacher works with other school professionals to plan and jointly facilitate learning on how to meet
diverse needs of learners.
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The teacher engages collaboratively in the school-wide effort to build a shared vision and supportive
culture, identify common goals, and monitor and evaluate progress toward those goals.
The teacher works collaboratively with learners and their families to establish mutual expectations and
ongoing communication to support learner development and achievement.
Working with school colleagues, the teacher builds ongoing connections with community resources to
enhance student learning and well being.
The teacher engages in professional learning, contributes to the knowledge and skill of others, and works
collaboratively to advance professional practice.
The teacher uses technological tools and a variety of communication strategies to build local and global
learning communities that engage learners, families, and colleagues.
The teacher uses and generates meaningful research on education issues and policies.
The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead
professional learning activities, and to serve in other leadership roles.
The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to
enact system change.
The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for
learners, the school, the community, and the profession.
Essential Knowledge Indicators
The teacher understands schools as organizations within a historical, cultural, political, and social context
and knows how to work with others across the system to support learners.
The teacher understands that alignment of family, school, and community spheres of influence enhances
student learning and that discontinuity in these spheres of influence interferes with learning.
The teacher knows how to work with other adults and has developed skills in collaborative interaction
appropriate for both face-to-face and virtual contexts.
The teacher knows how to contribute to a common culture that supports high expectations for student
learning.
Comments:
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
TOTAL SCORE FOR PERFORMANCE AND KNOWLEDGE
• 30-40= Distinguished: Candidate’s overall performance exceeds expectations for a beginning teacher
• 20-29= Proficient. Candidate’s overall performance clearly meets expectations for a beginning teacher
• 10-19= Basic: Candidate’s overall performance minimally meets expectations for a beginning teacher
• Less than 10= Unsatisfactory: Candidate’s overall performance does not meet expectations for a
beginning teacher
____________________________________________________________________________________
DISPOSITIONS
Please use the following scale and descriptors to reflect your assessment of the level that the student
Teacher Candidate has met each InTASC Standard in their Professional Dispositions.
Our goal for the teacher preparation programs is that the majority of student Teacher Candidate would
exit at the Meets level for beginning teacher level. That is, a beginning teacher may have lessons in
which the beliefs and patterns of action are demonstrated quite well, followed sometimes by actions that
show less than mastery of the desired behaviors. Dispositions are patterns of action based on
professional beliefs.
4 - Exceeds: Consistently demonstrates a high level of advanced skills for the standard
3 - Meets: Consistently demonstrates the skills for stated the standard
2 - Approaching: Shows skills that are near the stated standard
1 - Emerging: Showing beginning skills for the stated standard
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0- Unsatisfactory = no evidence and or not attempted
Score_____
Standard #1 Disposition: Learner Development Indicator
The teacher respects learners’ differing strengths and needs and is committed to using this information to
further each learner’s development.
The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions as
opportunities for learning.
The teacher takes responsibility for promoting learners’ growth and development.
The teacher values the input and contributions of families, colleagues, and other professionals in
understanding and supporting each learner’s development.
Score_____
Standard #2 Learning Differences Indicators
The teacher believes that all learners can achieve at high levels and persists in helping each learner
reach his/her full potential.
The teacher respects learners as individuals with differing personal and family backgrounds and various
skills, abilities, perspectives, talents, and interests.
The teacher makes learners feel valued and helps them learn to value each other.
The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional
practice to engage students in learning.
Score_____
Standard #3 Learning Environments Indicators
The teacher is committed to working with learners, colleagues, families, and communities to establish
positive and supportive learning environments.
The teacher values the role of learners in promoting each other’s learning and recognizes the importance
of peer relationships in establishing a climate of learning.
The teacher is committed to supporting learners as they participate in decision-making, engage in
exploration and invention, work collaboratively and independently, and engage in purposeful
learning.
The teacher seeks to foster respectful communication among all members of the learning community.
The teacher is a thoughtful and responsive listener and observer.
Score_____
Standard # 4 Content Knowledge Indicators
The teacher realizes that content knowledge is not a fixed body of facts but is complex, culturally situated,
and ever evolving. S/he keeps abreast of new ideas and understandings in the field.
The teacher appreciates multiple perspectives within the discipline and facilitates learners’ critical
analysis of these perspectives.
The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to
appropriately address problems of bias.
The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.
Score_____
Standard # 5 Application of Content Indicators
The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and
global issues.
The teacher values knowledge outside his/her own content area and how such knowledge enhances
student learning.
The teacher values flexible learning environments that encourage learner exploration, discovery, and
expression across content areas.
Score_____
Standard # 6 Assessment Indicators
The teacher is committed to engaging learners actively in assessment processes and to developing each
learner’s capacity to review and communicate about their own progress and learning.
The teacher takes responsibility for aligning instruction and assessment with learning goals.
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The teacher is committed to providing timely and effective descriptive feedback to learners on their
progress.
The teacher is committed to using multiple types of assessment processes to support, verify, and
document learning.
The teacher is committed to making accommodations in assessments and testing conditions, especially
for learners with disabilities and language learning needs.
The teacher is committed to the ethical use of various assessments and assessment data to identify
learner strengths and needs to promote learner growth.
Score_____
Standard #7 Planning for Instruction Indicators
The teacher respects learners’ diverse strengths and needs and is committed to using this information to
plan effective instruction.
The teacher values planning as a collegial activity that takes into consideration the input of learners,
colleagues, families, and the larger community.
The teacher takes professional responsibility to use short- and long-term planning as a means of assuring
student learning.
The teacher believes that plans must always be open to adjustment and revision based on learner needs
and changing circumstances
Score_____
Standard #8 Instructional strategies Indictors
The teacher is committed to deepening awareness and understanding the strengths and needs of diverse
learners when planning and adjusting instruction.
The teacher values the variety of ways people communicate and encourages learners to develop and use
multiple forms of communication.
The teacher is committed to exploring how the use of new and emerging technologies can support and
promote student learning.
The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction
to learner responses, ideas, and needs.
Score_____
Standard #9 Professional learning and ethical practice Indicators
The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve
planning and practice.
The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture,
gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact
on expectations for and relationships with learners and their families.
The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current
education policy and research as sources of analysis and reflection to improve practice.
The teacher understands the expectations of the profession including codes of ethics, professional
standards of practice, and relevant law and education policy and research as sources of analysis
and reflection to improve practice.
Score_____
Standard #10 Leadership and Collaboration Indicators
The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one
of advocacy for learners and accountability for their success.
The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with
learners and families in setting and meeting challenging goals.
The teacher takes initiative to grow and develop with colleagues through interactions that enhance
practice and support student learning.
The teacher takes responsibility for contributing to and advancing the profession.
The teacher embraces the challenge of continuous improvement and change.
Score_____
11. VT SOE Professional behaviors:
 Meets all attendance requirements (including punctuality)
 Is dependable and organized
 Handles materials responsibly
 Follows rules and policies
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


Communicates clearly and accurately with students/parents/families/ colleagues
Accepts and responds to feedback
Displays positive attitude and enthusiasm towards teaching and students
Additional comments:
TOTAL SCORES
40-44 Distinguished and exceeds standard: Candidate’s overall performance exceeds expectations for a
beginning teacher
33-39 Proficient and meets standard. Candidate’s overall performance clearly meets expectations for a
beginning teacher
22-32 Competent and meets standard. Candidate’s overall performance meets expectations for a
beginning teacher
Below 22 – Emerging and not meeting standard. Candidate’s overall performance does not meet
expectations for a beginning teacher
FINAL RECOMMENDATION FOR STUDENT TEACHING
Based upon your contact with this student Teacher Candidate, please indicate the following:
_____I recommend ____________________________________for a teaching job.
_____I do not recommend _______________________________for a teaching job.
E- Signature________________________________
Evaluation completed by (x):
Cooperating Teacher ____
University Mentor Program ____
Advisor ____
Teacher Candidate ____
____________________________________________________________________________________
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Communication of Concern and Intensive Assistance Plan example
COMMUNICATION OF CONCERN
Candidate name:
School/Course:
Date:
I. Person identifying concern (please check all that apply):
Candidate
Cooperating Teacher
Univ. Supervisor
Professor
Other
II. Nature of concern:
Dispositions
Course work
Field work
Other
Description of concern:
III. Date/time of meeting to discuss concern:
Date:
IV.
Place:
Names of those attending:
1.
2.
3.
4.
5.
6.
V.
Time:
Candidate:
Advisor:
Program Leader:
Cooperating Teacher:
Field study supervisor:
Other (Principal, administrator etc.)
Responses to concern: (field notes from the meeting)
Candidate:
Cooperating Teacher:
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Univ. Supervisor:
Professor:
Program Leader:
VI. Plan of action for a resolution of concern and date for completion:
By ___ date, the candidate will:
By ___ date, the Cooperating Teacher will:
By ___ date, the Univ. Supervisor will:
By ___ date, the Program Area Leader will:
By ___ date, the Professor/ Advisor will:
VII. Follow-up is expected of (check all that apply):
Candidate
Advisor
Coop. Teacher
Univ. Supervisor
Professor
Other
Description of follow-up:
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Result of follow-up:
VIII. Need for an Intensive Assistance Plan: ____ Yes
If yes, describe how IAP will be conducted:
____ No
Signed in agreement below
(Sign, write name, date, and check role)
Candidate _________________________Print name _____________Date ___________
Advisor _________________________Print name _____________Date ___________
Cooperating Teacher _________________Print name _____________Date ___________
University Supervisor ___________________Print name _____________Date ___________
Program Leader __________________Print name _____________Date ___________
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