DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
TESOL M.A.
Student Outcomes Assessment
TESOL students awarded with an M.A. in TESOL will exemplify the following outcomes:
I.
1)
2)
3)
4)
5)
The Structure and Function of Language
To identify and explain the major features of the structure of English past and present
To solve problems on different levels of language (for example, phonology, syntax)
To understand language change historically and at present
To be aware of the various functions of language in oral and written forms
To be conscious of the significance of the social and political contexts of language use
and change
II. Academic Research and Writing
1) To effectively locate, analyze, and evaluate research on linguistics and language
pedagogy
2) To write in various professional modes, including the scholarly manuscript and
conference presentation
3) To accurately and ethically incorporate sources in academic papers and examinations
4) To demonstrate facility with APA documentation style
5) To demonstrate a command of academic English
III. Applied Linguistics/Application of Theoretical Concepts
1) To identify linguistic concepts that can be applied to areas such as
education, law, health care, and translation/interpreting, among others
2) To understand the methodologies, prospects, and limitations of
applied linguistics
3) To explore career paths in areas in which linguistics has been
applied and in those areas that hold promise for the future
IV. Language Teaching Pedagogy
1. Content Knowledge. ESL teachers understand language as a system, how students learn
a language, and how language and culture are linked. They are knowledgeable about the
cultures of the people who are learning/acquiring English. Using this knowledge, they
create learning experiences that help students develop language proficiency and build
cultural understanding.
2. Learner Development. ESL teachers understand how students learn and develop and can
relate this to their development of language proficiency and cultural understanding. They
provide learning experiences that are appropriate to and support learners’ development.
3. Diversity of Learners. ESL teachers understand how learners differ in their knowledge,
experiences, abilities, needs, and approaches to language learning, and create
instructional opportunities and environments that are appropriate for the learner and that
reflect learner diversity.
4. Instructional Strategies. ESL teachers understand and use a variety of instructional
strategies to help learners develop language proficiency, build cultural understanding, and
foster critical thinking skills.
5. Learning Environment. ESL teachers create an interactive, engaging, and supportive
learning environment that encourages student self-motivation and promotes their
language learning and cultural understanding.
6. Communication. ESL teachers use effective verbal and non-verbal communication, and
multi-media resources, to foster language development and cultural understanding.
7. Planning for Instruction. ESL teachers plan instruction based on their knowledge of the
English language, culture, learners, standards-based curriculum, and the learning context.
8. Assessment. ESL teachers understand and use a variety of assessment strategies to
monitor student learning, to inform language and culture instruction, and to report student
progress.
Artifacts:





Comprehensive Examination
Teaching Portfolio(s)—Traditional or electronic
M.A. Research Paper or Thesis
Course Examinations in Key Courses
Practice Teaching Rubric (attached)
SOA DATA COLLECTION PLAN
TESOL MA
The Student Outcome Assessment Goals for the TESOL MA consist of the following general
areas of expertise:
V. The Structure and Function of Language
VI. Academic Research and Writing
VII. Applied Linguistics/Application of Theoretical Concepts
VIII. Language Teaching Pedagogy
Artifacts:





Comprehensive Examination
Teaching Portfolio(s)—Traditional or electronic
M.A. Research Paper or Thesis
Course Examinations in Key Courses
Practice Teaching Rubric (attached)
I. Structure and Function of Language:
These outcomes will be assessed through triangulating the data collected through the
Comprehensive Exam, the MA Research Paper, and Course Examinations in Key Courses.
A) Members of the TESOL Section will create a rubric that details the outcomes defined
previously for this area.
B) Since there is already a plan in place for the evaluation of the MA Research Paper where
two readers are assigned, we will use these same two readers to apply the rubric.
C) The Comprehensive Exams are also read by two readers, and we can follow the same
procedures as written above for the analysis of the exams against a rubric created by the
TESOL Section.
D) All candidates seeking a TESOL MA degree must take the course, Introduction to
Linguistics. Using the same rubric as the one above, the course exams will be the third
measure used to triangulate the data to discover the student outcomes in this category.
II. Academic Research and Writing
These outcomes will be assessed by applying a rubric created for the outcomes desired in this
area. The first and second readers of each MA Research Paper will be asked to apply this
rubric.
III. Applied Linguistics/Application of Theoretical Concepts
These outcomes will be assessed through triangulating the data collected through the
Comprehensive Exam, the MA Research Paper, and the Practicum Portfolio.
IV. Language Teaching Pedagogy
These outcomes will be measured by using
A) Field Placement rubric: This instrument will be administered upon completion of the
student’s fieldwork assignment and will give a picture of all eight outcomes. The
mentoring teacher in the candidate’s placement will be asked to complete the rubric when
the experience has ended. This response will be triangulated with a student’s selfassessment using the same instrument.
B) Course exams: Course exams from different major courses will be selected to triangulate
the information obtained in the rubric, particularly in Outcome #1. A committee from the
TESOL Section will create a rubric to gather evidence of “content knowledge” as defined
in the rubric used for field placement.
C) The simulated experiences in TESOL 1 and the Teaching portfolio in TESOL II will
triangulate the results found in the field placement rubric, particularly for Outcomes #2-8.
The professors from TESOL I and TESOL II will use the new rubrics and apply them to
the portfolio and simulation activities.
Practice Teaching Rubric
Principle #1: Content Knowledge. ESL teachers understand language as a system, how students learn a
language, and how language and culture are linked. They are knowledgeable about the cultures of the
people who are learning/acquiring English. Using this knowledge, they create learning experiences that
help students develop language proficiency and build cultural understanding.
Fails to meet
Sometimes meets
Usually meets
Meets expectation
Not able to observe
expectation
expectation
expectation
1. Communicates with sufficient accuracy, clarity and precision to convey their intended message.
2.
Knows the products, practices, and perspectives of a culture and how these aspects of culture interrelate
with U.S. culture.
3.
Understands theories and research related to language learning and uses this knowledge to inform
curriculum, instructional practices, and assessment, how language learning progresses; that it is a creative
and developmental process; that it happens in meaningful contexts; and that it requires multiple
opportunities for interaction, and uses their knowledge of language, language learning, and student
standards to guide curriculum development, instructional practice, and assessment of student learning.
4.
Realizes that students will not fully control the lesson content after a single introductory presentation and
uses this knowledge of the process of language development to ensure that lesson content is introduced
and re-introduced in the curriculum so that students can gain progressively better control of the language
they are learning.
Comments:
Principle #2: Learner Development. ESL teachers understand how students learn and develop and can
relate this to their development of language proficiency and cultural understanding. They provide learning
experiences that are appropriate to and support learners’ development.
Fails to meet
Sometimes meets
Usually meets
Meets expectation
Not able to observe
expectation
expectation
expectation
1. Understands that the cognitive, physical, and social development of the learner influences language and
culture learning and takes this into consideration in planning lesson content, instruction, and assessments
that are compatible with these developmental characteristics.
2.
Uses instructional strategies that require creative and spontaneous language production rather than
verbatim repetition and memorization of the lesson.
3.
Seeks to know the level of language proficiency and cultural understanding of each student and builds on
this understanding to move students forward in their linguistic and cultural development.
4.
Responds to the learner’s individual needs by designing and using age-appropriate curriculum,
instructional strategies, and assessments, and by sequencing instruction appropriately.
5.
Has realistic expectations of learners’ abilities to communicate in English and recognizes that what is
taught may not be completely acquired immediately after instruction, but develops over time and requires
sufficient time and opportunities for students to learn to communicate with appropriate accuracy.
Comments:
Principle #3: Diversity of Learners. ESL teachers understand how learners differ in their
knowledge, experiences, abilities, needs, and approaches to language learning, and create
instructional opportunities and environments that are appropriate for the learner and that reflect
learner diversity.
Fails to meet
Sometimes meets
Usually meets
Meets expectation
Not able to observe
expectation
expectation
expectation
1. Recognizes that many different factors may influence students’ approaches to language learning,
including differences in learning styles and multiple intelligences; exceptional learning needs; cultural,
linguistic, and socioeconomic background; ethnic heritage; prior learning experiences; and personal
interests, needs, and goals.
2.
Takes this diversity into account when planning and delivering instruction in order to optimize the
learning experience for all learners.
3.
Makes conscious decisions to create an equitable environment so all students can learn.
4.
Plans and uses a variety of instructional strategies in order to maximize learning opportunities for all
students.
5.
Consults with the special education teacher, the gifted and talented coordinator, or others as needed to
design and implement appropriate accommodations for students with exceptional needs. Collaboratively
they decide how accommodations will be carried out in the ESL classroom for students with disabilities
and gifted and talented students.
Comments:
Principle #4: Instructional Strategies. ESL teachers understand and use a variety of instructional
strategies to help learners develop language proficiency, build cultural understanding, and foster
critical thinking skills.
Fails to meet
Sometimes meets
Usually meets
Meets expectation
Not able to observe
expectation
expectation
expectation
1. Designs and uses instructional strategies that are appropriate to support standards-based curricular goals
and instructional objectives, and that take into consideration student groupings, modeling, pacing and time
management, monitoring, feedback, and sequencing.
2.
Reflects upon and adjusts instructional strategies based on student performance in relation to language
learning objectives and the needs of the class and individual students, taking into consideration students’
previous language learning experiences.
3.
Bases their instructional strategies on principles of language learning and can explain, in general terms,
how instructional strategies relate to second language acquisition theories and research.
4.
Designs and uses strategies that provide students opportunities to use English to communicate in the
interpersonal, interpretive, and presentational modes. These strategies include allowing students to explore
interesting and age-appropriate topics and ideas and discuss them with the teacher and other students
(interpersonal modes); to interpret authentic texts (interpretive mode); and to compose oral and written
texts for communicative purposes (presentational mode).
5.
Makes English comprehensible to students by using gestures, visuals, paraphrase, repetition, less
complicated syntax, and by speaking at a rate that students can understand.
6.
Modifies how s/he interacts with students in English depending on the students’ language proficiency and
the content of the lesson.
7.
ESL teachers understand that effective language learning occurs when students have opportunities to
interact and negotiate meaning (which requires both the expression and interpretation of information in
which students ask for clarification, checking their comprehension, and confirming that s/he has been
understood) with others using the target language. Prepares students to negotiate meaning by teaching
them to use expressions in the target language such as “Could you repeat that?” “Do you mean to say
that…?” “Could you explain what you mean by…?” Teaches students ways to initiate, sustain, and
conclude a conversation; and provides opportunities for students to negotiate meaning by having them
engage in meaningful tasks in which students are motivated to solve problems, exchange information, and
think critically.
8.
Provides students with opportunities to develop their ability to interpret information in English through
reading and interpreting authentic written and aural texts in the target language; that are interesting and
relevant to students; and that unedited authentic texts can be used with learners if comprehension tasks are
adjusted to the learners’ ability level. Understands how to structure and present a lesson using an authentic
text and the importance of helping students prepare for the language of the text by asking them to predict
vocabulary and expressions that they might encounter during reading and reviewing these with students.
Provides pre-reading tasks that activate students’ prior knowledge about the contents of the text, review
cultural information necessary for comprehension, and enable students to anticipate the contents of what
they will read. Presents various reading strategies, such as skimming and scanning, reading for the main
idea and supporting detail, and using context to guess meaning.
9.
Designs and uses strategies that provide opportunities for students to develop their English language
proficiency through the presentational mode in both speaking and writing.
10. Provides learning opportunities that enable students to examine the relationships among and between the
products, practices and perspectives of the target language cultures.
11. Designs and uses instructional strategies that promote critical thinking and problem-solving skills; that
encourage students to make inferences from a variety of materials and media resources, to synthesize
information, to compare or contrast languages and cultural patterns, and to draw and evaluate conclusions,
while encouraging students to analyze, evaluate, and apply the information they have learned.
12. Knows how to embed technology into instruction, prepare students for its use, and integrate it into lessons
and curriculum. Uses technology appropriately to enhance instruction and/or conduct assessments
including the use of the Internet and other multimedia applications. Can use technology as a tool to
develop and assess language proficiency, cultural understanding, and critical thinking skills.
Comments:
Principle #5: Learning Environment. ESL teachers create an interactive, engaging, and
supportive learning environment that encourages student self-motivation and promotes their
language learning and cultural understanding.
Fails to meet
Sometimes meets
Usually meets
expectation
expectation
expectation
1. Believes that all students can learn English proficiently.
Meets expectation
Not able to observe
2.
Creates a learning environment that reflects high expectations for student performance.
3.
Creates an interactive, engaging and supportive environment that promotes students’ language learning
and cultural understanding.
4.
Understands that students will be more likely to participate actively when they perceive the learning
environment to be a safe, secure place where they are accepted, valued and respected.
5.
Creates opportunities for students to interact with each other in English by grouping students in ways that
best serve specific learning purposes to ensure participation by all students.
6.
Designs lessons that are interesting to students, that are purposeful, and that are appropriately sequenced,
allowing students to build on their prior knowledge.
7.
Provides opportunities for students to succeed because when students experience success, they are
motivated to learn more.
8.
Understands that their own enthusiasm for language learning impacts student motivation and shares
enthusiasm with students.
9.
Actively seeks ways to vary their instructional strategies in the environment to stimulate student interest
and motivation and thereby increase their language proficiency and cultural understanding.
10. Encourages students’ self-expression and recognize and value student contributions through the use of
appropriate comments, follow-up questions, and both verbal and non-verbal encouragement.
11. Builds a supportive classroom environment by expressing sincere interest in students, by listening to
them, by valuing their background experience, and by expecting them to do the same with each other.
12. Realizes that constant error correction may inhibit student risk-taking in the English language and knows
how to respond to students’ answers, when it is appropriate to evaluate the accuracy of their language use,
and when to comment on the content of their message.
13. Understands that stereotyping, generalizations, and personal biases about the target language and cultures,
both students’ as well as teachers’, have implications for the learning environment and addresses these
issues in a constructive way by focusing student attention on them when they occur.
14. Is aware of how student behavior impacts the learning environment; encourages and reinforces positive
behaviors and addresses inappropriate ones in a timely and constructive manner; is flexible yet firm and
fair in their approach to managing student behavior; understands that their attitude toward learner success
plays a key role in student learning; and therefore seeks to continually maintain an attitude of high
expectations for all learners.
15. Adjusts the physical environment, such as light, noise, and seating, in order to maximize learning
opportunities for all students, including those with special needs and establishes routines for students to
arrange their seats based on such considerations as interactive activities, testing situations, or whole group
presentations.
Comments:
Principle #6: Communication. ESL teachers use effective verbal and non-verbal communication,
and multi-media resources, to foster language development and cultural understanding.
Fails to meet
Sometimes meets
Usually meets
Meets expectation
Not able to observe
expectation
expectation
expectation
1. Uses a variety of communication strategies and resources to promote communication in the English
language classroom in order to develop language proficiency, increase collaboration, and foster active
inquiry into the target language and cultures.
2.
Activates learners’ background knowledge regarding the topic being discussed and establishing a context
to facilitate comprehension.
3.
Uses a variety of media resources such as printed or audiovisual materials, videos, e-mail, web pages, online interactive chats, video and audio production, photography, and art projects to facilitate
comprehension.
4.
Uses the English language for classroom management, giving directions, and informal conversations
outside of class.
5.
Seeks out and provide ways for students to use English outside the classroom (e.g., e-mail exchanges,
conversation groups, video clubs, cross-age tutoring, English language publications)
6.
Facilitates students’ comprehension of the English language by using visual cues and gestures,
restatement, clarification, paraphrase, circumlocution, elaboration, and by adjusting their rate of delivery
and use of syntax, vocabulary, and intonation.
7.
Provides students with clear explanations, examples, and directions.
8.
Promotes English language use in the classroom by using a variety of techniques to encourage students to
use the English language, such as questioning techniques, task-based instruction, chants, rhymes, singing,
and paired interviews.
9.
Knows how and when to provide clear and meaningful feedback to students.
10. Knows what kinds of feedback are effective to improve the student’s ability to communicate.
11. Realizes that a teacher’s non-verbal communication can impact language learning by inviting or inhibiting
participation and risk taking in the target language and monitors the use of gestures, eye contact, wait
time, body language and space for its impact on learners.
Comments:
Principle #7: Planning for Instruction. ESL teachers plan instruction based on their knowledge of
the English language, culture, learners, standards-based curriculum, and the learning context.
Fails to meet
Sometimes meets
Usually meets
Meets expectation
Not able to observe
expectation
expectation
expectation
1. Understands how languages are learned and anticipate the challenges that students will experience in
learning English.
2.
Knows that the language learning process requires planning for the spiraling of course content so that
students will progress in their language proficiency and cultural understanding.
3.
Knows how to plan instruction based on curricular goals that are standards-based.
4.
Is able to address national, state, and/or local standards in their plan and to reflect upon and evaluate
planning practices by reference to these standards.
5.
Knows that effective planning involves identifying both short-term and long-range objectives based on
curricular goals.
6.
In short-term planning, plans objectives for individual lessons and units of study that focus on what
students should know and be able to do in order to reach the long-term goal of English proficiency in the
context of U.S. culture.
7.
Addresses the objectives of #6 above in written lesson plans that are clear, organized, and well sequenced.
8.
Is flexible and willing to change plans based on student needs and changing circumstances. Monitors and
adjust plans from class to class and during a class period when students require more practice time, further
explanation or different materials and is willing to depart from the plan to take advantage of unanticipated
teaching opportunities.
9.
Incorporates elements of language (phonology, morphology, syntax, vocabulary, pragmatic,
sociolinguistic and discourse features) into instruction so that learners develop and display language
proficiency in all three communicative modes.
10. Is aware of and seeks a variety of resources such as a textbook series, authentic documents, and computer
software that can be used to meet their long and short-range goals for developing English proficiency and
cultural understanding. Adjusts plans to include new instructional resources as they are discovered.
11. Integrates subject matter (e.g., math, social studies, science) and culture (products, practices, perspectives)
into the language learning process.
12. Maintains focus on the language learning goal when teaching language through culture or other subject
matter.
13. Incorporates learners’ background knowledge and prior learning experiences into their planning for
instruction. Understands that not all students have the same prior knowledge of the language and culture
and adjust their plans to meet individual student needs. Realizes that not all learners learn in the same way
and plan for a variety of learning styles and strategies. Takes into consideration the developmental needs
of learners and plan lessons that are appropriate to the learners’ physiological, cognitive, and social
development and is aware of special needs of students and plan for appropriate accommodations.
14. Knows that the learning context plays an important role in planning and includes the classroom’s physical
space, size, furnishings, and available technology, the school, and the community.
15. Plans realistic goals based on how the school allots time for English language instruction.
Comments:
Principle #8: Assessment. ESL teachers understand and use a variety of assessment strategies to
monitor student learning, to inform language and culture instruction, and to report student progress.
Fails to meet
Sometimes meets
Usually meets
Meets expectation
Not able to observe
expectation
expectation
expectation
1. Knows how to plan assessment so that instruction and assessment are aligned in a purposeful way that
will further students’ linguistic development and cultural understanding.
2.
Understands the concepts of validity, reliability, and bias as they relate to the design and use of
assessment strategies and interpretation of results.
3.
Selects, constructs, and uses assessment strategies and instruments that are fair and equitable to all
students and appropriate to learning objectives in order to monitor student learning, to inform instruction,
and to report student progress.
4.
Uses formative assessments to monitor learners’ ongoing development of English language proficiency
and cultural understanding, and to adjust instruction as appropriate.
5.
Uses summative assessments at the end of a unit, semester, course or program to document learner
performance.
6.
Knows that assessments may be informal or formal.
7.
Develops integrated performance assessments that are designed to assess the three modes of
communication (interpersonal, interpretive, and presentational) by using tasks based on authentic
materials in which students are required to demonstrate their ability to perform in all three modes.
8.
Uses multiple assessments to get a full understanding of a student’s linguistic and cultural understanding.
9.
Knows that performance assessments including observation, portfolios of student work, performancebased tasks or student self-assessments can be used in both formative and summative ways to indicate
students’ overall ability to communicate in the target language. (Understands that discrete-point items,
such as multiple-choice or matching that focus on specific, predictable grammatical forms, assess
linguistic structures only, and that such tests cannot be used as valid indicators of students’ ability to use
the language.)
10. Develops rubrics that identify the various levels of performance and writes descriptive criteria for
performance at each level, for example, from “does not meet expectations” to “exceeds expectations.” by
which students’ language and cultural understanding can be assessed.
11. Assists learners in monitoring their own progress in their English language performance and cultural
understanding by ensuring that they know the criteria for assessment and have had ample opportunity for
practice.
12. Designs assessments that are aligned with instruction and curricular objectives and that match
instructional practices.
13. Accurately measures students’ learning by assessing in the same manner in which the material was taught.
14. Uses authentic materials to promote English language development and cultural understanding and uses
similar materials as the basis for assessment.
15. Knows how to adapt assessments so that all learners can demonstrate what they know and can do, to
modify assessments to take into account students’ abilities, backgrounds, and prior language learning to
provide options for students to demonstrate their understanding of a concept, and to adapt textbook or
other ready-made assessments to reflect actual classroom instruction.
16. Understands that students with disabilities are expected to participate in classroom, district and statewide
assessments and that they may require accommodations or alternate assessments to demonstrate their
language learning and cultural knowledge and skills.
17. Uses assessment results to determine students’ specific areas of need and to revise their lesson plans to reteach or refocus student learning around those needs, to evaluate the effectiveness of their teaching
strategies, to revisit the curriculum, and to modify future assessments or create alternate assessments.
18. Keeps accurate records and knows the grading and reporting practices of the school.
19. Reports progress in a timely manner and in a way that informs students and families of specific areas of
strengths and needs.
20. Communicates information regarding student achievement to students and families using a variety of
means, including report cards, family conferences, written comments, standardized test scores, and
collections of student work.
Comments:
Principle #9: Reflective Practice and Professional Development. ESL teachers are
reflective practitioners who continually evaluate the effects of their choices and actions on others and
who actively seek out opportunities to grow professionally.
Fails to meet
Sometimes meets
Usually meets
Meets expectation
Not able to observe
expectation
expectation
expectation
1. Reflects upon their personal belief system, classroom actions, the materials they use, and the learning
context (classroom, school, and community) and how they affect student learning.
2.
Uses the results of such reflection to modify lessons, instructional strategies, and assessments to improve
learning for all students.
3.
Continually examines issues related to teaching and learning in systematic ways, through collaborations
with other professionals in activities such as conferences, workshops, research projects, courses, and study
abroad to support every student’s learning.
4.
Reflects on various aspects of their teaching, such target language use during instruction, presentation of
language learning strategies to students, encouragement of student risk-taking, feedback techniques and
error correction strategies, and classroom management.
5.
Understands how to identify a focus for reflection, pose a question, and select procedures for collecting
and analyzing information to answer the question.
6.
Explores and incorporates into practice new instructional strategies and technologies that s/he may not
have experienced him/herself as a language learner.
7.
Values his/her roles as teacher-as-learner and teacher-as-researcher and recognizes the importance of lifelong teacher development.
8.
Welcomes the collaboration, interaction and suggestions of learners, colleagues, and families as part of
their professional development.
9.
Understands that the field of language teaching and learning is dynamic and continues to change with
information derived from new research and experience. Remains up to date with emerging issues in the
profession, including the appropriate use of instructional technology, by joining professional
organizations, reading professional literature, networking with colleagues, attending local, regional or
national conferences, taking local or distance-delivered courses based on their specific needs, and
engaging in school-based or district-wide action research projects.
Comments:
Principle #10: Community. ESL teachers foster relationships with school colleagues,
families, and agencies in the larger community to support students’ learning and well-being.
Fails to meet
Sometimes meets
Usually meets
Meets expectation
Not able to observe
expectation
expectation
expectation
1. Recognizes the responsibility of developing and fostering relationships beyond the classroom and within
the school and community to support student learning and well being. These relationships include
interactions with families of students, government agencies, community resources, and local media.
2. Understands that student learning occurs only when students feel safe, valued, and cared for in classrooms
and communities.
3.
Seeks out and fosters relationships with colleagues in their school setting, such as fellow ESL and
langauge teachers, teachers of other subjects, or other education professionals. Contributes to the general
educational goals of the school by working on staff, department, and team projects, developing
interdisciplinary units, reviewing curriculum, selecting materials, and implementing school-wide
initiatives.
4.
Develops relationships with families to support English language learning in the home and provide
evidence of the learner’s progress in English in several ways (e.g., interactive homework, parent teacher
conferences, open house, student presentations, language classes for parents, homework hotline).
5.
Seeks out ways in which the community may support and become involved in the language and culture
education of students. Realizes that community support for English language learning is essential in order
to provide opportunities for students to learn in content areas in a K-12 sequence of instruction.
6.
Fosters links to learners’ other environments as appropriate, such as consulting with families, guidance
counselors, special educators, and other professionals, to ensure the overall well being of students.
7.
Is aware of and complies with state and federal laws related to students’ rights and responsibilities (e.g.,
appropriate treatment of students, reporting in situations related to possible child abuse).
Comments:
Cooperating Teacher’s Signature: _______________________________________________________