STUDENT TEACHING SYLLABUS
“Educating for Reflective and Effective Practice”
Lori A. Smith, MA
Lori.smith@uni.edu
712-330-5974
NW Iowa Regional Student Teaching Center
http://www.uni.edu/stdteach/centers/nwiowa/index.htm
This syllabus is congruent with the UNI Student Teaching Syllabus, which is common
among all UNI student teaching centers/programs. Students are enrolled in the specific
course(s) according to their major(s).
Course Numbers and Titles
280 132 Early Childhood Teaching
280 134 Elementary Teaching
280 135 Special Education Teaching
280 137 Middle School/Junior High Teaching
280 138 Secondary School Teaching
280 139 Vocational/Technical Teaching
280 140 Special Area Teaching: Art, ESL, Music, Physical Education
Theme for the Practitioner Preparation Conceptual Framework
The Educator as a Reflective, Responsible Decision Maker in a Global and Diverse
Democratic Society.
Office of Student Field Experiences (OSFE) Mission Statement
The Office of Student Field Experiences offers field experiences to UNI’s teacher
education students in a variety of settings in which students will confront current issues
challenging educators and in which students will have high quality, personalized
supervision. (http://www.uni.edu/stdteach/mission.html)
University Catalog Course Description
Offered on credit/no credit basis only. Prerequisite: Completion of Levels I and II of the
Professional Education Requirements. Provides the student the opportunity to experience,
in depth, the full role and meaning of teaching in a school setting. Experiences include
planning and organizing for instruction, developing classroom teaching competencies and
skills, evaluating pupil progress, participating in extra-class activities, working with
special school personnel, and utilizing school and community resources in the
instructional program. (Offered Fall, Spring, and Summer)
Rationale/Purpose of the Course
Place in the Program: The student teaching course is a capstone course for all teacher
preparation programs. It is usually the last course taken before completion of a teacher
preparation program and graduation.
Meaning to the Student.
Completion of the student teaching course is a requisite for teacher licensure in Iowa.
Successful completion is demonstration to the student that he/she is ready for graduation
and his/her own teaching position. Students’ value student teaching for the opportunity to
be in a classroom for an extended period of time and to put into practice what they have
learned in their respective programs.
Major Learning Outcomes/Objectives or Course Goals and Standards Supported
1 Knowledge of content and skills: Understands the central concepts, tools of inquiry,
and structures of the disciplines taught, and can create learning experiences to make
learning meaningful (Iowa Teaching Standard 2; Renaissance 11; Teacher Work
Sample [TWS*] 4)
2 Knowledge of Learners and the Learning Process: Understands how students learn
and differ in their approaches to learning, and can provide learning opportunities that
support their development (Iowa Teaching Standard 2; Renaissance 1 and 2; TWS 1)
3 Instructional Planning: Plans instruction based on knowledge of subject matter,
students, the community, and curriculum goals (Iowa Teaching Standards 3 and 4;
Renaissance 3; TWS 2 and 4)
4 Use of Instructional Strategies: Understands and uses a variety of instructional
strategies and adopts teaching style and content delivery to diverse needs of students
(Iowa Teaching Standard 4; Renaissance 2 and 4; TWS, 4 and 5)
5 Learning Environment and Classroom Management: Creates a learning
environment that encourages positive social interaction, active engagement in learning,
and self- motivation (Iowa Teaching Standards 1 and 6; Renaissance 5)
6 Use of Communication Strategies: Uses knowledge of communication techniques to
foster active inquiry, collaboration, and supportive interaction (Iowa Teaching
Standard 8; Renaissance 6)
7 Use of Assessing/Diagnosing/Evaluating Strategies: Understands and uses formal and
informal assessment strategies; and takes action to determine what strengths and
problems exist (Iowa Teaching Standard 5; Renaissance 7; TWS, 6 and 7)
8 Use of Motivation Strategies: Takes action to arouse and sustain interest of learners,
uses devices that appeal to learners, and motivates by personal behavior (Iowa Teaching
Standards 2 and 3 and 4; Renaissance 5)
9 Use of Problem-Solving/Decision Making Strategies: reflects on teaching in order to
solve problems and make decisions, examines situations from various perspectives, and is
appropriately decisive (Iowa Teaching Standards 1 and 7; Renaissance 8; TWS, 4)
10 Home-School-Community Relations: Fosters relationships with colleagues, parents,
and agencies in the larger community (Iowa Teaching Standards 1 and 8; Renaissance 9)
11 Use of Technology: Integrates computer and multimedia technology into classroom
teaching (Iowa Teaching Standards 3 and 4; Renaissance 10; TWS, 4)
12 Use of Multicultural Gender Fair (MCGF) Strategies: Demonstrates sensitivity to
community diversity and cultural identity, and infuses multicultural, gender-fair
strategies into instruction (Iowa Teaching Standards 4 and 8; Renaissance 3; TWS, 1)
13 Human Relations Skills: Implements sound human relations and communication
skills in order to foster productive, positive, learning communities (Iowa Teaching
Standard 8; Renaissance 6)
14 Professional Characteristics/Personal Qualities: Exhibits high quality
characteristics in professional and person demeanor and exemplifies in professional
behavior role awareness and ethical conduct (Iowa Teaching Standard 8; Renaissance 9)
* NOTE: The Teacher Work Sample is not a requirement, but all student teachers work
on skills that are utilized in the Teacher Work Sample.
Course Requirements Assumptions: It is assumed that students have from their
respective programs the basic knowledge, skills, and dispositions needed to engage in the
clinical experiences to which they are assigned and that they have successfully completed
the field experiences required at Levels I, II, and III of the Professional Education
Requirements as well as any other field experiences in their respective programs. It is
also assumed that they have completed the requirements for graduation and teacher
licensure or that they know what needs to be completed concurrent or following student
teaching.
Expectations: Student teachers are expected to:
• keep the contractual schedules/hours of their cooperating teachers and to be on time.
• assume all the contractual responsibilities and expectations the school/district has of
their teachers.
• assume this responsibility in a gradual sequence with opportunities to observe and learn
from their cooperating teachers.
• spend the time necessary outside of school to prepare for their teaching responsibilities.
• behave professionally and ethically.
• dress professionally according to the dress codes of the schools to which they are
assigned.
• ascertain permission from their cooperating teachers for all the activities they do on the
school site.
• be observed in their assigned classrooms by school and university supervisors, to
participate in conferences where they will receive feedback from supervisors, and to
participate in the performance evaluation process with their supervisors.
• attend all student teaching seminars.
• complete assigned work (reflections and the Teacher Work Sample) according to
published deadlines.
• follow directions given in writing or orally from their supervisors and to ask questions
for clarification and/or for any help they need with placement assignments, course
assignments, etc.
Required Text
University of Northern Iowa Office of Field Experiences. (2007). Defining the
relationship/student teacher and cooperating teacher handbook. Kendall/Hunt
Publishing.
Optional Materials in the Center Library
Kelly, James L. (Ed.). (1982). The successful teacher. Ames, Iowa: Iowa State University
Press.
Kelly, James L. and Mary Jean Kelly (Eds.). (1985). The successful elementary teacher.
Lanham, MD: University Press of America.
Dill, David D. and Associates. (1990). What teachers need to know. San Francisco:
Jossey-Bass Publishers.
Strong, J. (2002). Qualities of effective teachers. Association of Supervision and
Curriculum Development.
Wong, H. (1998). The first days of school. Wong Publications.
Course Topics
Topics will be specific to the center’s setting and programs. Some may be addressed in
seminar/class meetings and others may be addressed during various supervision activities
for individuals and/or small groups.
1. Professional behaviors expected of student teachers
2. Requirements and schedule of activities for successful completion of student Teaching
3. Paperwork required of student and cooperating teachers
4. Long range planning
5. Reflection, reflective decision-making, and problem solving
6. Action research and problem solving
7. Performance evaluations and receiving feedback
8. Classroom teaching/instruction
9. Classroom management and establishing a positive classroom climate
10. Rapport/relationship building with students, parents, supervisors, and peers
11. Collaboration, active listening, and teaming
12. Community and educational resources
13. Professionalism and ethics
14. Diverse learners and multicultural, gender-fair strategies
15. Teacher accountability and documentation of student learning
16. School Law
17. Iowa Teaching Standards
18. Job searching, resumes, portfolios, and interviewing
19. Salary and job benefits expectations
20. Graduation and licensure
21. Transition to first year teaching
22. Developmental issues experienced in student teaching
Course Assessment
Student teachers are assessed on the basis of their teaching performance and on the basis
of whether three of the other components (Teaching Work Sample, reflection, and
seminar participation) have been completed. The assessment of teaching is based on the
performance of the student teacher in each student teaching placement. Students are
assessed by their cooperating teacher(s) and by their university supervisor on each of the
behavioral outcomes listed above. Students who receive ratings of “unsatisfactory” on
more than three performance outcomes in either placement are usually withdrawn from
student teaching. The basis for the assessment of the Teacher Work Sample and the
reflection assignments is completion of these projects according to the criteria given by
the instructor. The basis for assessment of the seminar assignment is attendance and
participation.
Course Assignments and Outcomes Addressed
The student teaching courses have five components: classroom teaching, performance
evaluation, seminar, Teacher Work Sample, and reflection.
1. Classroom Teaching
In each placement, student teachers observe and assume full-time teaching
responsibilities under the supervision of a cooperating teacher. (All outcomes listed
above.
2. Observation, Conferencing, and Performance Evaluation
Student teachers are observed by the cooperating teacher(s) and by the university
supervisor and conferences are held for feedback, reflection, and goal setting. For each
placement, a midterm and a final evaluation conference are held with the cooperating
teacher, the university supervisor, and the student teacher. (All outcomes listed above.)
3. Seminar
Seminar meetings are held periodically over each placement period for peer support and
for discussion of various topics listed above. (All outcomes listed above.)
4. Reflective Journaling
Student teachers submit written reflections over the course of each placement, as
assigned by the instructor. For some reflections, a topic is assigned; for others student
teachers write on topics of their choice. (Possibly any of the outcomes listed above;
especially #9.)
5. Teacher Work Sample (TWS)
Student teachers write a narrative describing a unit they have taught which demonstrates
their ability to impact student learning. The work sample includes contextual factors that
impact instruction, learning goals, assessment, instructional design, instructional decision
making, analysis of data, and reflection.
Grading System
Student teaching is graded either “credit” or “no credit.” For “credit,” all assignments
must be completed and each student’s performance must be satisfactory. “No credit” may
be given if there are ratings of “unsatisfactory” on three (3) or more of the fourteen (14)
outcomes in either or both placement(s).
Bibliography
This following is a list of books and resources the division has agreed upon as the
knowledge base for student teaching.
Ayers, William. (1993). To teach/The journey of a teacher. New York: Teachers College
Press.
Calerhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner and R.C. Calfee
(Eds.), Handbook of educational psychology. New York: Macmillan.
Dankielson, C. (1996). Enhancing professional practice: A framework for teaching.
Alexandria, VA: Association for Supervision and Curriculum Development.
Dilworth, M.E. (Ed). (1992). Diversity in teacher education: New expectations. San
Francisco: Jossey-Bass.
Good, T., and J. Brophy. (1987). Looking into classrooms. New York: Harper and Row.
Grant, C.A., and K.M. Zeichner. (1984). On becoming a reflective teacher. In C.A. Grant
(Ed), Preparing for reflective teaching. Boston: Allyn and Bacon.
Oakes, J., and M. Lipton. (1999). Teaching to change the world. Place: McGraw-Hill.
Sikula, J., T. Buttery, and E. Guyton, Eds. (1996). Handbook of research on teacher
education/A project of the Association of Teacher Educator, 2nd edition. New
York: Simon and Schuster Macmillan Publishing.
McIntyre, J., and D. Byrd. (1996). Preparing tomorrow’s teachers: the field experience.
California: Corwin Press.
O’Hare, H.J., and S. Odell. (1994). Partnerships in education. Texas: Harcourt-Brace
College Publishers.
Schon, D.A. (1990). Educating the reflective practitioner. California: Jossey-Bass.
Zeichner, K. (1981). Reflective teaching and field-based experiences in teacher
education. Interchange (12), 1-22.
University’s Equal Opportunity Statement
The University of Northern Iowa is an Affirmative Action Equal Opportunity Institution.
The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal
discrimination for qualified individuals with disabilities. Students requesting instructional
accommodations due to disabilities must arrange for such accommodations through the
Office of Disability Services (ODS). The ODS is located at 213 Student Services Center,
and the telephone number is 273-2676.
UNI Northwest Iowa Student Teaching
Lori A. Smith, MA
 It’s a beginning.
This is clearly going to be a most rewarding yet work impacting semester. To set it off, you
should know there are three venues that will wind through it.
The professional end of teaching.
The goal of reaching forward to acquiring effective teaching skills
Understanding the human relations component.
Start by answering some questions. Take a few moments to reflect on each of the questions
below. Write your answers using complete sentences wherever possible addressing proper
grammar and punctuation. Simply write the three words required for the fourth statement.
Understand that writing skills are crucial to a teacher and this is the perfect place for you to show
off your talent.
1. Why do you want to be a teacher? What was the motivating force behind your decision to
choose teaching as your career choice, as your choice for a profession?
2. If you were given the opportunity to literally create the optimal classroom, what would be the
first item you’d put in it and why?
3. If you were to write some key thoughts about your philosophy of education, as you know it at
this moment, what would you write?
4. Write three adjectives that best describe the kind of teacher you hope to be.
a. ____________________ b. _________________ c. _____________________
5. Who is the teacher you remember as your best teacher ever? ________________ What made
him/her so special?
 So what is a teacher?
A Real Teacher
A real teacher is on my side.
A real teacher lets me be me and tries to understand what it’s like to be me.
A real teacher accepts me whether he likes me or not.
A real teacher doesn’t have expectations of me because of what I’ve been
or what he’s been.
A real teacher is more interested in how I learn than what I learn.
A real teacher doesn’t make me feel anxious or afraid.
A real teacher provides many choices.
A real teacher lets me teach myself even if it takes longer.
A real teacher talks so I can understand what he means to say.
A real teacher can make mistakes and admit it.
A real teacher can show his feelings and let me show mine.
A real teacher wants me to evaluate my own work.
…Greer, Mary and Bonnie Rubinstein. “Will the Real Teacher Please Stand Up?” Goodyear
Publishing Company, 1972.
Write the line that holds the most significance for you and discuss briefly why you feel this way.
 So, what are the qualities of an effective teacher?
What are the qualities that make a teacher a good teacher, or more importantly, an effective
teacher? What qualities give assurance you can be an effective teacher? We can give you an
answer. We can identify what research tells us an effective teacher looks like. We can outline a
few points for you to consider; whether you possess any of them at this point, and able to use
them is unknown at this time. Presented below for your review are four attributes that describe an
effective teacher. Look them over. Think about what is being stated. Be reflective. Note: the
fourth chapter of your student teaching handbook also gives you plenty to think about.
1. Effective teachers should have personal qualities that allow them to develop authentic human
relationships with students, parents, and colleagues and to create democratic classrooms for their
students. Highlight the key terms in this sentence.
2. Effective teachers should have positive dispositions toward knowledge. They should
command at least three broad knowledge bases: subject matter, human development and learning,
and teaching pedagogy.
3. Effective teachers should command a repertoire of teaching practices known to stimulate
student motivation, to enhance student achievement of basic skills, to develop higher-level
thinking skills, and to produce self-regulated learners.
4. Effective teachers should be personally disposed toward reflection and problem solving.
They should consider learning to teach a lifelong process in which they learn to diagnose
situations and then adapt their professional knowledge to fit those situations.
 Is there anything that research has said about effective schools that I can glance
at and get a better idea of what to expect?
Some research that was done by Rosenshine and McGaw, 1972 and later cited in William Purkey
and David Aspy’s “The Mental Health of Students: Nobody Minds? Nobody Cares?” PersonCentered Review. Vol. 3, No. 1, February 1988, pp. 41-49, gives us some insight. They found
research offering five axioms that seem to help balance academic achievement with concern for
the mental health of children. They purport these to be a part of effective schools. And while this
research was current in 1972, it is still viable today; some things just never seem to change. The
five axioms are:
1. Schools that facilitate effective development also facilitate cognitive development.
Specifically, teachers who treat their students as able and respond to them empathetically promote
cognitive and emotional growth. Conversely, teachers who do not do these things tend to retard
growth in self-concept and in school achievement.
2. Inviting practices are related to positive outcomes. Students learn more when they see
themselves as able, valuable, and responsible. Recent brain research provides information that
supports the need for emotionally healthy classrooms. When students are placed in environments
where they begin to doubt their own value, abilities, or self-directing powers, it appears that the
brain physically represses information that is threatening to the perceived self. The vast literature
on self-concept would also support this sine it generally concludes that people tend to behave as
they are treated.
3. Students learn more when they choose to learn. Academic achievement is most likely to occur
when both teachers and students see the educative process as a cooperative effort in which
students want to learn. The important assumption here is that the conditions in the environment
support students wanting to be successful learners.
4. People are the most important component of schools. The mental health of our children
and adults in our schools and their feelings of self-worth and self-efficacy should be of
utmost importance.
5. Schools should foster a positive, caring environment, where learning is valued and differences
are accepted, so to assure the development of each student’s intellectual, social, emotional, and
physical growth.
The following beliefs regarding effective schools support the axioms offered above:
 All students can learn.
 There are no unimportant adults or children in school.
 Teachers, administrators, and students are already doing the best they know how to do, given
the conditions in which they find themselves.
 People want to succeed.
 Teachers cause learning.
 It’s good that teachers can reach to the effective level, but I know teaching can
have some pitfalls. How can I make myself less vulnerable?
It’s one thing to be a great teacher; it is something else if you never get the chance to be a player.
We will have a seminar related to Iowa law and education. Our guest will be a representative of
the Iowa State Education Association’s legal department. His pitch to you will be geared around
the theme short of never touching a student – period; there are a number of ways teachers can
make themselves less vulnerable for being falsely accused. Look over the list given to you
below. Discuss this with your cooperating teacher (CT) when you get a chance.
1. Keep your classroom door open. This lets people know that you have nothing to hide and lets
administrators and colleagues observe your classroom. If you are working after hours with a
student or a group of students, let your principal or another teacher know. Don’t block windows
that open to the hall.
2. Don’t ever leave your class unattended. Be sure your students understand your classroom
rules and regulations. Make sure students are always supervised.
3. Discipline is a very touchy subject. If you are able, try never to discipline a child alone. Go to
the principal’s office if you can; but at the very least, discipline a student in the hall, within sight
of the rest of your class or another teacher.
4. Avoid physical contact. If you must physically restrain a student in a discipline situation, use
no unnecessary or unreasonable force. A hug or a pat on the back may be fine for primary-age
children, but refrain from any touches that may be misinterpreted by the child, other children, or
adults.
5. Document everything. While details are still fresh in your mind, make a written description of
any incidents that you think may cause you problems later on. Keep a record of every individual
contact you have with a student – some teachers write themselves notes on the back of attendance
slips. Keep track of who initiated the meeting, what was said, and what action was taken.
6. Keep good records. Save attendance records and seating charts – you may be able to
discern a pattern. Also save your grade-books and make careful notes of any
discipline or academic problems students my have had. Be especially sure to keep
copies of any notes you may have intercepted from students.
7. Communicate with other teachers. Compare notes about students who appear to be having
difficulty. Share this information with your administrators.
8. Be credible. Strive to make your behavior above reproach. It helps to be well liked
and respected if your case should go to trial. Any problems you may have had in the
past could come back to haunt you.
 In order to be an effective teacher, should I know the Iowa Department of
Education State Learner Outcomes?
Indeed you should. These are the standards you will be evaluated by during your first two years
of teaching. Don’t be afraid of these standards and what they represent. Embrace them and begin
your professional portfolio while you are student teaching so as to be able to demonstrate how
you meet up with each of the criteria set forth in those standards. As they say, “These model
descriptors are intended to depict examples of behaviors of a regular second-year teacher that
support the established criteria for the Iowa Teaching Standards. Local districts will determine
expectations that support the established Iowa Teaching Standards and Criteria and can use this
model as a guide to that work.” So here they are. Read through these carefully.
Standard 1: Demonstrate ability to enhance academic performance and support for
implementation of the school district’s student achievement goals.
Criterion a: The teacher provides evidence of student learning to students, families, and staff.
Descriptors: The teacher documents student learning with meaningful measures using data that is
understandable and shares individual and classroom goals and results with students, families and
staff members. The teacher uses multiple artifacts, including achievement trends for local
standards and benchmarks, to document and provide evidence of student learning to students,
families and staff members. The teacher plans parent conferences so his/her teacher and learning
objectives have the greatest likelihood of serving the student’s best interests.
Artifacts you can display to meet 1a include:
Calling log to parents – Email/written communication to parents – Grade updates/progress
reports – report cards – Log of staff or parent contacts – Newsletters – Parent-teacher
conference log
Criterion b: The teacher implements strategies supporting student, building and district goals.
Descriptors: The teacher knows the short and long-range building and district goals for student
learning and implements classroom instructional strategies that clearly align with these
established goals. The teacher effectively communicates these goals and accomplishments to
various constituents including students, parents, and colleagues.
Artifacts you can display to meet 1b include:
Lesson plans incorporating instructional strategies and assessments – Share standards and
benchmarks for content area with colleagues – Course syllabus/outline – Classroom
rules/assignment posters
Criterion c: The teacher uses student performance data as a guide for decision-making.
Descriptors: The teacher uses performance data such as achievement scores, individual products,
writing samples, and teacher made tests to profile student learning. The teacher analyzes these
and other data to make decisions regarding student progress and bases curricular and instructional
decisions on student performance data. The teacher also uses individual student’s performance
data to make decisions about individual student needs.
Artifacts you can display to meet 1c include:
Lesson plans reflecting re-teaching or incorporation of skills not learned – Alternative teaching
strategies – Student-teacher programs where team minutes can be documented – Program
running records
Criterion d: The teacher accepts and demonstrates responsibility for creating a classroom
culture that supports the learning of every student.
Descriptors: The teacher develops and communicates a clear “big picture” to motivate students to
make positive choices regarding their own learning and acts in accordance with the belief that all
students can learn. The teacher encourages students to work cooperatively as well as
independently and includes students in decision making when appropriate.
Artifacts you can display to meet 1d include:
Standards and benchmarks posted in the classroom – Modeling the six pillars of character –
Portfolio with exemplars of quality student work
Criterion e: The teacher creates an environment of mutual respect, rapport, and fairness.
Descriptors: The teacher demonstrates clear expectations of developing responsible, self-directed
learners and models acceptance of all students based on awareness of individual student
differences. The teacher facilitates ways to get students to cooperate with one another and take
responsibility for their work.
Artifacts you can display to meet 1e include:
A teacher journal – Classroom management rules posted – Ground rules posted – Log of student
use of conflict resolution
Criterion f: The teacher participates in and contributes to a school culture that focuses on
improved student learning.
Descriptors: The teacher develops strategies with colleagues who share responsibility for a
student(s) to increase the likelihood of success and engages in active inquiry with colleagues
about the school’s fulfillment of instructional goals. The teacher provides opportunities for
families and community members to take an active role in the classroom, the school, and the
school district. The teacher accepts personal responsibility for nurturing the school as a
community of learners.
Artifacts you can display to meet 1f include:
A teacher journal – Classroom management rules posted – Guidelines of any making posted –
CARE Team etc. involvement
Criterion g: The teacher communicates with students, families, colleagues, and communities
effectively and accurately.
Descriptors: The teacher demonstrates professionalism and self-confidence in routine
circumstances and eases stressful situations when they occur. The teacher uses appropriate
spelling, grammar, mechanics and style and varies vocal cues, rate, and volume. The teacher
demonstrates and leads quality discussions.
Artifacts you can display to meet 1g include:
Parent/student contact log – Email/written communication to parents – Progress reports to
students/parents – Classroom visit summary – Parent-teacher conference log – Personal Web site
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching
position.
Criterion a: The teacher understands and uses key concepts, underlying themes, relationship, and
different perspectives related to the content area.
Descriptors: The teacher knows the content that supports district standards and benchmarks in
the grade level courses that the teacher is assigned and uses an integrative approach for content
that supports those local standards and benchmarks. There is incorporation of accurate content
knowledge into instruction aligned with the local content standards and benchmarks. The teacher
locates and uses multiple resources to expand subject matter beyond manuals, texts, and
curriculum guides.
Artifacts you can display to meet 2a include:
Posting benchmarks in the classroom – Lesson plans based on benchmarks – Use of Internet for
planning – Course syllabus/outlines to students – Reading log of professional literature – List of
workshops attended – Professional membership
Criterion b: The teacher uses knowledge of student development to make learning experiences in
the content area meaningful and accessible for every student.
Descriptors: The teacher knows the content appropriate to the learner needs and selects
meaningful instruction objectives aligned with those students’ learning needs. The teacher
provides significant, challenging, varied, and appropriate learning goals designed to meet the
learning needs of each student. The teacher knows when it is appropriate to use adaptations and
accommodations to meet individual student needs, including curriculum compacting, enrichment,
and acceleration. The teacher uses appropriate assessment techniques to assess the learning
experiences provided in the classroom. Technology is integrated that is appropriate to student
intellectual and physical development.
Artifacts you can display to meet 2b include:
Videotaped lessons – Age appropriate lesson plans – Keeping a log of literature read – Attending
in-service workshops and conferences – IEP, 504 accommodations
Criterion c: The teacher relates ideas and information within and across content areas.
Descriptors: The teacher organizes curricular materials to facilitate understanding of central
themes, concepts, and skills. The teacher knows the content taught at grade levels below and
above the current grade level taught and interrelates ideas and information within and across
curricular areas to assist or facilitate student understanding. The teacher uses multiple
questioning techniques for student inquiry within and across disciplines and knows when
appropriate technology can be used to assist student application of knowledge and skills across
content areas.
Artifacts you can display to meet 2c include:
Lesson/unit plans – Curriculum team minutes – List of available technologies used
Criterion d: The teacher understands and uses instructional strategies that are appropriate to the
content area.
Descriptors: The teacher knows when and how a variety of instructional strategies can be used in
the content area to improve student learning and uses those strategies as appropriate. The teacher
also knows which strategies are developmentally appropriate for various groups of students and
applies that knowledge as needed. The teacher integrates the use of technology as an
instructional strategy when it supports and enhances learning for the content area.
Artifacts you can display to meet 2d include:
Lesson plans – Journal entries – Presentation at professional meetings
Standard 3: Demonstrates competence in planning and preparing for instruction.
Criterion a: The teacher uses student achievement data, local standards, and the district
curriculum in planning for instruction.
Descriptors: The teacher designs and uses a variety of instructional strategies and classroom
materials that align with local content standards, benchmarks, and district curricular expectations.
The teacher uses these local content standards and benchmarks to determine what students should
know and be able to do. The teacher analyzes individual student and classroom achievement data
to determine the sequencing of and adjustments to instruction.
Artifacts you can display to meet 3a include:
Lesson plans aligned with benchmarks – Lesson plans aligned with assessment results – Unit
planners aligned with benchmarks – Memo or log of times set aside to give extra help – Student
progress reporting
Criterion b: The teacher sets and communicates high expectations for social, behavioral, and
academic success of all students.
Descriptors: The teacher establishes classroom goals for social, behavioral, and academic success
and develops classroom routines to support these goals. The teacher provides feedback to
students and routinely assesses their progress toward these goals.
Artifacts you can display to meet 3b include:
Classroom expectations discussed with class, posted in handbook, posted in room and/or given in
a handout form to students – Discipline log, verbal conversations call log, referrals to office,
Email progress reports – Videotape of lesson
Criterion c: The teacher uses student developmental needs, background, and interests in
planning for instruction.
Descriptors: The teacher seeks and collects information to understand students’ needs and
interests for use in planning and designs and uses lessons/units that provide for varied student
learning needs. The teacher incorporates multiple levels of thinking and conceptualization into
planning for instruction and incorporates multiple mechanisms for students to attain knowledge
and skills in varied modalities.
Artifacts you can display to meet 3c include:
Student information sheet – Student interest survey – Variation of lesson to meet specific student
learning levels – Demographic information inventory
Criterion d: The teacher selects strategies to engage all students in learning.
Descriptors: The teacher knows or actively seeks instructional strategies that produce increased
student learning. There is a plan for a variety of types of effective instructional strategies,
facilitation techniques, and classroom activities that actively engage students in learning. The
teacher organizes content in a manner that facilitates each student’s construction of his/her
learning and incorporates inquiry methods to encourage critical and creative thinking. The
teacher plans for adjustments in instruction to meet student learning needs based on the
assessment of student progress.
Artifacts you can display to meet 3d include:
Lesson plans with differentiation of instruction – Videotaped lesson – Team notes – Notation of
reading strategies used
Criterion e: The teacher uses resources, including technologies, in the development and
sequencing of instruction.
Descriptors: The teacher integrates resources in developing and sequencing instruction that are
appropriate to the content, to curriculum alignment, and to students’ prior learning. The teacher
uses challenging resources that are mentally, visually, aurally, and kinesthetically stimulating and
integrates the use of technology as a curricular support when appropriate. The teacher assesses
students’ use of technological resources before integrating into student expectations.
Artifacts you can display to meet 3e include:
Technology-based projects – Log of field trips, speakers and other resources used – Lesson plans
showing a variety of resources used – AEA media confirmation forms
Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of
students.
Criterion a: The teacher uses research-based instructional strategies that address the full range
of cognitive levels.
Descriptors: The teacher uses instructional strategies that are effective for students at varied
cognitive levels and is able to adjust strategies during instruction to meet student learning needs.
The teacher uses questioning techniques that foster classroom discussion to increase student
knowledge and skills and monitors students’ learning.
Artifacts you can display to meet 4a include:
Lesson plans with adjustments identified – Videotaped lesson – Notes from planning session –
Self-reflection notes and adjustments made – Standards and benchmarks posted in room
Criterion b: The teacher aligns classroom instruction with local standards and district
curriculum.
Descriptors: The teacher works collaboratively to develop and maintain standards, benchmarks,
and performance assessments for student achievement. The teacher implements classroom
instructional strategies that support the achievement of district standards and benchmarks.
Artifacts you can display to meet 4b include:
Lesson plans – Team/Grade level department minutes – Unit planners – Videotaped lesson – Log
of resources used
Criterion c: The teacher demonstrates flexibility and responsiveness in adjusting instruction to
meet student needs.
Descriptors: The teacher uses appropriate curriculum, instruction, and assessments to
accommodate individual needs and uses analysis of student learning before and after instruction
to make instructional decisions. The teacher adjusts instructional strategies as needed to meet
student learning needs for remediation, differentiation, and extension for standards and
benchmarks attainment. The instruction is paced to optimize effective learning by all students,
provide clear directions, clarify when students are confused and use spontaneous events as a
teaching and learning opportunity.
Artifacts you can display to meet 4c include:
504 Plan, IEP accommodations – Notes in Plan book for special help – Reading strategies used –
Examples of individual student portfolios
Criterion d: The teacher engages students in varied experiences that meet diverse needs and
promote social, emotional, and academic growth.
Descriptors: The teacher uses individual, cooperative, and whole class instruction to promote
maximum student participation and uses instructional materials that are mentally engaging to the
student.
Artifacts you can display to meet 4d include:
Lesson plans showing a variety of instruction models – Samples of student work – Log of
strategies used – Student reflections and/or assessments
Criterion e: The teacher connects students’ prior knowledge, life experiences, and interests in the
instructional process.
Descriptors: The teacher draws on the prior knowledge, life experience, interest and language of
students during instruction. They identify for learners the connections and potential applications
of curriculum to real-life issues and problems. The teacher assigns in-class and homework tasks
that provide students with links or transitions to life experiences and interests.
Artifacts you can display to meet 4e include:
Lesson plans – Student assignment sheets – Samples of student work – Parent surveys
Criterion f: The teacher uses available resources, including technologies, in the delivery of
instruction.
Descriptors: The teacher provides classroom settings and activities that are mentally, visually,
aurally, and kinesthetically stimulating and uses resources that are appropriate to the content, and
to students’ prior learning. The teacher encourages students’ use of technological resources and
integrates the use of technology as an instruction support when appropriate.
Artifacts you can display to meet 4f include:
Lesson plans in electronic format – Parent communication examples including Web site
suggestions – Examples of student work – Personal Web site
Standard 5: Uses a variety of methods to monitor student learning.
Criterion a: The teacher aligns classroom assessment with instruction.
Descriptors: The teacher assesses what is taught. He/she uses classroom assessments that reflect
multiple ways by which students can demonstrate knowledge and skills and use multiple
assessment strategies that are aligned to instructional goals. The teacher accepts the primary
responsibility for ongoing classroom assessment of the local standards and benchmarks
appropriate to his/her classroom. The grading system used reflects students’ knowledge and
skills and continually monitors student progress toward the attainment of instructional objectives.
Artifacts you can display to meet 5a include:
Lesson plans that align instructional strategies with benchmarks – Lesson plans that state
multiple strategies of assessment – Assessments that align with benchmarks – Anecdotal records
Criterion b: The teacher communicates assessment criteria and standards to students and
parents.
Descriptors: The teacher establishes, with students, and parents, realistic goals for individual
improvement on student achievement and tracks achievement data over time to clearly
communicate student progress. The assessment information provided to students and parents is
clear and makes sense and defines what “success” is. The teacher understands and communicates
what performance levels or proficiency levels means to all students and parents.
Artifacts you can display to meet 5b include:
Classroom syllabus of academic expectations based on standards and benchmarks, which are
given to students and parents – Grade updates via calls, email, letters, etc. – Parent-teacher
conversation log – Benchmarks posted in room
Criterion c: The teacher understands and uses the results of multiple assessments to guide
planning and instruction.
Descriptors: The teacher uses student achievement information from a variety of sources for
decision-making. The teacher continually analyzes assessment information for alignment with
student expectations and ongoing classroom observation to adjust instruction. They determine
the types of student responses (essay, T/F, multiple choice, project, etc.) that best align with the
goals for instruction and provide individual instruction and assistance to students in need.
Artifacts you can display to meet 5c include:
Student work samples – Lesson plans – Pre/post test results – Student classroom assessment
results – Classroom assessment models
Criterion d: The teacher guides students in goal setting and assessing their own learning.
Descriptors: The teacher involves students in establishing goals for learning and helps students to
understand and monitor their own learning goals. The teacher works with students to gather and
monitor information on their progress and assists them in analyzing their own learning progress
through meaningful measures and conferencing with them.
Artifacts you can display to meet 5d include:
Log of individual student/teacher conferences – Personal goal setting related to benchmarks –
Student assessments and reflections
Criterion e: The teacher provides substantive, timely, and constructive feedback to students and
parents.
Descriptors: Through the teacher maintaining accurate records about each student’s progress, the
teacher provides adequate feedback to students and parents so it is clear what students have
learned and what still needs to be learned. The teacher celebrates increased student achievement
with students and parents.
Artifacts you can display to meet 5e include:
Grade/progress reports – Communication log with parents – Parent letters – Student portfolios –
Personal Web page
Criterion f: The teacher works with other staff and building and district leadership in analysis of
student progress.
Descriptors: The teacher engages in collaborative study of student learning data and uses these
data to design instruction on student learning needs. The teacher exchanges information about
student learning with students, families, and school personnel who share the responsibility for the
student.
Artifacts you can display to meet 5f include:
Team minutes/Department minutes/Grade level minutes – Log of conversations with special
education teachers – Communication log between teachers, departments/administration, etc. –
Reflection log
Standard 6: Demonstrates competence in classroom management.
Criterion a: The teacher creates a learning community that encourages positive social
interaction, active engagement, and self-regulation for every student.
Descriptors: The teacher creates and communicates clear expectations for individual student
interaction, engagement, and self-regulation. Students are taught to become responsible and selfdirected, consistent with students’ developmental needs. The teacher encourages collaboration
and self-reliance and interacts with students in a respectful and appropriate manner and creates a
classroom with a climate of respect for all.
Artifacts you can display to meet 6a include:
Classroom expectations posted in room and enforced in classroom – Teacher reflections –
Classroom management forms used
Criterion b: The teacher establishes, communicates, models, and maintains standards of
responsible student behavior.
Descriptors: The teacher clearly communicates guidelines for responsible student behavior and
instructs students about behavioral expectations and appropriate social skills. The teacher
maintains consistent and clear expectations and accountability and models positive social skills to
students while providing opportunities for students to practice those skills.
Artifacts you can display to meet 6b include:
Classroom expectations/Ground rules posted – Student handbook or classroom expectations
communicated to parents – Student evaluation of classroom
Criterion c: The teacher develops and implements classroom procedures and routines that
support high expectations for learning.
Descriptors: The teacher consistently implements management techniques that create an
engaging learning environment and make behavioral modifications in specific situations to
support individual learning needs. The teacher develops and implements schedules, timelines,
procedures, and routines to support high expectations for learning.
Artifacts you can display to meet 6c include:
IEP, 504, behavior modification plans – Teacher reflections – Lesson plans for strategies and
transitions – Classroom seating and arrangement charts – Documentation of classes taken –
Posted reading strategies
Criterion d: The teacher uses instructional time effectively to maximize student achievement.
Descriptors: The teacher develops and implements classroom procedures and routines that
optimize learning time. Instructional time is used effectively and productively for maximum
student engagement with tasks.
Artifacts you can display to meet 6d include:
Lesson plans – Web page – Alternative or additional activities for engaged learning – Teacher
reflection – Audit on time spent on each topic/strategy used during class
Criterion e: The teacher creates a safe and purposeful learning environment
Descriptors: The teacher creates a classroom setting that is safe and provides an accessible
learning environment for all students. They insist upon fairness and respect as elements in each
interpersonal relationship and encourage each student to be self-reflective. The teacher provides
learning opportunities for students to become responsible, self-reliant, and collaborative. They
create opportunities for students to make decisions appropriate to students’ developmental levels.
Artifacts you can display to meet 6e include:
Ground rules and classroom expectations posted and enforced – Classroom arrangement for
student activities – Parent-teacher conference log – No putdowns, sarcasm, etc. allowed in
classroom
Standard 7: Engages in professional growth.
Criterion a: The teacher demonstrates habits and skills of continuous inquiry and learning.
Descriptors: The teacher actively pursues opportunities for learning embedded in daily
experiences and engages in formal learning opportunities to increase his/her repertoire of
knowledge and skills. Responsibility is accepted for his/her mental, physical, and social wellbeing. The teacher routinely reflects on his/her practices. There is a habit of reading current
educational journals and other professional literature.
Artifacts you can display to meet 7a include:
Transcripts of courses taken – Professional development portfolio – Study group/Team/Grade
level/Department level minutes – Documentation of workshops attended
Criterion b: The teacher works collaboratively to improve professional practice and student
learning.
Descriptors: The teacher collaborates with others to improve their teaching and their students’
learning and supports joint efforts for the improvement of instruction. The teacher contributes
experience and ideas toward the continuing development of the school/district as a learning
community and builds relationships that enable them to become valuable members of the school
community. The teacher plans lessons, rehearses strategies, demonstrates strategies, and observes
with a mentor and/or peer coaching partner.
Artifacts you can display to meet 7b include:
Team/Department/Grade level meeting minutes – Professional development portfolio –
Attendance at conferences – Log or list of different committees – Plan book – Peer
coaching/mentoring log.
Criterion c: The teacher applies research, knowledge, and skills from professional development
opportunities to improve practice.
Descriptors: The teacher integrates his/her working knowledge of psychology (human
development and motivation), sociology (organizational membership), pedagogy (instructional
strategies), and subject matter to construct a coherent educational philosophy. Research ideas,
knowledge, and skills are tied in the context of best practice. The teacher monitors the
implementation and effect of using new learning within the classroom.
Artifacts you can display to meet 7c include:
Implementation log of strategies used – Lesson plans – Teacher Web site – Notes from mentor
observation – AEA staff development uses
Criterion d: The teacher establishes and implements professional development plans based upon
the teacher needs aligned to the Iowa Teaching Standards and district/building student
achievement goals.
Descriptors: The teacher collaborates in the development of their own professional development
plan in order to meet district/building goals. Suggestions are elicited about their teaching and
adapt their teaching to new ideas, findings, ideals, and theories. The teacher routinely participates
and contributes to collective study with colleagues in order to implement district career plans and
uses data about student performance and his/her practice to design individual career development
plans.
Artifacts you can display to meet 7d include:
Professional growth plan – Portfolio of data to support growth
Standard 8: Fulfills professional responsibilities established by the school district.
Criterion a: The teacher adheres to board policies, district procedures, and contractual
obligations.
Descriptors: The teacher demonstrates professional commitment and respects the contractual
requirements of his/her employment.
Artifacts you can display to meet 8a include:
Grade book use – Teacher’s daily record – Team logs
Criterion b: The teacher demonstrates professional and ethical conduct as defined by State law
and individual district policy.
Descriptors: The teacher presents himself/herself to the school and community in a manner that
elicits respect and complies with State laws defining the profession.
Artifacts you can display to meet 8b include:
List of leadership opportunities – File of positive notes, emails, newspaper articles – Student
evaluations – Documentation of conversations with administrators regarding concerns –
Community service organizations
Criterion c: The teacher contributes to efforts to achieve district and building goals.
Descriptors: The teacher participates in professional development opportunities to improve
achievement of district and building goals. They initiate sharing of ideas with colleagues and
contribute to school-wide events and learning activities.
Artifacts you can display to meet 8c include:
List of committees served on – Documentation of sessions/inservice meetings attended –
Team/Department/Grade level minutes
Criterion d: The teacher demonstrates an understanding of and respect for all learners and staff.
Descriptors: The teacher respects different values and beliefs other than one’s own and works to
ensure that all students are treated fairly. The teacher functions effectively in situations that
require differing approaches and understanding of differing family and community contexts.
Artifacts you can display for 8d include:
Student survey – Log of parent communication – Log of ways teacher incorporates multi-cultural
or diversity issues into classroom – Videotape of classroom
Criterion e: The teacher collaborates with students, families, colleagues, and communities to
enhance student learning.
Descriptors: The teacher values and respects others’ role in student learning and welcomes their
participation in the teaching process. They build acceptable and professional relationships with
students, colleagues, and families that are student-centered and conducive to learning. The
teacher reaches out to others to establish constructive relationships and rapport especially in
challenging situations.
Artifacts you can display for 8e include:
Study group department minutes – Log of parent communication – Email notes to
parents/colleagues – Web site – Progress reports – Student/parent feedback – List of guest
 It’s okay to be an effective teacher, but what about effective schools, what makes
a school effective?
If you are wondering if the school you will be student teaching in or the school where you will
find your first job is considered an effective school, then the following information should assist
you. Studies of effective educational programs indicate the following as key elements of
successful schools. As you proceed with your student teaching this semester, look for these
qualities. When you see it, highlight it here. And for your reflection later, jot down a note or two
that will help you remember what you saw. Know that these points can become a source for an
interview question or two. Also know that an effective school mirrors the effectiveness of its
administration, faculty, staff, and the support of the parents and community.
1. Consensus on curricular goals.
a. There is a clear focus on academic goals
b. Curricular goals are developed through cooperative efforts of staff,
administrators and community
c. There is staff ownership of the stated philosophy
d. Teachers select instructional goals
e. Active monitoring of student progress toward instructional goals is conducted by
teachers
2. Principal exhibits strong leadership
a. Principal is aggressive in stating his/her own philosophy
b. Philosophy is well articulated
c. Principal is concerned about instruction
d. Classes are observed frequently
e. There is active principal participation in classrooms with occasional teaching
f. Principal allows flexibility
3. The staff and administration reflect positive expectations
a. Administrators deal with staff in positive ways
b. Administrator perceives the staff as being effective
c. Teachers perceive the students as able learners
d. Programs reflect a high degree of academic rigor
4. Student assessment is consistent
a. Teachers utilize an evaluation system that is based on each child’s mastery of
learning, rather than as a comparison of classmates achievement
b. Teachers do not use grades to enforce discipline
c. A high degree of emphasis on grades is reflected in a higher degree of the value
of personal and school property
d. Teachers are discriminatory in their use of verbal and nonverbal rewards: that is,
they do not reward incorrect answers or faulty thinking
5. Students receive feedback on performance and reward scheduling is consistent
a. High success rates contribute to high levels of student self-esteem
b. High success activities produce higher achievement scores in the spring, better
retention of learning over the summer and more positive attitudes by students
toward school
c. There is a positive relationship between a teachers diagnostic ability and student
achievement
d. Prompt feedback in performance increases retention and classroom instruction is
more effective
6. Time is valued throughout the school day
a. Time is respected as an investment
b. Staff models valuable use of time
1. Activities are directed in a businesslike manner
2. Teachers prepare lessons in advance
3. Little time is wasted in setting up lessons
4. Teachers arrive and start class on time
5. Teachers mainly direct attention to the whole class
c. Staff punctuality is enforced
d. Effective teachers assign seat work, but they do not allow students to do it
unsupervised
7. Students are given responsibility and treated as being mature individuals
a. High proportion of students hold position of responsibility in school
b. Staff and pupils share in activities, including out of school activities
c. Where students perceive the administrator as arbitrary, a higher ratio of distrust
will exist
d. Punitive attitudes towards students result in higher levels of school property loss
8. The size and complexity of schools is reduced
a. School violence increases with an increase in the number of students each teacher
teaches each day
b. Scatter systems produce higher levels of anonymity, higher degrees of
victimization and lower levels of extra curricular participation
c. Increasing class size normally affects pupil attitude, interest, teaching practices
and teacher morale in negative ways
d. A class size of 20 produces achievement levels 30 percent higher than a class size
of 40
9. Time on task is considered
a. In general, if more time is allocated to a subject area, it is reflected in a level of
achievement
b. Engaged time is a critical factor
10. The teacher is oriented toward academics
a. In classes primarily oriented to feelings and attitudes as opposed to academic
outcomes, lower engagement rates, lower success rates, and lower levels of
student achievement are common.
•Journaling –
When writing your journal, remember to reflect on the experience. Do not simply list
an itinerary of what you did during a specific period of time. The Student Teaching
Journal is a written dialogue between the student teacher(ST), your coordinating
teacher(CT) and your university professor as well. The journal is one discourse
model used to provide one means of communication. The journal is meant to be an
analysis of classroom activities and an intellectual, as well as, emotional reflection of
the student teaching experience. You might address topics, such as: classroom
management, curriculum development, instructional planning, program and student
assessment, teaching methods, the school environment, or the countless interactions
you have with others in the school setting. Your journal is due as prescribed within
the seminar itinerary. Because so much of student teaching revolves around the
interactions you have with others, your journal could very easily take on a human
relations posture. This is to be expected. Sharing these reflections with your student
teaching coordinator enables you to get feedback about your student teaching
experience. Your journal will remain confidential unless you choose to share it with
others. Your journal can become an important reflective record of your past
performance, a projection for change, or innovation for the future. It is up to you to
make your journal meaningful. The insights you gain about yourself by reflecting on
your experiences with others in the school environment will help facilitate your
growth as a professional educator.