StudentTeaching
Handbook
BowlingGreen,Kentucky
CollegeofEducationand
BehavioralSciences
Last Revised: 6/5/2015
FOREWORD
Student teaching is the final segment of the program that prepares teachers for initial
certification. As such, it serves as the last formal opportunity prior to certification for the
student to draw upon the expertise of both university personnel and their coworkers in the
public school.
It is not expected that the student teacher will have the same degree of expertise as the
experienced teachers in their assigned school. The student teaching setting must be a
learning experience for the student teacher as well as the students in the classroom. The
supervising teacher, principal, other teachers at the student teaching setting and supervisory
personnel from the university should strive to provide an atmosphere from which the student
teacher can begin to polish skills learned in formal college classes and prior field experience.
This handbook has been prepared to inform student teachers of their responsibilities in the
student teaching program of Western Kentucky University. The handbook suggests many
activities that will make the experience more profitable and meaningful. Student teachers
should be prepared to devote their full energies to student teaching. It should prove to be
the most beneficial and hopefully the most enjoyable segment of their preparation.
With the successful completion of this experience, the student will begin the profession of
the educational development of the youth of our nation. He/She should not feel alone in this
undertaking. As a professional, one should share any information that will help coworkers do
a better job. Only in this atmosphere of sharing can teaching remain a true profession.
Office of Teacher Services & School Relations
Gary Ransdell Hall
2015 - 2016
TABLE OF CONTENTS
Student Teaching Glossary ........................................................................................ 3
Student Teaching at Western Kentucky University...................................................... 4
Classroom Responsibility............................................................................................ 6
Policy for Assignment of Student Teachers ................................................................ 8
General Objectives of Student Teaching .................................................................... 9
Responsibilities of the Student Teacher ..................................................................... 10
Basic Requirements for Student Teaching .................................................................. 14
The Supervising Teacher ........................................................................................... 15
Related Experiences .................................................................................................. 19
Career Services Center .............................................................................................. 22
Certification ................................................................................................................ 23
Educational Resources Center ................................................................................... 24
Code of Professional Ethics ....................................................................................... 24
Website Information…………………………………………………………………………………..26
Appendix A – Informational Documents...................................................................... 27
Guidelines for the Student Teaching Program…………………..……………….……….. 1A, 2A
Attendance Policy…………………………………………………………………….….................. 3A
Responsibilities of the Supervising Teacher …………………………………….….………….. 4A
Responsibilities of the University Supervisor………………………………………..…………... 5A
University Supervisor Guidelines……………………………………...………..……..……… 6A, 7A
Requirements for Student Teachers, Portfolio Requirements………….………….………… 8A
Kentucky Teacher Standards: Self-Assessment..………………………..………….………… 9A
Lesson Plan Format………………………………………………..……………………….….……. 10A
Final Evaluation Guidelines………………………………………..…..………………..…........... 11A
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Appendix B - Forms .................................................................................................. 28
Student Teacher Forms
a. Form C - Student Teacher Appraisal Form…………………………….….……………. 1B, 2B
b. KY Teacher Standards – Self-Assessment Form.................................... 3B, 4B, 5B, 6B
c. Projected Activity Schedule……………………………….……….…………………..………… 7B
Cooperating Teacher Forms
a. Daily Evaluation Sheet…………………………………………..…………………..….……….. 8B
b. Weekly Evaluation Sheet……………………………………..……………………...…………. 9B
c. Student Teaching Evaluation………………………..………………….………… 10B, 11B, 12B
d. WKU Dispositions Form………………………………………..……………….……….. 13B, 14B
University Supervisor Forms
a. KTIP – Student Teacher Performance Record............................................. 15B – 31B
b. Holistic Scoring of Standards VIII, IX, and X……………………...…………………….... 32B
c. Student Teaching Mid-term Progress Report……………………….….....………….…... 33B
d. Student Teaching Final Evaluation Sign-Off………………...….……....….. 34B, 35B, 36B
e. Student Teaching Portfolio Evaluation Worksheet…………………………………..……..37B
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STUDENT TEACHING GLOSSARY
The following terminology is endorsed by the Office of Teacher Services, College of
Education and Behavioral Sciences, Western Kentucky University.
COOPERATING SCHOOL: A school which is not controlled or supported by a college but
does provide facilities for professional laboratory experiences in a teacher education program.
STUDENT TEACHING CENTER: A school or school system with which the college or
university has agreed to establish a comprehensive student teaching program.
STUDENT TEACHER: A qualified student who has an opportunity to observe and teach with
a supervising teacher. The student teacher gradually assumes increased classroom
responsibility with a group of learners for the duration of student teaching.
SUPERVISING OR COOPERATING TEACHER: One who teaches children or adolescents
and also supervises student teachers and/or other professional experiences.
UNIVERSITY SUPERVISOR: The university representative who is responsible for supervising
a student teacher or a group of student teachers.
DIRECTOR OF STUDENT TEACHING: The university representative who coordinates the
student teaching program for all undergraduate areas of teacher preparation. The coordinator
acts as a liaison officer between the university and school.
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STUDENT TEACHING AT WESTERN KENTUCKY UNIVERSITY
Student teaching is one of the culminating laboratory experiences in the preparation of
teachers at Western Kentucky University. Students planning to register for student teaching
must satisfy the following prerequisites:
1. Be formally admitted to Teacher Education.
2. File a formal application in the Office of Student Teaching during the semester preceding
the term in which student teaching is desired. File before February 15 for the following
Fall semester and September 15 for the following Spring semester.
3. Have attained senior standing (minimum of 90 semester hours completed).
4. Have completed all required professional education courses with the exception of the
Student Teaching Seminar (EDU 489, SMED 489 or SPED 434) and Student Teaching.
5. Have completed 75% of the coursework in the Area of Concentration or certifiable major.
If student teaching is to be done in the minor, all coursework for the minor must be
completed.
6. Achieve a 2.75 grade point average (beginning spring 2014) in each of the following:
a. overall hours attempted
b. professional education (must attain grade of “C” or higher in all Professional Education
courses)
c. the certifiable major, minor area of concentration or other areas for which the individual
student wishes to attain certification
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7. Have Disposition Averages of 3 or higher in all areas and Critical Performance
Averages of 2.5 or higher in all standards
8. Completed 200 field observation hours (beginning spring 2014)
To make student teaching as beneficial as possible, student teachers at Western Kentucky
University are assigned to carefully selected supervising teachers who have met specific
standards established by the university and have been recommended by the appropriate local
school official. In addition to these teachers, other qualified and experienced people in the
profession are also available to offer guidance and assistance. These include university
supervisors, directors of student teaching, principals, and members of Western's faculty.
Group and individual conferences with these professional people are scheduled as needed.
Most student teachers are assigned to a cooperating school for a full semester. In some
cases, students may be given dual assignments. Students begin student teaching when
cooperating schools open each term and end the assignment approximately the final week of
the university calendar.
Students will participate in a student teaching seminar throughout their placement (EDU
489, SPED 434, or SMED 489). Some are web-based and some are face to face and
meeting times will be determined by individual professors. This seminar is separate from the
student teaching placement.
After attending an orientation meeting with the university supervisors, student teachers
report to the principal's office of their cooperating schools. The principal will arrange for the
student to meet with his/her appropriate supervising teacher(s).
Student teachers begin working in the classroom by observing and assisting the
supervising teachers, learning the names of students, becoming familiar with the school's
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physical plant, and meeting faculty members. Student teachers work with individuals and
small groups before assuming the responsibility of teaching an entire class or on a full-day
basis. Student teachers begin classroom teaching with one class, and classes are then
added until the student teacher is teaching all of the classes of the supervising teacher. The
amount of full-time teaching done by the student teacher is determined by the supervising
teacher, student teacher, and university supervisor. However, full-day teaching for a
minimum of one week in each student teaching setting is the general pattern followed.
Student teachers with one placement will complete a minimum of two weeks.
Student teachers also participate in many school activities outside the classroom. These
activities include attendance at faculty meetings, SBDM Council meetings, PTA/PTO
meetings, athletic events, musical programs, school plays, professional meetings and
attendance at other related school activities.
The student teaching experience is evaluated continuously through observation,
conferences, and cooperative planning and working together. Principally, the student teacher,
supervising teacher and university supervisor are involved in the evaluation process. The
final grade is the responsibility of the university supervisor, after consultation with the
supervising teacher.
An evaluative instrument is completed at mid-term and at the end of the student teaching
experience. A copy of these forms is filed electronically.
CLASSROOM RESPONSIBILITY
The following statement issued in 1963 by the Attorney General of the Commonwealth of
Kentucky is quoted below to clarify classroom authority and responsibility of the student
teacher:
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KRS Chapters 157 and 161 require the employment of competent certified teachers,
but there is no express or implied exclusion of an assistant or student teacher. The
student teacher cannot be employed by the local board of education, can receive no
compensation from said board or exercise any authority in the management or control
of the class. While a student teacher is working with the class, the regularly employed
certified teacher must remain in a supervisory capacity to see that the recitations are
heard and instructions given according to his/her own judgment and discretion. There
can be no delegation of this authority and responsibility.
The student teacher may be devoted to his/her pursuit of the art of teaching, but
he/she is not a teacher within the meaning of the law, which has undertaken to insure
that school children shall be taught only by those who have met, not by those seeking
to attain, a certain standard of proficiency.
Therefore it is the opinion of this office that a student teacher may not legally take
charge of a classroom in the absence of the regular teacher.1
A January 1975 opinion of the Attorney General2 not only reaffirms this opinion but further
states that a student teacher is not authorized to teach except under the supervision of a
certified teacher.
In response to the Attorney General's statement, the following policy statements will guide
Western's university supervisors and student teachers.
1
Opinion of Attorney General of the Commonwealth of Kentucky, April 2, 1963.
269
IBID. January 27, 1975. 75-70
2
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63-
1. A student teacher has no legal authority as a certified teacher either in or out of the
classroom. The student teacher may not be used as a substitute for his/her supervising
teacher or for another certified teacher.
2. A student teacher may not legally assume full or unassisted responsibility for any activities
(such as field trips, debate contests, etc.) that occur away from the cooperating school.
3. Absence from the classroom on the part of the supervising teacher for any period of time
is governed by the policies of the local Board of Education.
POLICY FOR ASSIGNMENT OF STUDENT TEACHERS
1. The Director of Student Teaching and the local school administrator in keeping with the
agreement between the university and the local Board of Education make assignment of a
student teacher.
Students are not permitted to contact schools and teachers
independently.
2. Preference of the student teacher concerning the school system, the subject, or the grade
level is given consideration in the assignment process.
3. Priority of assignment is based on the date of filing of the Application for Student
Teaching for a given assignment.
4. A student teacher with a major in elementary education (K-5) shall be assigned to two
different grade levels, each for half of the semester. Students in the Special Education
Program have a dual assignment, one in LBD and one in MSD, with one of these
placements in an elementary school.
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5. A student teacher seeking certification in the Middle Grades Program (5-9) will be
assigned to both (if more than one) of his/her teaching fields for the semester.
6. A student teacher seeking certification in the secondary school (8-12) is assigned in
his/her certifiable major or minor subject for the semester.
7. A student teacher is not assigned to a high school from which he/she recently graduated,
has been employed, nor to any school where there are close social or family ties (i.e.,
family members teaching in, working in, or attending the school; or close friends in
positions in the school that might have undue influence on the student teaching
experience).
8. The maximum number of full-time student teachers to be assigned to a supervising
teacher at any one time is one. (This meets the recommendations of both the Kentucky
State Department of Education and NCATE).
9. All student teaching assignments are full-day assignments unless special assignments are
made with the Office of Student Teaching and the cooperating school at the time of
application.
10.Students who have been accepted to complete a foreign student teaching
experience will complete a 12 week assignment in the WKU service area and a 4
week assignment overseas.
GENERAL OBJECTIVES OF STUDENT TEACHING
Student teaching should develop the desirable understandings, attitudes, skills and
techniques involved in:
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1. Teaching in the classrooms of public or private schools.
2. Cooperating with associates in planning an educational program appropriate to the needs
of those it serves. This would include working with university supervisors, principals,
supervising teachers, student teachers, students and members of the community.
3. Using teaching and instructional aids appropriate to well-defined objectives.
4. Appraising students' interests, attitudes, potentialities and behavior, and devising
educational experiences that make for maximum development of each student.
5. Using a subject matter effectively in achieving the ends of educational processes.
6. Formulating an adequate concept of the role of a teacher in school-community life.
7. Becoming a professional. This includes knowledge and practice of a professional Code of
Ethics and knowledge of and compliance with the state and federal regulations.
8. Assessing beliefs about teaching in terms of the classroom encountered.
RESPONSIBILITIES OF THE STUDENT TEACHER
I. To become acquainted with the cooperating school, the student teacher should accomplish
the following during the first days of student teaching:
A. Learn the names of students and school personnel
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B. Become familiar with policies of the school concerning the following:
1. Teacher's schedule
8. Permanent records
2. Attendance records
9. Textbooks
3. Emergency drills
10. Discipline/Management
4. Assemblies
11. Dismissal
5. Teacher responsibilities
12. Use of school facilities
6. Report cards
13. Testing programs
7. In-school accidents
14. Signing in/arrival time
C. Observe teacher-student relationships, noting in particular the various teaching and
learning styles that prevail in the school.
D. Become familiar with the school's process for reporting attendance to the state, and
the teacher's responsibilities related to that report.
II.
To understand the activities, forces, and ideas operating within the cooperating school,
the student teacher should:
A.
Develop an understanding of the students
1. Give remedial help to students
2. Work with groups of varying abilities
3. Work with cumulative records
4. Participate in parent-teacher conferences
5. Discuss students with the guidance counselor
6. Discuss students’ problems with the supervising teacher
7. Observe students in various activities
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B.
Become familiar with classroom organization and management
1. Distribute and collect materials
2. Check roll and record attendance
3. Plan and arrange a bulletin board
4. Discuss management policies with the supervising teacher
5. Keep record of homework and student grades
C.
Use instructional materials
1. Prepare classroom materials
2. Use available materials
3. Bring in supplementary materials
4. Locate visual, reference, and other teaching materials in library or other school
sources
5. Learn to use educational equipment and appropriate uses of technology for
instruction
6. Examine courses of study and textbooks
7. Set up demonstrations
D.
Plan for class instruction
1. Learn proper use of manuals
2. Prepare an instructional unit
3. Prepare daily lesson plans for all classes
4. Plan activities with/for the class(es)
5. Instruct classes; guide class discussions
6. Make assignments
7. Monitor classroom study
8. Check notebooks, workbooks, and supplementary work
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9. Use a variety of appropriate teaching methods
10. Utilize a variety of appropriate evaluative techniques
11. Provide formative feedback to students
E.
Evaluate student growth
1. Grade papers
2. Evaluate homework assignments
3. Make a student progress chart
4. Assist with report cards
5. Hold conferences with students
6. Use data to inform instruction
F.
Engage in wider school activities
1. Assist with extra-curricular activities
2. Supervise a study hall
3. Learn homeroom routine
4. Attend faculty meetings
5. Attend PTA/PTO meetings
6. Attend SBDM Council meetings
7. Eat lunch with other teachers
8. Confer with supervising teacher on a regular basis
9. Work with faculty committees, if appropriate
10. Attend selected school related athletic and cultural events
G. Develop professional characteristics
1. Be punctual, dependable, cooperative, and professional
2. If you are ill and cannot report to your assignment on that day, call and advise
your supervising teacher and university supervisor by 7:00 .AM. (This time
may vary based on instructions from the university supervisor)
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3. Be dressed appropriately and be well-groomed at all times
4. Cultivate a pleasant voice with a command of the English language
5. Become familiar with professional literature
6. Enjoy student teaching
III. To help the student teacher identify his/her strengths and weaknesses as a potential
teacher, the student teacher should participate in conferences.
A. A definite and regular time should be established for student teacher-supervising
teacher conferences. A proper place for conferences should be provided and
arranged by the cooperating school.
B. Both supervising teacher and student teacher should have notes to guide the
conference discussion.
C. The supervising teacher should make a positive approach to the student teacher,
emphasizing the student teacher's assets as well as problem areas.
D. Arrangements should be made for other staff members or teacher training
personnel to attend conferences when needed.
E. Objective self-analysis on the part of student teachers should be cultivated.
BASIC REQUIREMENTS FOR STUDENT TEACHERS
Student teachers are responsible for completing the following requirements:
A. Develop a portfolio. The student teaching portfolio represents an important data source to
demonstrate progress. This document is a collection of carefully selected teaching
artifacts related to the ten Teacher Standards. Artifacts include various items representing
actions and/or decisions over time. The challenge is to select pieces that best illustrate
skills related to each teaching standard and to highlight professional identity.
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Artifacts should provide evidence that curriculum guidelines such as the KERA goals, Core
Content for Assessment Guidelines, and the Program of Studies direct your teaching
decisions. Required components are referred to in Appendix A, page 8A.
Additional artifacts can be included as requested by the university supervisor. It is important
to note that the key to a good portfolio is the quality of each entry, not size and/or weight.
B.
Attend Seminars
1. Seminars are scheduled regularly by the university supervisor. These are planned
to help the student build upon his/her teaching experiences and should be
accorded a rank of importance in the student teaching experience.
2. Student teachers are required to attend all scheduled seminars, whether scheduled
by the university supervisor or the student teaching office.
C. Demonstrate Teacher Behaviors Supportive of Teaching
1. Student teacher will exhibit and meet appropriate personal and professional
qualities supportive of teaching.
2. Student teacher will consistently act in an ethical manner.
THE SUPERVISING TEACHER
Student teaching as practiced between WKU and the local school districts consists of
direct clinical experiences. These experiences complement (add to or make more
meaningful) the theoretical study of humanistic, behavioral, and pedagogical concepts that
take place in the classrooms on Western's campus. Students have--so to speak--been
15
memorizing the script, identifying cues, developing timing, expressions, etc. Now, in the
student teaching experience, they will illustrate, demonstrate, enact the responsibilities and
tasks of a certified teacher and develop a professional attitude that will help them find their
place as teachers.
The goal in Teacher Education is to help prospective teachers develop a high degree of
professional competence and performance. Some competencies and performances expected
of teachers are as follows: an understanding of human nature; an awareness of growth and
development patterns of the human organism; a knowledge of content and organization; an
adeptness at planning and directing learning activities commensurate with the needs, interests
and abilities of students; the ability to temper the emotions and adapt to changing situations;
the maturity to make sound decisions based upon scientific and experimental learning; a
commitment to teaching as a profession; and a dedication to the betterment of society.
In helping the student teacher develop and master these competencies, the supervising
teacher will assist him/her in the following ways:
1. Accepting the student teacher as a professional and assess strengths and needs in an
objective manner.
2. Helping to determine educational goals that are in keeping with the expectations of the
community and the capacities of the students.
3. Assisting in developing specific plans for teaching.
4. Helping to select appropriate aids and supportive materials.
5. Analyzing and constructively criticizing the results of teacher-pupil interaction following
planned teaching ventures in a conference setting.
6. Working co-operatively with professional colleagues.
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7. Jointly or cooperatively conferring with parents concerning pupil progress and/or
problems.
8. Developing techniques of self-assessment.
9. Evaluating the achievement or progress of pupils.
10. Assisting in the performance of clerical and routine tasks that are necessary in the day to
day operation of the school program.
11. Developing an awareness of the importance of extra-curricular and co-curricular activities
and providing experiences in these areas.
12. Providing other types of experiences that may be unique to your particular school setting.
13. Planning experiences that cover the total range of a teacher's duties:
a. Classroom teaching
b. Counseling
c. Staff duties
d. Community duties
e. Professional duties
In helping to carry out the program objectives of the teacher preparing institution, the
supervising teacher should plan, confer, and work co-operatively with the university supervisor
in the following areas:
1.
Completing specific requirements of the college. These are usually listed in a handbook
or provided by the university supervisor on his/her initial visit.
2. Conferring on the performance of the student teacher.
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3. Completing forms necessary for the maintenance of files on each student teacher.
4. Conferencing with the student teacher.
To provide a happy and satisfying experience for a student teacher, the supervising
teacher should develop a sequential plan. The broad general steps may be as follows:
1. Orientation
a. Introduction to the total school as well as the specific classroom situation.
b. Familiarization with programs, textbooks, and teaching materials.
2. Assisting and Planning
a. Providing assistance to individuals or small groups of students.
b. Preparation of teaching aids and devices.
c. Monitoring, proctoring, etc.
d. Working with supervising teacher in lesson planning.
3. Assuming responsibility for a class.
4. Gradual assumption of more classes.
5. Assuming responsibility for the full teaching day.
6. Assessment and evaluation of teaching performance.
7. Final Evaluation.
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All of the above should be freely interspersed with conferences, observations, activities,
and school wide experiences that give the student teacher a meaningful picture of the total
range of the teacher's duties and responsibilities.
RELATED EXPERIENCES
The student teacher should include in his experiences a contact with and an
understanding of the following areas:
1. Administrators
a. Who are they?
b. What are their chief duties?
c. What is the responsibility of the teacher to them?
2. School Plant
a. What is the general physical layout?
b. What playground and gymnasium facilities exist?
c. What office facilities are available?
d. How is the cafeteria operated?
e. For what purpose is the auditorium used?
f. Is there a teacher's lounge/workroom?
3. Equipment and Materials
a. What provisions are made for textbooks?
b. What audio-visual/technology equipment is available?
c. What supplies are available for the teacher?
d. What provisions are made for the use of technology?
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4. Curriculum
a. What courses are offered?
b. What courses are required?
c. What are the requirements for graduation?
d. Are special courses or programs available for exceptional children?
e. What modifications are made to accommodate for student diversity?
5. Guidance
a. What personnel are involved?
b. What is the testing program?
c. What student records are maintained?
d. Is there an orientation program for new students?
e. What provisions are made for exceptional students?
f. Is there a follow-up of students after graduation?
g. Is there a group guidance program?
6. Library/Technology Center
a. What are the facilities?
b. What are the procedures for student use of the library/technology center? For
teachers?
c. By what means is the library stocked?
7. Grading and Reporting
a. On what basis are grades determined?
b. How are reports made to parents?
c. What provisions are made for parent-teacher conferences?
8. Health Service
a. What examinations are given? How often?
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b. What is the relation to social agencies and city-county health department?
c. What provisions are made for illness or accidents at school?
9. Student Government
a. What activities exist?
b. How are they organized?
c. How many participate?
d. What is their relationship to the school program?
e. How are these activities financed?
10. Extra-Curricular Activities
a. What activities exist?
b. How are they organized?
c. How many participate?
d. What is their relationship to the school program?
e. How are these activities financed?
11. Professional Organization
a. What are the nature and function of the faculty meetings?
b. What in-service programs are offered?
c. What local professional organizations exist?
d. What professional services are offered?
12. Community Relations
a. What parent groups function?
b. What community agencies are involved with the school program?
c. How is the community kept abreast of school activities?
d. What steps have been taken to involve/prepare diverse cultures?
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CAREER SERVICES CENTER
Western Kentucky University provides assistance with the job search in Career Services
Center for students and alumni who seek help in securing a teaching position. Current
listings on educational opportunities in Kentucky, the United States, and some foreign
countries are available.
Student teachers should establish their online portfolio with the Career Services Center by
the time they have completed their student teaching. Credentials are kept in the student’s
personal, online portfolio to assist each student/alumnus in his/her job search in TopJobs,
an online career management portal. The online portfolio can be accessed from any internet
connection via the website www.wku.edu/career and selecting the “TopJobs” login.
All
records are administered in accordance with the Family Educational Rights and Privacy Act of
1974. Notification should be given to the placement office as soon as a position has been
accepted.
During the fall, spring, and summer sessions, campus interviews are scheduled by
representatives from Kentucky school systems and by representatives from school systems of
other states. A Teacher Education Job Fair is held each semester sponsored by the Green
River Regional Educational Cooperative or GRREC, http://www.grrec.ky.gov/. Notification
of each school system’s scheduled visits or posted jobs is sent via email to the students’
provided email address. Candidates for employment should take advantage of these
interview opportunities by applying online through TopJobs. If students need assistance with
this process they can call the Career Services Center for additional help.
A career library where many materials are located can be very helpful in assisting
prospective teachers who are seeking employment. Career development sessions on resume
writing, interviewing techniques, the job search, etc., are available by contacting the Career
Services Center for an appointment.
Counselors are also available to help students with the
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on-line opportunities with Regional Education Applicant Placement Program (REAP),
www.kyreap.net, and other Kentucky Department of Education services,
http://www.education.ky.gov/KDE/ .
The Career Services Center can provide a useful service to all graduating seniors and
alumni. Each candidate for graduation should certainly take advantage of this free service
offered by Western Kentucky University. Additional information can be found at
www.wku.edu/career .
CERTIFICATION
A student desiring certification for teaching or other school positions or rank changes must
file an application in the Certification Office, Gary Ransdell Hall, sixty days prior to the date
of anticipated graduation. A delay in filing could mean a delay in the student receiving
his/her statement of eligibility or other certification. This application may be obtained in the
Office of Teacher Services in Gary Ransdell Hall. The certification officer upon verification of
successful completion of requirements will make the proper recommendation; i.e., degree
requirements, appropriate test scores.
Students who wish to teach in another state should write the Division of Teacher
Education and Certification, State Department of Education, in the capital city of that state,
requesting the appropriate procedures for obtaining a certificate. Since Kentucky has
reciprocal certification agreements with a majority of states, the student should also check
with the state in which they desire to teach outside of Kentucky to verify that they are a
reciprocal state and will accept Kentucky certification.
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EDUCATIONAL RESOURCES CENTER
The Educational Resources Center (ERC) is located on the first floor of Gary Ransdell
Hall. Current information including hours of operation and available services can be found on
their website, https://www.wku.edu/library/dlps/erc/service.php .
The ERC houses audio and video tapes, microcomputer software, filmstrips, records,
pictures, posters, charts, games, textbooks, professional books, periodicals, maps, curriculum
guides, vertical files, and a limited number of general reference books. Children's books are
also located in the ERC. Most of these items are available for check-out by students and
faculty of Western Kentucky University. When items are checked out, they may be renewed
by student teachers via telephone request. The student teacher must call the ERC, identify
himself/herself as a student teacher (which we will verify), and provide the necessary
information, which we will request. Caution: all ERC materials are the responsibility of the
person to whom they are charged.
CODE OF ETHICS OF THE EDUCATION PROFESSION
The educator, believing in the worth and dignity of each human being, recognizes the
supreme importance of the pursuit of truth, devotion to excellence, and the nurture of
democratic principles. Essential to these goals is the protection of freedom to learn and to
teach and the guarantee of equal opportunity for all. The educator accepts the responsibility
to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching
process. The desire of the respect and confidence of one's colleagues, of students, of
parents and of the members of the community provides the incentive to attain and maintain
the highest possible degree of ethical conduct. The Code of Ethics of the Education
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Profession indicates the aspiration of all educators and provides standards by which to judge
conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision
of this Code shall be exclusive, and no such provision shall be enforceable in any form other
than one specifically designated by the NEA or its affiliates.
To view a complete copy of the Professional Code of Ethics, go to
http://www.wku.edu/cebs/programs/coc_pec.php .
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WEBSITE INFORMATION
Office of Teacher Services
http://wku.edu/teacherservices/
Student Teaching Office
http://www.wku.edu/teacherservices/student_teaching/index.php
Certification Office
http://www.wku.edu/teacherservices/teacher_cert/index.php
Educational Resource Center
https://www.wku.edu/library/dlps/erc/service.php
Career Services
http://www.wku.edu/career
Praxis
www.ETS.org
Praxis Help
www.praxisprepinfo.com
R.E.A.P.
www.kyreap.net
KY Education Professional Standards Board
www.kyepsb.net
G.R.R.E.C.
www.grrec.ky.gov
26
APPENDIX A
27
GUIDELINES FOR THE STUDENT TEACHING PROGRAM
AT WESTERN KENTUCKY UNIVERSITY
1.
Most student teachers are assigned to a cooperating school all day for 16 weeks, minimum 70 days.
2.
Each student teacher will spend approximately 430 hours in the classroom.
3.
Student teachers begin working during the first week in the classroom by:
a.
Observing the supervising teacher and other teachers.
b.
Assisting the supervising teacher while learning the names of the students.
c.
Becoming familiar with the school's physical plant.
d.
Meeting and having informal conferences with other teachers and school officials.
e.
Working with individuals and small groups of students.
4.
When the student teacher is ready to begin teaching, usually during the second week, she/he should start with one class.
Classes are then added, one each week is suggested until the student teacher is teaching all of the classes of the
supervising teacher. The full day teaching should last for a full week for each 8-week placement and two full weeks for a
16-week placement.
5.
Near the end of the student teaching period the student teacher should be relieved of all or nearly all teaching
responsibilities to allow time for additional observation.
6.
Student teachers also participate in many school activities outside the classroom. These activities include attendance at
faculty meetings, PTA/PTO meetings, SBDM Council meetings, athletic events, musical programs, school plays,
professional meetings, in-service and attendance at other related school activities.
7.
The supervising teacher should insist upon plans in writing from the student teacher far enough in advance to insure their
appropriateness. The format of the lesson plan is not as important as the fact that the student teacher has made explicit
plans concerning what it is she/he wished to accomplish, the content she/he will consider, and the materials and methods
she/he will use in presenting the lesson. Some flexibility in planning lessons is essential if the student teacher is to have
opportunity for creativity. Student teachers should not teach without some evidence of careful planning.
8.
The supervising teacher should schedule a weekly conference with the student teacher. During this time plans, materials,
techniques and other needed areas are to be discussed and criticized constructively with a view toward possible
solutions. Supervising teachers can simplify the problems encountered in student teaching if their observations and
suggestions for improvement are definite, exemplified by examples in the student teacher's teaching, and clear cut. It is
imperative that student teachers know how they are doing, how they can improve, and how they can make greater use of
their strengths. Utilization of a written Professional Growth Plan (PGP) will assist in the growth of the student teacher and
will be based on self-assessment and input from supervisors.
9.
The university supervisor should make six (6) visits with a minimum of four (4) observational visits using the KTIP form
during the 16 weeks of the student teaching experience. Each visit is of such duration that a full understanding of the
student teacher's strengths and weaknesses is assured. The visit should be followed by a conference with the
supervising teacher and/or the student teacher. All visits to be evaluated with a KTIP form must be scheduled in
advance.
10.
Evaluation of the student teacher is the responsibility of the university supervisor. The final responsibility for assigning a
letter grade rests with the university supervisor and the Director of Student Teaching in cooperation with the supervising
teacher.
1A
RECOMMENDED EXPERIENCES FOR STUDENT TEACHERS
1.
Familiarize herself/himself with school policies and reports required of teachers.
2.
Each student will develop a student teaching portfolio. See enclosed description of portfolio contents. Portfolios need to
be reviewed periodically throughout the semester.
3.
Attendance at faculty meetings, PTA/PTO meetings, SBDM Council meetings, professional meetings, and other school
activities such as athletic events, plays and socials is encouraged.
4.
A number of observations in the classroom of other teachers are required. The supervising teacher for the student
teacher should schedule these.
5.
The student teacher is expected to be in attendance each day.
6.
The student teacher must complete and hand in the necessary schedules for planning, appraisal, and evaluation in a
timely manner.
7.
The student teacher must attend all seminars scheduled by the Student Teaching Office and /or the student teacher's
supervisory personnel. These are state and university requirements. Absence from a seminar must be made up with
additional teaching days.
8.
Other suggestions may be found in the Student Teaching Handbook. Also, the supervising teacher and/or university
supervisor might make suggestions.
6/7/13
2A
STUDENT TEACHING
Attendance Policy
16 KAR 5:040. Admission, placement, and supervision in student teaching.
(4) Beginning September 1, 2013, each educator preparation institution shall provide a full
professional semester to include a period of student teaching for a minimum of seventy (70) full
days, or its equivalent, in instructional settings that correspond to the grade levels and content
areas of the student teacher’s certification program.
In accordance with the above regulation, the WKU Student Teaching Office has determined each
school district’s student teaching calendar to provide each student teacher with a minimum of 70
days in a classroom with students present.
All absences must be approved with a prior agreement through the supervising teacher, university
supervisor and student teaching office, approved by the Director of Student Teaching.
All absences will be reported by the university supervisor to the Student Teaching Office at midterm and one week prior to a student’s original assigned ending date.
Any day absent from a student teaching experience will be made up at the end of the student
teaching assignment in December or May.
3/26/15 lcd
3A
RESPONSIBILITIES OF THE SUPERVISING TEACHER
A. The supervising teacher is an important part of a successful student teaching experience. As a
mentor, your preparation, knowledge, and guidance become the model for the student teacher.
B. To facilitate a successful experience, the supervising teacher will be responsible for:
1. Preparing the class for the student teacher and making the student teacher feel at home in
your school.
2. Providing the student teacher with textbooks, school bulletins, schedules, class rolls,
school handbooks, and curriculum guides.
3. Organizing a work and planning space in the classroom for the student teacher.
4. Implementing and updating the Professional Growth Plan with the student teacher.
5. Guiding the student teacher in video taping two lessons, one early in the experience and
the other during the solo teaching. These tapes are to be used for supervisory purposes
only.
6. Explaining methods of keeping attendance, homeroom records, grade and report cards,
cumulative folders, and other necessary records.
7. Scheduling a conference with the student teacher at least once a week on a regular basis.
8. Working collaboratively with the university supervisor to assess the student teacher's
progress.
9. Evaluating the student teacher frequently on an informal (daily and weekly evaluations)
and formal (mid-term and final) basis and sharing these evaluations openly with the
student teacher.
10. Informing the principal and the university supervisor immediately should the student
teacher encounter serious problems.
11. Review and critique the student teacher’s daily and long range plans.
4A
RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR
A. The university supervisor is responsible to the university for the ultimate success of the student
teaching experience and for assigning the final grade.
B. To facilitate a successful experience, the university supervisor will be responsible for:
1. Maintaining open communication and rapport with the student teacher, the supervising
teacher, and the principal.
2. Explaining the expectations for the student teacher and the supervising teacher.
3. Scheduling regular meetings with the supervising teacher to assess the student teacher’s
progress.
4. Assisting the supervising teacher in developing a Professional Growth Plan (PGP) for the
student teacher.
5. Observing the student teacher in teaching situations and keeping informed of the student’s
progress through conferences with the student teacher and the supervising teacher. The
university supervisor will record all visits with the student teaching office on the required
evaluation forms. The university supervisor will visit a minimum of six times during the
assignment:
 Initial visit
 2 KTIP evaluations each eight weeks followed by conference
 Scheduled or drop in evaluations as needed
 Final visit and 3-way conference
6. Conducting two field seminars with student teachers. University supervisors will be
responsible for reporting seminar topics to student teaching office.
7. Evaluating the progress of the student teacher at mid-term and working with the student
teacher and supervising teacher, revising the PGP as appropriate.
8. Serving as an arbitrator between the student teacher and the supervising teacher should
difficulties/conflicts arise. (The Director of Teacher Services should be contacted as
needed.)
9. Submitting the final grade electronically and the final evaluations to the student teaching
office during the final week of the student teaching assignment.
5A
UNIVERSITY SUPERVISOR GUIDELINES
16 weeks
The following is a suggested schedule for classroom visits. Additional visits may be
helpful/necessary for some student teachers.
**Discuss portfolio contents each visit.
**Inform student teachers that unannounced visits can be made during the semester.
**Conduct seminars with content determined by needs of the student teachers.
First Visit






(Week 1 or 2)
General Visit
Introduce self, address concerns/questions of supervising teacher
Discuss requirements and grading procedure with supervising teacher
Discuss use of daily and weekly evaluations
Discuss video taping of lesson - assign date
Establish visitation routine, conference times, etc.
Initiate PGP - remind student teacher PGP reflects entire semester
Second Visit
(Week 3 or 4)
Observation
 Pick up video tape for your analysis
 Discuss daily and weekly evaluations
 Do an informal observation
 Conduct 3-way conference
 Discuss PGP and update as appropriate
Third Visit





(Week 5, 6, or 7)
Observation
Review reflection of video tape
Discuss PGP and update as appropriate
KTIP a lesson
Supervising teacher and student teacher share the KTIP coding and/or daily and
weekly evaluations with university supervisor
Assign a mid-term grade for student teacher
Fourth Visit





(Week 8, 9, or 10)
Observation
Discuss PGP
Assign second video tape due date
Discuss daily and weekly evaluations
KTIP a lesson
Conduct 3-way conference
Fifth Visit




(Week 11, 12, or 13)
Observation
Pick up video tape for your analysis
KTIP a lesson
Conference
Conduct a 3-way conference
Sixth Visit




(Week 14, 15, or 16)
Discuss second video tape
KTIP a lesson
Final Evaluation
3-way conference
Observation
6A
UNIVERSITY SUPERVISOR GUIDELINES
8 weeks
The following is a suggested schedule for classroom visits. Additional visits may be
helpful/necessary for some student teachers.
**Discuss portfolio contents each visit.
**Inform student teachers that unannounced visits can be made during the semester.
**Conduct seminars with content determined by needs of the student teachers.
First Visit






(Week 1 or 2)
General Visit
Introduce self, address concerns/questions of supervising teacher and student teacher
Discuss requirements and grading procedure with supervising teacher
Discuss use of daily and weekly evaluations
Discuss video taping of lesson - assign date
Establish visitation routine, conference times, etc.
Initiate PGP - remind student teacher PGP reflects each placement
Second Visit
(Week 3, 4, or 5)
 Pick up video tape for your analysis
 Discuss daily and weekly evaluations
 KTIP a lesson
 Discuss PGP and update as appropriate
 Conduct 3-way conference
Observation
Third Visit
(Week 6, 7, or 8)
Observation
 Review reflection of video tape
 Discuss PGP and update as appropriate
 Supervising teacher and student teacher share the KTIP coding and/or daily and
weekly evaluations with university supervisor
 KTIP a lesson
 Conduct 3-way conference
 Complete Final Evaluation if appropriate or schedule an additional visit for final
conference
This sequence will be repeated for the second 8 weeks.
7A
Requirements for Student Teachers
The following requirements must be met in order to successfully complete student teaching:
Portfolio: A portfolio will be developed throughout the semester and organized to include:
 Completed Kentucky Teacher Standards Self-Assessment form
 Reflective pieces for Standards VIII, IX, and X
 Lesson plans from all lessons evaluated using the KTIP form and a copy of the evaluation form completed
by your University supervisor
 Reflections of two video-taped lessons
 Sample daily and weekly evaluations from the cooperating teacher
 Completed Form C located in the Handbook
 Record of and reflections of six outside classroom observations.
 Optional Evidence
Observations: The University supervisor will conduct a minimum of six observations and complete at least four (4)
observations that are evaluated using the KTIP form. Grades will be given at the end of each placement and will be
based on the observations/ documentation of the cooperating teacher and the University supervisor.
Lesson Plans: Lesson plans will be designed using the KTIP format and will be available for all scheduled
observations made by the university supervisor. The cooperating teacher and the university supervisor will
determine the amount of detail required for daily lesson plans.
Solo Teaching: At least two of the sixteen weeks of student teaching are to be taught completely by the student
teacher. The cooperating teacher and the student teacher will determine when.
Video-taped Lessons: Video tape two lessons during the semester. The first should be taped early in the semester
and the second during the last weeks. After each lesson, reflect on how the lesson went, watch the lesson, and
reflect on what was observed.
Outside Classroom Observations: Six (6) observations in classrooms other than the assigned classroom will be
conducted and documented in the portfolio. These observations will be scheduled with the assistance of the
supervising teacher and should be conducted at various times throughout the semester. A reflective piece from each
observation will be included in the portfolio.
Daily Schedules: Weekly schedules will be sent to the university supervisor as requested.
Seminars: Attendance is required at two (2) seminars with the University supervisor.
Forms: A Form C, located in the Handbook, will be completed and included in the portfolio along with the Kentucky
Teacher Standards: Self-Assessment.
Disposition Rating Form: Each cooperating teacher will complete a Disposition Rating form and submit to the
University supervisor.
Optional Evidence: Optional evidence such as pictures of bulletin boards designed, school newsletters produced,
letters of accommodations received, sample student products, etc. can be included in the portfolio.
8A
Kentucky Teacher Standards: Self-Assessment
Standard VIII: Collaborates with Colleagues/Parents/Others
Standard IX: Evaluates Teaching and Implements Professional Development
Standard X:
Provides Leadership within School/Community /Profession
Self-Assessment
To help you identify your competence with all of the Standards, complete the Kentucky Teacher
Standards Self- Assessment located in your packet. Assess your level of performance on each of
the indicators by writing a number between one (1) and four (4) in the blanks to the left of each
indicator. The scale to be used is: (1) limited, (2) some, (3) adequate, and (4) extensive.
Professional Development
Using your markings as a guide, identify no more than 3 standards as growth areas. Develop a
specific plan for improving in those standards. Include activities you will do during student teaching
and as a full-time classroom teacher to improve and generate kinds of evidence you could submit
to show your growth. Also complete a Form C located in the handbook to further assess your
professional activities.
Collaboration
As a teacher it is very important to collaborate with students, parents, teachers, and others. Identify
1 or 2 students in your classroom about whom you would like suggestions to enhance their
learning. Collaborate with one or more of the persons listed above and share what impact the
advice provided had on student learning. In addition, summarize the 6 classroom visits you made
during student teaching and include specific information you have gained that will help you grow as
a teacher.
Leadership
Teachers are leaders and as a new teacher you too are seen as a leader. Share ways in which you
have shown leadership during student teaching. This might be in the form of taking the initiative to
share your knowledge of technology, volunteering to help with a school function for teachers,
students, and/or parents, picking up additional duties in your classroom, contributing to a
parent/teacher conference, and/or searching for and sharing information used in your lesson
development.
Compile the self-assessment and the reflective pieces you have written for each of the tasks listed
above in a portfolio. Also include copies of the lesson plans and the KTIP form used for your
formal observations, reflections from two video-taped lessons, and sample daily and weekly
evaluations from your cooperating teacher(s). Your University supervisor will assess this portfolio
for Standards VIII, IX, and X according to the enclosed rubric.
9A
Download template at: http://www.kyepsb.net/internships/ktiptpatemplates.asp Component I: Classroom Teaching Task A‐2: Lesson Plan S.T. Name: ______________________________ Date:__________________ # of Students: _______ Age/Grade Level:__________________ Content Area: ___________________________ Unit Title: Lesson Title:
Lesson Alignment to Unit Respond to the following items: a) Identify essential questions and/or unit objective(s) by this lesson. b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. c)
Describe students’ prior knowledge or focus of the previous learning d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. e) Describe the characteristics of your students identified in Task A‐1 who will require differentiated instructional planning in this lesson of the unit. f)
Pre‐Assessment: Describe your analysis of pre‐assessment date used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): Lesson Objectives/ Learning Targets Assessment
Instructional Strategy/ Activity
Objective/target: Assessment description:
Assessment Accommodations: Strategy/Activity: Activity Adaptions: Media/technologies/resources: Objective/target: Assessment description:
Strategy/Activity: Assessment Accommodations: Activity Adaptions: Media/technologies/resources: Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) 10A Student Teacher Evaluation Grading
PLEASE NOTE: As the Student Teacher Evaluation is a final assessment of our candidates’ ability to meet
Kentucky Teacher Standards and we use the course grade as evidence of their ability to meet these
Standards, please adhere to the following guidelines in assigning your final grade:
A: Candidate is “Distinguished” on most Teacher Standards, with NO Teacher Standard below “Proficient”.
Most Dispositions are at “Target” or “Above Standard”, with NO Disposition below “Standard”.
B: Candidate is about equally “Distinguished” or “Proficient” on ALL Teacher Standards. Dispositions are
equally at “Target” of “Above Standard”, with NO Disposition below “Standard”.
C: Candidate is “Proficient” on most Teacher Standards, with no more than three Standards at
“Developing” and no Standard at “Beginning”. Dispositions are more “At Standard” than “Above Standard”
with NO Disposition below “At Standard”.
***NOTE: CANDIDATES SCORING BELOW THIS POINT CANNOT BE
RECOMMENDED FOR TEACHER CERTIFICATION.***
D: Candidate is nearly equally “Proficient” or “Developing” on most Teacher Standards, with some
Standards at “Beginning”. Dispositions are nearly all “At Standard” but some are below “At Standard”.
F: Candidate is at “Beginning” on most Standards. Most Dispositions are below “At Standard”.
6/7/13 11A
APPENDIX B
28
FORM C – APPRAISAL OF STUDENT TEACHING EXPERIENCES
(Return copy to University Supervisor during fifteenth week)
Student Teacher
School
Cooperating Teacher
Date
For each item below, please indicate (1) the extent to which you participated in each activity or experience during
student teaching, and (2) how well you were prepared through your pre-student teaching experience to participate,
whether or not you actually did participate.
(a) Observed other teachers in my discipline/grade level.
(b) Observed teachers in other discipline/grade levels
(c) Supervised playground/leisure time activities.
(d) Supervised pupil transportation (bus loading) where
available.
(e) Attended SBDM Council meetings.
(f) Attended P. T. A./ P. T. O. meetings.
(g) Attended in-service activities.
(h) Attended professional organization meetings.
(i) Attended staff meetings.
(j) Conferred with students.
(k) Conferred with parents.
(l) Involved in student extracurricular activities.
(m) Used community resources ( e.g., field trips, guest
speakers).
(n) Produced instructional material.
(o) Used the computer for instructional purposes.
(p) Used audio-visual equipment.
(q) Decorated bulletin boards.
(r) Completed record keeping requirements.
(s) Tutored.
(t) Taught a full day.
(u) Constructed, administered, and scored a test.
(v) Enforced school discipline
(w) Managed time, space, materials.
1B
1 - poor
2
3
4
t t di
Extent of Preparedness
5
N/A
6 + TIMES
2 – 5 TIMES
ONCE
Extent of Participation
NEVER
Activity or Experience
(x) Planned, implemented, and evaluated a group
activity.
(y) Diversified a lesson for various abilities, learning
styles, interests, types of prior knowledge.
1. In which teaching skill areas do you need more prepartation? Rank in order of your needs.
1 = My most immediate need
Communication
Evaluation of students
Getting Started (getting class started on time, presentation of daily objectives, etc.)
Planning
Praise
Presentation of Lesson
Questioning
Responses
Time Management
2. Using categories from #1, what could you have studied in your professional education
course that would have helped you be a better teacher?
(Check box)
UNCERTAIN YES NO
3. Do you plan to teach in Kentucky?
4. Have you obtained a teaching postition
5. If you responded “yes” to #4, please indicate where you will be teaching.
2B
1/9/09
STUDENT TEACHER SELF-ASSESSMENT
KENTUCKY TEACHER STANDARDS
PLEASE PRINT
STUDENT TEACHER ___________________________________________________
WKU ID _____________________________
COOPERATING SCHOOL _______________________________________________
SEMESTER __________________________
COOPERATING TEACHER ______________________________________________ SUBJECT/GRADE______________________
UNIVERSITY SUPERVISOR _____________________________________________
DATES (INCLUSIVE)____________________
INSTRUCTIONS:
To help you identify your competence with all of the Standards, complete the Kentucky Teacher
Standards Self- Assessment located in your packet. Assess your level of performance on each of the
indicators by writing a number between one (1) and four (4) in the blanks to the left of each indicator.
The scale to be used is: (1) limited, (2) some, (3) adequate, and (4) extensive.
STANDARD I: The Teacher Demonstrates Applied Content Knowledge
The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student
knowledge and performance in those areas.
Performance Criteria: The extent to which you:
Self-Assessment
_____
Ia: Communicate concepts, processes and knowledge.
_____
Ib: Connect content to life experiences of students.
_____
Ic: Demonstrate instructional strategies that are appropriate for content and contribute to student
learning.
_____
Id: Guide students to understand content from various perspectives.
STANDARD II: The Teacher Designs/Plans Instruction
The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts,
become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
Performance Criteria: The extent to which the planning demonstrates that you:
Self-Assessment
_____
IIa: Develop significant objectives aligned with standards.
_____
IIb: Use contextual data to design instruction relevant to students.
_____
IIc: Plan assessments to guide instruction and measure learning objectives.
_____
IId: Plan instructional strategies and activities that address learning objectives for all students.
_____
IIe: Plan instructional strategies and activities that facilitate multiple levels of learning.
3B
STANDARD III: The Teacher Creates/Maintains Learning Climate
The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and
integrate knowledge.
Performance Criteria: The extent to which you:
Self-Assessment
_____
IIIa: Communicate high expectations.
_____
IIIb: Establish a positive learning environment.
_____
IIIc: Value and support student diversity and address individual needs.
_____
IIId: Foster mutual respect between teacher and students and among students.
_____
IIIe: Provide a safe environment for learning.
STANDARD IV: The Teacher Implements/Manages Instruction
The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve problem, and
integrate knowledge.
Performance Criteria: The extent to which you:
Self-Assessment
_____
IVa: Use a variety of instructional strategies that engage students in active learning aligned with
learning objectives.
_____
IVb: Implements planned instruction based on diverse student needs and assessment data.
_____
IVc: Use time effectively.
_____
IVd: Use space and materials effectively.
_____
IVe: Implement and manages instruction in ways that facilitate higher order thinking.
STANDARD V: The Teacher Assesses and Communicates Learning Results
The teacher assesses learning and communicates results to students and others with respect to student abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and
solve problem, and integrate knowledge.
Performance Criteria: The extent to which you:
Self-Assessment
_____
Va: Use assessments that are aligned with learning objectives.
_____
Vb: Use a variety of assessments to measure student learning.
_____
Vc: Analyze assessment data to guide instruction and learning and to measure learning progress.
_____
Vd: Communicate learning results to students and parents.
_____
Ve: Adapt assessments to accommodate diverse learning needs and situations.
4B
STANDARD VI: The Teacher Demonstrates the Implementation of Technology
The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and
productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.
Performance Criteria: The extent to which you:
Self-Assessment
_____
VIa: Use technology to design and plan instruction.
_____
VIb: Use technology to implement instruction and facilitate student learning.
_____
VIc: Use technology to assess and communicate student learning.
_____
VId: Integrate student use of technology into instruction.
STANDARD VII: Reflect On and Evaluate Teaching and Learning
The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
Performance Criteria: The extent to which you:
Self-Assessment
_____
VIIa: Use data to reflect on and evaluate student learning.
_____
VIIb: Use data to reflect on and evaluate instructional practice.
_____
VIIc: Use data to identify areas for professional growth.
STANDARD VIII: Collaboration
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs
that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge.
Performance Criteria: The extent to which you:
Self-Assessment
_____
VIIIa: Identify students whose learning could be enhanced by collaboration.
_____
VIIIb: Design a plan to enhance student learning that includes all parties in the collaborative effort.
_____
VIIIc: Implement planned activities that enhance student learning and engage all parties.
_____
VIIId: Analyze data to evaluate the outcomes of collaborative efforts.
5B
STANDARD IX: Evaluates Teaching & Implements Professional Development
The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines
the skills and processes necessary, and implements a professional development plan.
Performance Criteria: The extent to which you:
Self-Assessment
_____
IXa: Self assess performance relative to Kentucky’s Teacher Standards.
_____
IXb: Identify priorities for professional development based on self-assessment, student performance
and feedback from colleagues.
_____
IXc: Design a professional growth plan that addresses identified priorities.
_____
IXd: Show evidence of professional growth and reflection relative to identified priority areas and impact
on instructional effectiveness and student learning.
STANDARD X: Provides Leadership Within School/Community/Education
The teacher provides professional leadership within the school, community, and education profession to improve student
learning and well-being.
Performance Criteria: The extent to which you:
Self-Assessment
_____
Xa: Identify leadership opportunities that enhance student learning and/or professional environment of
the school.
_____
Xb: Develop a plan for engaging in leadership activities.
_____
Xc: Implement a plan for engaging in leadership activities.
_____
Xd: Analyze data to evaluate the results of planned and executed leadership efforts.
6B
PROJECTED ACTIVITY SCHEDULE FOR THE WEEK OF
SCHOOL
Student Teacher
TIME OF CLASS
1st Period
Time
Room
2nd Period
Time
Room
3rd Period
Time
7B
Room
4th Period
Time
Room
5th Period
Time
Room
6th Period
Time
Room
7th Period
Time
Room
Supervising Teacher
MONDAY
TUESDAY
University Supervisor
WEDNESDAY
THURSDAY
FRIDAY
COOPERATING TEACHER – DAILY EVALUATION SHEET
FOR STUDENT TEACHER: _______________________________________
DATE:
LESSON TAUGHT (one lesson per day to be chosen beforehand by student teacher):
High Points of Lesson:
Areas Which Could Improve:
Planning
Presentation
Materials Used
Pupil / Teacher Rapport
Evaluation of Lesson
Control
Planning
Presentation
Materials Used
Pupil / Teacher Rapport
Evaluation of Lesson
Control
(check)
(check)
Cooperating Teacher Comments:
Student Teacher Comments:
Student Signature
Cooperating Teacher Signature
8B
COOPERATING TEACHER – WEEKLY EVALUATION FORM
STUDENT TEACHER
DATE
D = Demonstrated
PD = Partially Demonstrated
ND = Not Demonstrated
Standard I:
Demonstrates Applied Content Knowledge
D PD ND
1a. Communicates concepts, processes and knowledge
1b. Connect content to life experiences of students
1c. Demonstrate instructional strategies that are appropriate for content and contribute to student learning
1d. Guide students to understand content from various perspectives
Standard II:
Designs and Plans Instruction
2a. Develop significant outcomes aligned with standards
2b. Use contextual data to design instruction relevant to students
2c. Plan assessments to guide instruction and measure learning outcomes
2d. Plan instructional strategies and activities that address learning outcomes for all students
2e. Plan instructional strategies and activities that facilitate multiple levels of learning
D
PD
ND
Standard III:
Creates and Maintains Learning Climate
3a. Communicates high expectations
3b. Establishes a positive learning environment
3c. Values and supports student diversity and address individual needs
3d. Fosters mutual respect between teacher and students and among students
3e. Provides a safe environment for learning
D
PD
ND
Standard IV:
Implements/Manages Instruction
4a. Use a variety of instructional strategies that engage students in active learning aligned with learning
outcomes
4b. Implement planned instruction based on diverse student needs and assessment data
4c. Use time effectively
4d. Use space and materials effectively
4e. Implement and manage instruction in ways that facilitate higher order thinking
D
PD
ND
Standard V:
Assesses and Communicates Learning Results
5a. Use assessments that are aligned with learning outcomes
5b. Use a variety of assessments to measure student learning
5c. Analyze assessment data to guide instruction and learning and to measure learning process
5d. Communicate leaning results to students and parents
5e. Adapt assessments to accommodate diverse learning needs and situations
D
PD
ND
Standard VI:
Demonstrates the Implementation of Technology
6a. Use technology to design and plan instruction
6b. Use technology to implement instruction and facilitate student learning
6c. Use technology to assess and communicate student learning
6d. Integrate student use of technology into instruction
D
PD
ND
Standard VII:
Reflects on and Evaluates Teaching and Learning
7a. Uses data to reflect on and evaluate student learning
7b. Uses data to reflect on and evaluate instructional practice
7c. Uses data to identify areas for professional growth
D
PD
ND
Standard VIII:
Collaborates with Colleagues/Parents/Others
8a. Identifies students whose leaning was enhanced by collaboration
8b. Describes activities that engage all parties
D
PD
ND
Standard IX:
Evaluates Teaching and Implements Professional Development
9a. Self assesses performance relative to Kentucky Teacher Standards
9b. Identifies priorities for professional development based on self-assessment and student performance
9c. Designs a professional growth plan that addresses identified priorities
D
PD
ND
Standard X:
Provided Leadership Within School/Community/Education
10a. Describes leadership initiatives that enhance student learning and/or school environment
D
PD
ND
Weekly evaluation sheet should be discussed with the student teacher so that the student teacher and you can see progress and growth.
Please add written comments as needed.
Student Signature
Cooperating Teacher Signature
9B
Student Teacher Evaluation
Student Name
Student WKU ID
Please enter the Year
Please enter the Semester of Student Teaching
(Spring or Fall)
Placement # (1 or 2)
Student Teacher Evaluation Grading Guidelines
Instructions : As the Student Teacher Evaluation is a final assessment of our candidates' ability to meet Kentucky Teacher Standards and we use the course grade
as evidence of their ability to meet these Standards, please adhere to the following guidelines in assigning your final grade. It is especially important that you do
NOT assign candidates the grade of C if they have not met the minimum requirements for this grade.
A: Candidate is Distinguished on most Teacher Standards, with no Teacher Standard below Proficient. Most Dispositions are at Target or Above Standard, with no
Disposition below At Standard.
B: Candidate is about equally Distinguished or Proficient on all Teacher Standards. Dispositions range from Target to At Standard, with no Disposition below At
Standard.
C: Candidate is Proficient on most Teacher Standards, with no more than three Standards at Developing and no Standard at Beginning. Dispositions are more At
Standard than Above Standard with no more than one Disposition below At Standard.
-------NOTE: BELOW THIS POINT THE CANDIDATE HAS NOT PASSED STUDENT TEACHING.-------D: Candidate is nearly equally Proficient or Developing on most Teacher Standards, with some Standards at Beginning. Dispositions are nearly all At Standard but
some are below At Standard.
F: Candidate is at Beginning on most Standards. Most Dispositions are below At Standard.
Please enter the Student's Final Grade (ex. A B C D F)
INSTRUCTIONS: Below are the essential knowledge and skills that the WKU Professional Education community has determined as important for i ts candidates to develop
during their education preparation. Using the available rubric and descriptions provided, please assess this candidate's pr esent ability to demonstrate these
characteristics. You may use information you gleaned from observing this student, from other teachers/observers, and from the student's portfolio. If you are unable to
evaluate a candidate on a particular indicator (i.e., you did not have the opportunity to observe this behavior), please choose "NA" for "Not Applicable/Not
Observed." However, please use this option sparingly as we desire your best judgment of the candidate's ability on as many of these indicators as possible.
STANDARD 1: DEMONSTRATES APPLIED CONTENT KNOWLEDGE
1a. Communicates concepts, processes and knowledge
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
1b. Connects content to life experiences of students
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
1c. Demonstrates instructional strategies that are
appropriate for content and contribute to student
learning
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
1d. Guides students to understand content from various
perspectives
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
OVERALL STANDARD 1 PERFORMANCE
Distinguished
Proficient
Developing
Beginning
STANDARD 2: DESIGNS & PLANS INSTRUCTION
2a. Develops significant outcomes aligned with
standards
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
2b. Uses contextual data to design instruction relevant
to students
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
2c. Plans assessments to guide instruction and measure
learning outcomes
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
2d. Plans instructional strategies and activities that
address learning outcomes for all students
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
2e. Plans instructional strategies and activities that
facilitate multiple levels of learning
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
OVERALL STANDARD 2 PERFORMANCE
Distinguished
Proficient
10B
Developing
Beginning
STANDARD 3: CREATES & MAINTAINS LEARNING CLIMATE
3a. Communicates high expectations
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
3b. Establishes a positive learning environment
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
3c. Values and supports student diversity and
addresses individual needs
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
3d. Fosters mutual respect between teacher and
students and among students
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
3e. Provides a safe environment for learning
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
OVERALL STANDARD 3 PERFORMANCE
Distinguished
Proficient
Developing
Beginning
STANDARD 4: IMPLEMENTS & MANAGES INSTRUCTION
4a. Uses a variety of instructional strategies that engage
students in active learning aligned with learning
outcomes
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
4b. Implements instruction based on diverse student
needs and assessment data
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
4c. Uses time effectively
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
4d. Uses space and materials effectively
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
4e. Implements and manages instruction in ways that
facilitate higher order thinking
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
OVERALL STANDARD 4 PERFORMANCE
Distinguished
Proficient
Developing
Beginning
STANDARD 5: ASSESSES & COMMUNICATES LEARNING RESULTS
5a. Uses assessments that are aligned with learning
outcomes
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
5b. Uses a variety of assessments to measure student
learning
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
5c. Analyzes assessment data to guide instruction and
learning and to measure learning progress
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
5d. Communicates learning results to students and
parents
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
5e. Adapts assessments to accommodate diverse
learning needs and situations
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
OVERALL STANDARD 5 PERFORMANCE
Distinguished
Proficient
Developing
Beginning
STANDARD 6: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
6a. Uses technology to design and plan instruction
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
6b. Uses technology to implement instruction and
facilitate student learning
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
6c. Uses technology to assess and communicate
student learning
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
6d. Integrates student use of technology into instruction
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
OVERALL STANDARD 6 PERFORMANCE
Distinguished
Proficient
Developing
Beginning
STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING
7a. Uses data to reflect on and evaluate student learning
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
7b. Uses data to reflect on and evaluate instructional
practice
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
7c. Uses data to identify areas for professional growth
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
OVERALL STANDARD 7 PERFORMANCE
Distinguished
Proficient
Developing
Beginning
STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
8a. Identifies students whose learning was enhanced by
collaboration
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
8b. Describes activities that engage all parties
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
OVERALL STANDARD 8 PERFORMANCE
Distinguished
Proficient
Developing
Beginning
STANDARD 9: EVALUATES TEACHING & IMPLEMENTS PROFESSIONAL DEVELOPMENT
9a. Self assesses performance relative to Kentucky's
Teacher Standards
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
9b. Identifies priorities for professional development
based on self-assessment and student performance
Demonstrated
Partially Demonstrated
Not Demonstrated
NA
11B
9c. Designs a professional growth plan that addresses
identified priorities
Demonstrated
Partially Demonstrated
OVERALL STANDARD 9 PERFORMANCE
Distinguished
Proficient
Developing
Not Demonstrated
NA
Beginning
STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/EDUCATION
10a. Describes leadership initiatives that enhance
student learning and/or school environment
Demonstrated
Partially Demonstrated
OVERALL STANDARD 10 PERFORMANCE
Distinguished
Proficient
Developing
Not Demonstrated
NA
Beginning
INSTRUCTIONS: Below are the essential dispositions that the WKU Professional Education community has determined as important for its candi dates to develop during
their education preparation. Using the available rubric and descriptions provided, please assess this candidate's demonstra tion of these characteristics. If you are unable
to evaluate a candidate on a particular item (i.e., you did not have the opportunity to observe this behavior), please choose "NA" for "Not Applicable/Not
Observed." However, please use this option sparingly as we desire your best judgment of the candidate's dispositions on as many of these items as possible.
a. Values learning: Attendance
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
b. Values learning: Class participation
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
c. Values learning: Class preparation
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
d. Values learning: Communication
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
e. Values personal integrity: Emotional control
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
f. Values personal integrity: ethical behavior
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
g. Values diversity
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
h. Values collaboration
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
i. Values professionalism: Respect for school rules,
policies, and norms
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
j. Values professionalism: Commitment to
self-reflection and growth
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
k. Values professionalism: Professional development
and involvement
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
l. Values professionalism: Professional responsibility
Target
Above Standard
At Standard
Near Standard
Below Standard
NA
12B
WKU CLASS & Section Number
Dispositions Rating Form
(e.g., EDU 489-001)
(Fall 2007 Version)
WKU ID#
Rater’s Role:
Year/Semester
Last Name
Faculty
P-12 Practitioner
First Name
University Supervisor
Other
Please specify: __________________
Score
14B
13B
13
Note: This rubric functions differently than others. For the extremes and middle, behavioral anchors are provided as examples to guide assessment of each disposition.
Rating →
Below Standard
At Standard
Target
Indicator ↓
1
2
3
4
5
Exhibits a pattern of absence and/or tardiness.
Consistently attends class and is on time. Usually
a. Values
Occasionally misses class and is rarely tardy. Tries
Fails to contact instructor to make up missed
notifies instructor in advance and arranges to meet
to notify instructor if going to be absent or contacts
learning:
work. Gives no reason for missing class.
instructor following a missed class. Usually gives
instructor following absence with reason for absence.
Attendance
Sometimes disrupts class by arriving late.
reason for planned absence.
Is attentive in class. Attention is focused on classActively engaged and interested in the class
b. Values
Inattentive in class. Rarely participates in class
related materials and activities. Responds
activities. Volunteers to respond to questions.
learning: Class discussions. May distract others in the class
appropriately when called on. Does not distract
Participates in discussions.
participation
with behaviors or talking.
others in the classroom.
Work completed with little attention to quality.
Work is completed with attention to detail, is
13
May be sloppy and/or contain errors.
Assignments are completed correctly and with
c. Values
sequential, and is logical. Shows evidence of
Emphasis on getting work done rather than
accuracy. Work shows basic grasp of the
learning: Class
thoughtful analysis of the assignment. Work shows
learning. Assignments are sometimes late or
assignments intent. Meets assignment deadlines
preparation
that adequate time and planning were allocated.
missing. Comes unprepared to class (no text
adequately. Is prepared for class most of the time.
Consistently comes to class well prepared.
or class material, hasn’t read, etc.)
Uses correct grammar in oral and/or written
Uses incorrect grammar in oral and/or written
Usually uses correct grammar in oral and written
communication. Communication is free of offensive
d. Values
communications. May use slang, profanity,
communication. Generally uses language that is
or inappropriate language. Uses language to
learning:
inappropriate vocabulary, or offensive
appropriate and not offensive. Can convey ideas
express ideas very effectively regardless of the age
Communication language. Does not express ideas clearly.
accurately.
of the listener.
May display distracting language habits.
Emotions are not under control. May lose
Displays steady emotional temperament. Is
e. Values
temper and show outbursts of anger. Is
Maintains basic control of emotions. May show
receptive to viewpoints of others and their
personal
disrespectful of peers and others. Does not
emotional reaction, but does not lose temper or
suggestions. Holds self accountable for emotions
integrity:
take personal responsibility for emotions and
control. Is able to listen to the perspectives of
and behaviors. Displays a sense of humor and/or
Emotional
behaviors. Blames others or outside
others. Is responsible for emotions and behaviors.
willingness to get along with others.
control
circumstances for loss of emotional control.
Is honest in dealing with others. Puts truth above
Is truthful and honest in dealing with others. Uses
personal need or advantage. Always dependable in
f. Values
Shows pattern of dishonest or deceitful
discretion in keeping personal or professional
terms of keeping personal and professional
personal
behavior. Fails to use discretion in keeping
confidences. Strives to be trustworthy and to keep
confidences. Can be counted on to follow through
integrity: Ethical personal confidences. Cannot be counted on
word.
and keep word. Shows self to be a person of strong
behavior
to keep word or to follow through as promised.
character.
WKU Dispositions Form
Version 11/15/07
Page 1 of 2
g. Values
diversity
h. Values
collaboration
i. Values
professionalism:
Respect for
school rules,
policies, and
norms
j. Values
professionalism:
Commitment to
self-reflection
and growth
14B
14B
14
14 k. Values
Rejects those who are different in ability, race,
gender, or ethnicity. Displays intolerant,
disrespectful, and unresponsive behavior
toward the ideas and views of others. Interacts
in an impolite or unprofessional manner with
those perceived as different from self.
Does not collaborate or consult with others.
Shows little regard for people and their ideas.
Does not relate well with others. Does not
share information or ideas.
Unaware of school rules and policies.
Sometimes disregards known policies or
restrictions. Wants exceptions to be made for
self or tries to get around established rules of
behavior, dress, etc. Thinks rules were made
for others.
Does not recognize personal limitations or
strengths. Does not accept suggestions and
constructive criticism of others. Does not
engage in critical thinking. Does not
demonstrate ability to learn through selfreflection.
Shows little interest in activities or events that
promote professional development. Attends
only when mandatory. Unaware of
professional organizations, professional
publications, or other educational resources.
Accepts others who are different in ability, race,
gender, or ethnicity. Displays respectful and
responsive behavior toward the ideas and views of
others. Interacts with others in a polite and
professional manner with those perceived as
different from self.
Willingly works with others from different ability, race,
gender, or ethnic groups. Welcomes feedback and
interaction with others. Listens carefully to others
and respects the views of those perceived as
different from self.
Collaborates and consults with others. Accepts
ideas of others. Relates adequately with others.
Shares information and ideas.
Actively seeks out and incorporates ideas of others.
Willingly works with others to improve the overall
environment. Regularly shares information and
ideas.
Aware of school rules and policies. Usually follows
them without being reminded by others. Accepts
reminders for breaches of rules or policies, and does
not attempt to circumvent them in patterns of
behavior, dress, etc.
Knows school rules and policies. Follows them
consistently. Understands the purpose of regulations
and respects their intent. Accepts responsibility for
personally following them in patterns of dress,
behavior, etc.
Recognizes personal limitations and strengths.
Accepts suggestions and constructive criticism of
others. Demonstrates ability to think critically.
Demonstrates ability to learn through self-reflection.
Recognizes personal limitations and strengths and
uses them to best professional advantage. Actively
seeks suggestions and constructive criticism.
Regularly practices critical thinking. Regularly
engages in learning through self-reflection.
Regularly and actively participates in professional
activities or events that promote professional
development. Makes use of information from
professional organizations, professional publications,
and educational resources.
Accepts responsibility for own actions and for helping
Does not accept responsibility for own actions
Accepts responsibility for own actions and for helping
all students learn and actively seeks selfl. Values
and for helping students learn. Holds low
students learn. Usually holds high expectations for
improvement. Consistently holds high expectations
professionalism:
expectations for the success of some students.
the success of all students. Often looks to explain
for the success of all students. Consistently looks to
Professional
Consistently blames student lack of success on
and remedy student lack of success by factors within
explain and remedy student lack of success by
responsibility
factors outside the control of self.
the control of self.
factors within the control of self.
*Rubric adapted from Wayda, V, & Lund, J. (2005). Assessing dispositions: An unresolved challenge in teacher education; Teacher candidates may know their subject, but are they suited for the job?
The Journal of Physical Education, Recreation, & Dance, 76, p. 34.
professionalism:
Professional
development and
involvement
Occasionally participates in professional activities or
events that promote professional development.
Aware of professional organizations, professional
publications, and other educational resources.
_____________________________________________________________________
Signature of Person Completing This Form
WKU Dispositions Form
______________________________________________________________________________
Student Signature
Version 11/15/07
Page 1 of 2
KTIP TPA – Single Placement
WKU STUDENT TEACHER PERFORMANCE RECORD
3/24/08
Student Teacher ____________________________________________________________________________________
WKU ID ____________________________________
School _____________________________________ # ______ District ___________________________ # _________
Observer Name ___________________________________________________________________________________
First Visit
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature ___________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
Observation 1
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature____________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
Observation 2
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature ___________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
15B
KTIP TPA – Single Placement
WKU STUDENT TEACHER PERFORMANCE RECORD
3/24/08
Student Teacher ____________________________________________________________________________________
WKU ID ____________________________________
School _____________________________________ # ______ District ___________________________ # _________
Observer Name ___________________________________________________________________________________
Observation 3
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature ___________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
Observation 4
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature____________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
Final Visit
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature ___________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
16B
KTIP TPA – First Placement
WKU STUDENT TEACHER PERFORMANCE RECORD
3/24/08
Student Teacher ____________________________________________________________________________________
WKU ID ____________________________________
School _____________________________________ # ______ District ___________________________ # _________
Observer Name ___________________________________________________________________________________
First Visit
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature ___________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
Observation 1
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature____________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
Observation 2
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature ___________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
17B
KTIP TPA – Second Placement
WKU STUDENT TEACHER PERFORMANCE RECORD
3/24/08
Student Teacher ____________________________________________________________________________________
WKU ID ____________________________________
School _____________________________________ # ______ District ___________________________ # _________
Observer Name ___________________________________________________________________________________
Observation 3
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature ___________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
Observation 4
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature____________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
Final Visit
Date of Observation ______________________________
Subject Area Observed ___________________________
Ages/Grades of
Students __________
Number of Students in
Class __________
Type of Classroom _______________________________
Number of Students
having IEP ________
Number of Students
having GSSP ______
Number of Students having LEP
_______
The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with
the intern.
Observer's Signature ___________________________________________________________________________
Student Teacher’s Signature _____________________________________________________________________
18B
STANDARD I: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE
The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and
performance in those areas.
HOLISTIC SCORING OF STANDARD I
Satisfactory Performance on Standard
Observation 1 3+
3
3-
Making Progress Toward Standard
Observation 1 2+
2
2-
Not Making Progress Toward Standard
Observation 1 1+
1
Observation 2
3+
3
3-
Observation 2
2+
2
2-
Observation 2
1+
1
Observation 3
3+
3
3-
Observation 3
2+
2
2-
Observation 3
1+
1
Observation 4
3+
3
3-
Observation 4
2+
2
2-
Observation 4
1+
1
ANALYTIC SCORING OF STANDARD I INDICATORS
Indicator
Demonstrated
D
Indicator Partially
Demonstrated
PD
Accurately and effectively
communicates concepts,
processes and/or knowledge
AND uses vocabulary that is
clear, correct and appropriate
for students
Accurately
communicates concepts,
processes and
knowledge BUT omits
some important ideas,
uses vocabulary
inappropriate for
students OR overlooks
student misconceptions
Inaccurately and
ineffectively communicates
concepts, processes and
knowledge
b. Connects content
to life experiences
of students
Effectively connects MOST
content, procedures, and
activities with relevant life
experiences of students
Connects SOME content,
procedures, and
activities with relevant life
experiences of students
RARELY or NEVER
connects content,
procedures, and activities
with relevant life
experiences
c. Demonstrates
instructional
strategies that are
appropriate for
content and
contribute to
student learning
Demonstrates instructional
strategies that are CLEARLY
appropriate for the content
and processes of the lesson
AND make a CLEAR
contribution to student
learning
Demonstrates
instructional strategies
that are SOMEWHAT
appropriate for the
content and processes of
the lesson AND make
SOME contribution to
student learning
Demonstrates instructional
strategies that are RARELY
or NEVER appropriate for
the content and processes
of the lesson OR make NO
contribution to student
learning
d. Guides students to
understand
content from
various
perspectives
REGULARLY provides
opportunities and guidance
for students to consider
lesson content from different
perspectives to extend their
understanding
SOMETIMES provides
opportunities and
guidance for students to
consider lesson content
from different
perspectives to extend
their understanding
RARELY or NEVER
provides opportunities and
guidance for students to
consider lesson content
from different perspectives
to extend their
understanding
Rating →
Indicator ↓
a. Communicates
concepts,
processes and
knowledge
19B
Indicator Not
Demonstrated
ND
Indicator
Rating
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARD I
First Visit
Observation 1
Observation 2
Observation 3
Observation 4
Final Visit
If additional space is needed for feedback, attach additional pages. Be sure that the student teacher’s name and the
date are on any additional pages.
20B
STANDARD II: THE TEACHER DESIGNS & PLANS INSTRUCTION
The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members, think and solve problems, and integrate knowledge.
HOLISTIC SCORING OF STANDARD II
Satisfactory Performance on Standard
Observation 1 3+
3
3-
Making Progress Toward Standard
Observation 1 2+
2
2-
Not Making Progress Toward Standard
Observation 1 1+
1
Observation 2
3+
3
3-
Observation 2
2+
2
2-
Observation 2
1+
1
Observation 3
3+
3
3-
Observation 3
2+
2
2-
Observation 3
1+
1
Observation 4
3+
3
3-
Observation 4
2+
2
2-
Observation 4
1+
1
ANALYTIC SCORING OF STANDARD II INDICATORS
Indicator
Demonstrated
D
Indicator Partially
Demonstrated
PD
States learning objectives
that reflect key concepts
of the discipline AND are
aligned with local or state
standards
States learning objectives
that reflect key concepts
of the discipline but are
not aligned with local or
state standards OR states
learning objectives that do
not reflect key concepts of
the discipline
Uses objectives that are not
clearly stated or are trivial
AND are not aligned with
local or state standards
Plans and designs MOST
instruction that is clearly
and appropriately based
on significant student,
community, and/or cultural
data
Plans and designs SOME
instruction that is
appropriately based on
some student, community,
and/or cultural data.
Plans and designs LITTLE
TO NO instruction that is
based on student,
community, and cultural data
OR planning and design
reflect biased or
inappropriate use of data
c. Plans assessments
to guide instruction
and measure
learning
objectives
Plans MOST
assessments that guide
instruction, measure
learning results, and are
aligned with learning
objectives
Plans SOME
assessments that guide
instruction, measure
learning results, and are
aligned with learning
objectives
Plans FEW assessments
that guide instruction,
measure learning results,
and are aligned with learning
objectives
d. Plans instructional
strategies and
activities that
address learning
objectives for all
students
Aligns MOST instructional
strategies and activities
with learning objectives
for all students
Aligns SOME instructional
strategies and activities
with learning objectives
for all students
Aligns FEW instructional
strategies and activities with
learning objectives for all
students
e. Plans instructional
strategies and
activities that
facilitate multiple
levels of learning
Plans MOST instructional
strategies that include
several levels of learning
with SOME requiring
higher order thinking
Plans instructional
strategies that include at
least TWO levels of
learning with at least ONE
requiring higher order
thinking
Plans instructional strategies
that do not include levels of
learning OR do not require
higher order thinking
Rating →
Indicator ↓
a. Develops significant
objectives aligned
with standards
b. Uses contextual data
to design instruction
relevant to students
21B
Indicator Not
Demonstrated
ND
Indicator
Rating
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
STANDARD III: THE TEACHER CREATES & MAINTAINS LEARNING CLIMATE
The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts,
become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
HOLISTIC SCORING OF STANDARD III
Satisfactory Performance on Standard
Observation 1 3+
3
3-
Making Progress Toward Standard
Observation 1 2+
2
2-
Not Making Progress Toward Standard
Observation 1 1+
1
Observation 2
3+
3
3-
Observation 2
2+
2
2-
Observation 2
1+
1
Observation 3
3+
3
3-
Observation 3
2+
2
2-
Observation 3
1+
1
Observation 4
3+
3
3-
Observation 4
2+
2
2-
Observation 4
1+
1
ANALYTIC SCORING OF STANDARD III INDICATORS
Rating →
Indicator ↓
Indicator
Demonstrated
D
Indicator Partially
Demonstrated
PD
Indicator Not
Demonstrated
ND
a. Communicates high
expectations
Sets significant and
challenging objectives for
students AND
verbally/nonverbally
communicates confidence
in students' ability to
achieve these objectives
Sets significant and challenging
objectives for students BUT
does not communicate
confidence in students' ability
to achieve these objectives
Does not set significant
and challenging objectives
for students AND does not
communicate confidence
in students
b. Establishes a positive
learning environment
Establishes clear
standards of conduct,
shows awareness of
student behavior, AND
responds in ways that are
both appropriate and
respectful of students
Makes efforts to establish
standards of conduct, and
monitor and respond to student
behavior, BUT efforts are
ineffective and/or inappropriate
Does not established clear
expectations for student
conduct, AND does not
effectively monitor
behavior, AND does not
appropriately respond to
behavior
c. Values and supports
student diversity and
addresses individual
needs
Consistently supports
student diversity and
addresses individual needs
using a VARIETY of
strategies and methods
Inconsistently supports student
diversity and addresses
individual needs OR uses a
LIMITED repertoire of
strategies and methods
Makes LITTLE or NO
attempt to respond to
student diversity and
individual needs -- tends
to use a "one size fits all"
approach
d. Fosters mutual
respect between
teacher and students
and among students
Consistently treats all
students with respect and
concern AND monitors
student interactions to
encourage students to treat
each other with respect
and concern
Inconsistently treats all
students with respect and
concern OR does not monitor
students
Does not treat all students
with respect and concern
AND does not monitor
students
e. Provides a safe
environment for
learning
Creates a classroom
environment that is BOTH
emotionally and physically
safe for all students
Creates a classroom
environment that is physically
safe for all students BUT is
inconsistent in ensuring a safe
emotional environment for all
students
Fails to create an
emotionally AND
physically safe
environment for students
22B
Indicator
Rating
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
STANDARD IV: THE TEACHER IMPLEMENTS & MANAGES INSTRUCTION
The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts,
become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
HOLISTIC SCORING OF STANDARD IV
Satisfactory Performance on Standard
Observation 1 3+
3
3-
Making Progress Toward Standard
Observation 1 2+
2
2-
Not Making Progress Toward Standard
Observation 1 1+
1
Observation 2
3+
3
3-
Observation 2
2+
2
2-
Observation 2
1+
1
Observation 3
3+
3
3-
Observation 3
2+
2
2-
Observation 3
1+
1
Observation 4
3+
3
3-
Observation 4
2+
2
2-
Observation 4
1+
1
ANALYTIC SCORING OF STANDARD IV INDICATORS
Rating →
Indicator ↓
Indicator
Demonstrated
D
Indicator Partially
Demonstrated
PD
Uses a variety of instructional
strategies that engage students
throughout the lesson on tasks
BUT are not aligned with
learning objectives OR tasks
are aligned with learning
outcomes BUT do not keep
students engaged
a. Uses a variety of
instructional
strategies that
engage students in
active learning
aligned with learning
outcomes
Uses a variety of
instructional strategies
that engage students
throughout the lesson on
tasks aligned with learning
outcomes
b. Implements
instruction based on
diverse student
needs and
assessment data
Implements instruction
based on diverse student
needs and assessment
data AND adapts
instruction to
unanticipated
circumstances if needed
Implements instruction based
on diverse student needs and
assessment data BUT does not
adapt instruction to
unanticipated circumstances
when needed
Does not base instruction
on diverse student needs
and assessment data AND
does not adapt instruction to
unanticipated
circumstances when
needed
c. Uses time effectively
Establishes EFFICIENT
procedures for performing
non-instructional tasks,
handling materials and
supplies, managing
transitions, and organizing
and monitoring group work
so that there is MINIMAL
loss of instructional time
Establishes SOMEWHAT
efficient procedures for
performing non-instructional
tasks, handling materials and
supplies, managing transitions,
and organizing and monitoring
group work that vary in their
effectiveness so there is SOME
UNECESSARY loss of
instructional time
Fails to establish consistent
procedures for performing
non-instructional tasks,
handling materials and
supplies, managing
transitions, and organizing
and monitoring group work
resulting in significant loss
of instructional time
d. Uses space and
materials effectively
Uses classroom space
AND materials effectively
to facilitate student
learning
Uses classroom space but not
materials to effectively facilitate
student learning OR uses
materials but not classroom
space to effectively facilitate
student learning
Fails to effectively use
classroom space AND
materials to facilitate
student learning
e. Implements and
manages instruction
in ways that facilitate
higher order thinking
MOST instruction includes
higher order thinking
SOME instruction includes
higher order thinking
LITTLE or NO instruction
includes higher order
thinking
23B
Indicator Not
Demonstrated
ND
Uses instructional strategies
that do not engage student
AND are not aligned with
learning outcomes
Indicator
Rating
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARDS II, III, & IV
First Visit
Observation 1
Observation 2
Observation 3
Observation 4
Final Visit
If additional space is needed for feedback, attach additional pages. Be sure that the student teacher’s name and the
date are on any additional pages.
24B
STANDARD V: THE TEACHER ASSESSES & COMMUNICATES LEARNING RESULTS
The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills,
apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
HOLISTIC SCORING OF STANDARD V
Satisfactory Performance on Standard
Observation 1 3+
3
3-
Making Progress Toward Standard
Observation 1 2+
2
2-
Not Making Progress Toward Standard
Observation 1 1+
1
Observation 2
3+
3
3-
Observation 2
2+
2
2-
Observation 2
1+
1
Observation 3
3+
3
3-
Observation 3
2+
2
2-
Observation 3
1+
1
Observation 4
3+
3
3-
Observation 4
2+
2
2-
Observation 4
1+
1
ANALYTIC SCORING OF STANDARD V INDICATORS
Rating →
Indicator ↓
a. Uses assessments
that are aligned with
learning outcomes
b. Uses a variety of
assessments to
measure student
learning
Indicator
Demonstrated
D
Indicator Partially
Demonstrated
PD
Aligns ALL assessments with
learning outcomes
Aligns SOME assessments
with learning outcomes
Uses a variety of
assessments AND
assessments provide students
increased opportunities to
demonstrate learning
Uses a variety of
assessments BUT these
assessments do not provide
students increased
opportunities to
demonstrate learning OR
uses a few types of
assessments that provide
students opportunities to
demonstrate learning
Indicator Not
Demonstrated
ND
Does not align
assessments with
learning outcomes
Does not use a variety of
assessments AND the
assessments do not
provide students
increased opportunities to
demonstrate learning
c. Analyzes
assessment data to
guide instruction and
learning and to
measure learning
progress
Analyzes assessment data to
guide instruction and learning
and measure learning
progress
Analyzes assessment data
to guide instruction and
learning OR to measure
learning progress
Does not analyze
assessment data to guide
instruction or measure
learning progress
d. Communicates
learning results to
students and parents
Communicates learning
results to students AND
parents in a meaningful and
timely manner
Communicates learning
results to students OR
parents in a meaningful and
timely manner
Does not communicate
learning results to
students AND parents in a
meaningful and timely
manner
e. Adapts assessments
to accommodate
diverse learning
needs and situations
Adapts assessments to
accommodate diverse
learning needs AND situations
Adapts assessments to
accommodate diverse
learning needs OR
situations
Does not adapt
assessments to
accommodate diverse
learning needs OR
situations
25B
Indicator
Rating
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARDS V
First Visit
Observation 1
Observation 2
Observation 3
Observation 4
Final Visit
If additional space is needed for feedback, attach additional pages. Be sure that the student teacher’s name and the
date are on any additional pages.
26B
STANDARD VI: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity;
communicate and collaborate with colleagues, parents, and the community; and conduct research.
HOLISTIC SCORING OF STANDARD VI
Satisfactory Performance on Standard
Observation 1 3+
3
3-
Making Progress Toward Standard
Observation 1 2+
2
2-
Not Making Progress Toward Standard
Observation 1 1+
1
Observation 2
3+
3
3-
Observation 2
2+
2
2-
Observation 2
1+
1
Observation 3
3+
3
3-
Observation 3
2+
2
2-
Observation 3
1+
1
Observation 4
3+
3
3-
Observation 4
2+
2
2-
Observation 4
1+
1
ANALYTIC SCORING OF STANDARD VI INDICATORS
Rating →
Indicator ↓
Indicator
Demonstrated
D
Indicator Partially
Demonstrated
PD
Indicator Not
Demonstrated
ND
a. Uses technology to
design and plan
instruction
REGULARLY uses
technology to design and plan
instruction
SOMETIMES uses
technology to design and
plan instruction
RARELY or NEVER uses
technology to design and
plan instruction
b. Uses technology to
implement
instruction and
facilitate student
learning
REGULARLY uses
technology to implement
instruction and facilitate
student learning
SOMETIMES uses
technology to implement
instruction and facilitate
student learning
RARELY or NEVER uses
technology to implement
instruction and facilitate
student learning
REGULARLY uses
technology to assess and
communicate student learning
SOMETIMES uses
technology to assess and
communicate student
learning
RARELY or NEVER uses
technology to assess and
communicate student
learning
REGULARLY integrates
student use of technology into
instruction to enhance
learning outcomes and meet
diverse student needs
SOMETIMES integrates
student use of
technology into
instruction to enhance
learning outcomes and
meet diverse student
needs
RARELY or NEVER
integrates student use of
technology into instruction
to enhance learning
outcomes and meet diverse
student needs
c. Uses technology to
assess and
communicate
student learning
d. Integrates student
use of technology
into instruction
27B
Indicator
Rating
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARDS VI
First Visit
Observation 1
Observation 2
Observation 3
Observation 4
Final Visit
If additional space is needed for feedback, attach additional pages. Be sure that the student teacher’s name and the
date are on any additional pages.
28B
STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING
The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
HOLISTIC SCORING OF STANDARD VII
Satisfactory Performance on Standard
Observation 1 3+
3
3-
Making Progress Toward Standard
Observation 1 2+
2
2-
Not Making Progress Toward Standard
Observation 1 1+
1
Observation 2
3+
3
3-
Observation 2
2+
2
2-
Observation 2
1+
1
Observation 3
3+
3
3-
Observation 3
2+
2
2-
Observation 3
1+
1
Observation 4
3+
3
3-
Observation 4
2+
2
2-
Observation 4
1+
1
ANALYTIC SCORING OF STANDARD VII INDICATORS
Rating →
Indicator ↓
Indicator
Demonstrated
D
Indicator Partially
Demonstrated
PD
Indicator Not
Demonstrated
ND
a. Uses data to reflect
on and evaluate
student learning
REGULARLY reflects on
and evaluates student
learning using appropriate
data
SOMETIMES reflects on
and evaluates student
learning using appropriate
data
RARELY or NEVER
reflects on and
evaluates student
learning using
appropriate data
b. Uses data to reflect
on and evaluate
instructional
practice
REGULARLY reflects on
and evaluates instructional
practice using appropriate
data
SOMETIMES reflects on
and evaluates instructional
practice using appropriate
data
RARELY or NEVER
reflects on and
evaluates instructional
practice using
appropriate data
c. Uses data to identify
areas for
professional
growth
REGULARLY identifies
areas for professional
growth using appropriate
data
SOMETIMES identifies
areas for professional
growth using appropriate
data
RARELY or NEVER
identifies areas for
professional growth
using appropriate data
29B
Indicator
Rating
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
Observation 1
D PD ND NA
Observation 2
D PD ND NA
Observation 3
D PD ND NA
Observation 4
D PD ND NA
FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARDS VII
First Visit
Observation 1
Observation 2
Observation 3
Observation 4
Final Visit
If additional space is needed for feedback, attach additional pages. Be sure that the student teacher’s name and the
date are on any additional pages.
30B
HOLISTIC SCORING OF STANDARDS VIII, IX, and X
Satisfactory Performance
Standard
Making Progress
Not Making Progress
VIII: Collaboration
3+
3
3-
2+
2
2-
1+
1
IX: Professional Development
3+
3
3-
2+
2
2-
1+
1
X: Leadership
3+
3
3-
2+
2
2-
1+
1
ANALYTIC SCORING OF STANDARD INDICATORS
Rating →
Indicator↓
Indicator
Demonstrated
D
Indicator Partially
Demonstrated
PD
VIIIa: Identifies students
whose learning was
enhanced by
collaboration
Identifies students whose
learning was enhanced by
collaboration AND provides
clear evidence of impact on
learning
Identifies students whose
learning was enhanced by
collaboration BUT limited
evidence of impact on
learning
Does not identify any students
whose learning was enhanced
by collaboration OR provides
poor/no evidence of impact on
learning
VIIIb: Describes
activities that
engage all parties
Describes activities that
engaged parties BEYOND
self, students, and
cooperating teacher
Describes activities that
engaged self, students,
and cooperating teacher
Does not describe activities
that engage others besides self
and student OR activities do not
reflect appropriate collaboration
THOROUGHLY assesses
current performance on all
Kentucky Teacher
Standards
PARTIALLY assesses
current performance on
some Kentucky Teacher
Standards
Does not assess current
performance on Kentucky
Teacher Standards
Identifies priority areas for
growth based on selfassessment and student
performance
Identifies priority areas for
growth based on selfassessment OR student
performance
Does not identify priority areas
OR identified areas are not
based on any self-assessment
or student performance
information
IXc: Designs a
professional growth
plan that
addresses
identified priorities
Designs a comprehensive
professional growth plan that
is clear and logical
Designs a comprehensive
professional growth plan
that is somewhat clear and
logical
Designs a professional growth
plan that is not clear and logical
AND is not comprehensive
Xa: Describes
leadership initiatives
that enhance
student learning
and/or school
environment
Describes initiatives that
have strong positive impact
on learning and/or the
school environment
Describes initiatives that
have limited impact on
learning and/or the school
environment
Does not describe initiatives
that impact either the learning
or professional environment
IXa. Self assesses
performance
relative to
Kentucky's
Teacher Standards
IXb: Identifies
priorities for
professional
development based
on self-assessment
and student
performance
31B
Indicator Not
Demonstrated
ND
Indicator
Rating
3 2 1
HOLISTIC SCORING OF STANDARDS VIII, IX, and X
Satisfactory Performance
Standard
Making Progress
Not Making Progress
VIII: Collaboration
3+
3
3-
2+
2
2-
1+
1
IX: Professional Development
3+
3
3-
2+
2
2-
1+
1
X: Leadership
3+
3
3-
2+
2
2-
1+
1
ANALYTIC SCORING OF STANDARD INDICATORS
Rating →
Indicator↓
Indicator
Demonstrated
D
Indicator Partially
Demonstrated
PD
VIIIa: Identifies students
whose learning was
enhanced by
collaboration
Identifies students whose
learning was enhanced by
collaboration AND provides
clear evidence of impact on
learning
Identifies students whose
learning was enhanced by
collaboration BUT limited
evidence of impact on
learning
Does not identify any students
whose learning was enhanced
by collaboration OR provides
poor/no evidence of impact on
learning
VIIIb: Describes
activities that
engage all parties
Describes activities that
engaged parties BEYOND
self, students, and
cooperating teacher
Describes activities that
engaged self, students,
and cooperating teacher
Does not describe activities
that engage others besides self
and student OR activities do not
reflect appropriate collaboration
THOROUGHLY assesses
current performance on all
Kentucky Teacher
Standards
PARTIALLY assesses
current performance on
some Kentucky Teacher
Standards
Does not assess current
performance on Kentucky
Teacher Standards
Identifies priority areas for
growth based on selfassessment and student
performance
Identifies priority areas for
growth based on selfassessment OR student
performance
Does not identify priority areas
OR identified areas are not
based on any self-assessment
or student performance
information
IXc: Designs a
professional growth
plan that
addresses
identified priorities
Designs a comprehensive
professional growth plan that
is clear and logical
Designs a comprehensive
professional growth plan
that is somewhat clear and
logical
Designs a professional growth
plan that is not clear and logical
AND is not comprehensive
Xa: Describes
leadership initiatives
that enhance
student learning
and/or school
environment
Describes initiatives that
have strong positive impact
on learning and/or the
school environment
Describes initiatives that
have limited impact on
learning and/or the school
environment
Does not describe initiatives
that impact either the learning
or professional environment
IXa. Self assesses
performance
relative to
Kentucky's
Teacher Standards
IXb: Identifies
priorities for
professional
development based
on self-assessment
and student
performance
32B
Indicator Not
Demonstrated
ND
Indicator
Rating
3 2 1
STUDENT TEACHING
MID-TERM PROGRESS REPORT
Single Placement – 16 weeks
PLEASE PRINT
Student Teacher ____________________________________ WKU ID _______________________
Cooperating School __________________________________ Semester ______________________
Cooperating Teacher _________________________________ Subject/Grade __________________
University Supervisor _________________________________ Dates (Inclusive)________________
Rubric for Interactive Teaching
A
During the student
teaching experience, the
student consistently
demonstrated
satisfactory performance
in all observed areas of
interactive teaching.
B
By the end of the student
teaching experience,
demonstrated
satisfactory performance
in most observed areas
of interactive teaching.
C
By the end of the student
teaching experience,
demonstrated
satisfactory performance
in the majority of
observed areas of
interactive teaching and
was clearly making
progress in the others.
D
By the end of the student
teaching experience,
demonstrated progress
in some of the observed
areas of interactive
teaching, but only
demonstrated
satisfactory performance
in one or less of these
observed areas.
F
By the end of the student
teaching experience,
may have demonstrated
progress in a few of the
observed areas of
interactive teaching, but
no satisfactory
performance in any of
these areas was
observed.
Kentucky Teacher Standards and Cooperating Teacher Input
Please check the appropriate column
Standard / Rating
I:
II:
III:
IV:
V:
VI:
VII:
VIII:
IX:
X:
Satisfactory
Performance
Making Progress
Toward Standard
Not Making
Progress Toward
Standard
Demonstrates Applied Content Knowledge
Designs & Plans Instruction
Creates & Maintains a Learning Climate
Implements & Manages Instruction
Assesses & Communicates Learning Results
Demonstrates the Use of Technology
Reflects Upon & Evaluates Teaching and Learning
Collaborates with Colleagues / Parents / Others
Evaluates Teaching & Implements Professional Development
Provides Leadership Within School / Community / Education
REMEMBER TO SUBMIT A COPY OF ATTENDANCE REPORT (for students with absences)
Mid–Term Student Teaching Grade
33B
________
Revised 6/2/15
STUDENT TEACHING FINAL EVALUATION
Single Placement – 16 weeks
REVISED 3/27/15
PLEASE PRINT
Student Teacher ____________________________________ WKU ID _______________________
Cooperating School __________________________________ Semester ______________________
Cooperating Teacher _________________________________ Subject/Grade __________________
University Supervisor _________________________________ Dates (Inclusive)________________
_____
By signing my initials, I verify that I observed the student teacher
teaching one or more lessons described in his/her Teacher Work Sample.
Please check enclosures
______
Student Teaching Attendance Report (for s.t.s with absences)
_____
Student Teaching Performance Record Booklet
_____
Cooperating Teacher’s Student Teacher Evaluation
_____
Student Teacher’s Kentucky Standards Self-Assessment
_____
Form C
_____
Seminar Reports
STUDENT TEACHING GRADE
_____
SIGNATURES REQUIRED
Student Teacher ______________________________________________ Date ____________________
Cooperating Teacher ___________________________________________ Date ____________________
University Supervisor ___________________________________________ Date ____________________
34B
STUDENT TEACHING FINAL EVALUATION
First Placement – 8 weeks
Revised 3/27/15
PLEASE PRINT
Student Teacher ____________________________________ WKU ID _______________________
Cooperating School __________________________________ Semester ______________________
Cooperating Teacher _________________________________ Subject/Grade __________________
University Supervisor _________________________________ Dates (Inclusive)________________
_____
By signing my initials, I verify that I observed the student teacher
teaching one or more lessons described in his/her Teacher Work Sample.
Please check enclosures
______
Copy of Student Teaching Attendance Report (for s.t.s with absences)
_____
Cooperating Teacher’s Student Teacher Evaluation
_____
Student Teacher’s Kentucky Standards Self-Assessment
STUDENT TEACHING GRADE
_____
SIGNATURES REQUIRED
Student Teacher ______________________________________________ Date ____________________
Cooperating Teacher ___________________________________________ Date ____________________
University Supervisor ___________________________________________ Date ____________________
35B
STUDENT TEACHING FINAL EVALUATION
Second Placement – 8 weeks
REVISED 3/27/15
PLEASE PRINT
Student Teacher ____________________________________ WKU ID _______________________
Cooperating School __________________________________ Semester ______________________
Cooperating Teacher _________________________________ Subject/Grade __________________
University Supervisor _________________________________ Dates (Inclusive)________________
_____
By signing my initials, I verify that I observed the student teacher
teaching one or more lessons described in his/her Teacher Work Sample.
Please check enclosures
______
Student Teaching Attendance Report (for s.t.s with absences)
_____
Student Teaching Performance Record Booklet
_____
Cooperating Teacher’s Student Teacher Evaluation
_____
Student Teacher’s Kentucky Standards Self-Assessment
_____
Form C
_____
Seminar Reports
STUDENT TEACHING GRADE
_____
SIGNATURES REQUIRED
Student Teacher ______________________________________________ Date ____________________
Cooperating Teacher ___________________________________________ Date ____________________
University Supervisor ___________________________________________ Date ____________________
36B
STUDENT TEACHING PORTFOLIO EVALUATION WORKSHEET (FOR REFERENCE ONLY – THIS FORM IS NOT REQUIRED BY THE STUDENT TEACHING OFFICE) STUDENT:___________________________________________________ WKU ID#_____________________________ SUBJECT/GRADE:_____________________________________________ SEMESTER:____________________________ UNIVERSITY SUPERVISOR:______________________________________ DATES (INCLUSIVE):_____________________ 4 Rating Area Evaluated 3 2 Inclusion of Required Components Includes recommended components clearly labeled Includes a majority of the recommended components Exhibits and has Alignment with New Teacher Standards (NTS) Each NTS is met in relevant multiple components Each NTS is met and most have multiple relevant components Portfolio showcases the candidate’s teaching competence in a professional manner. It is well organized and visually appealing. Accurate spelling and grammar is used. Portfolio showcases teaching competence in a professional manner. It is well organized but may be less than visually attractive and may include minor errors in spelling and grammar. Presentation 1 ZERO Includes a few of the recommended components Some evidence No evidence of of recommended the required components components Each NTS is met with very limited relevant components Each NTS is met with weak or no relevant components Alignment with the NTS components is not evident Portfolio showcases teaching competence in a professional manner. It is poorly organized and may be less than visually attractive. It may include several errors in spelling and grammar. Portfolio does not showcase teaching competence. It is poorly organized and may be less than visually attractive and may include gross errors in spelling and grammar. Portfolio does not showcase teaching competence. It shows little organization and is not visually attractive and includes gross errors in spelling and grammar. Suggested grading scale for the Student Teaching Portfolio Score each cell and then total the numeric scores using the values at the top of each column. 11‐12 points = A Comments: 8‐10 points = B 5‐ 7 points = C 2‐ 4 points = D 1 point or less = F Initials of person scoring this portfolio___________ Date:__________________ Score/Grade:_________ 5/18/10 ‐ LCD 37B