The Professional Semester: Guidelines for Mentor Teachers
Thank you for opening your classroom to an Ithaca College student teacher. We could not adequately
prepare our candidates without your support and mentoring.
The student teaching experience is the culminating field-based experience for teacher candidates at Ithaca
College. It serves as the semester-long capstone of the teacher education program—the time during which
the teacher candidate finally steps completely into the role of full-time professional teacher and assumes
the full range of teacher responsibilities—and is the point at which the faculty complete the final
assessment of a candidate’s readiness to become a full-time teacher. Mentor teachers, in collaboration with
college supervisors, help teacher candidates negotiate this important milestone in their teacher preparation
programs and offer mentoring, supportive feedback, and coaching to help the nurture teacher candidates’
growth into teachers who meet the expectations of the Ithaca College Teacher Education Professional
Standards, the New York State Teaching Standards, and the families, communities, youth, and peer
professionals with whom they will be working in the future.
In order to support you in your role as a Mentor Teacher, we have created this handbook to share
information about the student teaching experience in which you will soon be engaged. It should help you to
understand our policies and practices, the structures of the student teaching experience, and the resources
that are available to support you and the teacher candidate(s) you are supervising.
If you have any questions about the materials in the handbook, or your role as a mentor, please contact
Emily Hess, the Field Experience Coordinator at 607-274-7356/ehess@ithaca.edu or the College Supervisor
with whom you are working.
General Responsibilities of the Mentor Teacher
Mentor teachers are asked to do the following during the student teaching placement:
1. Meet with your student teacher and the college supervisor during the weeks before the student
teaching placement to discuss the various aspects and requirements of the student teaching
experience. See Appendix A for a checklist of things to review in the first three-way meeting.
2. Provide guidance for instructional planning tasks that should be completed prior to the start of
student teaching.
3. Insist upon detailed and thorough lesson and unit plans, and review them with your student teacher
in advance of the days on which the lessons will be taught. Student Teachers are expected to turn
the next week’s lesson plans in to you by the end of the day on Thursdays. Learning to plan
effectively is a critical skill for our candidates. They are expected to keep a Student Teacher
Notebook of all lessons taught during their student teaching experience, even if the lessons are
created by the mentor or another source. We use the Notebook to see evidence of scaffolding,
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formative and summative assessment, and long-term thoughtful planning. See Appendix B for the IC
Lesson Plan format and Appendix C for the checklist that should be in all student teachers’ Notebooks.
4. Use your best judgment and experience to determine the pace at which you will build your student
teacher toward assuming a full-time teaching load. (It is expected that your student teacher will take
full responsibility for planning and teaching for minimally 1 week, but preferably more.) Also, you
may want to plan to “take back” your classes gradually at the end of the student teaching placement.
Keep in mind that you want your student teacher to gain a full sense of life as a professional teacher.
5. Regularly review your lesson and unit plans with your student teacher; explain how and why you
developed your curricular approaches and teaching strategies; talk about what worked and what
didn’t in your lessons; discuss your approaches to motivating and managing student behavior;
essentially, conduct “think alouds.”
6. Observe, evaluate, and share your evaluations of your student teacher’s work often (daily, if
possible). Please use the Ithaca College Teacher Education Program Standards and the Professional
Qualities and Dispositions as the foundation for your discussions and evaluations of the student
teacher’s progress See Appendix D for the IC Teacher Education Program Standards and Appendix E for
the Professional Qualities and Dispositions.
7. Written observations and evaluations are essential. Provide your student teacher with a minimum of
three (3) written evaluations during the course of the placement. Review these written evaluations
in detail with your student teacher. (The college supervisor can provide you with either an
electronic version or paper copy of a guided observation form. You may use this form, but are not
required to. You must, however, take notes on the formal observations and provide a copy of your
notes to the student teacher and the college supervisor for inclusion in the student teacher’s file.)
8. The final evaluation form for the student teacher is based on Ithaca College’s program standards.
Please review the standards with your student teacher during the first week of student teaching as a
means of establishing goals for the placement and throughout the placement when you discuss
teaching and learning. At the end of the placement, the student teacher, college supervisor, and
mentor teacher will each complete the evaluation form and then discuss it at a three-way evaluation
conference.
9. Encourage your student teacher to evaluate the effectiveness of his or her own planning and teaching
throughout the student teaching placement. Develop evaluation strategies together. Setting shortterm goals for your student teacher to work on and identifying possible areas of weakness are good
strategies for supporting the student teacher’s growth and development.
10. Require that your student teacher attend and participate in school faculty meetings as well as any
meetings of your department, team, or grade level. Please also invite your student teacher to
other school-related events. Student teachers should be as actively and broadly involved in school
life as possible.
11. Inform your student teacher of the rules and regulations of your school and school district
regarding safety and security (i.e. fire drills, emergency procedures).
12. Contact the college supervisor with any questions or concerns you have about your student
teacher at any point during the placement. Please also feel free to contact Emily Hess, the Teacher
Education Field Experience Coordinator, at 274-7356 or ehess@ithaca.edu.
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13. At the conclusion of the placement, complete and submit the student teacher final evaluation, the
college supervisor evaluation, and your W-9 and payment form. These will be mailed to you
separately. See Appendices F and G for copies of the college supervisor evaluation and payment form.
14. See Appendix H for a checklist of Mentor Teacher Responsibilities.
See Appendices I and J for the Responsibilities of Student Teachers and the Responsibilities of College
Supervisors.
Before the Student Teaching Placement Begins:
Prospective student teachers should be in active communication with their mentor teachers to begin
planning for the period of student teaching. They should discuss the following questions, and any others
specific to the placement:
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What are the student teacher’s individual goals for student teaching?
What will be the student teacher’s instructional responsibilities?
What will be the student teacher’s schedule for assuming instructional responsibilities?
Will there be established periods of structured observations and/or team teaching?
When will the student teacher assume a full-time teaching load for at least a week?
What materials (texts, curriculum guides, etc.) will the student teacher need and how will he or she
acquire them?
When precisely will written unit and lesson plans for the student teacher’s lessons be due, and when
will these plans be reviewed by and discussed with the mentor teacher?
What obligations will the student teacher have in addition to planning and teaching (e.g. school
faculty meetings; grade-level, team, or department meetings; staff development workshops)?
What are the best times and means for contacting the mentor teacher during the break between
semesters, prior to the start of the student teaching placement?
At what times should the student teacher arrive at and leave school during the professional
semester? What are the expectations for signing in at the office?
The First Week of Student Teaching
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When will regular meetings between the student teacher and the mentor teacher occur for planning
and evaluation?
How and when will the student teacher be introduced to other faculty members and administrators
in the school?
What are the exact procedures in the case of a student teacher’s absence from work (e.g. procedures
for notification, responsibility for lesson plans, etc.)? Note: The general Ithaca College policy on this
issue is stated in the Responsibilities of Student Teachers in Appendix I.
Student teachers are required to submit lesson and unit plans to the mentor teacher in advance of
teaching them. What day/time each week will be used for review, evaluation, and discussion of
instructional plans?
What mechanisms will the student teacher design as the means for evaluating his or her own
effectiveness in teaching? When will these evaluations take place and be reviewed with the mentor
teacher?
Who will take attendance when the student teacher is teaching? When? How?
How will grades be determined and recorded when the student teacher is teaching?
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What are the expectations, responsibilities, and procedures for communication with parents and
families?
What non-instructional supervising duties (hall duty, cafeteria duty, playground supervision, etc.)
will the student teacher assume, and when?
Are there students with IEP’s in the mentor teacher’s class(es)? If so, what special education plans
and adaptations is the student teacher required to provide for each of these students?
What are the school’s procedures for the use of telephones, computers, and photocopiers?
edTPA
In fall 2013, New York State began requiring the edTPA performance assessment for initial teaching certification. The
assessment consists of three tasks (planning, instruction, and assessment) that candidates will complete during one
of their student teaching placements.
The instruction task of edTPA requires videotaping several lessons and writing a commentary on student learning
based on what they observe in the video. Ithaca College has created a release form for families and students (if over
18) separate from the media release form districts use that we will be asking the families of the students in our
candidates' classrooms to complete and return to us. This is an opt-in form, and our candidates will have to get family
approval before showing any student’s face in the videos.
If you have a candidate completing edTPA during his/her placement with you, we hope you will support the student
teacher in acquiring the necessary videotaping permissions, and provide other approved support throughout the
process, as appropriate. See Appendix K videotaping consent form and Appendix L for approved forms of edTPA support.
Public School vs. Ithaca College Calendar
Student teaching begins on the first day of Ithaca College’s semester and ends when the college semester
ends. During the semester of student teaching, all student teachers follow the established schedule of the
school district, not the schedule of the college. The result is that any vacations, holidays, and days off are
those of the public schools; student teachers do not take off during the college’s break. There are no
exceptions to this policy.
Evaluation of Student Teaching
College supervisors and mentor teachers will observe and assess each student teacher during the course of
each placement. The college supervisor is responsible for determining midterm and final grades, in
collaboration with the mentor teacher. Mentor teachers and college supervisors are expected to hold
student teachers to demanding professional standards in their evaluations. Copies of all completed
observation and evaluation forms are submitted at the end of each semester for inclusion in the student
teacher’s file on campus.
Substitute Teaching, Strikes, and Job Actions
Student teachers may not serve as paid substitute teachers. A student teacher must be under the
supervision of a qualified substitute teacher if the mentor teacher is absent. In the event of a strike or job
action, the student teacher may be removed from the school. The decision will be made by the college
supervisor and the Chair of the Education Department, in consultation with the Dean of Humanities and
Sciences.
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Appendices
A.
Checklist for the Initial 3-Way Conference (p. 6)
B.
Ithaca College Lesson Plan Format (p. 8)
C.
Student Teaching Checklists (Adolescence Education and Childhood Education) (p. 13)
D.
Ithaca College Teacher Education Program Standards (p. 23)
E.
Professional Qualities and Dispositions (p. 24)
F.
College Supervisor Evaluation (p. 26)
G.
Mentor Teacher Payment Form (p. 27)
H.
Checklist of Mentor Teacher Responsibilities. (p. 28)
I.
Responsibilities of Student Teachers (p. 30)
J.
Responsibilities of College Supervisors (p. 31)
K.
edTPA Video Consent Form (p. 32)
L.
Guidelines For Supporting Candidates Completing edTPA (p. 34)
M.
Checklist for Final 3-Way Conference (p. 36)
N.
Calendar for Student Teaching (p. 37)
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Appendix A: Checklist for Initial Three-Way Conference
Checklist for the Initial Three-Way Conference
Student Teacher: _____________________________________ Certification Area:________________________________
Mentor Teacher: ______________________________________ School:______________________________________________
Date of Initial Three-Way Conference: _____________________________________________________________________
_____1. Share contact information (email addresses and phone numbers) for student teacher, mentor teacher, and
college supervisor.
_____2. Discuss the general structure for the student teaching experience.
Student teacher observation of mentor and other teachers
*student teacher’s observation of teaching and learning
Gradual assumption of responsibilities for planning, teaching, and assessment
*discussions of state standards and curriculum for the 7-week period
*tutoring of individual students and working with small groups of students
*co-teaching of mentor-planned lessons
*assistance with assessment in order to gain sense of student knowledge and skills
*begin with only one prep (more than one class is okay but not a full load)
Regular student teacher/mentor teacher meetings
*regular meetings for planning, reviews of plans, and suggestions
Share the expectation of at least one-week of full-time responsibility for planning, teaching, and assessment; the
student teacher should assume as much of the full-time schedule of the teacher as possible.
_____3. Review the IC Conceptual Framework and the Ithaca College Teacher Education Program Standards for
all teacher education programs at Ithaca College. Encourage ongoing discussion of issues and progress related
to all eight of these areas. Go over the final evaluation form aligned with the IC standards, New York State
Standards for Teachers, and Specialized Professional Association standards.
_____4. Discuss the importance of regular, detailed oral and written feedback on teaching. Encourage the student
teacher to seek feedback, to demonstrate an openness to feedback, and to act on the feedback received.
_____5. Review the College’s expectations for professionalism: attire, comportment, email, written and spoken
communication, and receptivity to feedback. Go over the Professional Qualities and Dispositions form.
_____6. Go over lesson planning requirements. The student teacher is required to use either the IC lesson plan format
or the school district’s form. Review when it is appropriate to use the extended lesson plan format, and when an
abbreviated lesson plan format would be acceptable. Lesson plans for the following week must be turned
in to the mentor teacher by Thursday for review prior to the weekend. All lesson plans and
accompanying materials must be well organized in the Student Teaching Notebook, which should be available
daily for review by the mentor teacher and college supervisor.
_____7. Acquire a copy of the mentor teacher’s weekly schedule, or request that the student teacher submit copies to
the college supervisor and seminar instructor as soon as possible. Recommend that the mentor teacher and
student teacher determine as soon as possible a tentative schedule for assuming teaching
responsibilities. Send this schedule to the college supervisor and the seminar instructor.
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_____8. Encourage the student teacher to participate fully in the life of the school: attendance at school and
department meetings; district-wide meetings and professional development workshops; introduction to and
collaboration with other teachers in the school; at least one meeting with the principal; observation
of/participation in family conferences and community outreach.
_____9. (If a graduate student) Explain the graduate program requirement for a teacher inquiry self-study. The
student teacher will be collecting data about his or her practice and may ask the mentor teacher and college
supervisor for observation notes, suggestions for particular aspects of teaching, etc.
____10. Review the Ithaca College rules and procedures:
*Student teacher must sign in and out of the building.
*Student teacher must wear IC identification and/or a school’s visitor pass.
*Student teacher is not allowed to substitute teach.
*Student teacher cannot provide car transportation to students.
*Student teacher must contact the mentor teacher and college supervisor if illness or another serious reason
results in a necessary absence.
____11. Explain the purpose of and general schedule for the college supervisor’s visits. The college supervisor holds
an initial 3-way meeting, visits the school at least twice to observe lessons and provide feedback, and conducts
a final 3-way meeting. (The final visit sometimes also includes an additional observation.)
____12. Discuss the collaborative format of the final 3-way meeting and discussion. Student teacher, mentor
teacher, and college supervisor arrive at meeting with evaluations completed. The college supervisor and/or
mentor teacher might adapt his or her evaluation in response to additional information discussed by the
mentor teacher or student teacher.
____13. If this is the placement in which the student teacher will complete the edTPA, review the edTPA handbook
and brief the mentor teacher on this performance assessment.
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Appendix B: Ithaca College Extended Lesson Plan Format
Name
Lesson Title or Topic
Grade Level
Course Name or Content Area
Central Focus of the Learning Segment/Unit
Describe the central focus for the content/skill you will teach in this learning segment/unit. The central focus should address the important
understandings and core concepts/skills you want student to develop in this series of lessons.
Context
1. Explain the larger context in which this lesson fits. Explain how this lesson builds upon lessons before it and how this lesson fits into the overall
learning segment/unit.
2. State the long-range learning goals and/or standards to which this lesson contributes. The long-range goals/standards should deal with mastery
of knowledge/skills that students will be able to transfer to real-life situations.
3. Describe the students for whom this lesson has been developed. Consider the personal, cultural, and community assets of your students and
how this lesson builds upon those assets.
Prior Knowledge
What knowledge, skills, and concepts must students
already know to be successful with this lesson?
How will you know if your students have prior knowledge, etc.? How/when will
you teach/re-teach if necessary?
State/National/Common Core Standards
List the number and full text of each standard that is addressed in this lesson.
Remember to include content and literacy standards, as appropriate to the lesson.
Objectives and Assessments
--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are immediately observable
and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of assessments you will use
to determine whether the objectives have been met. List the types of formative assessments you will use to monitor student learning of your
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specific learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure to meet the learning objectives of
this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to your assessments
and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or a test you will
give later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.
Learning Objectives
Formative Assessments
Summative Assessments
The students will be able to …
What formal and informal assessments
will you use during this lesson to monitor
whether your students are developing
the understanding/skills required to
meet the learning objective you have
identified? If you are using observation
as a form of assessment, write the
questions you will use as a guide for your
observations of students during the
lesson.
What evidence, by the end of the learning segment/unit,
will show that students understand and have met your
learning objectives?
(Learning outcomes to be achieved by
the end of this lesson)
Every objective should have an
assessment.
Note: Use as many rows as you have
learning objectives. You must have at
least one objective, but there is no
maximum number.
If, as a result of the assessments above, students have not met your learning objectives for this lesson,
what strategy/ies will you use to teach/re-teach?
Academic Language Demands
Language function
Choose a higher order language verb
(e.g. analyze, evaluate, explain,
interpret, describe, predict, argue, or
prove) that students must know how to
do in order to succeed in this lesson. See
your edTPA handbook for content
specific language function suggestions.
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Vocabulary
What skill vocabulary (e.g., Venn
diagram, graphic organizer, thesis
statement, symbols) and content
vocabulary (e.g., imperialism, mitosis,
isosceles) do students need to know in
order to succeed in this lesson?
Discourse
Discourse is a distinctive communication
structure and/or style specific to your
discipline (e.g. lab reports, literary
analysis essays, document-based
arguments, proofs, critiques, etc.) In
what discipline specific ways do students
need to communicate in order to succeed
in this lesson?
Language supports
How will you help students understand the verbal and written language requirements to succeed in this lesson? (These should also be included in
your step-by-step procedures below.) How will you help them use Academic Language during this lesson? (Include how you will use students’ prior
knowledge and your teaching in this lesson to facilitate and deepen student learning.)
Lesson Procedures: Instructional Strategies/ Learning Tasks
Describe, in detail, the steps you will follow in this lesson, attending to both what you will be doing and what the students will be doing.
Time
Step-by-Step Procedures
Opening (Launch)
How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation for lessons should be
interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)
1.
Procedures
List the next steps of your lesson. Provide a detailed description of what teacher and students will be doing. Your planned formative assessments
and language supports from above should show up in this section as part of your lesson procedures. Add rows below as needed.
Write lesson plan procedures so that another teacher could pick up your plans and actually accomplish your objectives for the lesson. The
following procedural terms are too vague: introduce, discuss, review. How will you introduce something new? How will you organize discussion?
How will you conduct a review? Include specific questions you will use.
2.
3.
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Closure
How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them for what’s ahead?
X.
Inclusiveness
Universal Design
What general features of your procedures and/or assessments support the learning of all students by making this lesson accessible for every
student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing multiple means of (1) representation,
(2) action and expression, (3) engagement).
Students with Specific Learning Needs (to be completed below)
What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support students’ learning
specific to this lesson?
IEP/ 504 Plans
Supports, Accommodations, Modifications, Pertinent IEP
Goals
Specific Language Needs
Supports, Accommodations, Modifications
Examples: English Language Learners, regional varieties of
English
Other Learning Needs
Supports, Accommodations, Modifications
Examples: Struggling readers, students with gaps in
academic knowledge, gifted students, etc.
Instructional Resources/Materials
List here the resources you will use to engage your students and assess their learning in this lesson.
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that requires advance
preparation. Written materials should be attached to this plan.
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Theoretical Principles/ Research-Based Practices
Describe clearly how the theory/research supports your selection of learning activities for this lesson.
References
Include here any professional resources from which one or more parts of this lesson plan have been borrowed/adapted. (If a mentor teacher
shared plans, please credit him or her.)
The following questions should be answered after you teach your lesson. Some instructors or supervisors may
ask you to submit these responses separately from your extended-format plan, so please ask your
instructor/supervisor for more detail about expectations for the completion and submission of lesson reflections.
Lesson Reflection
After the lesson has been taught, write your reflection.
How effectively did I promote a positive learning environment? How do I know?
How well did I engage students in learning? How do I know?
How did I elicit and build on student responses to deepen their learning?
What changes would I make to my instruction to improve student learning? Why?
What did I learn about my students’ learning from my assessments? If I didn’t learn what I hoped to learn from the assessment(s) I used, how
would I modify the assessment(s) for next time?
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Appendix C: Student Teaching Checklist for Student Teaching Notebook
Professional Semester in Education
Adolescence Education Program
Student Teaching Checklist
Student: ____________________________________________
First Placement: Mentor Teacher:________________________
Second Placement: Mentor Teacher:______________________
Semester: _____________________
School: _________________________
School:__________________________
Items on the checklist below will be completed over the course of the entire professional semester. As you complete
each task, ask your mentor teacher to initial the checklist to confirm that the task has been successfully demonstrated.
All of the standards-based tasks must be successfully completed prior to the conclusion of the professional semester.
This checklist should be kept at the front of your Student Teaching Notebook and must be submitted as part
of your final evaluation for student teaching.
Standards 1, 2 and 3: Content, Planning and Instruction, Learning Environment
1. Student Teaching Notebook with Lesson Plans: All weekly overviews and lesson plans must be in a binder and
available for mentor teacher and college supervisor at all times. Instructional plans should be updated weekly and the
student teaching notebook should be checked by the mentor teacher each week, with date and initials below.
First Placement
Teacher to Initial & Date Below
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Second Placement
Teacher to Initial & Date Below
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
2. Instructional Units: Review the curriculum with your mentor teacher and plan and teach a unit, or a series of
lessons, with a central focus.
First Placement
Second Placement
Central Focus:
Central Focus:
Teacher Initial & Date
Teacher Initial & Date
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3. Creative and Effective Use of Curricular Materials: Demonstrate your ability to plan and teach lessons using a
creative variety of curricular materials and applications.
First Placement
Second Placement
Central Focus:
Central Focus:
Teacher Initial & Date
Teacher Initial & Date
Standard 4: Diversity
4a. Differentiation for Diverse Learners: Consider the variety of learners in your class who may require different
learning strategies in instruction and assessment. Demonstrate your ability to differentiate for the specific learning
needs by including in your plans the supports, accommodations, and modifications for Special Education students,
English Language Learners, underperforming students or those with gaps in academic knowledge, gifted students,
and others needing additional support.
First Placement
Supports, Accommodations, and Modifications:
Second Placement
Supports, Accommodations, and Modifications:
Teacher Initial & Date
Teacher Initial & Date
4b. Inclusion of Culturally Relevant Teaching Approaches: Demonstrate your ability to construct lessons that
connect new content to your students’ prior academic learning and personal, cultural, and community assets. Pay
special attention to (1) developing mutual respect for, rapport with, and responsiveness to all students and (2)
challenging all students to engage in learning.
First Placement
Second Placement
Central Focus:
Central Focus:
Teacher Initial & Date
Teacher Initial & Date
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Standard 5: Technology
Uses of Technology: Design and implement lessons that demonstrate your ability to effectively use technology in the
classroom. Please document two examples in each placement.
First Placement
Second Placement
Technology used:
Technology used:
Teacher Initial & Date
Technology used:
Teacher Initial & Date
Technology used:
Teacher Initial & Date
Teacher Initial & Date
Standard 6: Assessment
6a. Work Sampling: Collect samples of your students’ work that reflect developing levels of knowledge and skill
over time. Identify the teaching strategies used to ensure student progress.
Samples collected and analyzed:
Samples collected and analyzed:
Teacher Initial & Date
Teacher Initial & Date
6b. Authentic or Performance-Based Assessment Strategies: Implement a variety of assessment strategies to
assess your students’ progress. Please document two authentic or performance-based assessment strategies used
during each placement.
First Placement
Assessment strategy:
Second Placement
Assessment strategy:
Teacher Initial & Date
Assessment strategy:
Teacher Initial & Date
Assessment strategy:
Teacher Initial & Date
Teacher Initial & Date
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Standard 7: Collaboration and Outreach
7a. Participation in School/Community Activities: Attend or participate in at least one school/community activity
held outside the normal school day during each placement.
Activity:
Activity
Teacher Initial & Date
Teacher Initial & Date
7b. Communication and Collaboration with Families: Document at least one time in each placement that you
engaged with families or caregivers in order to help foster student learning.
Activity:
Activity
Teacher Initial & Date
Teacher Initial & Date
Standard 8: Professional Development
Participation in Professional Development: Be an active participant in at least one professional development
activity during each placement.
Activity:
Activity:
Teacher Initial & Date
Teacher Initial & Date
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When you have successfully completed each of the following tasks, please have your mentor teacher initial
and date each task.
Teacher
Initial and
Date
9.
First Placement Solo Teaching: In consultation with your mentor teacher,
select and implement at least a one-week period where you will assume full
responsibility for instruction.
10.
Second Placement Solo Teaching: In consultation with your mentor teacher,
select and implement at least a one-week period where you will assume full
responsibility for instruction.
11.
Identification of Exceptional Students (First Placement): Meet with mentor
teacher to identify students with exceptional needs including ELLs, Gifted &
Talented, Title I Reading or Math, or other IEP categories.
12.
Identification of Exceptional Students (Second Placement): Meet with
mentor teacher to identify students with exceptional needs including ELLs, Gifted
& Talented, Title I Reading or Math, or other IEP categories.
13.
Meeting with Second Placement Mentor Teacher: Prior to the onset of the
second student teaching session, meet with your mentor teacher to discuss plans
for your placement.
14.
Formal Observations: Place in your Student Teaching Notebook a copy of all
the formal observations (at least five) for each placement under the heading
“Evaluations.” Include observation reports from your mentor teachers, college
supervisors, and any other IC faculty or school administrators.
15.
Final Evaluations: Place in your Student Teaching Notebook a printout copy of
your final evaluation for each placement under the heading “Evaluations.”
Student Teacher:_____________________________________________ Date:___________________
First Placement Teacher:____________________________________
Date:___________________
Second Placement Teacher:_________________________________ Date:___________________
College Supervisor:__________________________________________ Date:___________________
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Professional Semester in Education
Childhood Education Program
Student Teaching Checklist
Student: ____________________________________________
Semester:_____________________________
First Placement Mentor Teacher:_________________________
School: _______________________________
Second Placement Mentor Teacher:______________________
School:_______________________________
Items on the checklist below will be completed over the course of the entire professional semester. As you complete
each task, ask your mentor teacher to initial the checklist to confirm that the task has been successfully demonstrated.
All of the standards-based tasks must be successfully completed prior to the conclusion of the professional semester.
This checklist should be kept at the front of your Student Teaching Notebook and must be submitted as part
of your final evaluation for student teaching.
Standards 1, 2 and 3: Content, Planning and Instruction, Learning Environment
1. Student Teaching Notebook with Lesson Plans: Organize all your weekly overviews and lesson plans in a
binder. Make the Student Teaching Notebook accessible for your supervisor and mentor teacher at all times.
Instructional plans should be updated on a weekly basis (include these plans in your binder, under the heading
“Lesson Plans”)
First Placement
Teacher to Initial & Date Below
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Second Placement
Teacher to Initial & Date Below
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
2. Instructional Units: Review the curriculum with your mentor teacher and plan and teach a “mini-unit” or a
series of 3-5 lessons, with a central focus from each of the following disciplines. Mini-units will be completed across
the course of both placements.
Teacher Initial and Date
Literacy
Math
Science
Social Studies
Other
Page 18
3. Creative Use of Textbooks and Curricular Materials: Demonstrate your ability to plan and teach lessons
utilizing the creative application of textbooks and other curricular materials from each of the following disciplines
across the course of both placements.
Textbook
Teacher Initial and Date
Literacy
Math
Science
Social Studies
Other
Standard 4: Diversity
4a. Differentiation for Diverse Learners: Consider the variety of learners in your class who may require different
learning strategies in instruction and assessment. Demonstrate your ability to differentiate for the specific learning
needs across the course of both placements by including in your plans the supports, accommodations, and
modifications for Special Education students, English Language Learners, underperforming students or those with
gaps in academic knowledge, gifted students, and others needing additional support. Please document at least one
example in each placement.
Supports, Accommodations, and Modifications
Teacher Initial and Date
Literacy
Math
Science
Social Studies
Other
4b. Inclusion of Culturally Relevant Teaching Strategies:
Demonstrate your ability to construct lessons that connect new content to your students’ prior academic learning
and personal, cultural, and community assets. Pay special attention to (1) developing mutual respect for, rapport
with, and responsiveness to all students and (2) challenging all students to engage in learning. Please document at
least one example in each placement.
Culturally Relevant Strategy
Literacy
Math
Science
Social Studies
Other
Page 19
Teacher Initial and Date
Standard 5: Technology
Uses of Technology: Design and implement lessons that demonstrate your ability to effectively use technology in
the classroom. Please document three examples during the professional semester.
Technology
Teacher Initial and Date
Standard 6: Assessment
Samples of Student Work: Collect artifacts that reflect beginning, developing, and expert levels of knowledge, skills,
strategies, or dispositions of your students in the following areas across both placements.
Include these samples in your binder, under the heading “Samples of Student Work” and show your analysis of
student learning based on these work samples.
Teacher Initial and Date
Literacy
Math
Other
Page 20
Standard 7: Collaboration and Outreach
7a. Participation in School / Community Activities: Attend and participate in at least one school or community
activity held outside of the school day for each placement.
Activity / Event
Teacher & Date
7b. Communication and Collaboration with Families: Document at least one time in each placement that you
engaged with families or caregivers in order to help foster student learning.
Family Collaboration Example
Teacher & Date
Standard 8: Professional Development
Participation in Professional Development Activities: Participate in at least two professional development
activities during each placement.
Professional Activity
Teacher & Date
Page 21
When you have successfully completed each of the following tasks, please have your mentor teacher initial
and date each task.
___________________ First Placement Solo Teaching: In consultation with your mentor teacher, select and implement at
least a one-week period where you will assume full responsibility for instruction.
___________________ Second Placement Solo Teaching: In consultation with your mentor teacher, select and implement
at least a one-week period where you will assume full responsibility for instruction.
___________________ Identification of Exceptional Students (First Placement):
Meet with mentor teacher to identify students with exceptional needs including Special Education students, English
Language Learners, underperforming students or those with gaps in academic knowledge, gifted students, 504
students, and others.
___________________ Identification of Exceptional Students (Second Placement):
Meet with mentor teacher to identify students with exceptional needs including Special Education students, English
Language Learners, underperforming students or those with gaps in academic knowledge, gifted students, 504
students, and others.
___________________ Meeting with Second Placement Mentor Teacher: Prior to the onset of the second student
teaching session, meet with your mentor teacher to discuss plans for your placement.
___________________ Formal Observations: Place in your Student Teaching Notebook a copy of all the formal
observations (at least five) for each placement under the heading “Evaluations.” Include observation reports from
your mentor teachers, college supervisors, and any other IC faculty and school administrators.
___________________ Final Evaluations: Place in your Student Teaching Notebook a printout copy of your final evaluation
for each placement under the heading “Evaluations.”
Student Teacher:______________________________________
Date: ___________________
First Placement Teacher:_____________________________
Date: ___________________
Second Placement Teacher:__________________________
Date: ___________________
College Supervisor:___________________________________
Date: ___________________
Page 22
Appendix D: Ithaca College Teacher Education Program Standards
1. Content Knowledge: Ithaca College teaching professionals demonstrate a rich, thorough
understanding of the content and skill knowledge, theories, and issues comprising their disciplines.
2. Planning and Instruction/Implementation: Ithaca College teaching professionals are able to plan and
implement effective, developmentally appropriate lessons and curricula based upon sound principles of
content knowledge and skill development.
3. Positive Learning Environment: Ithaca College teaching professionals create safe and motivational
learning environments that encourage all students to become actively involved.
4. Diversity: Ithaca College teaching professionals respect and possess knowledge of diversity in its many
forms and know how to use this competence to develop relationships, instruction, schools, classrooms,
communities, and experiences that help all students achieve their fullest potential and function effectively
and respectfully in a diverse world.
5. Technology: Ithaca College teaching professionals are able to effectively utilize technology to enhance
student learning and professional growth and development.
6. Assessment: Ithaca College teaching professionals demonstrate the ability to develop and utilize a
variety of assessment tools and techniques designed to evaluate student learning and performance,
provide feedback, and shape future lesson planning, programs, and curricula.
7. Collaboration and Outreach: Ithaca College teaching professionals foster positive relationships with a
variety of target groups (e.g., students, families, colleagues, local community members, etc.) in order to
promote and enhance the teaching and learning environment.
8. Professional Development: Ithaca College teaching professionals engage in reflective practice and
continually seek to improve their knowledge base and effectiveness as teachers, make positive
contributions to the culture of their fields, and demonstrate the dispositions of an emerging professional.
Page 23
Appendix E: Ithaca College Professional Qualities and Dispositions
Teacher Education Program Professional Qualities and Dispositions
Rating Form
Student___________________________
Program______________________________
Evaluator __________________________ Date_________________________________
This form can be used for an area of concern at any point of the program.
Directions: Please assess these attributes and indicate which specific area(s) are of concern by indicating not met.
A candidate must meet expectations for each item listed to receive a rating of met for the overall disposition.
I. Professional Responsibility
Please indicate
Not Met
in any areas of
concern below:
1. Maintains a professional appearance; dresses according to program and
school guidelines.
2. Arrives on time for classes, field-based experiences, and meetings.
3. Prepares fully for classes, field-based experiences, and meetings; submits
assignments and reports on time.
4. Demonstrates high expectations that are developmentally, culturally, and
pedagogically appropriate for each individual learner.
5. Abides by college, school, department, program, field placement, and
professional association policies and procedures.
Overall Rating for I. Professional Responsibility
Comments:
Page 24
Met / Not Met
II. Collaboration and Communication
Please indicate
Not Met
in any areas of
concern below:
1. Fosters positive relationships and collaborates with a variety of target groups
(e.g.: students, families, colleagues, local community members, etc.) as
appropriate.
2. Treats others with dignity, respect, and fairness.
3. Speaks and writes clearly, effectively, and appropriately.
4. Maintains professionally appropriate etiquette in all forms of electronic
communication.
5. Respects privacy and confidentiality of information where appropriate.
Overall Rating for II. Collaboration and Communication
Met / Not Met
Comments:
III. Professional Development and Reflective Practice
Please indicate
Not Met
in any areas of
concern below:
1. Engages in reflective practice.
2. Responds well to feedback.
3. Demonstrates resourcefulness in teaching.
4. Engages in positive problem solving when challenges arise.
5. Seeks out and participates in professional development opportunities.
Overall Rating for III. Professional Development and Reflective Practice
Comments:
Page 25
Met / Not Met
Appendix F: College Supervisor Evaluation
Note: This form will be sent to you electronically for submission at the end of the student teaching placement.
This is only a sample.
Name of College Supervisor_______________________________________________________
Your name _________________________________
Yes
No
Yes
No
Yes
No
Yes
No
Your school ______________________
College Supervisor conducted an initial 3-way conference, clarifying expectations for Mentor Teacher,
Student Teacher and College Supervisor?
College Supervisor conducted at least two formal observations and provided written
feedback for the Student Teacher?
College Supervisor conducted a final 3-way conference, which served as an effective
evaluation of the Student Teacher’s performance?
I would be willing to work with this College Supervisor again.
AGREE
5
4
3
The College Supervisor was available outside of observation visits
to offer help when needed.
5
4
3
2
1
The College Supervisor fulfilled responsibilities in a timely manner.
5
4
3
2
1
The College Supervisor offered the Student Teacher constructive
criticism and appropriate, practical advice for addressing
professional and pedagogical issues.
5
4
3
2
1
The College Supervisor treated me, the Student Teacher and our
school’s policies with respect.
5
4
3
2
1
The College Supervisor served as a positive link between
the school and the college.
5
4
3
2
1
The College Supervisor made me aware of the College’s expectations
for me as a Mentor Teacher.
DISAGREE
2 1
What are the College Supervisor’s greatest strengths?
What could the College Supervisor do to most improve her/his performance, relationship with me, or relationship
with our school?
Page 26
Appendix G: Mentor Teacher Payment Form
TEACHER EDUCATION
Cooperating/Mentor Teacher Payment Form
NOTE: Only payment forms for the current academic year will be accepted. For fall placements this payment form and a W-9
should be submitted by January 1st and for the spring semester, this payment form and a W-9 must be submitted or postmarked
by May 23rd. Forms received after June 1st will not be able to be processed.
Please complete all information below
Semester/Year:
1.
Name of Cooperating Teacher:
First
2.
Home Address:
Middle
Street
City, State and Zip
3.
Social Security Number:
4.
e-mail Address:
5.
Ithaca College Student(s) Supervised:
6.
Dates of Supervision:
7.
Name of School:
8.
Subject & Grade Level:
9.
Ithaca College Supervisor:
10.
Are you now or have you ever been employed by Ithaca College?
Yes
No
save form and email to: teachered@ithaca.edu or
print and fax to: 607-274-1089 or
print and mail to: Bonita Ferguson, Department of Education, 953 Danby Road, Ithaca, NY 14850
Page 27
Last
Appendix H: Checklist of Mentor Teacher Responsibilities
___ Participate in a 3-way introductory conference with the student teacher and college supervisor
___ Conduct an initial planning session with your student teacher. Discuss the following:
___ your daily and weekly schedule of classes and responsibilities
___ your general arrival and departure times at school
___ days/times of school, department, team, grade-level, or committee meetings
___ a general calendar for when the student teacher will assume responsibilities for various
planning, teaching, managing, and assessment tasks (specifically identify a tentative
period when the student teacher will assume full responsibility for planning, teaching,
managing, and assessing, minimally 1 week, but ideally longer)
___ the format in which lesson and unit plans will be completed (the student teacher can
use the IC planning format, the school district format, or your own preferred format…
remember, though, that your student teacher will need to write more detailed plans
than those used by many experienced teachers)
___ a regular time for discussions of the student teacher’s planning and progress (these
feedback sessions should take place at least once a week; many mentor teachers
conduct daily feedback sessions; setting a regular date is helpful)
___ the nature and needs of the diverse students in your class(es), including specific IEP’s
for any identified special needs students
___ Give your student teacher a tour of the school. Include the location of the following:
___ principal’s office
___ counselor’s office (or special education office, etc.)
___ nurse’s office
___ library
___ cafeteria (where do teachers have coffee/tea, eat lunch, etc.?
refrigerator/microwave availability?)
___ copy machines, paper and supplies, etc.
___ classrooms of department, team, and/or grade-level colleagues
___ Explain school procedures for:
___ teacher parking (assigned parking? parking sticker required?)
___ teacher sign-in and sign-out in the main office
___ student teacher absence for illness (who should be contacted, and how?)
___ use of copy machines, library, computer labs, telephones, etc.
___ referrals of students to principal, counselor, special education, detention, etc.
___ contact with parents/guardians
___ fire and emergency procedures, school violence prevention techniques
___ Regularly review your student teacher’s Student Teaching Notebook. It should be a wellorganized collection of carefully-sequenced, detailed plans, including all accompanying
handouts and materials.
Page 28
___ Meet at least once each week at a set time to provide feedback on your student teacher’s
progress. Encourage your student teacher to ask questions to clarify expectations and
procedures.
___ Regularly observe and take notes on your student teacher’s lessons.
___ At least three times during the student teaching experience, “formally” observe your student
teacher and take notes that you provide to the student teacher and the college supervisor.
___ Encourage your student teacher to participate in after-school activities, including extra-help
sessions for students, extracurricular activities, conferences with parent/guardians, etc.
___ Encourage your student teacher to observe other teachers in your department, on your team,
or in your grade level.
___ Encourage your student teacher to invite a school administrator to observe a lesson and
provide feedback.
___ At the end of the student teaching placement, complete a final evaluation of your student
teacher.
___ At the end of the placement, complete an evaluation of the college supervisor.
___ Participate in a 3-way final conference with the student teacher and college supervisor.
___ Complete the mentor teacher payment form and submit it to IC before June 1st. We will not be
able to process mentor payments if the W-9 and the payment form come in after our fiscal year
closes.
Page 29
Appendix I: Responsibilities of Student Teachers
Throughout the professional semester, teacher candidates are expected to conduct themselves as
a full-time teacher would, observing the professional rules of conduct of the teachers and
administrators with whom they are working.
In general, the role and responsibilities of the Student Teacher include the following:










Report to school each day on time and fully prepared for the full school day.
Keep to the required schedule of submitting lesson plans for review by the mentor teacher.
Lesson plans should be thoughtful and thorough and detailed enough that a substitute teacher
could follow them. All lesson plans and accompanying materials must be kept in a wellorganized notebook for regular review by the mentor teacher and the college supervisor.
Assume responsibility for any extra duties or meetings before school begins and/or after it
ends. This means arriving no later than full-time teachers arrive and leaving no earlier than
they leave. In general, they are expected to follow the schedule maintained by the mentor
teacher.
Adhere to the standards of professionalism for attire, demeanor, and dispositions established
for teacher candidates by Ithaca College. In addition, if the school in which they are teaching
has an established code of professional ethics or a dress code, they are expected to adhere to it.
Early in their placement, discuss with the mentor teacher a schedule for gradual assumption of
responsibilities.
Familiarize themselves with and follow carefully all school policies. If the school district or
school in which they are teaching has a faculty handbook, they should ask for a copy and read
it thoroughly.
If they are ill and unable to teach, they must inform the mentor teacher and college supervisor
in a timely fashion. Any absence must be cleared with the mentor teacher and college
supervisor. If candidates must be absent, they are still responsible for providing the mentor
teacher with the lesson plan(s) that they intended to teach on the day(s) of the absence.
Treat with confidentiality all information that comes to them about individual students. In all
situations, they are required to respond as a reasonably prudent and careful person would
under the circumstances involved.
Become actively involved with professional opportunities and extracurricular activities
sponsored by the school.
Under no circumstances offer students rides in their car.
Page 30
Appendix J: Responsibilities of College Supervisors
The college supervisor coordinates the student teacher’s experience -- cooperation among the
college supervisor, the student teacher, and the mentor teacher is essential if the student teaching
experience is to be successful. (The more communication, the better.) The college supervisor is
expected to outline clear and demanding expectations.
In general, the role and responsibilities of the college supervisor include the following:
 Conduct an introductory 3-way conference with the mentor teacher and student teacher
before student teaching begins or during the first few days of student teaching in order to
review all procedures and requirements and to discuss the timeline of responsibilities.
 Observe a lesson planned and taught by the student teacher a minimum of two times in each
student teaching placement. Provide a written evaluation and meet with the student teacher
and the mentor teacher to review the observation.
 At each visit to the student teacher, check the student teacher’s Student Teaching Notebook for
organization and thoroughness.
 At the end of each placement, schedule and facilitate a 3-way conference in which the student
teacher, mentor teacher, and college supervisor discuss their final views of the student
teacher’s growth and development in each of the program standards.
 Determine midterm and final grades for the student teacher. Consider the evaluations written
by the mentor teachers, the self-evaluations written by the student teacher, their own
observations, and experience with the grading policies of the College.
Page 31
Appendix K: edTPA Video Consent Form
Dear Parent/Guardian/Student:
I am a student teacher intern from Ithaca College and I am in the process of applying for my
license to be a certified teacher. One of the New York State requirements for this certification is a
“performance assessment,” which requires video recordings of me teaching. The video recordings
will include both the students and me, but the primary focus is on my instruction, not the students
in the class. In the course of recording my teaching, your child (or you) may appear in the video.
Another requirement for my certification is “evidence of student learning,” which requires
submitting student work samples completed during times I am teaching. Those samples may
contain some of your child’s (or your) work.
No student’s name will appear on anything I submit, and all materials will be kept confidential at
all times. The video recordings and student work I submit will not be made public in any way.
Everything I turn in will be viewed by faculty in my program at Ithaca College and the certification
reviewers. My application materials, including the video and student work, may also be used by
Stanford University or Pearson (the institutions that created the teacher certification application)
under secure conditions to train people to score other applications.
The attached permission slip is your opportunity to say that you do or do not give me permission
to use your child’s (or your) work and/or image in my application process. This “performance
assessment” exam will be required for almost all new applicants for teaching licensure in most
states, and your support is much appreciated. Thank you in advance for considering helping me in
this very important step of my career.
If you have questions about the video or student work and how it will be used, please contact
Emily Hess, the field experience coordinator at Ithaca College, at 607-274-7356 or
ehess@ithaca.edu.
Sincerely,
Page 32
CONSENT FORM
To be completed either by the parents/legal guardians of minor students (please complete Part 1)
or by students who are 18 or more years of age (please complete Part 2)
Student Name: _______________________________________________________
Part 1
I am the parent/legal guardian of the child named above. I have read and understand the purpose of
this permission slip, given in the letter provided with this form, and agree to the following:
Please check the appropriate box below
I DO give permission to you to include my child’s student work and/or image on video recordings as
part of video(s) showing your classroom performance, to be used only for the purpose of completing your
application for teacher certification. I understand that my child’s name and any other personally
identifiable information about my child will not appear on any of the submitted materials.
I DO NOT give permission to you to include my child’s student work and/or image on video
recordings as part of video(s) showing your classroom performance to be used only for the purpose of
completing your application for teacher certification.
Signature of Parent or Guardian: ______________________________ Date: __________________
Part 2
I am the student named above and am more than 18 years of age. I have read and understand the
purpose of this permission slip, given in the letter provided with this form, and agree to the following:
I DO give permission to you to include my student work and/or image on video recordings as part of
video(s) showing your classroom performance, to be used only for the purpose of completing your
application for teacher certification. I understand that any other personally identifiable information,
including my name, will not appear on any of the submitted materials.
I DO NOT give permission to you to include my student work and/or image on video recordings as
part of video(s) showing your classroom performance to be used only for the purpose of completing your
application for teacher certification.
Signature of Student: _____ ______________________________ Date: __________________
Date of Birth: ____/____/_______
Page 33
Appendix L: Guidelines For Supporting Candidates Completing edTPA
From SCALE: Stanford Center for Assessment, Learning and Equity
edTPA is a summative, subject--‐specific portfolio--‐based assessment of teaching performance, completed
during a preparation program within a clinical field experience. edTPA is designed to assess a teaching
candidates’ readiness to teach.
Given the placement of edTPA within an educational program, professional conversations about teaching
and learning associated with the outcomes assessed in edTPA are expected and encouraged. Consistent
with research on student learning,1 programs are encouraged to help candidates examine expectations for
performance evaluated by edTPA in meaningful ways and discuss how they will demonstrate their
performance in relation to those expectations. One highly effective way to clarify what edTPA requires
AND prepare candidates to teach well is to closely examine the rubrics. Faculty, supervisors and
cooperating teachers should take time to examine the language, structure and progression of the edTPA
rubrics during formative experiences throughout the program.
Candidates receive a variety of support during their coursework and fieldwork to help prepare for and
respond to the tasks of edTPA. For example, within their coursework and key program assignments and
activities, candidates receive feedback from instructors and fellow candidates. A methodology class could
include assignments related to curriculum and lesson design, and an educational psychology class could
include assignments related to analyzing student assessment data: both activities could help support the
candidate’s thinking about how to design lessons and understand assessment in relationship to the
expectations identified in edTPA. Instructors typically also provide feedback to candidates relative to the
teaching standards of their field and any state standards for teaching performance addressed within the
coursework and assignments.
During field experiences, candidates are trying out what they have learned, and they receive feedback on
their performance from supervisors, cooperating teachers, and other support providers. These activities
and formative experiences provide opportunities for candidates to “practice the activities of edTPA” and to
synthesize their learning from the program. . Preparation for edTPA offers many collegial opportunities for
candidates to share and discuss their experiences as well as to share and discuss responses to practice
activities.
Although many program activities and experiences provide acceptable forms of support for candidates
within the edTPA process, other activities are not acceptable within a summative assessment process that
is intended to determine whether each candidate individually demonstrates mastery of state/program
standards and should be recommended for an initial license.
This document clarifies what are acceptable forms of support for candidates during the edTPA process and
what are unacceptable forms of support. It replaces earlier versions posted at http://edtpa.aacte.org/ and
https://www.edtpa.com/.
Page 34
Acceptable Forms of Support for Candidates within the edTPA Process
The following are examples of acceptable types of support for candidates within the edTPA process:

Providing candidates with access to handbooks and other explanatory materials about edTPA and
expectations for candidate performance on the assessment

Explaining edTPA tasks and scoring rubrics and guiding discussions about them

Providing and discussing support documents such as Making Good Choices about what lessons or
examples to use within the assessment responses

Discussing samples of previously completed edTPA portfolio materials (where appropriate
permissions have been granted)

Engaging candidates in formative experiences aligned with edTPA (e.g., assignments analyzing their
instruction, developing curriculum units, or assessing student work)

Explaining scoring rubrics, and using these rubrics in formative exercises or assignments2

Using rubric constructs or rubric language to evaluate and debrief observations made by field
supervisors or cooperating teachers as part of the clinical supervision process

Offering candidate seminars focusing on the skills and abilities identified in edTPA, such as an
Academic Language seminar

Asking probing questions about candidates’ draft edTPA responses or videorecordings, without
providing direct edits of the candidate’s writing or providing candidates with specific answers to
edTPA prompts

Assisting candidates in understanding how to use the electronic platforms for models/programs
using electronic uploading of candidate responses

Arranging technical assistance for the video portion of the assessment
Unacceptable Forms of Candidate Support during the Assessment
The following provides examples of unacceptable types of support for candidates within the edTPA
process:
 Editing a candidate’s official materials prior to submission

Offering critique of candidate responses that provides specific, alternative responses, prior to
submission for official scoring

Telling candidates which video clips to select for submission

Uploading candidate edTPA responses (written responses or videotape entries) on public access
social media websites.
Page 35
Appendix M: Checklist for Final Three-Way Conference
Checklist for the Final Three-Way Conference
Student Teacher: ____________________________________ Certification Area:__________________________________
Mentor Teacher: _____________________________________ School:______________________________________________
Date of Final Three-Way Conference: _____________________________________________________________________
____1.
Review student teaching evaluations. During the final 3-way conference, the majority of the
meeting should be spent reviewing the student teacher’s progress and achievement on each of the
Ithaca College Teacher Education Program Standards. Each of the participants (college
supervisor, mentor teacher, and student teacher) should arrive at the final 3-way conference
with a draft of the final evaluation form already filled out.
Note: The final version of the evaluation form will be submitted online; a link to the online form will be
sent out by Emily Hess. We recognize that the final online evaluations may be slightly different from
the draft versions discussed during the final 3-way conference, especially if the student teacher still has
additional days of student teaching to complete.
If the final 3-way occurs before the link has been sent, the evaluation form is available at
http://www.ithaca.edu/hs/depts/education/docs/StTeachEvals
____2.
Collect the mentor teacher’s notes on the three formal observations
____3.
Review the student teacher’s checklist at the front of his/her Student Teaching Notebook. If there
are any missing pieces, discuss how/when the student teacher can incorporate those experiences
and complete any remaining requirements before the end of student teaching.
____4.
Review close-out procedures, including a reminder to the student teacher to clean up and remove
any student teacher supplies. Student teachers should return any borrowed materials.
____5.
Discuss how grades/gradebooks/student evaluations will be transferred to the mentor teacher.
Also, if there are any assignments outstanding or yet to be graded, discuss how those will be
handled.
____6.
Talk briefly about recommendations for how the student teacher should spend the final few days
of student teaching, especially after the completion of planning/teaching responsibilities. Does the
mentor teacher have recommendations for the student teacher’s observation of classes and/or
other teachers in the school? Are there other possible experiences that would be valuable for the
student teacher? (For example, is there a field trip that the student teacher could chaperone?)
____7.
Plan how to wrap up the student teacher’s experience with students and/or families.
____8.
Remind the mentor teacher of the deadline for returning the payment form and W-9 (May 31,
2016), and explain that because of fiscal year requirements, IC can’t provide payment if forms
aren’t received by then. Payment forms are available online at
http://www.ithaca.edu/actec/mentorinfo/
Page 36
Appendix N: Calendar of Student Teaching
December 2015
Monday
1
2
3
4
Sat/Sun
5/6
7
8
9
10
11
12/13
14
15
16
17
19/20
21
22
Between-Semester Holiday
Begins (12/21/15 to
01/25/16)
28
29
23
24
18
For Student Teaching,
Initial 3-way meeting for
Placement #1 will have
been completed.
(Adolescence Ed only)
Check with your
supervisor for details.
25
30
31
Page 37
Tuesday
Wednesday
Thursday
Friday
26/27
January 2016
Monday
Tuesday
Wednesday
Thursday
Friday
1
Sat/Sun
2/3
4
5
6
7
8
9/10
11
12
13
14
15
16/17
18
Dr. Martin Luther King, Jr.
Day—Campus
Celebration: No classes
25
First Day of IC Spring
Term and Student
Teaching Placement #1
Seminar 4:30-7:10
19
Mentor Teacher Night
A&E Center, VIP Room
5:00-7:00 p.m.
26
20
21
22
23/24
27
28
30/31
Regents Examinations
Regents Examinations
Regents Examinations
29
For Student Teaching
Initial 3-way meeting for
Placement #1 will have
been completed.
(Childhood Ed only)
Regents Examinations
Page 38
February 2016
Monday
Tuesday
Wednesday
Thursday
Friday
Sat/Sun
6/7
1
Seminar 4:30-7:10
8
Seminar 4:30-7:10
2
3
4
5
9
10
12
School Recess for ICSD
and LCSD
13/14
15
Seminar 4:30-7:10
School Recess for ICSD
and LCSD
16
17
11
Mentor Teacher will have
conducted first formal
observation on or before
this date.
18
19
College Supervisor will
have conducted the first
formal observation on
or before this date.
20/21
22
Seminar 4:30-7:10
23
24
25
26
Mentor Teacher will have
conducted second
formal observation on
or before this date.
27/28
29
Seminar 4:30-7:10
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School Recess for ICSD
and LCSD
March 2016
Monday
Tuesday
1
7
IC Spring Break
(Student Teaching
Continues)
No Seminar
Student Teacher SelfEvaluation Placement
#1 Due
8
IC Spring Break
(Student Teaching
Continues)
14
edTPA Writing Day
(Lab open—support
available)
15
edTPA Writing Day
(Lab open—support
available)
21
22
Wednesday
2
29
Seminar 4:30-7:10
Page 40
3
Friday
4
College Supervisor will
have conducted the
second formal
observation on or before
this date.
11
IC Spring Break
LAST DAY PLACEMENT
Sa/Su
5/6
9
IC Spring Break
(Student Teaching
Continues)
Mentor Teacher will have
conducted the third
formal observation on
or before this date.
10
IC Spring Break
(Student Teaching
Continues)
Mentor Teacher Final
Evaluation Placement
#1 Due
16
edTPA Writing Day (Lab
open—support available)
Seminar 4:30-7:10
(note different date)
23
17
FIRST DAY
PLACEMENT #2
18
19/20
24
25
26/27
Seminar 4:30-7:10
28
Thursday
30
Initial 3-Way Meeting for
Placement #2 will have
been held
31
12/13
edTPA
Writing
Days
Final 3-way meetings
from Placement #1 will
have been held.
April 2016
Monday
4
Tuesday
5
Wednesday
6
Thursday
7
Seminar 4:30-7:10
11
Friday
Sat/Sun
1
2/3
8
9/10
College Supervisor and
Mentor Teacher will have
conducted the first
formal observation on
or before this date.
12
13
14
15
16/17
19
20
21
22
23/24
Seminar 4:30-7:10
18
Seminar 4:30-7:10
College Supervisor and
Mentor Teacher will have
conducted the second
formal observation on
or before this date.
25
26
27
28
29
Seminar 4:30-7:10
Spring Break Week for
ICSD and LCSD
Spring Break Week for
ICSD and LCSD
Spring Break Week for
ICSD and LCSD
Spring Break Week for
ICSD and LCSD
Spring Break Week for
ICSD and LCSD
Page 41
30
May 2016
Monday
Tuesday
Wednesday
Thursday
Friday
Sat/Sun
1
2
Seminar 4:30-7:10
3
4
Student Teacher SelfEvaluation Placement
#2 Due in Taskstream
5
Mentor Teacher will have
conducted the third
formal observation on
or before this date.
6
LAST DAY PLACEMENT
#2
7/8
Final 3-way meetings
from Placement #2 will
have been held
Mentor Teacher Final
Evaluation Placement
#2 Due
9
E-Portfolio Writing Day
(Lab open)
10
E-Portfolio Writing Day
(Lab open)
11
E-Portfolio Writing Day
(Lab open)
12
13
14/15
19
20
21/22
Seminar 4:30-7:10
E-portfolio
Presentations and
Celebration; E-portfolio
Due
16
17
Page 42
18