HANDBOOK
for
TEACHER CANDIDATES
The University of Texas at Brownsville
Office of Teacher Preparation and Field Experiences
College of Education
One West University Boulevard
Brownsville, TX 78520
(956) 882-5700
coe.utb.edu
Fall 2013
The University of Texas at Brownsville
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Office of Teacher Preparation and Field Experiences
One West University Boulevard *Brownsville, TX 78520*(956) 882-5700* fax (956) 882-5705
TO:
Teacher Candidates
FROM:
Dr. Carmen Garcia-Cáceres, Director
Office of Teacher Preparation and Field Experiences
Welcome to your teaching practicum experience at the University of Texas at Brownsville. We are
pleased and honored that you have chosen to be a part of our Teacher Education Program.
TEACHER CANDIDATES, all that you have learned in your field-based coursework will be utilized
in the upcoming weeks. I have no doubt that you will make this transition from student to teacher a
successful experience and bring recognition to the university and yourself.
This handbook has been prepared to help you deal skillfully and confidently with the experiences
you will encounter as a teacher candidate. It is hoped that it will relieve you of many of the
anxieties that are often typical for a beginning teacher candidate and help you enjoy the experience
of teaching. Everything in this handbook should directly impact the success of your experience so
please be sure you are familiar with the contents. As a living document, changes and additions
may be made during the semester. If these do occur you will be notified.
The now required Teacher Work Sample was implemented in the spring of 2012. The purpose is
to expose the teacher candidates to a variety of considerations that are necessary in planning,
implementing and assessing student learning. You will need to quickly begin your work on this
document, staying in very close contact with both your mentor teacher and supervisor. Blackboard
contains a folder with various documents that you will need in the development of your TWS.
It is absolutely essential that you, your mentor teacher, and your university supervisor function
effectively as a team during this experience. Good communication is vital in order to ensure a
positive experience for everyone.
Should you require additional information or assistance, please contact our Office of Teacher
Preparation and Field Experiences at (956) 882-5700.
Best wishes for continued professional growth!
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HANDBOOK for TEACHER CANDIDATES
TABLE OF CONTENTS
Program and Personnel
The Teacher Candidate Experience
Office of Teacher Preparation and Field Experiences
Goals of the Program
Candidates Disposition Statement
Teacher Practicum Timeline
Roles and Responsibilities of
Teacher Candidate
First three weeks detailed guide
Policies and Procedures
Basic Requirements
Your Assignment
Supervisor Observations
Seminars/Workshops
Absences
Instructional Plans
Evaluation
Grading System Policies and Procedures
Grade Appeal
Academic Appeal
Academic Integrity
Students Academic Responsibilities
Satisfactory Academic Progress
Professional Guidelines
Teacher Work Sample (TWS)
TWS Performance Prompt
Teaching Techniques
Blooms Taxonomy
Lesson Plan Rubrics
Lesson Plan Thinking Map
Elements of an Effective Instructional Design
5E Model Information
5E Model Link
Appendix
Code of Ethics for Texas Educators, Title 19 (12-26-2010)
House Bill 339 (Teacher Candidate as Substitutes)
Weekly Classroom Experience Reflections
Special Education Observation Forms ( for use by Teacher Candidate)
Attendance Verification Form
End-of-the-Semester Clearance Check List
Teacher Candidate/Supervisor/Mentor Observation Form
Additional Observation addendums for the following programs are located on Blackboard within
the Supervisors Documents
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Teacher Candidate Observation Form -HHP
Teacher Candidate Observation Form -English Language Arts
Teacher Candidate Observation Form -History/Social Studies
Teacher Candidate Observation Form -Math
Teacher Candidate Observation Form -Special Education
SPED lesson plan evaluation form
THE TEACHER CANDIDATE EXPERIENCE
Your experience as a teacher candidate will be a challenging and exciting opportunity. During this
time teacher candidates demonstrate instructional strategies and coursework learned during years
of university study by putting theory into practice The university supervisor serves as the link
between the teacher candidate, the mentor teacher and the university.
Being a teacher candidate is a serious responsibility and a wonderful opportunity. Your success will
depend upon your cooperation with the school administration, your mentor and supervisor.
It is critical that you maintain a working email account to continue to participate in on-going
professional opportunities and to receive and respond to announcements and updates from the
Office of Teacher Preparation and Field Experiences.
Your primary concern as a teacher candidate should be the learners. Your opportunity to
demonstrate this concern will be in the planning, implementation and assessment of the unit in
your Teacher Work Sample (TWS).
You will also have the opportunity to demonstrate your effectiveness as a teacher during your
required observations by your mentor(s) and supervisor. Your mentor and supervisor will provide
coaching and constructive feedback as you prepare the Teacher Work Sample focusing on accuracy,
thoroughness and clarity in document content.
Your demeanor should be professional, courteous, and considerate. You have a great responsibility
as a role model. This is an important time for you to reflect professionalism in the ethics required
of an educator through your appearance and behavior.
OFFICE OF TEACHER PREPARATION AND FIELD EXPERIENCES
The purpose of the Office of Teacher Preparation and Field Experiences is to provide leadership in
the coordination of the placement, supervision, and evaluation of our teacher candidates. The
office also provides professional development for teachers candidates in the form of seminars and
workshops as directed by the College of Education.
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GOALS OF THE PROGRAM
As a teacher candidate you will experience the day-to-day challenges and rewards of classroom
teaching, many of which will be reflected in your TWS. With this as our goal, each teacher
candidate will:
●
observe the roles and responsibilities of the mentor teacher;
●
assist the mentor teacher in classroom responsibilities;
●
become actively involved in the classroom and school community;
●
use instructional resources, technology, Best Practices in Teaching, and reflective selfevaluation;
●
learn to plan and implement effective instruction and assess student learning;
●
demonstrate initiative and use original ideas as you develop, implement, assess, and selfevaluate;
●
continue professional development in a pre-service situation;
●
reflect on evaluations conducted by mentor teacher and university supervisor;
confirm your individual career choice through recognition of the dispositions in an effective
teacher.
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Candidate Dispositions Statement
The conceptual framework demonstrates the interconnection of dispositions found in a highly
skilled professional. The faculty of the College of Education delineated candidate dispositions that
are considered important for all candidates to possess and exhibit.
Knowledge in Practice
• Interculturalism
Teacher candidate relates learning to students' cultural background, experiences
and community settings.
• Interrelatedness
The teacher candidate brings technology and community resources into the classroom to
enhance student learning.
• Pedagogical Leadership
The teacher candidate values the need for using the appropriate teaching materials for
linking the curriculum to prior knowledge and student needs. This includes appropriate use
of available technology. The candidate also seeks knowledge about changes and updates in
technology resources.
• Inquiry
Teacher candidates should recognize student learning strengths and strive to address the
special needs of all students.
Reflection
• Interculturalism
The teacher candidate reflects on how the variety of cultures in the
classroom are addressed and used to foster student love of learning.
• Interrelatedness
The teacher candidate will reflect on the student success resulting from
interdisciplinary instruction that provides opportunities for varied learning styles, using
informal and formal assessment.
• Pedagogical Leadership
Teacher candidates should recognize that professional reflection combine with experience
leads to professional growth. Teachers should be thoughtful about their teaching, critically
examine their teaching practices, and strive for ongoing professional improvement.
• Inquiry
The teaching candidate constructively and consistently uses reflective practices to
improve student learning.
Diversity
• Interculturalism
Teacher candidates should be sensitive, respectful, and promote
understanding of various cultural traditions.
• Interrelatedness
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The teacher candidate strives to involve parents and community members in the school and
classroom settings and activities.
• Pedagogical Leadership
The teacher candidate uses his/her knowledge of student backgrounds, the
community, along with the instructional objectives to plan learning activities.
Collaboration
• Interculturalism
The teacher candidate recognizes and respects the different methods of communication,
which are preferred by different cultures, and practices responsive listening.
• Interrelatedness
teacher candidates should exercise sound judgment and ethical professional
behavior when working with students, colleagues, other professionals and other
members of the school community.
Courtesy and civility will be the guiding standards for all interactions with students,
fellow teachers, administrators, parents, and other community members.
• Pedagogical Leadership
The teacher candidate attempts to become a part of the school community by participating
in and contributing to instructional planning and other school activities
Professionalism
• Interrelatedness
Dispositions extend to professional modes of conduct and the ways in which beliefs and
attitudes are displayed by teachers' actions in and out of the classroom.
Teacher candidates should be committed to the profession of teaching and to the
betterment of their schools, communities, and students.
• Pedagogical Leadership
Teaching dispositions also extend to maintaining the ethical standards of teachers'
professional societies. For example: Association for Supervision and Curriculum
Development (ASCD); Council for Exceptional Children; National Council of Teachers of
Mathematics (NCTM) ; National Association for Bilingual Education (NABE); Texas
Association for Bilingual Education (TABE) etc.
Teacher candidates should maintain appropriate standards of confidentiality both within
the school setting and outside community setting.
Teacher candidates should demonstrate dedication to their profession by accepting
leadership roles, while continuing their professional development, and demonstrating a
commitment to their students, school and community.
• Inquiry
The teacher candidate actively seeks and takes advantage of available professional
development opportunities.
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Teacher Practicum Timeline
Teacher candidates have had from 60 to 120+ hours in classrooms prior to the teaching practicum.
Therefore, they are ready to begin without an extensive observation period. Naturally, each
teacher candidate as an individual has different needs and levels of confidence. Each teacher
candidate should be teaching as soon and as much as possible. It is the role of the mentor teacher
to determine how fast the teacher candidate should progress. Click HERE for the current timeline
ROLES AND RESPONSIBILITIES
A teaching practicum is a cooperative effort involving the teacher candidate, public/private/charter
school mentor teacher and the university supervisor. The campus administration is key to the
success of the teacher candidate.
A clear understanding of the various roles and responsibilities related to the practicum is necessary
for the teacher candidate to have a successful experience. These roles and responsibilities are
outlined in the following sections to facilitate the coordination and cooperation of all parties.
THE TEACHER CANDIDATE
In order to promote and maintain professionalism, high ethical standards and a good working
relationship with the school to which the candidate is assigned, the following guidelines should be
followed:
● Report initially to the campus office and ask to meet the principal or appropriate
administrator, and your first placement mentor.
● Sign-in and out when arriving/leaving on the office attendance document as directed by the
campus administrator. Be sure to keep your classroom attendance log current and verified
weekly by your mentor.
● Be prompt; leaving early and arriving late requires documentation and/or supervisor
permission.
● Dress in a manner compatible with that of the teaching profession and in compliance with
campus/district policy.
● If you are absent, it is your responsibility to call your mentor teacher and university
supervisor. THIS IS AN ABSOLUTE ESSENTIAL.
● All absences must be made up and documented appropriately.
● Be knowledgeable of campus and district policies.
● Review and follow the Code of Ethics for Texas Educators
● Information concerning students is strictly confidential. If in doubt, ask
mentor or supervisor.
● Attend appropriate PTA meetings, open house, faculty meetings and any duty to which your
mentor teacher is assigned. (document attendance as appropriate).
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● Accompany class on a field trip with approval of the administration and your supervisor.
● Treat students genuinely with warmth, firmness, and fairness.
● As a professional courtesy, please share your university experiences (for example: journal
articles, teaching strategies, etc.) with your mentor teacher.
●
Draft sections of TWS should be uploaded into TK20 according to the timeline. Standards 1,
2, 3, Week of September 9- 13; Standards 4, 5, 6, September 23-26; Standard 7, September
30 - October 4th.
●
Upload completed TWS and deliver one hard copy to the office of Teacher Preparation and
Field Experience, EDBC 2.200-C by 4 PM, November 11, 2013.
●
Your Teacher Work Sample should also be uploaded into Tk20.
Your Practicum and the Alignment with the Teacher Work Sample (TWS)
Successful teacher candidates support learning by designing a Teacher Work Sample
that employs a range of strategies and builds on each student’s strengths, needs, and
prior experiences. Through this performance assessment, teacher candidates provide
credible evidence of their ability to facilitate learning by meeting the following TWS
standards:Teacher Candidates should move through the suggested activities at an appropriate
pace with the guidance of the mentor teacher and university supervisor.
I.
Observation (initial week)
● Observation of student learners (see TWS S-1 Contextual Factors)
● Learn student names as soon as possible by making seating charts, checking roll,
reviewing information cards, permanent records if allowed, scheduling, etc. Note
times that special education students leave for resources.
● Observe student learners with special learning needs. Become familiar with
expectations of these students. Note various methods used to meet these students’
needs.
● Note student learners work habits, their successes and/or frustrations with subject
matter, and interaction with peers and adults. Discuss observations with your
mentor teacher. Be aware of special provisions for special needs students.
● Become familiar with campus expectations by observing manuals/guides,
instructional planning, students’ work, etc.
● Observation of mentor teacher (see TWS S-4 Design for Instruction)
● Teaching techniques
● Note method of opening class—teacher’s point of focus.
● Observe the pacing of the class.
○ development of steps and daily routine
○ teacher’s movement during teaching
○ vocabulary
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○ teacher’s questioning techniques (pacing—slow down, repeat, etc.)
○ instructional approach
● Note techniques that best hold students’ interest and the different methods
used with different students.
● Note method of administrative closing of class
○ how closure is accomplished
○ the amount of time allotted for clearing away materials and the location
of materials
○ presentation of future assignment requirements
● Note activities between classes or subjects
○ interaction with student learners
○ reorganization of materials
○ location of mentor teacher in the classroom
● Meeting Campus Staff
● Principal
● Assistant principal
● Facilitator or Dean of Instruction
● Counselor
● Nurse
● Librarian
● Office staff
● Paraprofessionals
● Custodial staff
● Cafeteria staff
● Classroom Management Techniques
● Discipline
○ Obtain a copy of classroom rules the first day you visit the teacher.
Be prepared to follow these rules.
○ Observe classroom management in terms of voice volume, eye
contact, transition activities, behavior modification, etc.
○ Observe use of positive management techniques.
○ Look for consistent patterns of discipline which are firm, objective,
positive, and courteous.
○ Note infrequency of discipline problems in a classroom where
students are successfully engaged in appropriate activities.
○ Note teacher flexibility to unforeseen situations.
○ Note various noise levels and mentor’s method of maintaining the
proper level for each type of activity.
○ Note teacher’s movement around the room (when teacher sits and
stands).
● Grouping
○ Note whether or not groupings are available to meet needs of all
student learners (see TWS S-1 Contextual Factors).
○ Note teacher’s time management with groups.
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● Learning environment
○ Note room arrangement.
○ Note materials and equipment that help students become selfmanaging.
○ Note materials and equipment that help create an attractive,
functional learning environment.
● Special Resources
○ Visit the learning resource center and library.
○ Visit the counselor’s office.
○ Learn the rules concerning teacher use of available technology.
○ Learn about the services and material available from the district and
Region I Education Service Center.
○ Be aware of special education program/facilities and visit special
education room. (see TWS S-1 Contextual Factors).
II.
Cooperative Planning (2nd. week)
● The mentor teacher and teacher candidate together will arrive at the decision of
the unit to be developed and implemented, fulfilling the requirement of the
TWS. Both will coordinate lessons, observations, and discuss expectations for
each stage of the Teacher Work Sample.
● Observe and discuss with the mentor how he/she reflects on his or her
instruction and student learning in order to improve teaching practices. (see
TWS S-7 Reflection and Self-Evaluation).
● Keep records as assigned by your mentor teacher and a separate copy of records
of student learner’s work you assign and grade.
● Observe mentor teacher’s files and their organization. Expand your own system
of keeping records.
III.
Teaching (3rd week) (see TWS 3, 4, 5, Assessment Plan, Design for Instruction and
Instructional Decision-Making).
● Assume increasing amounts of responsibility for teaching the class. The mentor teacher
and the university supervisor will determine the rate at which responsibility is assumed.
● The professional development of teacher candidates proceeds through several stages.
These stages, which follow the initial period of observation, include the following:
● Assist mentor teacher.
○ Perform daily routines (check roll, help students with make up work,
supervise and assist students doing seat work, etc.).
○ Work with individual students or small groups of students.
● Plan and direct limited activities.
○ Engage in cooperative planning with the mentor teacher.
○ Prepare teaching aids and materials.
○ Direct learning activities.
○ Evaluate student progress.
● Plan and direct lessons on a daily basis including your electronic educational
presentation relating to TWS.
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○ Continue cooperative planning; follow the lead of your mentor teacher.
○ Become increasingly responsible for directing the learning activities of
student learners and for maintaining classroom discipline.
● Assume teaching responsibility with minimal supervision from the mentor teacher.
○ Meet with your mentor and supervisor to review your TWS work for
standards 1-3.
○ Assume primary responsibility for classroom management and instruction.
○ Develop learning aids and instructional resources.
○ Test your own ideas; begin to develop your personal style of teaching;
develop to the maximum of your potential!
IV. Evaluation (see TWS Standard 6 & 7 Analysis of Student Learning and Reflection and SelfEvaluation.)
Evaluation consists of two components. You will be responsible for evaluating the progress
of the student learners whom you teach and you will be responsible for conducting a selfevaluation of your professional development.
● Student evaluation
● As you progress through the stages of your teaching practicum it is your
responsibility to evaluate student progress.
● Evaluate student progress in relation to TEKS goals and learning objectives.
● Keep student learners informed of their academic progress.
● Supervisors will provide on-going formative feedback as candidates develop and
prepare the TWS. Draft sections of TWS should be uploaded into TK20 according to
Timeline below. Standards 1, 2, 3, Week of September 9-13; Standards 4, 5, 6,
September 23-26; Standard 7, September 30 - October 4, 2013. The final document
is DUE November 11, 2013. Upload on TK20 and provide a hard copy to the office of
Teacher Preparation and Field Experience by 4:00 pm.
● Professional development
● Teacher candidates are evaluated in their professional development by both their
mentor teacher and the university supervisor.
● Participate actively in the evaluation of your own professional development by
keeping a daily journal.
● Establish professional goals and evaluate your progress toward the achievement of
these goals.
● Complete your TWS according to requirements in the program timeline
NOTE:
Teacher candidates who participate in more than one placement will repeat the observation,
planning and teaching cycle in subsequent placement (s).
Teacher candidates with one placement should be prepared to become fully responsible for
classroom instruction by the end of the 7th week of the practicum.
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If a teacher candidate is required to repeat a second TWS this will be coordinated by the
supervisor, mentor, and Office of Teacher Preparation and Field Experiences.
POLICIES AND PROCEDURES
BASIC REQUIREMENTS
●
Teacher candidates must complete a minimum of one semester of a teaching practicum.
●
Teacher candidates must attend all announced meetings or workshops called by the
university supervisor or College of Education.
●
Teacher candidates must complete a minimum of four (4) observation hours and related
summary statements in special education classrooms and/or other special areas of study as
prescribed by the university supervisor and/or Office of Teacher Preparation and Field
Experiences.
●
Teacher candidates must demonstrate their ability to plan and prepare for instruction that
takes into account the classroom environment and professional responsibilities and other
standards as required by TWS.
●
Teacher candidates must demonstrate their effect on student learning as measured by the
TWS.
●
Teacher candidates must demonstrate professionalism in all areas of the teaching
practicum experience and adhere to the Code of Ethics prescribed for teachers in Texas
YOUR ASSIGNMENT
Your teaching practicum assignment has been made with much care and attention to many factors.
Adjustments in assignments are not made after placement begins except for extenuating
circumstances. Contact your supervisor immediately if you have any concerns about your
placement.
SUPERVISOR OBSERVATIONS
The university supervisor will observe each teacher candidate a minimum of four (4) times during
the semester. These observations will be scheduled throughout the semester so that the teacher
candidate will have time to make improvements in the areas in which the university supervisor
notes weaknesses in performance. The university supervisor may extend a teacher candidate’s
time in the classroom with the approval of the Director of the Office of Teacher Preparation and
Field Experiences and campus administration.
The university supervisor will visit for other purposes, such as meetings with mentor to clarify
program requirements, to provide guidance and support for teacher candidates, resolve any major
problems or conflicts. In addition, other visits may include conferences and assistance with future
planning.
Visits by other COE professionals including but not limited to the Director and Supervisor
Coordinator for the Office of Teacher Preparation and Field Experiences may occur during the
teaching practicum experience. Program observers may require additional observations and
documents.
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In order to best facilitate observations, the teacher candidate needs to do the following before
each visit:
● The field supervisor determines the lesson plan format to be used for observation purposes.
● Provide a copy of your detailed instructional plan as per supervisor instructions.
● Be well prepared for your supervisor’s visit. Being prepared will increase your level of
confidence.
● If an emergency occurs and you will not be on campus for your observation, notify your
supervisor immediately. Also notify mentor and campus as you would for any absence.
● Forms are provided to the supervisor for the purpose of recording their observations. Their
record of the observation should be qualitative in nature and as such should include
descriptions of specific behaviors and incidents.
SEMINARS/WORKSHOPS
The teacher candidate is required to attend all seminars/workshops called by the Office of Teacher
Preparation and Field Experiences, as well as those called by the supervisor. Attendance is
mandatory as they serve multiple purposes:
●
●
●
PURPOSE:
To provide information on teaching methodology, special education, current
educational practices, behavior management and other topics relevant to the
profession.
To provide opportunities to discuss problems and to share ideas with other students
and the university supervisor.
To provide opportunities for the Director of the Office of Teacher and Field
Experiences or the university supervisor to review routine business important to the
teacher candidate such as notification of teaching vacancies, completion of
applications for certification, placement office updates, and distribution of
information from school district personnel officers.
ABSENCES
Professionalism requires a teacher candidate to arrive on time each day school is in session, at all
faculty meetings/Open House, and other functions which normally require the mentor teacher's
presence. The teacher candidate’s hours at school are to conform with the faculty policy at the
school in which the teaching practicum is occurring.
Absences due to personal illness, death and serious illness in one's immediate family are valid.
Teacher candidates must notify both the mentor teacher and the university supervisor as far
ahead of time as possible. You should also assume responsibility for sending plans and/or
materials to the school if such was your responsibility for that day. Failure to notify the specified
individuals may affect your teaching practicum course grade.
If a teacher candidate is absent from his or her assigned school, he/she will be required to
extend his/her time in the classroom beyond the official closing date at the discretion of the
university supervisor. If a teacher candidate is absent from a workshop/conference/job fair,
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he/she will have to arrange with the university supervisor to make up the time missed. After
three absences, the university supervisor may withdraw the teacher candidates from his/her
class roll. Any and all absences will result in an extension of your practicum beyond the
scheduled end date.
INSTRUCTIONAL PLANS
The mentor is the primary resource for instructional planning. Other guides for planning can be
found in the documents of the UTB Blackboard site, and in your information from pre-practicum
classes. The lesson plan format for your supervisor’s observation are a supervisory decision.
EVALUATION
Evaluation of performance is a continuous process throughout the teaching practicum. Following a
scheduled observation the teacher candidate will be asked to sign the observation form to confirm
that he or she has seen it, and that the results have been recorded and discussed. The signature of
the teacher candidate does not imply that he or she agrees with the evaluation. In addition, two
three-way conferences with the teacher candidate, mentor teacher and university supervisor are
required and will be recorded and signed by all participants in the conference. The ultimate
responsibility for recording the final grade is with the university supervisor.
PROFESSIONAL GUIDELINES
1.
Instructional materials prepared using supplies provided by the school usually
remain with the school at the completion of the teaching practicum assignment. If you know
that you will want to keep some of the instructional materials for your own use, check with
your host school's policy and then decide whether you will want to purchase the necessary
supplies yourself.
2.
Administering medicine to students is not permitted at any time. Even if your
mentor teacher gives you the "go ahead", you must decline and cite university policy as your
reason for doing so.
3.
Corporal punishment (even in the mildest form) is not permitted at any time. Be
very careful of the ways in which you touch your students, especially if you become angry or
frustrated.
4.
Outside activities (e.g., employment, sports, etc.) should be held to a minimum
during your teaching practicum experience. During this period of time, your first responsibility
is to the students you teach. Outside activities should not interfere with your teaching
practicum responsibilities. Enrolling in additional courses during your practicum is strongly
discouraged.
5.
The Texas Administrative Code does not allow teacher candidates to be hired as a
substitute teacher during the practicum.
6.
Grading student work is a valuable experience. Be sure to follow school and district
guidelines.
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7.
Your primary responsibility is your students and their learning when you are in the
classroom.
8.
Maintain an ethical and professional attitude toward all members of the school
community. In part this means no gossiping about students, teachers, staff, administrators or
university students.
9.
First impressions are extremely important in the school environment. Dress
professionally/appropriately at all times. Good grooming is part of the professional image that
we all should create.
10. Confidentiality (Code of Ethics)
Grading System Policies and Procedures
The supervisor solicits input from the mentor teacher concerning the overall
performance. This “will be determined collaboratively by DISTRICT mentor teacher and
UTB faculty supervisor” (MOU). The university supervisor has the responsibility for
making the total and final judgment as the instructor of record for the university
responsible for the practicum in which the teacher candidate is enrolled for credit.
Teacher candidates will be evaluated based on the following
criteria:
1. 50% of your final grade is the result of your Teacher Work Sample (TWS) reviewed by
your field supervisor.
● The seven standards are appropriately addressed
● Supporting documentation are appropriately placed within the TWS
● The unit of study is of appropriate length and complexity according to the needs
of the classroom students
● Reflections should be specific and include references to student outcomes as well
as plans for your own professional improvement
2. 50% of your final grade is based upon your supervisor and mentor teacher decisions
concerning the following:
● Planning and preparation for instruction (based on goals, objectives, vocabulary,
instructional focus, connecting to prior knowledge, appropriate instructional
model, relevancy and use of technology)
● Classroom environment that you establish (based on classroom observation
results)
● Effectiveness of instruction that you provide (based on classroom observations
results)
● Professionalism and adherence to Ethical Standards for Educators (Examples
include: attendance and punctuality, contacting supervisor and mentor when
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absent/late arrival or leaving early, falsification of documents, inappropriate
communication of confidential information, teamwork, collaboration with other
professionals, following directives from university and school district
representatives, etc.)
● Quality of final Teacher Work Sample (format, grammatical usage, supporting
documentation)
Additional factors considered in arriving at a semester grade are the
following: attendance and punctuality at assigned campus (es) and
workshops/review sessions/conferences, willingness to accept
responsibility, dependability, cooperation and rapport with public school
personnel, and other factors which the university supervisor and the
mentor teacher (and/or campus administrator) feel are important in the
pre‑ service development of the prospective classroom teacher.
Grades are given in letter form and conform to the established undergraduate grading
scale used at the university. A grade of Incomplete (I) can be given if the teacher
candidate’s hours and records are incomplete at the time grade sheets or on-line
grade posting are due. As soon as these records are cleared with the university
supervisor the following semester, the grade of "I" may be changed to the semester
grade that the student has earned by the quality of his or her total performance.
TEACHER PRACTICUM POLICIES AND PROCEDURES
BASIC REQUIREMENTS
YOUR ASSIGNMENT
Your teacher practicum assignment has been made with much care and attention
as well as many other factors. Adjustments in assignments are not made after the
teacher practicum begins except for unusual/extenuating circumstances. The
Teacher Practicum is a full-time responsibility and does not allow any form of
employment during the teaching practicum hours. This includes substitute teaching.
Any student taking required university coursework necessary for graduation at the
conclusion of the semester, that is only offered during the teacher practicum day,
will be required to sign a contract designating the number of days to be made up at
the conclusion of the stated end of the teacher practicum semester. If make-up
days exceed the number of days available prior to grading deadline, a grade of
incomplete may be necessary. (This statement is also currently included in the
Absences section on page 3.)
SUPERVISOR OBSERVATIONS AND CONFERENCES
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The university supervisor will observe each student a minimum of four (4) times
during the semester. The supervisor will also conduct a mid‑ term and final three way
conference. These observations will normally be scheduled at least a week apart so
that the teacher candidate will have time to make improvements in the areas in which
the university supervisor notes weaknesses in performance. The university supervisor
may extend, at his or her discretion, a teacher candidate’s time in the classroom if
teaching deficiencies are noted and documented.
The teacher candidate or mentor teacher may request additional observations or
conferences with his/her university supervisor, as needed. At times, the university
supervisor and/or Field Experiences Director/Coordinator may also make
unannounced visits.
Evaluation is only one reason for the visit. Other purposes for the visits will be to give
guidance, encouragement, support and help student teachers resolve any major
problems or conflicts and to maintain positive working relationship with the
campus/district.
In order to best facilitate scheduled observations; the teacher candidate needs to do
the following before each visit:
1. Prepare and plan a schedule with the supervisor.
2. Provide a copy of a detailed lesson plan at least 24-48 hours in advance to the supervisor.
3. Document specific questions and aspects of the lessons where you might wish additional
feedback or help from your supervisor.
4. If an absence is unavoidable for a scheduled observation you must immediately notify the
supervisor and mentor teacher.
The teacher candidate is required to attend all events announced by the Field
Experience Office at the university, as well as those called by the supervisor.
Attendance at seminars and other designed events ( ex Distinguished Lecture
series) is mandatory as they serve multiple purposes:
PURPOSES:
1. To provide information on teaching methodology, special education, current educational
practices, behavior management and other topics relevant to the profession.
2. To provide opportunities to discuss problems and to share ideas with other students and the
university supervisor.
3. To provide opportunities for the Field Experience Director/Coordinator or the university
supervisor to take care of routine business important to the Teacher Candidate, such as notification
of teaching vacancies, completion of applications for certification, placement office updates, and
distribution of information from school district personnel officers.
4. To provide preparatory information and skills related to TExES exams or other special needs.
ABSENCES
Professionalism requires a teacher candidate to be present each day school is in
session and at all faculty meetings/Open House, and other functions, which normally
require the teacher's presence. The teacher candidate’s hours at school are to
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conform to the faculty policy at the school in which the teacher practicum is
occurring. Lateness will not be excused. Campus requirements for documenting
your daily attendance must be followed.
Absences due to personal illness, death and serious illness in one's immediate family
are valid and excused. Documentation must be provided to supervisor or program
director. Failure to provide excused documentation will result in supervisor
withdrawing student from the teacher practicum course. The Teacher Candidate
must notify both the mentor teacher and the university supervisor as far
ahead of time as possible.
If a teacher candidate is absent from his or her assigned public school classroom,
he/she will be required to extend his/her time in the classroom beyond the
official closing date.
If a Teacher Candidate is required to make-up days, and there is an insufficient
amount of time available at the end of the semester, the Teacher
CAndidatewill be assigned a grade of incomplete.
DROP OR WITHDRAWAL
If a teacher candidate needs to drop, or withdraws from the teaching practicum,
he or she begins by contacting the Office of Field Experiences. Official drops are
processed through the Registrar's Office. All involved parties: the supervisor,
mentor teacher, campus principal and Field Experiences Director should be
notified.
HOLIDAYS
Only public school holidays will be observed during the teacher practicum semester
(will vary depending on the district in which the teacher candidate is placed).
PROFESSIONAL LIABILITY
As a teacher candidate, you are entitled to the same protection of law accorded to the
mentor teacher and the principal in the school where you are assigned. This protection
does not apply in cases where there is use of excessive force in the discipline of
students or negligence resulting in bodily injury to students. Nor does the protection
apply to the operation or use of any motor vehicle. Therefore, do not drive your own
car to take students on a field trip or to deliver them anywhere away from campus.
You could be legally liable for any accidents or injuries.
The University does not provide you with liability insurance. This means that in the
weeks of the teacher practicum, you should not be left alone on a regular basis with
your class for extended periods of time. In addition, you should not be left alone on a
playground or field trip with a group of students without a licensed teacher within
"shouting distance." These rules are for your own protection and it is important that
you alert your supervisor if they are being violated.
SYLLABUS DISCLAIMER
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While the provisions of this syllabus are as accurate and complete as possible,
the instructor reserves the right to change any provisions herein, not covered
by UTB/TSC Handbook of Operating Procedures or UT Regent Rule, with notice
if circumstances so warrant. Every effort will be made to keep students advised
of such changes and information about such changes will be available at all
times from the instructor. It is the responsibility of each student to know what
changes, if any, have been made to the provisions of this syllabus and to
successfully complete the requirements of this course. Questions regarding
information on the syllabus and course requirements need to be addressed by
the students when the syllabus is received.
SYLLABUS ADDENDUM - UNIVERSITY POLICIES
ACADEMIC STANDING
To remain in good academic standing undergraduate students are expected to maintain a cumulative
grade point average (GPA) of at least 2.00 (“C” average) for all work attempted at UTB. Academic
standing is computed each regular semester (i.e., Fall or Spring) for every UTB student, including
transfer and dual coursework and BECHS and MSA students; transient students are held to the
standards of their home institution, not to those of UTB. Students who fail to maintain the minimum
required grade point average of 2.00 in all work attempted at UTB will be placed on academic
probation. At the end of the probationary semester, students who have earned a cumulative GPA of
2.00 or higher will be changed to GOOD STANDING status. At the end of the probationary
semester, students who have NOT earned a cumulative GPA of 2.00 and who have NOT earned a
semester GPA of 2.00 or higher will be changed to SUSPENSION status. At the end of the
probationary semester, students who have NOT earned a cumulative GPA of 2.00, but who have
earned a semester GPA of 2.00 or higher will continue on PROBATION until their cumulative GPA
is 2.00, as long as each semester GPA is 2.00 or higher. The purpose of measuring academic
standing is to keep students on track for successful completion of a degree and to prevent
unnecessary financial burden on those students who do not finish a program. Academic Standing is
calculated separately from Financial Aid Satisfactory Academic Progress. If you are on financial
assistance, please visit http://www.utb.edu/em/fa/Pages/SatisfactoryAcademicProgress.aspx for
specific academic progress requirements.
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are required to be diligent in their studies and regular in class attendance. The
number of absences permitted in any one course varies with instructor and course. Some
programs have very strict attendance policies. Attendance requirements are printed in the
course syllabus and announced by the instructor at the initial class meeting. On recommendation of
the instructor concerned, students will be dropped from courses for failure
to meet the attendance requirements or other good cause. This will result in a W or an F on
students’ academic records with negative consequences for financial aid eligibility, and international
student visas.
ADMINISTRATIVE WITHDRAWAL
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Students who miss more than half of the required activities within the first 25% of the course
without contacting the course professor may be administratively withdrawn from the course.
Administrative withdrawal has serious consequences. Students may have to repay funds to Title IV
financial aid programs. Administrative withdrawal will count toward the six-drop rule limiting the
number of courses students are allowed to drop to no more than six courses over the entire
undergraduate career. International students will not be eligible to continue enrollment if an
administrative withdrawal results in a course load less than full-time.
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and expulsion from the University. Scholastic dishonesty
includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work
or materials that are attributable in whole or in part to another person, taking an examination
for another person, any act designed to give unfair advantage to a student, or the attempt to
commit such acts. Since scholastic dishonesty harms the individual, all students and the
integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of
Regents Rules and Regulations). All scholastic dishonesty incidents will be reported to the Dean of
Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and
personal reputation are at stake.
GRADING POLICY
Grades are awarded in courses in which students are officially enrolled after the official record date.
The deadline to withdraw is specified in the Academic Calendar for each semester or term. After the
deadline to drop with a grade of W has passed, students may not be awarded a W as a final grade.
Final grades are available to students within 24 hours after all final examination grades have been
submitted online after the end of each semester or term. Grade reports are not mailed to students.
Students interested in obtaining their grades may log on to UTB Online.
Grade
Range
Grade Points
A+
98-100
4.00
A
93-97-9
4.00
A90-92.9
3.67
B+
87-89.9
3.33
B
83-86.9
3.00
B80-82.9
2.67
C+
77-79.9
2.33
C
70-76.9
2.00
D
60-69.9
1.00
F
59 and Under
0.00
AMERICANS WITH DISABILITIES ACT (ADA)
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Students with disabilities, including learning disabilities, who wish to request accommodations in a
course should notify the Disability Services Office early in the semester so that the appropriate
arrangements may be made. In accordance with federal law, a student requesting accommodations
must provide documentation of his/her disability to the Disability Services counselor. For more
information, visit Disability Services in Cortez or call 956-882-7374.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB Academic Continuity Program, academic courses, partially
or entirely, will be made available on the Blackboard course management system. This allows
faculty members and students to continue their teaching and learning via Blackboard, in case the
university shuts down as a result of a hurricane or any other natural disaster.
The university will use Blackboard to post announcements notifying faculty members and students
of their responsibilities as a hurricane approaches our region. If the university is forced to shut down,
faculty will notify their course(s). To receive credit for a course, it is the student’s responsibility to
complete all the requirements for that course. Failure to access course materials once reasonably
possible can result in a reduction of your overall grade in the class. To facilitate the completion of
class, most or all of the communication between students and the institution, the instructor, and
fellow classmates will take place using the features in your Blackboard and UTB email system.
Therefore, all students must use UTB Online to provide a current email address. In the event of a
disaster that disrupts normal operations, all students and faculty must make every effort to access an
internet enabled computer as often as possible to continue the learning process.
EMERGENCY NOTIFICATION SYSTEM
UTB has implemented an emergency communication system to provide students, faculty,
staff and visitors with important information in the event of an impending threat. This system
allows UTB to send time sensitive notifications via telephones, computers, indoor speakers
in classrooms and laboratories, outside speakers, e-mail messages, and announcements on
http://www.utb.edu/Pages/default.aspx. The notification methods used will vary depending on
the level of the emergency. Messages will communicate the current situation and provide
guidance for what action needs to be taken immediately.
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