HANDBOOK
for
Mentor Teachers
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
Updated August 16, 2013
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Office of Teacher Preparation and Field Experiences
One University Boulevard*Brownsville, TX 78520*(956) 882-5700* fax (956) 882-5705
TO:
Mentor Teacher
FROM:
Dr. Carmen Garcia-Cáceres, Director
Office of Teacher Preparation and Field Experiences
Thank you for accepting the responsibilities of a mentor teacher for the University of Texas at
Brownsville Teacher Practicum Program. You are the most vital component in this process
because each day you are both a mentor and a role model for our teacher candidate.
The administrator who asked you to accept these responsibilities knows that you will help the
teacher candidate feel welcome in the school community. Under your guidance, our teacher
candidate will observe how students should be treated equitably in a challenging and caring
environment. You will be the one who demonstrates the importance of keeping parents or
guardians aware of their child’s achievements and involving them in the educational process.
It is through your day-to-day behaviors and activities that our teacher candidate will see the
value of meaningful praise, lessons, and activities that meet the needs of all learners. They will
experience effective time and classroom management as you guide your students in ways that
respect the dignity of all involved.
The extra time and effort you provide will show our teacher candidate the importance of
reflecting on a lesson, valuing the relationship between school and community, and working as
a member of a school-community team.
The responsibilities and ethics of a professional educator often go beyond the classroom. Your
guidance in these areas will be important as our teacher candidates realize the need for
confidentiality, and discretion when discussing student issues and concerns. You are also
being asked to verify attendance records as part of your teacher candidate’s records.
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. Your guidance over the next several
weeks will be critical to the success of a well-developed TWS.
Fast semester we created on our UTB BlackBoard site, a file for our mentor teachers. You will
be receiving an access code that will allow you to log in. TEA now requires that universities
conduct on-going training with all mentor teachers and what better way than through
technology.
As a partner in the education of our future teachers, I am always interested in any information or
concerns you may have about our program.
Please feel free to contact me at
Carmen.garciacaceres@utb.edu or 882-5703.
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HANDBOOK for MENTOR TEACHERS
This Handbook focuses on information directly related to the mentoring process.
(Click Here for the complete Handbook for Teacher Candidate)
TABLE OF CONTENTS
Mentoring Overview
Recommendation for Selection of a Mentor Teacher
Guidelines for Mentoring Teacher Candidates
Background of Teacher Candidate
School Site Administration
Guidelines for Evaluation
Observation Forms
Leaving the Classroom
Professional Liability: House Bill 399
Program Overview
Office of Teacher Preparation and Field Experiences
Goals of the Program
Candidates Disposition Document
Teacher Practicum Timeline
Teacher Candidate
Teacher Work Sample (TWS)
TWS Performance Prompt (TWS)
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
Teaching Techniques
Blooms Taxonomy
Lesson Plan Rubrics
Lesson Plan Thinking Map
Elements of an Effective Instructional Design
5E Model Information
5E Model Link
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Appendix
Code of Ethics for Texas Educators, Title 19 (12-26-2010)
House Bill 339 (Teacher Candidate as Substitutes)
Initial Campus Visit,
Attendance Verification Form
Teacher Candidate/Supervisor/Mentor Observation Form
Additional Observation addendums for the following programs are located on Blackboard within
the Supervisors Documents
o Teacher Candidate Observation Form -HHP
o Teacher Candidate Observation Form -English Language Arts
o Teacher Candidate Observation Form -History/Social Studies
o Teacher Candidate Observation Form -Math
o Teacher Candidate Observation Form -Special Education
o SPED lesson plan evaluation form
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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.
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 the TWS. With this as our goal,
each teacher candidate will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
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 self-evaluation;
learn to plan and implement effective instruction and assess student learning;
demonstrate initiative and use original ideas as you develop, implement, assess,
and self-evaluate;
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.
RECOMMENDATIONS
FOR SELECTION OF MENTOR TEACHERS
Classroom teachers to whom teacher candidates are assigned should:
1. be willing to be a mentor teacher to a teacher candidate;
2. have a commitment to lifelong professional development;
3. have a minimum of five years of successful teaching experience with at least
one year in the current assignment;
4. preferably have a full time schedule of classes;
5. be enrolled in a graduate-level program or already possess a graduate degree;
6. mentor the teacher candidate in the development of the Teacher Work Sample
and to allow the candidate to gradually assume full responsibilities of the
classroom duties;
7. encourage teacher candidate to use innovative techniques, materials and
technology;
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8. help the teacher candidate to become involved in the many aspects of
instruction;
9. possess a current knowledge base of theory, methodology, TEKS (the Texas
educational knowledge standards) and district curriculum;
10. have a willingness to share with the teacher candidate their reflections on their
own instruction and classroom routines and procedures.
THE SCHOOL SITE ADMINISTRATION
The principal, in his/her role as an administrator and educational leader works closely
with his/her campus, university supervisor(s) and the Office of Teacher Preparation and
Field Experiences to ensure an effective program for teacher candidates.
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Specific responsibilities include the following:
Cooperating with the university regarding the selection of qualified mentor
teachers;
Cooperating with university supervisors, central office personnel (if applicable),
and the Office of Teacher Preparation and Field Experiences regarding the
assignment and progress of teacher candidates;
Providing leadership at the campus for the supervision of teacher candidates;
Encouraging qualified classroom teachers to apply for participation in the teacher
preparation practicum, while respecting the wishes of those who do not desire to
participate in the program;
Acquainting the teacher candidate with the policies and programs of the school.
Direct the teacher candidate’s observations to important aspects of teaching and
learning such as:
● teaching techniques (beginning the lesson, pacing the lesson, teacher behavior,
closing the lesson, etc.)
● learning activities (cooperative learning and direct instruction)
● student behavior (work habits, successes/frustrations, interaction with peers,
grouping, etc.)
● discipline procedures (emphasize positive, as well as, negative aspects of
discipline.)
● curriculum resources [Region I, unit plans, visual aids, LRC (UTB library),
technology, etc.]
GUIDELINES FOR MENTORING TEACHER CANDIDATES
○ Review the teacher candidate’s personal data (placement) sheet.
○ Prepare the students in your class for the arrival of the teacher candidate.
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○ Provide a suitable working space.
○ Obtain all textbooks, grade books, school policy manuals and other
materials which the teacher candidate may need.
○ Welcome the teacher candidate and introduce him/her to the class.
○ Review school policies, discipline procedures, and curriculum materials
with your candidate.
○ The College of Education has a procedure for recording teacher
candidate’s attendance. Designate a location in your classroom for this
daily record.
○ Introduce the teacher candidate to office personnel, grade/subject
teachers, professional support personnel, paraprofessional, custodial staff
and any other campus personnel.
○ Have copies of textbooks and other curriculum materials available to loan
the teacher candidate.
Background of Teacher Candidates
Teacher Candidates are “Practicum Candidates.” They are not experienced teachers,
nor are they competent in all areas of teaching. The practicum component is to be a
learning experience to help the individual teacher candidate develop or improve those
skills which are needed for effective teaching.
Required Orientation Conference
Our program allows supervisors and teacher candidates to meet together for two and
half hours during the first week of the practicum experience. The supervisor/College of
Education may also require attendance at workshops and job fairs during the semester.
Observations
Regular observation of your teacher candidate, followed by feedback, is one
of your most important tasks. You should observe your teacher candidate
regularly (no less than 4 times during the semester) and provide feedback after
each observation session. If your candidate has two placements, the observations are
divided between the two mentors.
Your observations and feedback serve a dual function – instruction and
evaluation. Your primary function as a mentoring teacher is to help the teacher
candidate develop his or her skills as a teacher.
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Scheduling – Plan with your candidate for the schedule of observations so that he or
she knows beforehand that he or she will be observed. This allows the teacher
candidate to prepare the lesson so that you will see them at their best. It is of equal
importance, however, to informally observe the teacher candidate without giving them
advance notification. In this way you will likely see the teacher candidate as they usually
teach. Both methods are important in helping a teacher candidate develop the
necessary skills to become an effective teacher.
Records - Forms are provided for the purpose of recording observations.
Your record of the observation should be qualitative in nature and as such
should include descriptions of specific behaviors and incidents. In general, evaluative
statements and phrases should be avoided. It is also important to record all incidents in
the context in which they occurred so that they can be reconstructed later in the
feedback session. Avoid using vague generalities.
Contents – What you look for in an observation should be partly determined during the
previous feedback session. For example, if the teacher candidate decided that he or
she was going to try to introduce more variety in his or her reinforcement then
you would focus on the teacher candidates reinforcement behavior. It is impossible to
record everything that happens in a lesson so you will need to make such choices
before observing.
In addition to predetermined, agreed-upon behaviors, you should observe some
behaviors without the prior knowledge of the student teacher. For example, if you
wished to focus on the cognitive level of questions usually used by the teacher
candidate, then you would not want to tell them beforehand that you would be looking at
this.
When choosing behaviors to observe, it is necessary to restrict the observations to one
or two kinds of behaviors. First of all, this is likely the limit which could easily be
recorded on an anecdotal record. Secondly, the teacher candidate will be only able to
focus on one or two classroom behaviors for improvement at any one time. It is
important that this limiting factor be considered in both the observation and the
subsequent feedback session.
Feedback to Teacher Candidates
The primary purpose of observations and feedback is to help teacher candidates
develop skills as teachers. Recognize that one of the qualities we hope to develop in
teacher candidates is the ability to perceive their teaching behavior realistically, to be
able to generate alternative ways of doing things and to apply these alternatives in
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situations when the alternatives are likely to be most effective. Teacher Candidates
cannot develop this ability of self-assessment if they are not provided the opportunity to
do so. The function of observation and feedback in part is to foster selfanalysis/reflection skills so that in the years to come the teacher candidate will be able
to diagnose his or her own areas for growth and prescribe his or her own professional
growth plan. Feedback sessions, therefore, should be primarily problem-solving in
nature. This implies a procedure which primarily involves a critical self-analysis by the
teacher candidate with the help of the observer, rather than simply a process in which
the observer tells the teacher candidate what should or should not have been done.
The following considerations should be included in the feedback sessions:
Through questioning, the teacher candidate should clarify what it was they did and the
purpose for doing it. For example, if the observer and teacher candidate had agreed to
focus on the kind of responses the teacher candidate makes to student questions during
the observation, then the observer might say, “When Robert responded to your question
by asking another question, you answered his question.” (Hopefully, the observation
form would have the questions and answers paraphrased on it.) “What was your intent
in answering the question?”
Once a particular behavior and corresponding behavior (as in the example) have been
identified then the observer can help the teacher candidate analyze the behavior in
order to decide if the desired objective was achieved. For example, using the same
situation the observer might ask, “What indication was there from Robert that you
satisfied his curiosity?”
The next item which is quite frequently pursued with some benefits is an identification of
alternative objectives which could have been accomplished in the situation along with
alternative strategies to accomplish them. Again, following the example above, the
observer could ask, “In situations when students ask questions to the teacher, what are
some alternate ways the teacher could respond? What could be accomplished with
each of these alternate ways of responding?
Finally, any feedback session should end with an attempt to identify what behaviors the
teacher candidate will work on and how the observer can help in this process during the
next observation. For example, the observer might ask, “What skills do you feel you
should work on and what do you think we could analyze in the next observation to help
you?”
It is important at the conclusion of this process to record the results of this session. The
sections in the form do not imply a step-by-step process. Rather, the form should be
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used to summarize the analysis after the analysis is completed. The purposes of the
form are:
·
to retain a record for memory purposes,
·
to have a record useful when making assessment,
·
to communicate to others working with the teacher candidate, and
·
to retain records which might be useful when providing references.
In particular, it would be very helpful to others working with the teacher candidate to be
aware of the problems which might exist, to know those things the teacher candidate
has done well and to know what kind of things the teacher candidate is working on.
Your concerns and suggestions as a supervisor and/or mentor teacher would also
become a part of this record. Please recognize, however, that suggestions have a more
appropriate place in a feedback session itself than they do on the observation form to
be used in the feedback session. When an observation form is used in this context, it is
important to recognize that it serves primarily the function of an anecdotal record. For
further suggestions, observations and observation forms see the appendix.
Observation and Conference Forms
The teacher candidate program forms which are to be submitted at the end of the
semester serve as official documentation of the practicum experience. The evaluations
should be realistic descriptions of the teacher candidate’s abilities.
INSTRUCTIONAL PLANS
Teacher Candidate will provide his or her respective university supervisor with an
instructional plan prior to the observation day. The supervisor determines the format to
be used. The mentor teacher may also require the teacher candidate to develop lesson
plans in addition to those required by the university.
ADDITIONAL OBSERVATIONS
College of Education programs i.e. 4-8 Math/ 8-12 Math may require additional
observations and lesson plans that include visits by program professors.
EVALUATION
Evaluation of performance is a continuous process throughout teaching. Formal, written
evaluations will take place at various times throughout the semester by both the
university supervisor and the mentor teacher. Following a scheduled observation the
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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.
Grades will reflect the evaluation by mentor and university supervisor. The supervisor
solicits input from the mentor teacher concerning the teacher candidate's overall
performance, and “will be determined collaboratively by DISTRICT mentor teacher and
UTB faculty supervisor” (MOU).
Observation Forms
● Review the evaluation criteria with your teacher candidate.
● Emphasize those aspects of the evaluation criteria which are of particular
importance to your classroom.
● Each teacher candidate should be evaluated four (4) times throughout the
semester by the mentor teacher(s). Discuss the evaluations with the teacher
candidate and the university supervisor.
GUIDELINES FOR EVALUATION
All teacher candidate will be evaluated a minimum of four times by their mentor
teacher(s). If you have a teacher candidate for only half a semester then you are to
observe him/her a minimum of two times. However, the more evaluation and feedback
you provide the better. The teacher candidate should be evaluated on how well the
competencies outlined in this handbook and on the observation document have been
met. For two placements, the first mentor teacher conducts two observations and the
supervisor joins the mentor and teacher candidate for the mid-term conference. The
second placement mentor teacher conducts two observations and follows the same
procedure for the final three-way conference.
Become familiar with the competencies in the observation document so that you may
refer to them when working with your teacher candidate.
You may also refer to the competencies when you discuss the progress of your teacher
candidate with his/her supervisor.
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Grading System Policy and Procedures: Mentor Input
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 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.)
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●
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.
Leaving the Classroom
In general, it is best for you (the mentor teacher) not to leave the
classroom until you are confident the teacher candidate can handle the
particular planned teaching assignment. Early in the practicum experience the length of
time you leave the classroom should be brief, until the teacher candidate has developed
adequate behavior management skills. In general, it is important to weigh both the
welfare of the classroom students with the development needs of the teacher candidate.
Mentor teachers should always remain on campus when a teacher candidate
is in the classroom.
PROFESSIONAL LIABILITY
Teacher candidates are not to be left unsupervised under any circumstance.
(see Appendix: House Bill NO. 339
THE MENTOR TEACHER
The mentor teacher plays a vital role in the success of the teacher candidate. The
mentor teacher's major function is to provide opportunities for the teacher candidate to
learn through practice and reflection the application of educational theories.
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
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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
The teacher candidate strives to involve parents and community members in the
school and classroom settings and activities.
• Pedagogical Leadership
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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
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The teacher candidate actively seeks and takes advantage of available
professional development opportunities.
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.
Each teacher candidate should be teaching as soon and as much as possible. Click
HERE for the current practicum 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 also a 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 following sections are written for the Teacher Candidate and provided here
for your information.
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.
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● 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).
● 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 Timeline below.
Standards 1, 2, 3, Week of September 9-13; Standards 4, 5, 6, September 23-26;
Standard 7, September 30 - October 4..
●
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 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:
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● The teacher uses information about the learning-teaching context and student
individual differences to set learning goals and plan instruction and assessment.
● The teacher sets significant, challenging, varied, and appropriate learning goals.
● The teacher uses multiple assessment modes and approaches aligned with
learning goals to assess student learning before, during, and after instruction.
● The teacher designs instruction for specific learning goals, student characteristics
and needs, and learning contexts.
● The teacher uses regular and systematic evaluations of student learning to make
instructional decisions.
● The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
● The teacher reflects on his or her instruction and student learning in order to
improve teaching practice.
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
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○ teacher’s movement during teaching
○ vocabulary
○ 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 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.
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○ 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).
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● 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.
Learning environment
Note room arrangement.
Note materials and equipment that help students become self-managing.
Note materials and equipment that help create an attractive, functional
learning environment.
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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.
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● 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 during independent and small group activities, etc.).
○ Work with individual students or small groups of students.
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○
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● Plan and direct limited activities.
Engage in cooperative planning with the mentor teacher.
Prepare teaching aids and materials (including bulletin boards).
Direct learning activities.
Evaluate student progress.
● Plan and direct lessons on a daily basis including your electronic
educational presentation relating to TWS.
○ 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.
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○
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● Assume teaching responsibility with minimal supervision from the
mentor teacher.
Meet with your mentor and supervisor to review your TWS work for standards 13.
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!
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IV. Evaluation (see TWS S-6 and 7 Analysis of Student Learning and Reflection
and Self-Evaluation.)
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 self-evaluation 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.
● 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.
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 (given to teacher candidates)
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
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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.
Teacher Candidates are not to be placed on a campus where a spouse/relative is assigned, nor
in a district where a spouse/relative is a member of the school board.
Teacher Candidates have completed a document verifying this information prior to the
assignment of the practicum location.
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.
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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. These visits may be for observation purposes.
In order to best facilitate observations, the teacher candidate needs to do the following before
each visit:
●
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.
●
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.
●
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.
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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, he/she will have to arrange with the university supervisor to make up the time missed.
Such arrangements may include a special assignment 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 prepracticum classes.
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
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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.
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)
1.
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.
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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
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
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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.
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