HANDBOOK
for
UNIVERSITY SUPERVISORS
The University of Texas at Brownsville
Office of Teacher Preparation and Field Experiences
College
of
Education
One University Boulevard
Brownsville, TX 78520
(956) 882-5700
Fall 2013
The University of Texas at Brownsville
Office of Teacher Preparation and Field Experiences
One University Boulevard*Brownsville, TX 78520*(956) 882-5700* fax (956) 882-5705
TO: University Supervisors
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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 that you have been selected to work as a university supervisor for this current Fall
semester.
There have been a number of changes, which have been occurring throughout the academic
year, and with many more to take place. Our office has attempted to revise our handbooks as
well as procedures as to how you will be able to access the information needed. This handbook
has been prepared to assist you, as you give guidance to our teacher candidates.
In the spring of 2012 the Teacher Work Sample was implemented. The purpose is to expose
the teacher candidates to a variety of considerations that are necessary in planning,
implementing and assessing student learning. Mentor teachers will be exposed to these
requirements and will help guide the teacher candidate in the development and implementation
of their unit of study, which will result in a TWS reporting document. We request that as the
assigned university supervisor, that you help to keep the mentor teacher well informed of the
program expectation and the important role they play in helping our teacher candidate as they
undertake this important document.
As the UNIVERSITY SUPERVISOR, we know that you will provide the highest quality of
supervision. Your supervisory expertise provides the foundation necessary for guiding the
efforts of teacher candidates and mentor teachers.
It is absolutely essential that the teacher candidate, mentor teacher and 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 SUPERVISORS
This Handbook focuses on information directly related to the supervising process.
(Click Here for the complete Handbook for Teacher Candidate)
HANDBOOK for UNIVERSITY SUPERVISORS
TABLE OF CONTENTS
Program and Personnel
The University Supervisor
Office of Teacher Preparation and Field Experiences
Goals of the Program
Candidates Disposition Document
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
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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 Form ( for use by Teacher Candidate)
Initial Campus Visit,
Attendance Verification Form
End-of-the-Semester Clearance Checklist
Teacher Candidate/Supervisor/Mentor Observation form
Teacher Candidate/Post Baccalaureate/TTT Evaluation Summary Report
Additional Observation addendums for the following programs are located on Blackboard within the
Supervisors Documents
○ 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 UNIVERSITY SUPERVISOR
The university supervisor is the university faculty member who works closely with both the
mentor teacher and the teacher candidate. He/she is the coordinating link between the
institution of higher learning and the participating schools. Although a teacher candidate is a
product of the combined efforts of the three persons involved, the university supervisor is
responsible for the final grade. He/she is responsible for instructional supervision including
observation, evaluation, and mentoring.
Required Qualifications
● Must be a State certified educator with at least ten years of experience in an
educational setting
● Must have at least a master’s degree in a field of Education
● Must be PDAS certified (Professional Development and Appraisal System) or equivalent
from another state
Responsibilities include
● Participate in continuing professional development opportunities, such as supervisor
training, workshops for teacher candidates i.e.TK20 and TWS
● Developing communication between the staff of the cooperating school and the
university, serving as a liaison between the two by conducting orientation sessions for
the teacher candidate and the mentor teacher as needed;
● Providing a link between the university campus and the public school setting;
● Systematically observing teacher candidate classroom activities;
● Providing coaching and constructive feedback on each of the 7 TWS standards as the
teacher candidate prepares the Teacher Work Sample;
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● Arranging regular conferences with teacher candidates; he/she assigning final grade for
the practicum experience.
Causes for Dismissal
● Refer to the HOOP Policy in reference to termination of employment for a faculty
employee. Refer to number 7.7 which explains Resignation, Retirement, NonReappointment, Termination and Grievances.
http://www.utb.edu/ba/hoop/Pages/default.aspx
● Violation of the Educator Code of Ethics can be cause for dismissal.
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:
● 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
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.
Candidate Dispositions Statement
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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.
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• Inquiry
The teacher candidate actively seeks and takes advantage of available professional
development opportunities.
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 your role as
the mentor teacher to determine how fast the teacher candidate should progress.
Teacher Practicum Timeline (click here for 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.
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● 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 the timeline.
Standards 1, 2, 3, Week of September 9-13; Standards 4, 5, 6, Standard 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, by 4 PM, November 11, 2013.
● Your Teacher Work Sample should also be uploaded into Tk20.
Teacher Candidates should move through the suggested activities at an appropriate pace with
the guidance of the mentor teacher and university supervisor.
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
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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.
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development of steps and daily routine
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 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
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○ 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).
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● Grouping
Note whether or not groupings are available to meet needs of all student
learners (see TWS Contextual Factors).
Note teacher’s time management with groups.
Learning environment
Note room arrangement.
Note materials and equipment that help students become self-managing.
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○ 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.
● 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 seat work, etc.).
○ Work with individual students or small groups of students.
● Plan and direct limited activities.
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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.
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 Standards 6 & 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.
● 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. 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. Uploaded on TK20 and provide a hard
copy to the office of Teacher Preparation and Field Experiences by 4 p.m.
● Professional Development
● Teacher candidates are evaluated in their professional development by both
their mentor teacher and the university supervisor.
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● 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
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.
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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.
The field supervisor determines the lesson plan format to be used for observation purposes.
Review the sample lesson plan formats shared by the course instructor that initially introduces
our candidates to the Teacher Work Sample (TWS).
In order to best facilitate observations, the teacher candidate needs to do the following before
each visit:
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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.
Background of Teacher Candidates
Teacher Candidates are “Practicum Candidates.” The practicum component is to be a
learning experience to help the individual teacher candidate develop and improve those
skills which are needed for effective teaching.
SEMINARS/WORKSHOPS
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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,
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.
Required Orientation Conference
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Our program allows supervisors and teacher candidates to meet together for two and
half hours during the first week of the practicum experience.
It is important to establish a good working relationship with the teacher candidates.
Your first conference together is a good time to establish a positive relationship. There
are several objectives that could be accomplished during this conference.
● Become familiar with your teacher candidates by discussing backgrounds,
interests, hobbies, and concerns. Important information should be collected at
this time (phone numbers, email addresses, and class schedules, if applicable)
● Review, discuss and clarify the Teaching Candidate Handbook as it relates to
roles, responsibilities and expectations.
● Identify and discuss the concerns of the teacher candidates as they begin their
practicum assignment.
Dropping or Failing a Teacher Candidate
It is important to keep accurate records of observations, feedback sessions and threeway conferences for your teacher candidate. When a teacher candidate is dropped or
failed, it is vital that you have records showing that you notified the teacher candidate
about specific deficiencies he or she possessed, that the teacher candidate was given
help in overcoming these deficiencies and that the teacher candidate was unable to do
so.
The complete Satisfactory Academic Progress policy and the Undergraduate Satisfactory
Academic Progress for Financial Aid policy can be found in the current Undergraduate
catalog. For more information, please visit This Site
Observations
Regular observation of your teacher candidate, followed by feedback, is one
of the 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.
Your observations and feedback serve a dual function – instruction and
evaluation. It is essential to recognize that the primary purpose of both
should be instructions; that is, your primary function as a mentoring
teacher is to help the teacher candidate develop his or her skills as a
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teacher. Assessment and evaluation are of secondary importance.
Scheduling – It is sometimes desirable to schedule observations of a
teacher candidate 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 observe the
teacher candidate without giving them advance notification. In this way you will likely
see the teacher candidate as they usually teach. Both observations are important in
helping a teacher candidate develop instructional skills.
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.
Recognize further that when an observation form serves primarily as an
anecdotal record, it is of very limited value for communication purposes without a
follow-up feedback session and the resulting record. Always provide the student
teacher and university supervisor with a record of both the observation and
corresponding feedback forms.
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
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focus on one or two classroom behaviors for improvement at any one time. To pursue
more behaviors would, therefore, be unproductive. It is important that this limiting
factor be considered in both the observation and the subsequent feedback session.
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. If
we are to continue to place our students with school districts with the same success rate
as in the past then we must maintain the credibility of our assessments with hiring
officials.
INSTRUCTIONAL PLANS
teacher candidate will provide his or her respective university supervisor with an
instructional plan prior to the observation day. You the supervisor designates the
format to be used. The mentor teacher may also require the student teacher to develop
lesson plans in addition to those required by the university.
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
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 the recording final grade is with the
university supervisor.
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 ways in situations
when these choices are likely to be most effective. Teacher Candidates cannot develop
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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 self-analysis/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?”
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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 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.
PROFESSIONAL GUIDELINES
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.
1.
1. 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.
2. 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.
3. 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
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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.
4. The Texas Administrative Code does not allow teacher candidates to be hired as a
substitute teacher during the practicum.
5. Grading student work is a valuable experience. Be sure to follow school and district
guidelines.
6. Your primary responsibility is your students and their learning when you are in the
classroom.
7. 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.
8. 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.
9. Confidentiality (Code of Ethics)
Closing Responsibilities
● Grades should be posted on UTB Online by Dec. 11, 2013
● Complete the online Teacher Candidate observation summary report by Dec. 12, 2013
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
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● 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/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
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be changed to the semester grade that the student has earned by
the quality of his or her total performance.
A student's performance in academic work is expressed by the following grades.
Alphanumeric Grading System
+/- Letter Grade
Grade Points
100-Point Scale Guide
(Not prescriptive)
A+
4 grade points
(98-100)
A
4 grade points
(93-97.9)
A-
3.67 grade points
(90-92.9)
B+
3.33 grade points
(87-89.9)
B
3 grade points
(83-86.9)
B-
2.67 grade points
(80-82.9)
C+
2.33 grade points
(77-79.9)
C
2 grade points
(70-76.9)
D
1 grade point
(60-69.9)
F
0 grade points(
Below 59)
To receive credit for a course, an undergraduate must earn a grade of at least D. Academic
departments may require a higher grade for the course to be counted toward the student's
degree.
One of the following symbols may be assigned instead of a grade. Courses in which these
symbols are recorded are not included in the grade point average.
Valid symbols used in grading
Au
Audit
NC
No credit
Q
Course was dropped
W
Withdrawn
X
Temporary delay of course grade
I
Permanent incomplete
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* asterisk
Course is continuing
S
Satisfactory
U
Unsatisfactory
# pound sign Grade was not submitted in time for this report
Z
Student is registered on the credit/no credit or pass/fail basis
To receive the symbol CR, an undergraduate must earn a grade of at least D. Incomplete Grades:
A grade of Incomplete (I) may be given at the discretion of the instructor to a student who has
been unable to complete the course requirements due to a serious interruption not caused by
the student’s own negligence.
GPA Calculation
Grade points are computed by multiplying the points for each grade by the number of credit
hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student’s grade point average (GPA) is
determined by dividing the total number of grade points earned by the number of semester
hours for which a grade other than X, NC, or CR is received.
CALCULATION OF FINAL GRADE: Factors which are considered in arriving at a student teaching
semester grade are the following: grading criteria; student teacher handbook requirements;
attendance and punctuality at campus assignment, attending assigned meetings, conferences,
workshops and job fairs (see student teacher Calendar of Events handout); willingness to
accept responsibility; dependability; performance in the classroom as determined by your
University Supervisor and the school district, and other factors which the University Supervisor
feels are important to the pre service development of the prospective classroom teacher (see
page 4 under the section entitled Grades). Failure to attend student teaching events such as
conferences, workshops, etc. will result in the teacher candidate making up additional days of
the teaching practicum at the discretion of the supervisor.
GRADE APPEALS
If the student does not agree with a grade on a lesson, project, assignment, etc., it is the
student's’ responsibility to submit within 2 days to submit a written appeal to the supervisor
concerning the assigned grade. The supervisor informs the teacher candidate of his/her
decision regarding the appeal within 3 days. The supervisor informs the Director of Teacher
Preparation and Field Experiences of the results.
ACADEMIC APPEAL
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Periodically, misunderstandings arise concerning academic expectations and grades. Students
wishing to appeal final grades on misunderstanding of expected standards should discuss the
matter with the university supervisor. If no resolution occurs and the student wishes to pursue
the matter further, he/she should appeal to the Director of Teacher Preparation and Field
Experiences. Pursuant appeals should be directed through recognized administrative channels,
namely the department chairman, dean of the school of education, vice president of academic
affairs and the president. Appeals must follow administrative channels.
ACADEMIC INTEGRITY
Students are expected to be above reproach in all-scholastic activities. 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.
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the
instructor concerned and with the approval of the Dean, students may, at any time, be dropped
from courses. This may result in a “W” or “F” on the student’s permanent record.
SATISFACTORY ACADEMIC PROGRESS (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify those students
who are experiencing difficulty with their courses. Satisfactory Academic Progress (SAP) is
based upon two components: GPA of 2.0 or higher and successful course completion of at
least 70% of course work attempted. Students remain in good standing with the university
and Financial Aid when both criteria are met. Students who do not maintain these required
minimum standards will be placed on probation or suspension as appropriate. The complete
Satisfactory Academic Progress policy and the Undergraduate Satisfactory Academic Progress
for Financial Aid policy can be found in the current Undergraduate Catalog. For more
information, please visit http://blue.utb.edu/vpaa/sap/.
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