2

V
ALDOSTA
S
TATE
U
NIVERSITY
D EPARTMENT OF E ARLY C HILDHOOD AND S PECIAL E DUCATION
MAIL 1500 North Patterson Street · Valdosta, Georgia 31698-0092
PHONE 229-333-5929 · FAX 229-333-7167
To: Mentor Teachers and Administrators
Practica in Early Childhood Education and Early Childhood/Special Education
We would like to take this opportunity to thank you for volunteering to work with practicum students
(teacher candidates) at Valdosta State University. Your partnership is essential in providing practicum students with opportunities to apply what they are learning in classroom situations. We hope that the enclosed information will assist the practicum student, practicum instructor, university supervisor, and mentor teacher in completing the requirements for the practicum experience.
Practicum students will attend classes on campus and participate in a field experience in a public school setting designed to help them apply early childhood theory into practice. During the field experience, practicum students will be required to participate and to observe in a classroom under the supervision of a mentor teacher, who will work closely with the university supervisor responsible for observing and providing feedback to the students.
Practicum students are required to accrue the required number of hours (_____) in their classrooms for the field experience credit. In addition to completing the necessary hours, practicum students must successfully accomplish assignments given by their university instructors and practicum instructor.
Failure to fulfill hours or participation requirements will result in an unsatisfactory (“U”) grade for the practicum.
It is expected that students will be successful in completing all hours and assignments. If problems arise for either the mentor teacher or the practicum student, it is expected that the university supervisor will be contacted immediately. The Department of Early Childhood & Special Education office telephone number is 229-333-5929.
On behalf of the faculty of the Department of Early Childhood & Special Education, I would again like to express our appreciation to the administrators, teachers, and support staff who allow our practicum students to come into their schools and classrooms. Please speak with your university supervisor or the practicum instructor if you have any additional questions regarding the practicum.
Thank you!
Festus Obiakor, Ph.D., Department Head
Department of Early Childhood and Special Education
Email: feobiakor@valdosta.edu
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4

Confirmation of Practicum Responsibilities for Practicum Student and Mentor Teacher
Department of Early Childhood and Special Education. Valdosta State University
Semester/Year ______________ School _______________________ Grade level ________
Practicum Student
I understand and accept the following responsibilities. As the practicum student, I agree to:
 complete the Contact Information for Practicum form as a Word document and give a printed copy of it to the practicum instructor, university supervisor, and mentor teacher;
 adhere to the agreed upon schedule for arrival, departure, duties, and meetings, as determined by the practicum instructor and mentor teacher; inform university supervisor of changes to the schedule;
 maintain a professional role with the university supervisor, practicum instructor, mentor teacher, school personnel, and children;
 adhere to the professional educator role as defined by the Georgia Professional Standards Commission: The Code

 of Ethics for Educators ; give a copy of this Practicum Handbook to the mentor teacher; refer to this Practicum Handbook for tasks to be completed;
 complete and submit on time all assigned tasks, including Weekly Classroom Plan Overview ;
 have all lesson plans approved and signed by the mentor teacher at least 2 days prior to their implementation, and solicit and accept feedback from the mentor teacher;
 solicit and accept feedback from the university supervisor regarding lesson plans and teaching;
 schedule 3 observations to be completed by the university supervisor (1 being observed using Candidate
Assessment on Performance Standards (CAPS) );
 schedule 1 observation to be completed by the mentor teacher, using the Candidate Assessment on Performance


Standards (CAPS) and provide the form to the mentor teacher; reflect regularly on professional performance and discuss these reflections with supervisors; complete Teacher Candidate Self-Evaluation of Dispositions in LiveText;
 complete all LiveText requirements assigned by the department;
 complete ECE/ECSE program field experience requirements and submit required documentation; and
 keep an accurate time sheet in the classroom and sign daily.
Practicum Student______________________________________ Date_________________
Mentor Teacher
I understand and accept the following responsibilities. As the mentor teacher, I agree to:
 receive a copy of this Practicum Handbook from the practicum student to use as a resource;

 give mentor teacher information for the Contact Information for Practicum form to the practicum students; provide the practicum student with curriculum materials and information on children as needed;
 consult with teacher candidate to complete Weekly Classroom Plan Overview ;
 establish expectations regarding teaching schedule, classroom management, and lesson plans;
 approve and sign all lesson plans at least 2 days prior to their implementation (Students may not teach VSU required lessons without lesson plans.);
 observe 1 lesson taught by the practicum student, using the Field Experience Observation Summary and give written feedback about the observation;
 provide written and verbal feedback on the progress of the practicum student to the student and VSU;
 document and sign the practicum student’s hours on the time sheet provided;
 complete the form, Program Dispositions Evaluation by Mentor Teacher of Teacher Candidate , and give it to the student to submit;
 complete, share with, and give to the practicum student the Final Evaluation of Practicum Student; and
 sign the practicum student’s time sheet daily.
Mentor Teacher_______________________________________ Date_________________
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6

Department of Early Childhood and Special Education
Valdosta State University
VSU Practicum Instructor
Before the first practicum seminar, the practicum instructor agree to:
 complete the instructor information on the syllabus;
 make copies of the syllabus for students (after adding instructor information);
 obtain copies of the Practicum Handbook , two for each student (one for the student and one for the mentor teacher); and
 plan to meet at a scheduled time for the first practicum seminar.
During the first practicum seminar, the practicum instructor agree to:
 meet at the scheduled time for the first practicum seminar;
 distribute and discuss copies of the syllabus and Practicum Handbook ; and
 plan and distribute to the students the schedule for practicum assignments and seminar meetings.
During the semester, the practicum instructor agrees to:
 give information for the Contact Information for Practicum form to the practicum students; and
 assist the university supervisors and/or practicum students with challenges/problems that arise.
After the completion of the field experience, the practicum instructor must:
 one week after the last day of field experiences, collect from the university supervisor the departmental practicum folder with the completed evaluation form ( Evaluation for Practicum ) from the Practicum
Handbook for the student – indicating the grade for the field experience, practicum documentation, and
CAPS observation & lesson plan (on LiveText);
 during the last week of classes, arrange a meeting with all university instructors and university supervisors to complete the University Instructor Evaluation of Teacher Candidate Dispositions together; have the practicum students sign the disposition form; make a copy for each student; and file the original in the practicum file. In addition, complete the form on LiveText.
 during the last week of classes, evaluate the practicum seminar performance of the practicum student and the edTPA Reflection assignment); record the grade on the Evaluation for Practicum (last page of the Practicum Handbook ); and
 record the final grade on the Evaluation for Practicum ( last page of the Practicum Handbook.
)
By the final examination day, the practicum instructor agrees to:
 enter the final grade for the practicum student on Banner;
 complete the field experience record that is stapled to the inside front of the practicum folder (gold sheet); and
 return the completed practicum folders to the departmental filing cabinet.
7

Department of Early Childhood and Special Education
Valdosta State University
VSU University Supervisor
Before practicum students report to their assigned schools, the VSU university supervisor agrees to:
 give university supervisor information for the Contact Information for Practicum form to the practicum students;
 meet with the appropriate school administrator or designee to give him/her a copy of the Practicum
Handbook and discuss practicum requirements;
 give personal contact information to the school administrator or designee; and
 with the school administrator or designee, determine the date of the practicum orientation for the practicum students at the assigned school.
During the field experience, the VSU university supervisor agrees to:
 schedule 3 observations for each assigned practicum student; one of which must be a ECSE 4010 math lesson using the Candidate Assessment on Performance Standards (CAPS) ;
 check the letter of introduction written by each practicum student, before being given to mentor and being sent to parents;
 conference with the practicum student following all observations;
 conference with the mentor teacher following observations, as appropriate;
 document areas for improvement and/or determine unsatisfactory performances;
 as needed to address areas of concern, collect the practicum student’s videotape and corresponding materials;
 complete Candidate Assessment on Performance Standards (CAPS) on LiveText for each practicum student observed;
 check the letter of appreciation prior to practicum student giving it to the mentor teacher; and
 on the last day of supervision, process the Evaluation for Practicum sheet (last page of the Practicum
Handbook) for each practicum student by o checking items fulfilled, o getting required items and placing these in the departmental practicum folders, o determining the grades, o recording the grades, and o signing the appropriate places on this sheet.
After the completion of the field experience and during the last week of classes, the VSU university supervisor agrees to:
 complete the Field Experience Record that is stapled to the inside front of the practicum folders;
 return the completed practicum folders to the practicum instructor; and
 complete with other instructors and file in practicum folder the University Instructor Evaluation of
Teacher Candidate Dispositions .
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Practicum Dos and Don’ts
Department of Early Childhood and Special Education
Valdosta State University
Practicum Dos
Practicum Don’ts
Complete and type your required form
Information for Practicum
Show initiative: Offer to help and get to know the students early in the semester.
Have a professional appearance at all times. (This may be a potential job opportunity.)
Prepare well and in advance for all lessons and activities.
Your mentor must approve lesson plans before you teach them.
Schedule all lessons and activities with your mentor in advance.
Contact
and distribute it to your mentor, VSU practicum instructor, and VSU supervisor.
Turn off your cell phone when in the school, classroom, or during meetings.
Fail to complete and type your required form Contact
Information for Practicum and distribute it to your mentor, VSU practicum instructor, and VSU supervisor.
Talk on your cell phone or answer the phone when in the school, classroom, or during meetings.
Text message or read text messages when in the school or classroom, or during meetings and fail to assist the mentor or get to know the students.
Wear inappropriate clothing, display inappropriate body piercings, or reveal tattoos.
Fail to plan well in advance or not have formal, written plans. Mentors may not allow you to teach if you have no pre-approved, written lesson plans.
Wait until the day before you need to teach a lesson or do an activity before you ask your mentor about scheduling it.
Independently meet with administrators at the school without the approval of appropriate VSU personnel.
Do other course work, write lesson plans, or anything else not related to the practicum classroom during practicum.
Sit in the back of the room and wait to be told what to do.
Follow professional protocol. Address issues through the appropriate chain of command.
Communicate appropriately and often with your mentor.
Schedule regular meeting times.
Communicate appropriately and positively with your students.
Communicate appropriately and often with your VSU practicum instructor and/or university supervisor.
Read your VSU email daily.
Wait until you have a crisis to discuss issues with your
VSU practicum instructor and/or university supervisor.
Forget to read your VSU email daily. Delete VSU email when you do not recognize the name before you read it.
Fail to notify your mentor in advance of your absence. Contact the school / mentor in advance of your absence.
Make sure your mentor is informed.
Call or email your VSU practicum instructor and university supervisor if you must be absent (according to their preferences).
Complete all LiveText requirements and practicum requirements in a timely manner.
Remember your role in the classroom and school: You are not a certified teacher but are continuing to learn.
Keep a positive attitude about your practicum placement, mentor, and students.
Fail to notify your VSU practicum instructor and university supervisor if you are going to be absent.
Wait until the last minute to complete all LiveText requirements and practicum requirements. Do not be late!
Fail to ask your mentor teacher for suggestions.
(However, it is your responsibility to give it your best effort to find your own ideas.)
Criticize and/or complain about your placement, mentor, and/or students. (Address all issues related to your practicum to your VSU practicum instructor and/or university supervisor in the appropriate setting.)
Keep any information about students confidential. Discuss the students in your classroom with other practicum students and/or in public places.
Modified from: Student Teaching Guidelines.
(Spring 2008). Unpublished handbook, Valdosta State University, GA.
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10

Department of Early Childhood and Special Education
Valdosta State University
The practicum student is responsible for gathering and typing the information below, printing 4 copies, and distributing a copy to the practicum instructor, university supervisor, mentor teacher, and self.
PRACTICUM STUDENT :
Cell phone:
Home phone:
Best time to call:
Best time to call:
Email address:
PRACTICUM INSTRUCTOR :
VSU phone:
Home/Cell phone:
Other info:
Best time to call:
Best time to call:
Other info: Email address:
UNIVERSITY SUPERVISOR :
VSU phone:
Home/Cell phone:
Best time to call:
Best time to call:
Email address: Other info:
MENTOR TEACHER : SCHOOL:
School phone:
Home/Cell phone:
Email address:
Best time to call:
Best time to call:
Other info:
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12

Dress Code and Discipline
Department of Early Childhood and Special Education
Valdosta State University
Appropriate Dress for Practicum
The dress of the teacher candidate is expected to meet the requirements provided in the participating school's dress code. In addition to the school’s dress code, the Department of Early
Childhood and Special Education has adopted the following criteria: a.
In all situations, teacher candidates are not to wear jeans/denim slacks, jumpsuits, overalls, sweats, shorts, tank tops, flip flops/casual thong sandals, inflammatory or provocative dress, or gang-related attire. The only exceptions are those specific situations that would require jeans, such as a field trip to a farm or an activity that requires the teacher candidate to be on the floor involved with potentially messy materials. Your university supervisor’s approval for these exceptions is required. b.
Teacher candidates (female) may wear earrings, necklaces, wrist bracelets, and finger rings. All other such accessories will not be allowed, including nose rings, lip rings, tongue studs, eyebrow rings, and similar jewelry. c.
Teacher candidates (male) may wear necklaces, wrist bracelets, and finger rings. All other such accessories will not be allowed, including nose rings, lip rings, tongue studs, eyebrow rings, and similar jewelry. d.
When possible, tattoos must be covered. In some instances, people have tattoos on their hands and fingers, and these cannot be conveniently hidden. e.
Teacher candidates (female) should avoid wearing very short skirts (usually, one or two inches above the knee is acceptable), low-cut blouses, or dresses that are transparent when backlit. f.
Teacher candidates (male) are encouraged to wear collared shirts with ties and appropriate dress pants. Khaki pants are permissible. It is recommended that men wear an undershirt beneath their collared shirts.
Appropriate Handling of Discipline
The teacher candidate is expected to handle discipline as outlined by school policy and the mentor teacher. It is the policy of the Department of Early Childhood and Special Education that teacher candidates are not allowed to take part in any form of corporal or physical punishment, humiliation, or abuse of any sort on any student.
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14

Practicum Time Sheet, p. 1
Department of Early Childhood and Special Education
Valdosta State University
(Place the completed form in the portfolio.)
To be completed by practicum student:
Practicum Student Semester Course
Practicum Instructor University Supervisor
School
Scheduled Days and Hours
Date Time in
Grade level
Time out Hours
Mentor Teacher
Explanation of Deviations of
Days and Hours
Total Time, p. 1 = (Must complete required hours for practicum experience for “S.”)
Mentor Teacher Signature _____________________________ Date ________________
Mentor’s
Initials
15

Practicum Time Sheet, p. 2
Department of Early Childhood and Special Education
Valdosta State University
(Place the completed form in the portfolio.)
To be completed by practicum student:
Practicum Student Semester Course
Practicum Instructor University Supervisor
School
Scheduled Days and Hours
Grade level Mentor Teacher
Date Time in Time out Hours Explanation of Deviations of Days and Hours
Total Time, p. 2 =
Initials
Total Time, p. 1 =
Grand Total of Time = (Must complete required hours for practicum experience for “S.”)
Mentor Teacher Signature ___________________________ Date ________________
Comments of the Mentor Teacher: Please attach additional comments on a separate sheet.
16

Weekly Classroom Plan Overview
Prepared by Practicum Student / Teacher Candidate with Mentor Teacher
(To be submitted by practicum student/teacher candidate to VSU supervisor the week prior to scheduled day of onsite visits)
Teacher candidate:
School:
Dates for Week: Week #
Grade: Room #
Mentor Teacher: University Supervisor:
Teacher Candidate: In collaboration with your mentor, complete this weekly plan beginning at the end of your first week of placement. Continue the procedure, and submit document to your university supervisor throughout the semester, for a total of 9 weeks. Save and file each document in your records for the end of the semester requirements and/or as needed.
Include the “Special Event for This Week” charts. Note: This document is in addition to the “Practicum Time Sheet” in the Practicum Handbook .
Beginning and ending times of activities
1 st weekday of practicum:
(List content area and/or activity.)
1 st Weekday of Classroom Practicum:
(Describe teacher candidates’ participation.
TOV list below can be used.)
2 nd weekday of practicum:
(List content area and/or activity.)
2 nd weekday of practicum:
(List content area and/or activity.)
Special Event for This Week? Special Event for This Week?
Date: Time: Date: Time:
Event: Event:

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Professional Semester 1: Practicum Experiences [TOV]
Tasks [T]
 Demonstrate professional dispositions
 Writes/Speaks standard formal English
 Uses academic language of the content areas
 Uses appropriate resources to support student learning
 Transition students from one activity to another
 Implement an interactive read aloud with small group
 Implement an interactive read aloud with whole group
 Demonstrate positive reinforcement
 Greet/supervise students upon arrival
 Follow the designated school/classroom management plan
 Implement a DAP writing activity
 Informal interactions with students (lunch, recess, etc.)
 Collect data
 Monitor student activity
 Actively support students
 Complete an interest inventory
 Administer an assessment
 Score/grade an assessment
 Integrate technology
 Teach a portion of lesson(s) planned by the mentor teacher
 Implement an interactive learning center/board
 Conduct classroom procedures (attendance, lunch count, line up students, etc.)
 Assist teacher with assigned arrival/dismissal procedures
 Correctly follow emergency procedures
 Attend professional meetings
 Attend planning meetings
 Attend a parent/teacher conference
 Interview support faculty/staff
 Other - describe
Professional Semester 2: Practicum Experiences
Tasks
In addition to Professional Semester 1 tasks…
 Teach collaboratively planned lessons with mentor teacher
 Implement independently-designed DAP reading lessons
 Implement independently-designed DAP writing lessons
 Implement independently-designed DAP math lessons
Observations [O]
 Teacher providing positive reinforcement (ST)
 Teacher providing specific positive reinforcement
 Observes teacher transitioning children from one activity to another
 Observe teacher greeting and dismissing children
 Observe teacher in informal interaction with children o Lunch o Recess
 Observe teacher reading to children
 Observe teacher conference with children
 Observe appropriate resources used by teacher
 Observe professional meetings
 Observe planning meetings
 Observe a parent/teacher conference (if permitted)
 Observe teacher performing required school duties
(could include): o Morning duty o Bus duty
 Observe school/classroom management plan
 Observe teacher’s with-it-ness of student behavior (to prevent misbehavior)
 Observe teacher’s methods getting students’ attention
 Observe/discuss with teacher a systematical examination of results related to P–12 learning.
 Other - describe
Videotaping [V]
 Teacher candidate providing positive reinforcement (ST)
 Teacher candidate providing specific positive reinforcement
 Teacher candidate transitions children
 Teacher candidate collecting data
 Teacher candidate reading aloud to children
 Teacher candidate selected video snippets to document (pre-assigned) teaching skills and knowledge for
Professional Semester 1
 Other
Observations
In addition to Professional Semester 1 observations
 Observe DAP reading lessons
 Observe DAP writing lessons
 Observe DAP math lessons
 Observe students’ learning levels for possible future intervention
Videotaping
In addition to 1 st professional semester videotaping
 Teacher candidate selected video snippets to document (pre-assigned)
19

 Integrate children’s literature to support content area development
 Facilitate student use of instructional resources
 Shadow a teacher during grading and reporting
 Integrate technology for hands-on student learning
 Collect data specific to a striving/struggling learner for intervention
 Manage teaching formats (whole group, small group, pair, individual, centers and stations)
 Differentiate instruction in response to the needs of the students
 Demonstrate an awareness of student behavior at all times
 Collect data on student learning, analyze them, reflect on their work, and develop strategies for improving learning. This would have to include using the strategies to be included in this column
 Other – describe
Professional Semester 3: Practicum Experiences
In addition to 1 st professional semester tasks…
 Teach collaboratively planned lessons with mentor teacher
 Implement independently-designed DAP reading lessons
 Implement independently-designed DAP writing lessons
 Implement independently-designed DAP math lessons
 Follow the designated school/classroom management plan
(moved to 1 st Professional Semester)
 Integrate children’s literature to support content area development
 Facilitate student use of instructional resources
 Shadow a teacher during grading and reporting
 Integrate technology for hands-on student learning
 Collect data specific to a striving/struggling learner for intervention
 Manage teaching formats (whole group, small group, pair, individual, centers and stations)
 Differentiate instruction in response to the needs of the students
 Demonstrates awareness of student behavior at all times
 Candidates collect data on student learning, analyze them, reflect on their work, and develop strategies for improving learning. This would have to include using the strategies to be included in this column
 Other - describe
 Observe teaching formats (whole group, small group, pair, individual, centers and stations)
 Observe differentiated instruction in response to the needs of the students
 Attend and observe teacher’s participation in a meeting of a(n) RTI / IEP or Eligibility team of a student in the classroom – if permission can be received
 Observe service provision for English language learners and students with disabilities
 Observe teacher collecting data specific to a striving/struggling learner for intervention
 Observe consequences of teacher demonstrating an awareness of student behavior at all times
 Other - describe
In addition to 1 st professional semester observations
 Observe DAP reading lessons
 Observe DAP writing lessons
 Observe DAP math lessons
 Observe students’ learning levels for possible future intervention
 Observe teaching formats (whole group, small group, pair, individual, centers and stations)
 Observe differentiated instruction in response to the needs of the students
 Attend and observe teacher’s participation in a meeting of a(n) RTI / IEP or Eligibility team of a student in the classroom Permission?
 Observe service provision for English language learners and students with disabilities
 Observes teacher collecting data specific to a striving/struggling learner for intervention
 Observes teacher demonstrating an awareness of student behavior at all times What if the teacher doesn’t demonstrate an awareness at all times?
 Other - describe teaching skills and knowledge for
Professional Semester 2, including math problembased lesson, literacy lessons, and other lessons developed and taught
 Other
In addition to 1 st professional semester videotaping
 Teacher candidate selected video snippets to document (pre-assigned) teaching skills and knowledge for 2 nd
Professional Semester o Selected video snippets of math problem-based lesson o Why not from all the lessons they develop and teach? o Other
20

V
ALDOSTA
S
TATE
U
NIVERSITY
D EPARTMENT OF E ARLY C HILDHOOD AND S PECIAL E DUCATION
MAIL 1500 North Patterson Street · Valdosta, Georgia 31698-0092
PHONE 229-333-5929 · FAX 229-333-7167
Re: Permission Form for Videotaping
Dear Parent/Guardian:
We are very fortunate that your child's teacher has agreed to serve as a mentor teacher for a teacher candidate from the Department of Early Childhood and Special Education at Valdosta State University. Some of the required learning and teaching activities for this university student will be the videotaping of his or her lessons, small group activity, or other student interactions used for the purpose of teacher preparation. The videotape will be viewed by teacher candidates and university instructors. The primary focus of the recordings will be the teacher candidate and his/her teaching, rather than your child or other students. No student names will appear in any written material about the videotape. The tape will be used to help the teacher candidate identify strengths and weaknesses in instruction and teaching methods.
The form below will be used to document your knowledge of this activity and to grant or deny your permission for your child to appear on the videotape. Your child’s teacher will keep a copy of this form.
Sincerely,
Festus Obiakor, Ph.D., Department Head
Department of Early Childhood and Special Education
Valdosta State University feobiakor@valdosta.edu
==============================================================================
PERMISSION FORM
Student Name _________________________________________________________________
Address ______________________________________________________________________
School/Teacher ________________________________________________________________
I am the parent/legal guardian of the child named above. I have received and read your letter regarding the teacher candidate (VSU practicum student) in my child's classroom and agree to the following:
(Please check the appropriate blank below.)
I DO give permission for my child to appear on a videotape to be viewed by a Valdosta State
University teacher candidate. My child’s name will not appear in any material written about the videotape.
I DO NOT give permission for my child to appear on the videotape.
Signature of Parent or Guardian
________________________
Date

V
ALDOSTA
S
TATE
U
NIVERSITY
D EPARTMENT OF E ARLY C HILDHOOD AND R EADING E DUCATION
MAIL 1500 North Patterson Street · Valdosta, Georgia 31698-0092
PHONE 229-333-5929 · FAX 229-333-7167
Re: Permission Form for Videotaping
Dra. Festus Obiakor, Directora de la Departamento
Department of Early Childhood and Special Education
Valdosta State University feobiakor@valdosta.edu
==============================================================================
22

Department of Early Childhood and Special Education, Valdosta State University
Teacher candidate will complete a copy of this form on LiveText, print a copy from
LiveText, and place the copy in the practicum portfolio.
Name:_________________________________Course:_______________________Date:___________________
The following standards for dispositions are expected of students involved in education programs at Valdosta State University. Included with each disposition are examples of behavioral indicators. Each indicator is offered as a suggested behavior, and not as a conclusive determining factor. Rate yourself in each of the following listed behaviors as follows: (1) Not Demonstrated, (2) Partially
Demonstrated, (3) Adequately Demonstrated, (4) Effectively Demonstrated, or (0) Not Able to Rate.
Responsibility.
Examples of behavioral indicators include, but are not limited to:
Is present and punctual for school/work.
Completes assigned work on time.
Complies with procedures and rules.
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
Communicates with instructor and/or mentor prior to absences, tardies, or late assignments.
Respects the ideas and work of others by “giving credit where credit is due.”
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0 Performs work that reflects high personal standards and best effort.
Collaboration . Examples of behavioral indicators include, but are not limited to:
Willingly and actively participates in group assignments, projects, or activities.
Contributes positively and equitably to projects with others.
Demonstrates effective interpersonal skills.
Diversity . Examples of behavioral indicators include, but are not limited to:
Values the varying needs, abilities, and dispositions of others.
Solicits and gives thoughtful consideration to alternative and contradictory opinions.
Communicates effectively with others by demonstrating respect for gender, sexual orientation, and ethnic differences.
Shows respect for others by not using profanity and/or making derogatory statements.
Professional Behavior . Examples of behavioral indicators include, but are not limited to:
Demonstrates a positive, enthusiastic attitude toward excellent work.
Discusses work issues and personal concerns at appropriate times and places.
Speaks with clarity, fluency, and few grammatical errors.
Writes with clarity, fluency, and few grammatical errors.
Exhibits care for quality in the preparation and implementation of work responsibilities.
Models appropriate dress and personal hygiene.
Personal Well-Being . Examples of behavioral indicators include, but are not limited to:
Surmounts obstacles in positive and constructive ways.
Demonstrates self-control. Displays predictable and stable emotions in a variety of situations.
Analyzes and takes responsibility for personal actions.
Accepts constructive feedback and responds positively.
Demonstrates ability to learn from both successes and failures.
Maintains composure in stressful or awkward situations.
Expresses concerns or dissatisfaction in positive and constructive ways.
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
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Practicum Student _________________________________ Date _______________________________
Give at least one personal example that supports how you rated yourself in the area of Responsibility.
Give at least one personal example that supports how you rated yourself in the area of Collaboration.
Give at least one personal example that supports how you rated yourself in the area of Diversity.
Give at least one personal example that supports how you rated yourself in the area of Professional Behavior.
Give at least one personal example that supports how you rated yourself in the area of Personal Well-Being.
Additional Comments:
I understand that completed copies of my self-evaluation and the university instructor’s and mentor teacher’s evaluations will be placed in my file in the Department of Early Childhood and Special Education. I further understand that I may request to see my file. Areas of concern are expected to be improved, and I may schedule a meeting with departmental faculty to discuss my progress and the development of an action plan.
_______________________________________________________
Teacher Candidate Signature
____________
Date
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Department of Early Childhood and Special Education, Valdosta State University
Mentor teacher, please complete this form and give it to the practicum student. The practicum student will give it to the university supervisor who will place it in the practicum folder.
Name:_________________________________Course:_______________________Date:___________________
The following standards for dispositions are expected of students involved in education programs at Valdosta State University. Included with each disposition are examples of behavioral indicators. Each indicator is offered as a suggested behavior and not as a conclusive determining factor. Rate your practicum student in each of the following listed behaviors as follows: (1) Not Demonstrated, (2)
Partially Demonstrated, (3) Adequately Demonstrated, (4) Effectively Demonstrated, or (0) Not Able to Rate.
Responsibility.
Examples of behavioral indicators include, but are not limited to:
Is present and punctual for school/work.
Completes assigned work on time.
Complies with procedures and rules.
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
Communicates with mentor prior to absences, tardies, or late assignments.
Respects the ideas and work of others by “giving credit where credit is due.”
1 2 3 4 0
1 2 3 4 0
Performs work that reflects high personal standards and best effort. 1 2 3 4 0
Collaboration . Examples of behavioral indicators include, but are not limited to:
Willingly and actively participates in group assignments, projects, or activities.
Contributes positively and equitably to projects with others.
Demonstrates effective interpersonal skills.
Diversity . Examples of behavioral indicators include, but are not limited to:
Values the varying needs, abilities, and dispositions of others.
Solicits and gives thoughtful consideration to alternative and contradictory opinions.
Communicates effectively with others by demonstrating respect for gender, sexual orientation, and ethnic differences.
Shows respect for others by not using profanity and/or making derogatory statements.
Professional Behavior . Examples of behavioral indicators include, but are not limited to:
Demonstrates a positive, enthusiastic attitude toward excellent work.
Discusses work issues and personal concerns at appropriate times and places.
Speaks with clarity, fluency, and few grammatical errors.
Writes with clarity, fluency, and few grammatical errors.
Exhibits care for quality in the preparation and implementation of work responsibilities.
Models appropriate dress and personal hygiene.
Personal Well-Being . Examples of behavioral indicators include, but are not limited to:
Surmounts obstacles in positive and constructive ways.
Demonstrates self-control. Displays predictable and stable emotions in a variety of situations.
Analyzes and takes responsibility for personal actions.
Accepts constructive feedback and responds positively.
Demonstrates ability to learn from both successes and failures.
Maintains composure in stressful or awkward situations.
Expresses concerns or dissatisfaction in positive and constructive ways.
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
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Practicum Student _________________________________ Date _______________________________
Additional Comments:
I verify that I shared this evaluation with the teacher candidate.
_______________________________________________________
Mentor Teacher Signature
____________
Date
I verify that my mentor teacher shared this evaluation with me. I understand that completed copies of my selfevaluation and the university instructor’s and mentor teacher’s evaluations will be placed in my file in the
Department of Early Childhood and Special Education. I further understand that I may request to see my file.
Areas of concern are expected to be improved, and a meeting with departmental faculty may be scheduled to discuss my progress and the development of an action plan.
_______________________________________________________
Teacher Candidate Signature
____________
Date
26

Department of Early Childhood and Special Education – Valdosta State University
Practicum instructor will arrange a meeting with all university instructors to complete a copy of this form together, have practicum students sign the form, make a copy for each student, and complete the form on LiveText. The original completed form is to be placed in the practicum folder.
Name:_________________________________Course:_______________________Date:___________________
The following standards for dispositions are expected of students involved in education programs at Valdosta State University. Included with each disposition are examples of behavioral indicators. Each indicator is offered as a suggested behavior, and not as a conclusive determining factor. Place this evaluation in the practicum folder when completed and signed by all. Rate the practicum student in each of the following listed behaviors as follows: (1) Not Demonstrated, (2) Partially Demonstrated, (3) Adequately Demonstrated, (4)
Effectively Demonstrated, or (0) Not Able to Rate .
Responsibility.
Examples of behavioral indicators include, but are not limited to:
Is present and punctual for school/work.
Completes assigned work on time.
Complies with procedures and rules.
Communicates with instructor prior to absences, tarries, or late assignments.
Respects the ideas and work of others by “giving credit where credit is due.”
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0 Performs work that reflects high personal standards and best effort.
Collaboration . Examples of behavioral indicators include, but are not limited to:
Willingly and actively participates in group assignments, projects, or activities.
Contributes positively and equitably to projects with others.
Demonstrates effective interpersonal skills.
Diversity . Examples of behavioral indicators include, but are not limited to:
Values the varying needs, abilities, and dispositions of others.
Solicits and gives thoughtful consideration to alternative and contradictory opinions.
Communicates effectively with others by demonstrating respect for gender, sexual orientation, and ethnic differences.
Shows respect for others by not using profanity and/or making derogatory statements.
Professional Behavior . Examples of behavioral indicators include, but are not limited to:
Demonstrates a positive, enthusiastic attitude toward excellent work.
Discusses work issues and personal concerns at appropriate times and places.
Speaks with clarity, fluency, and few grammatical errors.
Writes with clarity, fluency, and few grammatical errors.
Exhibits care for quality in the preparation and implementation of work responsibilities.
Models appropriate dress and personal hygiene.
Personal Well-Being . Examples of behavioral indicators include, but are not limited to:
Surmounts obstacles in positive and constructive ways.
Demonstrates self-control. Displays predictable and stable emotions in a variety of situations.
Analyzes and takes responsibility for personal actions.
Accepts constructive feedback and responds positively.
Demonstrates ability to learn from both successes and failures.
Maintains composure in stressful or awkward situations.
Expresses concerns or dissatisfaction in positive and constructive ways.
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
1 2 3 4 0
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Practicum Student _________________________________ Date _______________________________
Additional Comments:
_______________________________________________________
University Instructor Signature
____________
Date
_______________________________________________________
University Instructor Signature
_______________________________________________________
University Instructor Signature
_______________________________________________________
University Instructor Signature
____________
Date
____________
Date
_______________________________________________________
Teacher Candidate Signature
____________
Date
I verify that my university instructor(s) shared this evaluation with me. I understand that completed copies of my self-evaluation and the university instructor’s and mentor teacher’s evaluations will be placed in my file in the Department of Early Childhood and Special Education. I further understand that I may request to see my file. Areas of concern are expected to be improved, and a meeting with departmental faculty may be scheduled to discuss my progress and the development of an action plan.
____________
Date
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Final Evaluation of Practicum Student by the Mentor Teacher
Department of Early Childhood and Special Education
Valdosta State University
Directions to the Mentor Teacher: Please complete this evaluation of the practicum student near the end of the practicum. Then review your evaluation with the practicum student by the last visit. Give the evaluation to the practicum student for inclusion in his or her practicum portfolio. Your commitment and interest in mentoring our students at VSU is appreciated.
Practicum Student Mentor Teacher
School Grade Level
Directions for Ratings: Descriptions are used to clarify each of the descriptors. A four-point rating scale is used to indicate the performance of each descriptor.
Level 1 = Indicator Not Demonstrated
Level 2 = Indicator Partially Demonstrated
Level 3 = Indicator Adequately Demonstrated
Level 4 = Indicator Effectively Demonstrated
_____ 1. Knowledge of content
_____ 2. Ability to help students make connections to prior knowledge, everyday lives, and other subjects
_____ 3. Responsive to students’ intellectual, social, physical, and personal developmental needs
_____ 4. Professional rapport with students
_____ 5. Positive role model for students
_____ 7. Verbal communication skills
_____ 6. Classroom management during instruction
_____ 8. Written communication skills
_____ 9. Creativity in lesson design and implementation
_____ 10. Ability to design lessons based on Georgia’s Pre-K Program Content Standards or Georgia
Performance Standards
_____ 11. Ability to use a variety of appropriate materials, resources, and technology
_____ 12. Overall performance
______13. Ability to work with children (individual students, group of students, and/or the whole
class.
NARRATIVE COMMENTS: Include overall areas of strength, areas for improvement, and impressive performances that are not on the list on the back or on another sheet of paper.
Mentor Teacher’s Signature and Date ______________________________________________________
Practicum Student’s Signature and Date ________________________________________________

Evaluation for Practicum I (F14 Rev)
Department of Early Childhood and Special Education – Valdosta State University
(to be placed in the departmental practicum folder upon completion of evaluation)
Teacher Candidate Semester Course
Practicum Instructor University Supervisor
School Grade Level Mentor Teacher
Teacher Candidate, complete the above information and present this form along with the following documentation to your University Instructor, as requested - Due Date: December 1, 2014 at 5:00 PM
_____ Evaluation for Practicum: Begin your portfolio with this page.
_____ Confirmation of Responsibilities Sheet: Include this sheet after the practicum student and the mentor teacher sign it.
_____ Letter of Introduction: Submit a typed formal letter of introduction to the parents/guardians. The letter must be
checked by your university supervisor and approved by your mentor teacher prior to being sent home.
_____ Letter of Appreciation: Include a copy of a typed, formal letter of appreciation reflecting three contributions of the
mentor teacher to your professional growth, as directed in the syllabus.
____ Videotape of Self: Submit the videotape used for self-reflection and mentor teacher feedback to the university supervisor or instructor, as directed. The videotaped lesson (one) will be viewed by the teacher candidate, the mentor, and the university supervisor.
The practicum instructor is to place this document and the following requirements in the departmental practicum folder :
_____ Time Sheet: Include a time sheet, signed by the mentor teacher , recording dates and times in the classroom and total time at the bottom. To be satisfactory, a minimum of 133 hours must be recorded with evidence of consistent attendance and punctuality.
_____ University Supervisor Feedback: Submit one CAPS Observation Instrument , completed by your university supervisor, along with the corresponding faculty approved lesson plan.
_____ Self-Assessment: Submit one CAPS Observation Instrument , completed by the teacher candidate after reviewing the videotaped lesson
(university supervisor observed lesson.)
Note: The University Supervisor observed lesson will be simultaneously videotaped for review and assessment by the teacher candidate (self).
_____ Mentor Teacher Feedback: Submit the original copy of the Field Experience Observation Summary form completed by your mentor teacher after the mentor observation is performed using the mentor teacher’s lesson plan in either a whole class or small group setting.
Include a copy of the mentor teacher’s plan used during this lesson. (Lesson plan formats will vary, but must include an objective, plans for instruction, and an assessment, either, formative or summative.)
_____ Final Evaluation of the Teacher Candidate by the Mentor Teacher: Have the mentor teacher complete the Final Evaluation of the Teacher
Candidate by the Mentor Teacher form and give it to the teacher candidate following a discussion. Check to make sure that signatures are included!
_____ edTPA Reflection : Submit documentation, as requested by practicum instructor (ECED 3190/ ECSE 3390.)
_____ Teacher Candidate Self-Evaluation of Dispositions: Complete the Self Evaluation of Dispositions form and submit in Livetext. A copy of the Livetext submission of the Self-Evaluation of Dispositions must be submitted.
_____ Mentor Teacher Evaluation of Teacher Candidate Dispositions: Have the mentor teacher complete the form, Program Dispositions Evaluation by Mentor Teacher of Teacher Candidate, to be submitted with final requirements.
_____ University Supervisor Evaluation of Teacher Candidate Dispositions: University Supervisor will complete the form, University
Instructor Evaluation of Teacher Candidate Dispositions, on blue paper, and give it to the teacher candidate to submit.
______ All LiveText Requirements Completed
Practicum Component
Field Experience
(considering all: CAPS , dispositions, evaluation, attendance, punctuality, etc.)
Practicum Documentation
Responsible Party
University Supervisor
University Supervisor
Grade Signature
LiveText Requirement: CAPS observation & lesson plan
Practicum Seminars
University Supervisor
Practicum Instructor
Final Grade for ECED 3190/ ECSE 3390 _________
(You must receive a grade of “S” for all required components above to receive a final grade of “S” for this practicum.)
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