Department of Early Childhood
and Special Education
Valdosta State University
Practicum Handbook
ECED 3690 Early Childhood Practicum and
Seminar: Grades 1-3
ECSE 3490 Early Childhood Inclusive Practicum
and Seminar: Grades 1-3
Revised for Spring 2014 (Grades P-5)
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VALDOSTA STATE UNIVERSITY
DEPARTMENT OF EARLY CHILDHOOD AND SPECIAL EDUCATION
MAIL
PHONE
To:
1500 North Patterson Street · Valdosta, Georgia 31698-0092
229-333-5929 · FAX 229-333-7167
Mentor Teachers and Administrators
Practica in Early Childhood 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 a minimum of 140 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
Festus Obiakor, Ph.D., Department Head
Department of Early Childhood and Special Education
Email: feobiakor@valdosta.edu
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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;
 submit a paper copy of the liability insurance card; and upload the image onto LiveText and submit that
page of your LiveText Initial Program Portfolio for ECE to the practicum instructor;
 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;
 complete and submit on time all assigned tasks, including Weekly Classroom Plan Overview;
 have all instructional contexts and lesson plans approved and signed by the mentor teacher at least 2
days prior to their implementation;
 write and have approved letters of introduction and appreciation;
 solicit and accept feedback from the university supervisor regarding lesson plans and teaching;
 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 portfolio; and
 keep an accurate time sheet in your classroom and have the mentor sign it daily.
Practicum Student______________________________________
Date_________________
Mentor Teacher
I understand and accept the following responsibilities. As the mentor teacher, I agree to:
 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 contextual factors and lesson plans at least 2 days prior to their implementation
(Students may not teach without plans.);
 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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Practicum Responsibilities for Practicum Instructor
Department of Early Childhood and Special Education
Valdosta State University
VSU Practicum Instructor
Before the first practicum seminar, the practicum instructor must:
 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);
 announce in the section of the methods course taught by the practicum instructor for students to bring a
copy of their liability insurance card and a copy of their Course Schedule by Day and Time; and
 plan to meet at the scheduled time for the first practicum seminar.
During the first practicum seminar, the practicum instructor must:
 meet at the scheduled time for the first practicum seminar;
 distribute and discuss copies of the syllabus and Practicum Handbook;
 plan and distribute to the students the schedule for practicum assignments and seminar meetings;
 check Admission to Teacher Education, as indicated on the Banner role; and
 check liability insurance by referring to the LiveText Initial Program Portfolio.
During the semester, the practicum instructor must:
 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 and practicum portfolio;
 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;
record the grade on the Evaluation for Practicum (last page of the Practicum Handbook);
 during the last week of classes, evaluate the ECE/ECSE LiveText Portfolio requirements; and
 record the grade on the Evaluation for Practicum (last page of the Practicum Handbook.)
By the final examination day, the practicum instructor must:
 enter the final grade for the practicum student on Banner;
 return the completed practicum folders to the departmental filing cabinet; and
 complete the field experience record that is stapled to the inside front of the practicum folder (gold
sheet)
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Practicum Responsibilities for University Supervisor
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 must:
 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 must:
 schedule an observation for each assigned practicum student;
 observe the practicum student and provide feedback on the COE Observation Instrument;
 conference with the practicum student following observations;
 conference with the mentor teacher following observations;
 document areas for improvement and/or determine unsatisfactory performances;
 read and respond to/acknowledge reflective journal entries;
 collect the videotape and corresponding materials; and
 complete COE Observation Instrument on LiveText for each practicum student observed.
After the completion of the field experience and during the last week of classes, the VSU university supervisor
must:
 determine the grade for the field experience for the practicum student; record the grade on the
Evaluation for Practicum (last page of the Practicum Handbook).
 evaluate, determine the grades, and record the grades on the Evaluation for Practicum (last page of the
Practicum Handbook) for all of the components of the practicum portfolio of the practicum student;
 remove the requirements from the portfolio as stated on the Evaluation for Practicum and place these in
the departmental practicum folders;
 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 filed 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 Contact Information
for Practicum 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.
Show initiative: Offer to help and get to know the students
early in the semester.
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.
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.
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.
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.
Keep any information about students confidential.
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.
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.)
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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Contact Information for Practicum
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 Instructor:
_________________________________________________________
VSU Phone
Best time to call:
Home Phone
Best time to call:
E-mail address:
Other info.:
Practicum Student:_________________________________________________________________________
VSU Phone (
Home Phone (
)
Best time to call:
)
Best time to call:
E-mail address:
Other info.:
University Supervisor:
________________________________________________________
VSU Phone
Best time to call:
Home Phone
Best time to call:
E-mail address:
Other info.:
Mentor Teacher:_______________ School: __________________________
School Phone (
Home Phone (
)
)
____________________
Best time to call:
Best time to call:
E-mail address:
Other info.:
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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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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
Practicum Instructor
University Supervisor
School
Grade level
Course
Mentor Teacher
Scheduled Days and Hours
Date
Time in
Time out
Total Time, p. 1 =
Hours
Explanation of Deviations of
Days and Hours
Mentor Initials
(Must total at least140 hours for
all practica experiences for “S.”)
Mentor Teacher Signature _____________________________
Date ________________
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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
Practicum Instructor
University Supervisor
School
Grade level
Course
Mentor Teacher
Scheduled Days and Hours
Date
Time in
Time out
Hours
Explanation of Deviations of
Days and Hours
Mentor Initials
Total Time, p. 2 =
Total Time, p. 1 =
Grand Total of Time =
(Must total at least 140 hours for all
practica experiences for “S.”)
Mentor Teacher Signature ___________________________
Date ________________
Comments of the Mentor Teacher: Please attach additional comments on a separate sheet.
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Weekly Classroom Plan Overview
Prepared by Practicum Student with Mentor Teacher
(To be submitted by student to VSU supervisor the week prior to scheduled day of onsite visits)
Teacher candidate:
School:
Mentor Teacher:
Dates for Week:
Grade:
University Supervisor:
Week #
Room #
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
Date:
Event:
1st weekday of
practicum:
(List content area
and/or activity.)
1st Weekday of Classroom Practicum:
(Describe teacher candidates’ participation.
TOV list below can be used.)
Special Event for This Week?
Time:
Date:
2nd weekday of practicum:
(List content area and/or
activity.)
2nd weekday of practicum:
(List content area and/or activity.)
Special Event for This Week?
Time:
Event:
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Professional Semester 1: Practicum Experiences [TOV]
Tasks [T]
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
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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
Observations [O]
Videotaping [V]
 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
 Student providing
positive reinforcement
(ST)
 Student providing specific
positive reinforcement
 Student transitions
children
 Student collecting data
 Student reading aloud to
children
 Student selected video
snippets to document
(pre-assigned) teaching
skills and knowledge for
Professional Semester 1
 Other
Professional Semester 2: Practicum Experiences
Tasks
In addition to Professional Semester 1 tasks…
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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
Integrate children’s literature to support content area
development
Observations
In addition to Professional Semester 1 observations
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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,
Videotaping
In addition to 1st
professional semester
videotaping
 Student selected video
snippets to document
(pre-assigned) teaching
skills and knowledge for
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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
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
Professional Semester 2,
including math problembased lesson, literacy
lessons, and other lessons
developed and taught
 Other
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VALDOSTA STATE UNIVERSITY
DEPARTMENT OF EARLY CHILDHOOD AND SPECIAL EDUCATION
MAIL
PHONE
1500 North Patterson Street · Valdosta, Georgia 31698-0092
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
Festus Obiakor, Ph.D., Department Head
Department of Early Childhood and Special Education
Email: 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 practicum student. 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
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VALDOSTA STATE UNIVERSITY
DEPARTMENT OF EARLY CHILDHOOD AND READING EDUCATION
MAIL
PHONE
1500 North Patterson Street · Valdosta, Georgia 31698-0092
229-333-5929 · FAX 229-333-7167
Re: Permission Form for Videotaping
PREMISO PARA FIRMAR CON CAMERA VIDEO
Estimados Padres:
La Universidad Valdosta State pide su permiso para poder firmar con cámara video su hijo o
hija durante las lecciones que nuestros alumnos están presentando en su práctica. Les
aseguramos que los videos son solamente para el uso académico en la universidad, y se usan
solamente en la evaluación del estudiante en su práctica. Presentando lecciones en las escuelas
públicas es un requisito del Programa de Educación de Valdosta State. Toda información
personal de los que participan de las escuelas (inclusive, los nombres, la edad, la dirección de
casa, etcétera) es confidencial.
Les agradecemos su atención.
Dra. Festus Obiakor, Directora de la Departamento
Department of Early Childhood and Special Education
Valdosta State University
==============================================================================
Nombre de su hijo/a ___________________________________________
Nombre del Colegio ___________________________________________
Nombre Maestra/o de su hija/hijo_________________________________
______Sí, doy mi permiso firmar con cámara video mi hijo hija.
______No doy mi permiso firmar con cámara video a mi hijo hija.
_________________________
Firma de Padre o Madre
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COE Observation Instrument
Candidate:_______________________________Observer:_________________________
School:_______________ Subject/Grade Level:_________________ Date:____________
Directions: (a) Under each indicator, underline the professional practices that are observed, (b) list specific evidence
observed for the indicator, (c) in the # column, circle the numeral that reflects the practices observed for each indicator.
Use the directions in the COE Observation Instrument: Instructions for Use manual to determine ratings.
Note: Level 1 = Indicator Not Demonstrated
Level 2 = Indicator Partially Demonstrated
Level 3 = Indicator Adequately Demonstrated
Level 4 = Indicator Effectively Demonstrated
Level 5 = Indicator Exceptionally Demonstrated (Reserved for induction level and experienced teachers
who are consistently exemplary over time; therefore, Level 5 should not be used to evaluate teacher
candidates during practica or student teaching.)
I. CONTENT AND CURRICULUM: Teachers demonstrate a strong knowledge of content area(s)
appropriate for their certification levels.
Indicators/Professional Practices
I-A. Subject–Specific Content/Concepts
1-2. Uncorrected teacher content/concept errors; uncorrected student errors
3-4. Shows knowledge of content/concepts; corrects teacher and student errors
5.
Accurate content/concept knowledge; consistently helps students recognize
and correct errors
Not Able To Rate
#
Evidence/Comments
1
2
3
4
5
NATR
I-B. Pedagogical Content (Instructional Methods)
1-2. Uses inappropriate instructional method; little evidence of making content
appropriate for diverse learners; lacks connections to students’ prior
knowledge
3-4. Uses appropriate instructional methods; makes content appropriate for diverse
learners; connects learning to students’ prior knowledge
5.
Consistently uses a variety of appropriate instructional methods; consistently
makes content appropriate for diverse learners; consistently connects learning
to students’ prior knowledge
Not Able To Rate
1
2
3
4
5
NATR
I-D. Content Connections
1-2. Little or no evidence of making connections to other subject areas; little or no
evidence of making content relevant to students’ everyday lives
3-4. Connects content to other subject areas; makes content relevant to students’
everyday lives;
5.
Consistently connects content to other subject areas; consistently makes
content relevant to students’ everyday lives; affords students opportunities to
make their own connections
Not Able To Rate
1
2
3
4
5
NATR
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II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Teachers support the intellectual, social,
physical, and personal development of all students.
Indicators/Professional Practices
Evidence/Comments
II-C. Students’ Development
1-2. Not responsive to the intellectual, social, physical, and personal
developmental needs of all students
1
2
3-4. Responsive to the intellectual, social, physical, and personal developmental
needs of all students
3
4
5.
5
Consistently sensitive, alert, and responsive to the specific intellectual, social,
physical, and personal developmental needs of all students
NATR
Not Able To Rate
III. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social
interaction, active engagement in learning, and self-motivation.
Indicators/Professional Practices
Evidence/Comments
III-B. Classroom Environment
.1-2. Inefficient management of time, space, and learning resources for diverse
students’ learning; students not productively engaged
1
2
3-4. Appropriate management of time, space, and learning resources for diverse
students’ learning; students actively engaged
3
4
5.
Consistent and appropriate management of time, space, and learning
resources for diverse students’ learning; active/equitable engagement of
students
Not Able To Rate
5
NATR
III-C. Classroom Management
1-2. Little or no evidence of a management plan; reactive classroom management
style; behavior not monitored ; inconsistent/inappropriate responses to student
behavior
1
2
3-4. Follows classroom management plan; aware of student behavior; appropriate
responses to student behavior; corrects misbehavior with minimal loss of
instructional time
3
4
5.
Consistently follows classroom management plan; proactive classroom
management style; subtle/preventative monitoring; fair, respectful responses
to student behavior; students monitor/adjust own behavior when appropriate
Not Able To Rate
5
NATR
III-Ga. Communication
1-2. Errors in spoken/written language
1
2
3-4. Error free spoken/written language
3
4
5.
Consistently uses enriched/appropriate spoken/written language; effective
nonverbal communication; effective questioning stimulates discussion in
various ways
Not Able To Rate
5
NATR
22
III-Gb. Communication
1-2. Ineffective nonverbal communication;
unclear directions; does not use effective questioning skills
1
2
3-5. Effective nonverbal communication; directions are clear or quickly clarified
after initial student confusion; effective questioning and discussion strategies
3
4
6.
Consistently uses enriched/appropriate spoken/written language; effective
nonverbal communication; effective questioning stimulates discussion in
various ways
Not Able To Rate
5
NATR
IV. ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to
evaluate and ensure the continuous development of all learners.
Indicators/Professional Practices
Evidence/Comments
IV-C Assessment
1-2. Inappropriate or no assessment of instructional objectives/outcomes/essential
questions; assessments do not align with the instructional
objectives/outcomes/essential questions and lesson procedures.
1
2
3-4. Uses appropriate assessments that align with the instructional
objectives/outcomes/essential questions and lesson procedures
3
4
5.
Consistently uses a variety of authentic and traditional assessments that align
with instructional objectives/outcomes/essential questions and lesson
procedures; assessments are used to modify learning goals for individuals and
groups
Not Able To Rate
5
NATR
V. PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their
knowledge of content and curriculum, students, learning environments, and assessments.
Indicators/Professional Practices
Evidence/Comments
V-B. Lesson Plan and Instruction
1-2. Lesson plan and instruction lack clear organization and sequence; inefficient
pacing of lesson; instruction does not extend most students’ understanding of
concepts and/or content; components of the lesson plan are not aligned
1
2
3-4. Lesson plan and instruction are logically organized and sequenced; pacing
appropriate; instruction extends students’ understanding of concepts and/or
content; all components of the lesson plan are aligned
3
4
5.
5
Lesson plan and instruction consistently reflect findings from scientifically
based research; appropriate organization and sequencing; appropriate pacing
Not Able To Rate
NATR
V-C. Instructional Strategies
1-2. Inappropriate or no instructional strategies are used to engage and support
learning; strategies inappropriately matched to subject matter; strategies used
inappropriately
1
2
3-4. Plans for and uses appropriate strategies that engage and support student
learning; strategies appropriately matched to subject matter; strategies used
appropriately
3
4
5.
5
Consistently plans for and uses various strategies that engage and support
diverse learners; provides multiple perspectives on key concepts, problems,
and areas of knowledge
Not Able To Rate
NATR
23
V-D. Monitoring and Adjustments
1-2. Does not monitor lesson or monitors lesson but adheres firmly to instructional
plan; no adjustment for students who do not understand or who have already
mastered the content
1
2
3-4. Monitors lesson; makes appropriate modifications to instructional plans
during the lesson to address students’ needs; probes for understanding; uses
students’ questions to direct instruction
3
4
5.
5
Consistently monitors lesson and provides constructive and ongoing
feedback; consistently and successfully makes modifications before and
during the lesson to address student needs
NATR
Not Able To Rate
V-F. Resources
1-2. Little evidence of using resources and materials other than assigned textbook
and/or worksheets; technology is used superficially and does not enhance
instruction
1
2
3-4. Uses a variety of appropriate materials and resources; resources enhance
instruction for diverse learners; uses technology effectively where appropriate
3
4
5.
Consistently uses and monitors the effectiveness of a variety of appropriate
materials and resources; resources consistently enhance instruction for diverse
learners; students utilize resources, materials, and technology in their learning
Not Able To Rate
5
NATR
POST CONFERENCE
VI. PROFESSIONALISM: Teachers recognize, participate in, and contribute to teaching as a profession.
Indicators/Professional Practices
Evidence/Comments
VI-D. Reflection
1-2. Does not examine his/her teaching; does not suggest modifications to improve
teaching practices and student achievement
1
2
3-4. Examines own teaching; suggests modifications that would lead to improved
teaching practices and student achievement
3
4
5.
5
Consistently examines own performance in the classroom; provides evidence
of modifying teaching practices to increase student achievement
Not Able To Rate
NATR
Comments:
_____________________________________
Observer’s Signature/Date
_______________________________________
Candidate’s Signature/Date
24
Teacher Candidate Self-Evaluation of Dispositions
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.
1
2
3
4
0
Completes assigned work on time.
1
2
3
4
0
Complies with procedures and rules.
1
2
3
4
0
Communicates with instructor and/or mentor prior to absences, tardies, or late assignments.
1
2
3
4
0
Respects the ideas and work of others by “giving credit where credit is due.”
1
2
3
4
0
Performs work that reflects high personal standards and best effort.
1
2
3
4
0
Willingly and actively participates in group assignments, projects, or activities.
1
2
3
4
0
Contributes positively and equitably to projects with others.
1
2
3
4
0
Demonstrates effective interpersonal skills.
1
2
3
4
0
Values the varying needs, abilities, and dispositions of others.
1
2
3
4
0
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.
1
2
3
4
0
1
2
3
4
0
1
2
3
4
0
Demonstrates a positive, enthusiastic attitude toward excellent work.
1
2
3
4
0
Discusses work issues and personal concerns at appropriate times and places.
1
2
3
4
0
Speaks with clarity, fluency, and few grammatical errors.
1
2
3
4
0
Writes with clarity, fluency, and few grammatical errors.
1
2
3
4
0
Exhibits care for quality in the preparation and implementation of work responsibilities.
1
2
3
4
0
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.
1
2
3
4
0
1
2
3
4
0
Demonstrates self-control. Displays predictable and stable emotions in a variety of situations.
1
2
3
4
0
Analyzes and takes responsibility for personal actions.
1
2
3
4
0
Accepts constructive feedback and responds positively.
Demonstrates ability to learn from both successes and failures.
Maintains composure in stressful or awkward situations.
1
1
1
2
2
2
3
3
3
4
4
4
0
0
0
Expresses concerns or dissatisfaction in positive and constructive ways.
1
2
3
4
0
Collaboration. Examples of behavioral indicators include, but are not limited to:
Diversity. Examples of behavioral indicators include, but are not limited to:
Professional Behavior. Examples of behavioral indicators include, but are not limited to:
25
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
26
Program Dispositions Evaluation by Mentor Teacher of Teacher Candidate
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.
1
2
3
4
0
Completes assigned work on time.
1
2
3
4
0
Complies with procedures and rules.
1
2
3
4
0
Communicates with mentor prior to absences, tardies, or late assignments.
1
2
3
4
0
Respects the ideas and work of others by “giving credit where credit is due.”
1
2
3
4
0
Performs work that reflects high personal standards and best effort.
1
2
3
4
0
Willingly and actively participates in group assignments, projects, or activities.
1
2
3
4
0
Contributes positively and equitably to projects with others.
1
2
3
4
0
Demonstrates effective interpersonal skills.
1
2
3
4
0
Values the varying needs, abilities, and dispositions of others.
1
2
3
4
0
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.
1
2
3
4
0
1
2
3
4
0
1
2
3
4
0
Demonstrates a positive, enthusiastic attitude toward excellent work.
1
2
3
4
0
Discusses work issues and personal concerns at appropriate times and places.
1
2
3
4
0
Speaks with clarity, fluency, and few grammatical errors.
1
2
3
4
0
Writes with clarity, fluency, and few grammatical errors.
1
2
3
4
0
Exhibits care for quality in the preparation and implementation of work responsibilities.
1
2
3
4
0
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.
1
2
3
4
0
1
2
3
4
0
Demonstrates self-control. Displays predictable and stable emotions in a variety of situations.
1
2
3
4
0
Analyzes and takes responsibility for personal actions.
1
2
3
4
0
Accepts constructive feedback and responds positively.
Demonstrates ability to learn from both successes and failures.
Maintains composure in stressful or awkward situations.
1
1
1
2
2
2
3
3
3
4
4
4
0
0
0
Expresses concerns or dissatisfaction in positive and constructive ways.
1
2
3
4
0
Collaboration. Examples of behavioral indicators include, but are not limited to:
Diversity. Examples of behavioral indicators include, but are not limited to:
Professional Behavior. Examples of behavioral indicators include, but are not limited to:
27
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
28
University Instructor Evaluation of Teacher Candidate Dispositions
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.
1
2
3
4
0
Completes assigned work on time.
1
2
3
4
0
Complies with procedures and rules.
1
2
3
4
0
Communicates with instructor prior to absences, tarries, or late assignments.
1
2
3
4
0
Respects the ideas and work of others by “giving credit where credit is due.”
1
2
3
4
0
Performs work that reflects high personal standards and best effort.
1
2
3
4
0
Willingly and actively participates in group assignments, projects, or activities.
1
2
3
4
0
Contributes positively and equitably to projects with others.
1
2
3
4
0
Demonstrates effective interpersonal skills.
1
2
3
4
0
Values the varying needs, abilities, and dispositions of others.
1
2
3
4
0
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.
1
2
3
4
0
1
2
3
4
0
1
2
3
4
0
Demonstrates a positive, enthusiastic attitude toward excellent work.
1
2
3
4
0
Discusses work issues and personal concerns at appropriate times and places.
1
2
3
4
0
Speaks with clarity, fluency, and few grammatical errors.
1
2
3
4
0
Writes with clarity, fluency, and few grammatical errors.
1
2
3
4
0
Exhibits care for quality in the preparation and implementation of work responsibilities.
1
2
3
4
0
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.
1
2
3
4
0
1
2
3
4
0
Demonstrates self-control. Displays predictable and stable emotions in a variety of situations.
1
2
3
4
0
Analyzes and takes responsibility for personal actions.
1
2
3
4
0
Accepts constructive feedback and responds positively.
Demonstrates ability to learn from both successes and failures.
Maintains composure in stressful or awkward situations.
1
1
1
2
2
2
3
3
3
4
4
4
0
0
0
Expresses concerns or dissatisfaction in positive and constructive ways.
1
2
3
4
0
Collaboration. Examples of behavioral indicators include, but are not limited to:
Diversity. Examples of behavioral indicators include, but are not limited to:
Professional Behavior. Examples of behavioral indicators include, but are not limited to:
29
Practicum Student _________________________________ Date _______________________________
Additional Comments:
_______________________________________________________
University Instructor Signature
____________
Date
_______________________________________________________
University Instructor Signature
____________
Date
_______________________________________________________
University Instructor Signature
____________
Date
_______________________________________________________
University Instructor 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.
_______________________________________________________
Teacher Candidate Signature
____________
Date
30
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
_____ 6. Classroom management during instruction
_____ 7. Verbal communication skills
_____ 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 ________________________________________________
31
32
Evaluation for Practicum
Department of Early Childhood and Special Education – Valdosta State University
(to be placed in the departmental practicum folder upon completion of evaluation)
Practicum Student
Semester
Practicum Instructor
University Supervisor
School
Grade Level
Course
Mentor Teacher
Practicum student, complete the above information and place this form and the following documentation
in a manila envelope (#13) to be submitted to your university supervisor.
______Evaluation for Practicum: Begin your documentation 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 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 to the university supervisor, as directed.
The university supervisor is to remove the following requirements and place them in the departmental
practicum file (along with this sheet completed):
______Time Sheet: Include a time sheet, signed by the mentor teacher, recording dates and times in the classroom and total
time. To be satisfactory, a minimum of 126 hours must be recorded among all practica experiences, with evidence of
consistent attendance and punctuality.
______Peer Critique: Submit the original of the COE Observation Instrument, completed by a peer, with comments for each
indicator. (Submit the corresponding lesson plan which will be returned to the student.)
_______Mentor Teacher Feedback: Submit two completed observation forms, COE Observation Instrument, completed by
your mentor teacher. (Submit the corresponding lesson plans which will be returned to the student.)
______University Supervisor Feedback: Submit one completed observation form, COE Observation Instrument,
completed by your university supervisor. (Submit the corresponding lesson plan which will be returned to the student.)
Note: Four lessons must be observed and evaluated.
______ Teacher Candidate Self-Evaluation of Dispositions: Complete the form on LiveText and submit a copy of
Teacher Candidate Self-Evaluation of Dispositions printed from LiveText. .
______ Mentor Teacher Evaluation of Teacher Candidate Dispositions: Have the mentor teacher complete the form,
Program Dispositions Evaluation by Mentor Teacher of Teacher Candidate, and give it to the practicum student to submit.
______ Final Evaluation of the Practicum Student by the Mentor Teacher: Have the mentor teacher complete the
Final Evaluation of Practicum Student by the Mentor Teacher form and give it to the practicum student following a discussion.
_______All LiveText Requirements completed: Complete all LiveText requirements.
Grade for Field Experience (as evaluated by your university supervisor) = _______
(considering all of the COE Observation Instrument forms, dispositions forms, and final evaluation)
Grade for Practicum documentation (as evaluated by your university supervisor) = _______
Grade for Practicum Seminar (as evaluated by your practicum instructor) = _______
Grade for LiveText requirements (as evaluated by your practicum instructor) = ______
Final Grade for ECED 3690/ECSE 3490 _________
(You must receive a grade of “S” for all required components above to receive a final grade of “S” for this practicum.)
33
34