HANDBOOK FOR TEACHER CERTIFICATION
ACADEMIC AND PROFESSIONAL POLICES
PROFESSIONAL DEVELOPMENT
SEMESTERS 1 & 2
PROFESSIONAL DEVELOPMENT
SEMESTER 3-STUDENT TEACHING
University of Houston-Downtown
Department of Urban Education
A Center for the Professional Development of Teachers
(UHD-CPDT)
TABLE OF CONTENTS
PROFESSIONAL DEVELOPMENT SEMESTERS 1 & 2
UHD-UE TERMS AND DEFINITIONS ........................................................................................ 4
PROFESSIONAL DEVELOPMENT SEMESTERS 1 AND 2 ....................................................... 5
UHD-CPDT Goals ..................................................................................................................... 5
Professional Development Semesters Overview ........................................................................ 6
TEACHER CERTIFICATION PROGRAM CRITERIA ................................................................ 8
Admission to the Teacher Certification Program and Professional Development Semesters ... 8
Requirements of the Professional Development Semesters ....................................................... 8
Program Completion and Certification Recommendation Requirements…………………… 11
TEACHER CANDIDATE PERFORMANCE EVALUATION .................................................... 13
SUPERVISORY CYCLE ............................................................................................................... 14
TEACHER CANDIDATE FORMS
UHD-CPDT Lesson Plan ......................................................................................................... 15
Professional Development and Appraisal System - Conference Form .................................... 17
Professional Development and Appraisal System - Observation Forms ................................. 18
PDAS Observation/Scripting/Documentation Form ................................................................ 21
UHD PD1 or PD2 Folder ......................................................................................................... 22
Teacher Candidate Rating by Mentor Teacher Form............................................................... 23
Teacher Candidate Self-Evaluation Form ................................................................................ 24
Criteria for Field Work Component Form ............................................................................... 25
Professional Attributes for Teacher Candidates Form ............................................................ 26
Teacher Candidate Professional Field Log .............................................................................. 27
PROFESSIONAL DEVELOPMENT SEMESTER 3-STUDENT TEACHING
INTRODUCTION .......................................................................................................................... 28
Interdisciplinary Professional Development 3 ......................................................................... 28
Grades ...................................................................................................................................... 28
Educational Aide Exemption ................................................................................................... 28
Employment during PD3/Student Teaching ........................................................................... 29
TExES Exams .......................................................................................................................... 29
Student Teaching Overview .......................................................................................................... 30
Requirements ........................................................................................................................... 30
Schedules ................................................................................................................................. 30
Evaluations............................................................................................................................... 30
Absences or Schedule Changes ............................................................................................... 31
Rules on Substitutions.............................................................................................................. 31
Legal Status of the Cooperating Teacher and the Student Teacher ................................................ 31
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Developing Professionalism ........................................................................................................... 31
Student Teaching Termination Procedure ...................................................................................... 32
Termination of Student Teaching Assignment ........................................................................ 32
Guidelines for Cooperating Schools, Cooperating Teachers and UHD Field
Supervisors for Termination Due to Unsatisfactory Performance ........................................... 32
Appeal Procedure ..................................................................................................................... 33
Information for the Student Teacher .............................................................................................. 33
General Requirements .............................................................................................................. 33
Meeting Your Cooperating Teacher ........................................................................................ 33
Learn about the School ............................................................................................................ 33
Preparation Guidelines ............................................................................................................. 33
Recommendation for Certification........................................................................................... 34
Guidelines for Student Teaching Schedule .................................................................................... 36
UHD-CPDT Lesson Plan ............................................................................................................... 39
Shortened Lesson Plan Format ....................................................................................................... 41
EVALUATION OF STUDENT TEACHING ............................................................................... 43
Explanation of Student Teacher Forms .......................................................................................... 45
Supervisory Cycle .......................................................................................................................... 46
UHD Field Supervisor’s Responsibilities ................................................................................ 46
Cooperating Teacher’s Role and Responsibilities ................................................................... 47
STUDENT TEACHING FORMS
Professional Attributes for Student Teachers .......................................................................... 48
School/University Schedules for Student Teaching Semester................................................. 51
Student Teaching Plan of Action ............................................................................................ 52
Student Teaching Walk-Through Form................................................................................... 53
Discussion Form for Student Teachers.................................................................................... 54
Student Teacher Ratings by Cooperating Teacher .................................................................. 56
Student Teacher Self-Evaluation ............................................................................................. 57
Cooperating Teacher Evaluation by Student Teacher ............................................................. 58
Classroom Observation Report................................................................................................ 59
Student Teacher Field Log ...................................................................................................... 60
PDAS Observation Forms ....................................................................................................... 61
UHD PD3/Student Teaching Folder ........................................................................................ 64
APPENDICES
PROFESSIONAL DEVELOPMENT SEMESTERS 1 & 2
Interdisciplinary PD Signature Page ........................................................................................ 66
Application for Teacher Aide Exemption from PD Semesters ................................................ 67
Principal’s Verification of Educational Teacher Aide Status .................................................. 68
Instructions for Urban Education Students Who Fail One or More PD Courses..................... 69
TEXAS STATE REQUIREMENTS
State Requirements-5 State Proficiencies ................................................................................ 70
Educators Code of Ethics ......................................................................................................... 71
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UHD-UE Terms and Definitions
Alternative Certification
Program (ACP)
Professional Development
Semesters
UHD-UE program composed of three phases: pre-internship
candidacy, public school employment, and a one-year public
school internship.
Three semesters of interdisciplinary studies (PD1, PD2, and
PD3/Student Teaching). Each of the PD1/PD2 semesters for EC-6
Generalist with ESL Supplemental, EC-6 Generalist with
Bilingual Supplemental, 4-8 Generalist with ESL Supplemental
consist of four courses (twelve semester credit hours) including a
field-based course PED 4380/PED 4381. Secondary candidates
(grades 7-12) take three courses (9 semester credit hours)
including a field-based course PED 4380/PED 4381. PD3 consists
of three courses (nine semester credit hours) including one seminar
class and six hours of student teaching.
PD Mentor Teacher
Experienced classroom teacher in the public schools who is
assigned and who directs the work or activities of a teacher
candidate in PD 1/PD 2.
Cooperating Teacher
Experienced classroom teacher in the public schools who is
assigned and who directs the work or activities of a student teacher
in PD3.
PDAS-UHD-CPDT
The modified Professional Development Appraisal System used in
PD1 and PD2 and in the PD3/Student Teaching experience to
assess the teaching component of each of the professional
development semesters.
Student Teacher
UHD-UE teacher candidate in the PD3/Student Teaching semester
of the teacher education program.
Teacher Candidate
UHD-UE student admitted into the teacher education program and
in the PD1 or PD 2 semester.
CPDT Director
UHD-UE faculty member that oversees field placements and
coordinates field experience instructors and supervisors (currently
Dr. Kasi Bundoc at bundock@uhd.edu).
Field Experience Instructor
UHD-UE instructor who supervises teacher candidates in the fieldbased courses of PED 4380 in PD1 and PED 4381 in PD2 and
field experiences in the public schools.
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PROFESSIONAL DEVELOPMENT SEMESTERS 1 & 2
UHD-CPDT Goals
The University of Houston-Downtown Department of Urban Education is a state approved Center for
Professional Development of Teachers (UHD-CPDT) for training new EC-6 Generalist with ESL
Supplemental, EC-6 Generalist with Bilingual Supplemental, 4-8 Generalist with ESL Supplemental, and
Secondary (grades 7-12) candidates and for providing staff development for public schools. The UHD-CPDT
is in partnership with Houston-area school districts to prepare future teachers who will enhance the academic
success for at-risk children and adolescents in urban schools.
The goals of the UHD-CPDT are to prepare urban teachers who will:

possess strong working knowledge of general and teaching field content and pedagogy;

demonstrate understanding of appropriate instructional strategies to ensure that each child
achieves academic success;

use technology efficiently and productively for instructive and administrative purposes;

work collaboratively with others;

demonstrate appreciation of diversity by structuring the environment so that each child can
learn;

use effective communication skills and encourage effective communication from others; and

demonstrate reflective practices which lead to an ever-increasing level of professionalism.
The goals of the UHD-CPDT are based on the State of Texas Guidelines mandated for teachers by
the State Board for Educator Certification (SBEC) in the following areas:

Learner Centered Knowledge

Learner Centered Instruction

Equity in Excellence for All Learners

Learner Centered Communication

Learner Centered Professional Development
All teacher candidates in the UHD-CPDT Teacher Certification Program are expected to
consistently demonstrate their commitment to the goals of the UHD-CPDT.
A UHD-CPDT recommendation to the State of Texas for teacher certification is contingent upon a
teacher candidate’s successful achievement of all UHD-CPDT academic and professional criteria
and consistent demonstration of characteristics/dispositions suitable to the teaching profession.
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Professional Development Semesters Overview
In order to obtain competency in an urban school, each teacher candidate is required to successfully
complete three professional development semesters in field-based settings. For EC-6 Generalist, 4-8
Generalist, and EC-6 Bilingual Generalist teacher candidates, Professional Development 1 and 2
consist of four courses (twelve semester credit hours) each semester. For secondary teacher candidates,
Professional Development 1 and 2 consist of three courses (nine semester credit hours) each semester.
In PED 4380 and PED 4381, teacher candidates who are not currently employed as the teacher of
record as an instructional teacher’s aide receive a placement in an urban classroom with an assigned
mentor during regular school hours throughout the Professional Development 1 and 2 semesters.
Professional Development Semester 1 – PD1


EC-6 Generalist with ESL Supplemental, EC-6 Generalist with Bilingual Supplemental, 4-8 Generalist
with ESL Supplemental candidates take 12 semester credit hours of coursework. The primary focus of
the PD1 courses is to understand the learner, practice professionalism, and develop content
methodology.
Secondary (grades 7-12) candidates take nine semester credit hours of coursework which focus
on understanding the learner and classroom management.

A grade of “C” or higher in each of the graded PD1 courses and a passing grade in PED 4380
are the criteria for successful PD1 completion and advancement to Professional Development
Semester 2 (PD2).

In PED 4380, teacher candidates who are not currently employed as instructional teacher’s aides
are assigned to a mentor teacher and spend a minimum of six hours each week throughout PD1
in an urban classroom with the assigned mentor teacher.

All teacher candidates will be observed by their PED 4380 instructors and given constructive
feedback to improve teaching and learning.

A satisfactory rating on all points of the “Criteria to Pass the Field-work Component” is
required for successful PD1 completion and advancement to the next PD semester.
Professional Development Semester 2 – PD2

EC-6 Generalist with ESL Supplemental, EC-6 Generalist with Bilingual Supplemental, 4-8
Generalist with ESL Supplemental candidates take 12 semester credit hours of coursework. The
primary focus of PD2 is enhancing student achievement in content methodology.

Secondary (grades 7-12) candidates take nine semester credit hours of coursework which
focuses on student assessment and instructional design.

A grade of “C” or higher in each of the graded PD2 courses and a passing grade in PED 4381
are the criteria for successful PD2 completion and advancement to Professional Development
Semester 3 (PD3).

In PED 4381, teacher candidates who are not currently employed as an instructional teacher’s
aides are assigned to a mentor teacher and spend a minimum of six hours each week throughout
PD2 in an urban classroom with the assigned mentor teacher.

All teacher candidates will be observed by their PED 4381 instructors and given constructive
feedback to improve teaching and learning.

A satisfactory rating on all points of the “Criteria to Pass the Field-work Component” is a
criterion for successful PD2 completion and advancement to the next PD semester, student
teaching.
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
Teacher candidates must complete and submit an application for student teaching by the
deadline designated.
Professional Development Semester 3 – PD3/Student Teaching

PD3 consists of nine semester credit hours of coursework for all certification programs. The
primary focus of PD3/Student Teaching courses is to understand and participate in the learning
environment.

Criteria for successful PD3/Student Teaching completion require:
o
a grade of “C” or higher in the PD3/Student Teaching courses (9 hours of coursework)
o
a satisfactory rating on all points of the “Criteria to Pass the Field-work Components”

During PD3/Student Teaching, teacher candidates will complete a full-day, full-semester (15
weeks) assignment as student teachers.

During this semester, student teachers work closely with a cooperating teacher in order to
develop and implement effective lessons. In addition, student teachers have sole responsibility
for the classroom for a full two-week period.

All student teachers are observed multiple times by a university supervisor and given
constructive feedback to improve teaching and learning in the classroom.
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Teacher Certification Program Criteria
I.
ADMISSION TO THE TEACHER CERTIFICATION PROGRAM and
PROFESSIONAL DEVELOPMENT SEMESTERS
A. Declaration of the major requires the following:
EC-6 Generalist with ESL Supplemental, EC-6 Generalist with Bilingual Supplemental, 4-8
Generalist with ESL Supplemental, and Secondary (grades 7-12)
_____ Minimum cumulative 2.30 overall grade point average
B. Formal Admission to the Professional Development Sequence requires the following:
EC-6 Generalist with ESL Supplemental, EC-6 Generalist with Bilingual Supplemental, 4-8 Generalist
with ESL Supplemental, and Secondary (grades 7-12)
_____ Submission of application to the program, including a personal statement and
interview
_____ Minimum 2.50 overall grade point average
_____ 30 semester credit hours (SCH) of course work or post-baccalaureate status
_____ TSI complete
_____ Be in good academic standing with the university
_____ Complete all developmental courses, if required
_____ Earned credit in ENG 1301 and 1302 (with a grade “C” or above)
_____ Earned credit in MATH 1301 (with a grade “C” or above)
II.
REQUIREMENTS OF THE PROFESSIONAL DEVELOPMENT SEMESTERS
A. Meeting the Requirements for Admission to the Professional Development Semesters:
EC-6 Generalist with ESL Supplemental, EC-6 Generalist with Bilingual Supplemental,
4-8 Generalist with ESL Supplemental, and Secondary (grades 7-12)
*Refer to the UHD catalog and your degree plan for admission to PD1.
B. Professional Criteria for Admission to PD1:
In accordance with Article 6253-13c, Texas Civil Statues, the Commissioner of Education
may suspend or revoke a teaching certificate for a person who has been convicted of a
felony or misdemeanor for a crime which directly relates to the duties and responsibilities
of the teaching profession. All applicants for the Texas certificate will be screened for a
record of felony or misdemeanor conviction through the Texas Department of Public
Safety as of September 1. 1982.
In addition, participating districts request the completion of a Criminal History and may
deny placement of teacher candidates with a criminal background. It is the partnership
district’s prerogative to require clearance for placement and not UHD. If a teacher
candidate is unable to obtain field-based placement, the requirements for teacher
certification cannot be met due to criminal history. If a teacher candidate has any reason
for concern, checking with the State Board of Educator Certification (SBEC) at
http://www.sbec.state.tx.us is advisable before entering PD1.
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C. Maintaining the Requirements for PD1 and PD2:
1. Academic Criteria for PD1 and PD2:
_____ Maintain cumulative GPA of 2.50 or higher based on the UHD-CPDT calculation
policy.
_____ Maintain scholastic integrity and abide by the UHD Academic Honesty Code
stating that students are responsible for doing their own work and avoiding all
forms of academic dishonesty, including any forms of cheating and plagiarism.
_____ Successfully complete the required coursework in Interdisciplinary PD1 and PD2
with a grade of “C” or higher in each of the content courses, as well as receive a
grade of “S” in PED 4380 and PED 4381.
_____ Attend and participate in all scheduled PD classes/meetings. Missing more than
two classes in each PD course or six classes overall results in ineligibility for PD
completion. Attendance to PED 4380 and PED 4381 classes is mandatory as well.
Three tardies (arriving more than 15 minutes late, missing the middle of a class for
an extended period of time, or leaving more than 15 minutes early) constitute an
absence. (Furthermore, absences and tardies will impact professionalism, which is
a component of course grades.)
_____ Participate productively and positively in all PD classes/meetings and demonstrate
appropriate social skills and sensitivity in professional and social interactions with
faculty, peers, and field-based students.
_____ Communicate clearly, effectively, and professionally in both oral and written
communication. (The Writing Center is available for assistance in writing.)
_____ Acknowledge and accept the following UHD-CPDT policy:
a. Regardless of a candidate’s academic grades, a satisfactory rating on all points
of the “Criteria to Pass Field Work Component” is required to advance to the
next PD semester.
b. Incompletes are not given unless substantial course requirements have already
been completed and a major life event occurs during the last few weeks of a
course. Prior chair approval is required. A grade of "I" is changed by
completing the required course work within one long semester. Failure to do
so results in the “I” grade being changed to “F”.
2. Professional Criteria for PD1 and PD2:
_____ Successfully complete the internship of a minimum of six (6) clock hours of fieldbased experiences each week, resulting in a minimum of sixty (60) hours
throughout the semester.
_____ Acknowledge and accept the UHD-CPDT policy regarding attendance and
participation at field-based sites:
a. All teacher candidates must arrive punctually at designated time, sign-in
accurate time of arrival/exit in the UHD notebook, and wear UHD name
badge. The field-based course instructor and mentor must be notified in
advance of any absence, tardy, or early dismissal.
b. All teacher candidates must dress appropriately and professionally in order to
remain at the field-based site and get credit for the day.
c. All teacher candidates must communicate clearly, effectively, and
professionally in both oral and written communication.
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d. All teacher candidates must interact with field experience instructor (FEI),
mentor, faculty/staff, and students in a mature, socially sensitive, and
professional manner, including not revealing confidential information or
discussing any of the aforementioned inappropriately.
e. All teacher candidates must demonstrate initiative, responsibility,
professionalism, flexibility, and enthusiasm for participation in the PD mentor
class/school.
f.
All teacher candidates must complete a PD mentor classroom observation log
each day of attendance, acquire PD mentor’s signature, and submit it as
documentation of field experience.
_____ Acknowledge and accept the UHD-CPDT policy regarding field-based teaching
and observations:
a. All teacher candidates are observed teaching a minimum of two PD content
lessons as a part of the field-based coursework each semester. The field
experience instructor (FEI) observes and gives constructive feedback to
improve teaching and student learning.
b. All teacher candidates must submit lesson plans for the formal observations to
the field experience instructor (FEI) and PD mentor teacher at least 24 hours
prior to teaching the lesson or by the date and time indicated by the FEI in the
PED 4380/4381 syllabus.
c. All necessary materials for teaching the lessons must be approved by the PD
mentor and FEI, prepared in advance, and submitted with the lesson plan.
_____ Acknowledge and accept that all field-based requirements must be met in order to
successfully complete the professional development semester.
_____ Acknowledge and accept the “Criteria to Pass the Field Work Component” which
requires a satisfactory rating on all criteria in order to advance to the next PD
semester. Teacher candidates who earn “unsatisfactory” on any one of the criteria
will not be advanced to the next PD semester.
a. Complete a minimum of sixty (60) hours (minimum six (6) hours each week)
in a PD mentor’s classroom in a punctual and professional manner; PD mentor
and field experience instructor (FEI) were notified in advance of any absence,
tardy, or early departure.
b. Submit thorough (detailed) lesson plans and necessary materials to PD mentor
and field experience instructor (FEI) at least 24 hours prior to formal lesson.
c. Fulfill tasks requested by PD mentor in a professional manner.
d. Follow all directions explained in teacher candidate document (i.e.,
observation log was completed/signed by PD mentor daily).
e. Appearance, hygiene, dress, interactions, and all verbal/nonverbal forms of
communication and interactions were professional. All school district dress
codes and policies were adhered to including computers, cell phones, text
messaging, gum, food, or drink.
f.
Abided by the State of Texas Educators Code of Ethics (refer to appendix).
g. Abided by and discussed progress regarding “Professional Attributes” with
PD faculty as requested.
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h. Successfully teach the objective in lessons observed by Field Experience
Instructor (FEI).
3. Review Process for Unsatisfactory Progress in PD1 and PD2:
_____ Teacher candidates who show unsatisfactory progress in meeting either academic or
professional criteria throughout the semester are referred to the Director of the Center
for Professional Development of Teachers (CPDT), if necessary, to determine the
teacher candidate’s suitability to continue in the program. Failure to comply with the
program and director’s guidelines will result in ineligibility for PD completion.
_____ PD1 and PD2 field experience instructor (FEI) will collaborate with the mentor
teacher and other faculty to complete a mid-semester report on teacher candidates who
show unsatisfactory progress and submit it to the Director of the Center for
Professional Development of Teachers (CPDT).Teacher candidates will be apprised of
their progress.
4. Pre-Diagnostic and Post-Diagnostic Experiences in PD1 and PD2:
_____ Participate in a Pre-Diagnostic Experience as specified by the UHD-CPDT policy in
order to inform instruction for teaching and TExES preparation. This is a requirement
for PD completion.
_____ Participate in a Post-Diagnostic Experience as specified by the UHD-CPDT policy in
order to inform individual preparation for the TExES to be taken upon successful
professional development semester completion. It is a requirement for successful PD
completion.
_____ Teacher candidates who pass the Post-Diagnostic Experience with a score of 80% or
greater and successfully complete the PD semester will be eligible to register for the
appropriate TExES exam at the end of each PD semester.
III. ADMISSION TO PD3/STUDENT TEACHING
See the Professional Development Semester 3/Student Teaching section of this handbook.
III. PROGRAM COMPLETION AND CERTIFICATION RECOMMENDATION
REQUIREMENTS
EC-6 Generalist, EC-6 Bilingual Generalist, 4-8 Generalist, and Secondary
_____ Maintain GPA of cumulative 2.50 based on the UHD-CPDT calculation policy
_____ Successfully complete all course requirements (including SOSE 4303 or 4304)
_____ Successfully complete all “Criteria to Pass the Field Work Component”
_____ Adhere to all components of the UHD-CPDT Academic and Professional Policy
_____ Pass TExES licensure examinations as required by declared area of certification
_____ No University of Houston-Downtown “holds” or fees owed
_____ No current academic probation or suspension status
_____ No current disciplinary probation or suspension status
_____ Submit Letter of Recommendation Request Form to the Department of Urban Education
Advising Office for verification
_____ Apply for graduation
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_____ Earn degree (Bachelor of Science, Bachelor of Arts)
_____ Apply for recommendation for certification through the SBEC website
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Teacher Candidate Performance Evaluation
Professional Roles
The Field Experience Instructor (FEI) will:

keep an individual folder on each teacher candidate comprised of an accurate record of class
schedules, evaluations, visitation reports, and any missed meetings or mentor days, tardies, or
absences;

complete a UHD-CPDT PDAS form after each formal classroom observation, provide a copy
of the form, and conference with teacher candidate regarding the observed lesson;

facilitate discussion with the teacher candidate and the PD mentor that clarifies teacher
candidate’s progress and his/her performance up to that time with specific guidelines for
completing the semester successfully;

complete the “Criteria to Pass Field Work” Component report, in collaboration with PD
mentor teacher, at mid-semester and end-of-semester. Facilitate discussion with teacher
candidate regarding the assessment;

collaborate, if necessary, with the teacher candidate’s other PD faculty on the professional
attributes and completion of PD course requirements and facilitate discussion with the teacher
candidate regarding that assessment; and

collaborate, if necessary, with the site based administration and faculty on the professional
attributes and completion of requirements and facilitate discussion with the teacher candidate
regarding placement.
The PD Mentor Teacher will:

facilitate the teacher candidate’s teaching of lessons that will be observed by university
faculty;

encourage teacher candidate to have as many varied teaching experiences as possible during
the semester;

complete Teacher Candidate Ratings form; and

Complete Professional Attributes for Teacher Candidates form.
All PD Faculty will:

utilize areas of expertise to give students critical feedback and model pedagogically sound
lessons.

collaborate with the field experience instructor (FEI) on the professional attributes and
successful completion of PD course work especially that part which integrates the field
experience.
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Supervisory Cycle
Crucial in the supervisory process is the supervisory cycle. There are three major phases in the
process:
1. Pre-Observation Conference:
Allow teacher candidate to clarify the objectives of the lesson and the way(s) he/she plans to
achieve those objectives.
2. Observation:
Observe and record classroom behaviors of the teacher candidate and classroom students; the
teacher candidate’s performance may be scripted in detail to help teacher candidate analyze
his/her instruction.
3. Post-Observation Conference:
Encourage the teacher candidate to review the lesson and analyze what went well and what did
not. Ask the teacher candidate to reflect on ways things have been handled differently. Guide
the reflective process. Finally, give teacher candidate some specific goals on which to work for
the next lesson.
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UHD-CPDT Lesson Plan
Follow the Guidelines of your Professor
Teacher Candidate ______________________________ Phone ______________ Email _______________________
Mentor Teacher ________________________________ School _________________ Room __________________
Field Experience Instructor________________________ Date __________________ Time ___________________
Subject(s) ____________________________________________________________ Grade ___________________
Concept/Goal __________________________________________________________________________________
Lesson Title ___________________________________________________________________________________
I. PLANNING PROCESS
Lesson Title __________________________________________________________________________
(EACH OF THE COMPONENTS MUST BE ADDRESSED BUT NOT NECESSARILY IN THE
__
SEQUENCE SHOWN BELOW)
Objectives: Using observable, measurable terms (such as in Bloom’s Taxonomy), write objective(s)
that can be assessed. State the objective(s) in the following manner: The learner will... [Use an
observable, measurable verb]. Example: The learner will participate in singing a memory math song.
The learner will correctly complete 8 out of 10 problems in a group setting from page 201.
Rationale: Describe the reasons why you are teaching this lesson.
Learner-Centered: What real-life reason should you give your students for learning this skill or
content?
Professional: Provide a scientifically-based theory or theorist that guides your practice (may include
assessment results if available).
State Requirements:
1. TEKS/STAAR: State the number(s) and descriptor(s) of the TEKS/STAAR specifically being
taught.
2. ELPS: State the number(s) and descriptor(s) of the ELPS specifically being taught.
Prerequisite Skills: Describe any necessary prior knowledge or skills for the learner to be successful.
Special Needs Student Accommodations/Modifications/Extensions: Reference students’ Individual
Educational Plans (IEP), if possible; also consider English Language Learners, gifted students, and
students with varied developmental levels (materials, classroom setting, technology, extended time,
etc.).
Description of the Learning Environment: How many students are involved in this lesson? Where
will the different activities in this lesson take place (small group, literacy carpet, literacy table, etc.)?
What kind of grouping would be effective with this lesson? What are your strategies to make sure that
the students with differentiated instruction will stay on task?
Connections: Describe how the lesson will make all five of the following connections: (1) past or
future learning, (2) community, (3) culture, (4) student interests, and (5) integration with other content.
Evaluation of Learning: Describe in detail the informal and/or formal method(s) of determining if the
learner has met the stated objective(s). How will you determine how much learning took place during
your lesson? Include any rubrics, anecdotal records, or other instruments that you may use.
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Possible Sponge: What can you use at the beginning of class while the teacher takes attendance, etc.,
to “soak up” time while teacher takes care of executive duties? Pre-assessment and warm-ups are two
examples of potential sponge activities.
Transitional Activities: Describe a brief activity or activities to transition students (mentally and
physically) from one activity to another.
Materials/Set-up: Describe specific materials (books, visuals, manipulatives, etc.) and technology to
be utilized in this lesson.
Teaching Strategies: Taking all this into account, consider the teaching strategies that you might use
(describe them in the next phase)
II. TEACHING PHASE (LESSON CYCLE):
TIME ESTIMATE
*Transition: In your write up of A-F, state your transitional activities and where you will use them.
*Connections: Within the lesson, indicate where you will make all five of the connections listed.
___________
A. Sponge: (if needed): Describe the sponge activity to “soak up time” while
the teacher completes executive duties.
___________
B. Focus: Describe, in detail, an engaging activity/event to bring the learner into
the lesson that is about to occur.
___________
C. Objective: Explicitly state the objective(s) of the lesson to students (in some
instances this may occur later in the lesson, such as in discovery or inquiry
lesson models).
___________
D. Rationale: State to students the learner-centered rationale or importance and
application of this lesson outside of class (to the students).
___________
E. Teach/Active Engagement (with specific variations by content area):
Describe the verbal presentation or demonstration/model you will use. During
active engagement, students process the lesson taught. They may (1) reflect,
discuss, or make plans together, (2) attempt skill or strategy, (3) actively watch
the teacher’s demonstration, or (4) use other possible formats. Describe the
expectation of engagement. What will you say and do? What will you expect
your students to say and do? What higher-order thinking and questioning
strategies will you use? What technology can be employed in this lesson? While
you are teaching, how will you incorporate your assessments at various points?
___________
F. Closure (Connect and Link): Describe in detail a culminating activity that
will help the learner synthesize what has been learned.
III. REFLECTING PHASE (AFTER THE LESSON) - To be turned in per your professor’s
guidance.
Consider the following:
 Which part of the lesson was most effective in helping the student understand the learning
objective?
 What part of the lesson would you improve (and why)? Reflect using learner-centered
competencies.
 Describe unanticipated events and how you responded to them.
 If you could not employ technology, why not, and how could you use it if equipment were
available?
 What strategy did you use to evaluate understanding of the learning objective? What was the
result?
 Provide additional thoughts or reflections.
UHD-CPDT Handbook 2015-2016
16
Professional Development and Appraisal System
University of Houston-Downtown
Conference Form
Student Name _______________________________________________________________
UHD-ID__________________________________ DATE: ___________________________
CIRCLE ONE: First Conference --- Second Conference --- Third Conference
Please print and sign below if participating in conference.
Teacher Candidate (TC) Signature: _______________________________________________
Field Experience Instructor (FEI) Signature: _______________________________________
School Mentor Signature: ______________________________________________________
COMMENTS:
UHD-CPDT Handbook 2015-2016
17
A Center for the Professional Development of Teachers
Professional Development and Appraisal System-UHD-CPDT
Unsatisfactory
Below
Expectations
Proficient
Exceeds
Expectations
Start_________ End_________
Unsatisfactory
Start_________ End_________
Below
Expectations
Start_________ End_________
Proficient
#3: Date:_____/_____/_____
Exceeds
Expectations
Items observed should be marked “ ” in the appropriate box. Not all criteria under each
domain will be observable during a single observation. Items not observed should be
marked “NA.”
#2: Date:_____/_____/_____
Unsatisfactory
UHD-ID:____________________________________________________________________
#1: Date:_____/_____/_____
Below
Expectations
ISD/School:______________________ Field Experience Instructor:___________________
Proficient
Mentor Teacher: ___________________________________ Grade: ___________________
PD1 – PD2 Semester/Year: ___________________________________________________________
OBSERVATIONS
Exceeds
Expectations
Teacher Candidate__________________________________ TEA ID # _________________
Domain I: Active, Successful Student Participation in Learning Process
I-1. Students are actively engaged in learning.
I-2. Students are successful in learning.
I-3. Student behaviors indicate learning is at a high cognitive level (e.g., critical thinking,
creative thinking, problem solving, etc.).
I-4. Students are self-directed/self-initiated as appropriate to lesson objectives.
I-5. Students are connecting learning to work and life applications, both within the discipline
and with other disciplines.
Domain II: Learner-Centered Instruction
II-1. Objectives and goals include basic knowledge/skills and central themes and/or concepts of
the discipline.
II-2. Instructional content is learner-centered (e.g., relates to the interests and varied
characteristics of students).
II-3. Instructional strategies promote critical thinking and problem solving.
II-4. Instructional strategies include motivational techniques to successfully and actively engage
students in the learning process.
II-5. Instructional strategies aligned with objectives, activities, prior learning, student
characteristics, and work/life applications, both within discipline and with others.
II-6.The teacher varies activities appropriately and maintains appropriate pacing and sequencing
of instruction.
II-7.The teacher emphasizes the value and importance of the activity/content.
II-8.The teacher uses appropriate questioning and inquiry techniques that challenge students.
II-9.The teacher makes appropriate and effective use of available technology as a part of the
instructional process.
PAGE 1 Participants’ Initials:
TC_____FEI_____MT_____
TC_____FEI_____MT____
TC_____FEI_____MT_____
UHD-CPDT Handbook 2015-2016
18
A Center for the Professional Development of Teachers
Professional Development and Appraisal System-UHD-CPDT
Below
Expectations
Proficient
Exceeds
Expectations
Items observed should be marked “ ” in the appropriate box. Not all criteria under each
domain will be observable during a single observation. Items not observed should be
marked “NA.”
Unsatisfactory
Start_________ End_________
Below
Expectations
Start_________ End_________
Proficient
Start_________ End_________
Exceeds
Expectations
#3: Date:_____/_____/_____
Unsatisfactory
#2: Date:_____/_____/_____
Exceeds
Expectations
UHD-ID:____________________________________________________________________
#1: Date:_____/_____/_____
Below
Expectations
ISD/School:______________________ Field Experience Instructor:___________________
Proficient
Mentor Teacher: ___________________________________ Grade: ___________________
Unsatisfactory
PD1 – PD2 Semester/Year: ___________________________________________________________
OBSERVATIONS
Teacher Candidate__________________________________ TEA ID # _________________
Domain III: Evaluation and Feedback on Progress
III-1. Academic progress of students is monitored and assessed.
III-2. Assessment and feedback are aligned with goals and objectives and instructional
strategies.
III-3. Assessment strategies are appropriate to varied students’ characteristics.
III-4. All student learning is reinforced.
III-5. All students receive specific constructive feedback.
III-6.The teacher provides other opportunities for re-learning and re-evaluation of material.
Domain IV: Management of Student Discipline, Instructional Strategies, Time, and Materials
IV-1.The teacher effectively implements the discipline management procedures approved by the
campus. Any lack of effective implementation is inadvertent, rare, and does not seriously
compromise the needs of students or the effective operation of the classroom or campus.
IV-2. The teacher establishes a classroom environment which promotes and encourages selfdiscipline and self-directed learning.
IV-3. The teacher interacts with students in an equitable manner, including the fair application
of rules.
IV-4. The teacher specifies expectations for desired behavior.
IV-5. The teacher intervenes and re-directs off-task, inappropriate, or disruptive behavior.
IV-6. The teacher reinforces desired behavior when appropriate.
IV-7. The teacher uses instructional materials which are equitable and acknowledges the varied
characteristics of all students.
IV-8. The teacher effectively and efficiently manages time and materials.
PAGE 2 Participants’ Initials:
TC_____FEI_____MT_____
TC_____FEI_____MT____
TC_____FEI_____MT_____
UHD-CPDT Handbook 2015-2016
19
A Center for the Professional Development of Teachers
Professional Development and Appraisal System-UHD-CPDT
Unsatisfactory
Below
Expectations
Proficient
Exceeds
Expectations
Unsatisfactory
Start_________ End_________
Below
Expectations
Start_________ End_________
Proficient
Start_________ End_________
Exceeds
Expectations
Items observed should be marked “ ” in the appropriate box. Not all criteria under each
domain will be observable during a single observation. Items not observed should be
marked “NA.”
#3: Date:_____/_____/_____
Unsatisfactory
UHD-ID:____________________________________________________________________
#2: Date:_____/_____/_____
Below
Expectations
ISD/School:______________________ Field Experience Instructor:___________________
#1: Date:_____/_____/_____
Proficient
Mentor Teacher: ___________________________________ Grade: ___________________
PD1 – PD2 Semester/Year: ___________________________________________________________
OBSERVATIONS
Exceeds
Expectations
Teacher Candidate__________________________________ TEA ID # _________________
Miscellaneous:
Recommendations/Comments:
(May continue on back of form. Please indicate if there are more comments on back or attached.)
Signature Lines:
Observation #1: T.C.: ___________________________ F.E.I.: ____________________________ M.T.: _____________________________ Date #1: _________________
Observation # 2: T.C.: __________________________ F.E.I.:_____________________________ M.T.: _____________________________ Date #2: _________________
Observation #3: T.C.: ___________________________ F.E.I.:_____________________________ M.T.: _____________________________ Date #3: ______________
UHD-CPDT Handbook 2015-2016
20
University of Houston-Downtown Department of Urban Education
A Center for the Professional Development of Teachers
UHD-CPDT PDAS Observation/Scripting/Documentation Form
Teacher Candidate:_______________________________________ Date: _____________________________________
PD Semester:
_______
Observer:_______________________________________________
I
II
(circle one)
________ _ Ending Time:______________________________
Beginning Time:__________________________________________
PDAS Competencies
Domain I: Student Participation
1.
2.
3.
4.
5.
Observation Notes
Engaged in learning
Successful in learning
Critical thinking/problem solving
Self-directed
Connects learning
Domain II: Learner -Centered
Instruction
1.
2.
3.
4.
5.
6.
7.
8.
9.
Goals and objectives
Learner -centered
Critical thinking/problem solving
Motivational strategies
Instructional strategies
Pacing/sequencing
Value and importance
Appropriate questioning/inquiry
Use of technology
Domain III: Evaluation and
Feedback
1.
2.
3.
4.
5.
6.
Monitored and assessed
Assessment and instruction aligned
Appropriate assessment
Learning reinforced
Constructive feedback
Relearning and re -evaluation
Domain IV: Management
1.
2.
3.
4.
5.
6.
7.
8.
Discipline procedures
Self-discipline/self-directed
learning
Equitable teacher-student
interaction
Expectations for behavior
Redirects disruptive behavior
Reinforces desired behavior
Equitable and varied characteristics
Manages time and materials
Domain V: Professional
Communication
1.
2.
3.
4.
5.
6.
Written with students
Verbal/non-verbal with students
Reluctant students
Written with parents, etc.
Verbal/non-verbal with pare nts, etc.
Supportive, courteous
UHD-CPDT Handbook 2015-2016
21
UHD PD1 or PD2 Folder
Teacher Candidate: ____________________________ TEA #: _______________ UHD ID: _____________________
Field-based School/ISD: _____________________________________________ Grade/Content: __________________
Mentor: ____________________________________ Email: ________________________________________________
Principal: __________________________________ Email: _________________________________________________
School Phone: _____________________________________________________________________________________
Teacher Candidate Information:
Home Phone: _______________________________ Cell: ___________________ Work: _________________________
Emergency Contact (name, phone, & email):_____________________________________________________________
Form
Criteria for Field-Work Midpoint and Final
PD Signature Page
Conference Forms (as needed)
PDAS Observation 1 and 2
PDAS Scripting Notes and Other Attachments
Lesson Plans 1 and 2
Mentor Comments 1 and 2
Student Self-Evaluation
Field Log
Professional Attribute Forms
Signed TEA Authorization Form
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Conferences and Other Meetings:
Date/Time

Date
Notes
Grade recorded- S or U
Content/Persons Involved
1.
2.
3.
4.
5.
6.
Visitation Log/Class Sessions Log:
Date/Time
1.
2.
3.
Persons Involved/Comments
_______ Mark a “” if there is writing continued onto the back of this form. Signature indicates folder completed and
ready to file.
Field Experience Instructor: ___________________________________________________ date: ___________________
UHD-CPDT Handbook 2015-2016
22
University of Houston-Downtown
Department of Urban Education
A Center for the Professional Development of Teachers
UHD-CPDT Teacher Candidate Ratings by Mentor Teacher
Teacher Candidate: _______________________________________________ PD Semester: (circle)
I
II
Mentor: _________________________________________________________ School: ________________________________
Grade Level: ______ Subject: _______________________________________ Date: __________________________________
Directions: Please use the following scale for each of the items that follow:
1 - to no extent
3 - to a moderate extent
2 - to a little extent
4 - to a considerable extent
5 - to a great extent
NA - not applicable
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Instruction
Plans instruction to achieve selected objectives.
Organizes instruction to take into account cultural diversity.
Organizes instruction taking into account other individual differences.
Obtains/uses information about students in planning for instruction.
Plans instruction to enhance learning.
Creates a classroom environment that is conducive to learning.
Communicates clearly with students.
Demonstrates a repertoire of teaching methods.
Monitors student learning.
Uses appropriate techniques to increase student motivation for learning.
Makes learning relevant to students’ backgrounds and needs.
Demonstrates mastery of the content being taught.
Utilizes appropriate assessment techniques.
Adapts assessment for students with special needs.
Manages classroom interactions effectively.
Demonstrates effective use of technology in instruction.
Maximizes instructional time.
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
18.
19.
20.
21.
22.
23.
Professionalism
Uses available materials and resources effectively.
Develops mentoring relationships with students.
Seeks opportunities for professional growth.
Demonstrates an understanding of school-community relationships.
Operates within the ethical and legal guidelines for teachers.
Works cooperatively with other teachers.
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
5
5
5
5
5
5
NA
NA
NA
NA
NA
NA
24.
25.
26.
Communication
Communicates with students to increase intrinsic motivation for learning.
Communicates effectively with parents.
Communicates effectively with instructional teams.
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
NA
NA
NA
Comments:
Signature _______________________________________________
Date__________________________
UHD-CPDT Handbook 2015-2016
23
University of Houston-Downtown
Department of Urban Education
A Center for the Professional Development of Teachers
UHD-CPDT Teacher Candidate Self-Evaluation
Teacher Candidate: ___________________________________________ Semester/Year: _____________________________
Program: (Circle One): EC-6 Gen / EC-6 Bil / 4-8 Gen / SEC
PD Semester (Circle One):
I
II
School for Placement: _________________________________________ Number of Hours Completed: __________________
Directions: Please use the following scale for each of the items that follow:
1-to no extent
2-to a little extent
3-to a moderate extent
4-to a considerable extent
5-to a great extent
1.
University personnel (Field Experience Instructors) encourage teacher candidate to be
successful.
1
2
3
4
5
2.
The FEI, mentor teacher, and university professionals cooperate with each other to
develop an effective learning environment for interns.
1
2
3
4
5
3.
My mentor teacher makes my work interesting.
1
2
3
4
5
4.
My field experience instructor (FEI) acknowledges the good teaching practices that I use.
1
2
3
4
5
5.
I feel that I am an important part of the school in which I teach.
1
2
3
4
5
6.
I feel successful and competent as a teacher.
1
2
3
4
5
7.
I feel that I am prepared to teach.
1
2
3
4
5
8.
I feel comfortable discussing any school problem with my field experience
instructor.
1
2
3
4
5
9.
I enjoy teaching.
1
2
3
4
5
10.
I use technology in my teaching (computers, videos, online resources, etc.).
1
2
3
4
5
11.
I feel prepared to meet the learning needs of individual learners.
1
2
3
4
5
12.
My students treat me with respect.
1
2
3
4
5
Comments: If more space is needed, please use the back and indicate here that extra comments are on back of page. ____
Signature _____________________________________________________________
Date____________________________
Field Experience Instructor (FEI) initials __________________________________
Date____________________________
UHD-CPDT Handbook 2015-2016
24
UHD-CPDT Teacher Candidate Criteria for Field Work Component
Student: ______________________________________UHD-ID #: ____________________ TEA ID #: ______________________
Mentor: ______________________________________Field Experience Instructor (FEI):________________________________
Semester:
fall
spring
Fieldwork:
PD1
PD2
midpoint date___________
Criteria
Completed a minimum of 60 hours (six hours a week) of
field-work in mentor classroom in a punctual and
professional manner. Mentor and field experience
instructor (FEI) were notified in advance of any absence,
tardy, or early departure.
final date_____________
Satisfactory Unsatisfactory Satisfactory Unsatisfactory
Thorough (detailed) lesson plans and necessary
materials were submitted to mentor and field experience
instructor at least 24 hours prior to formal observation
lesson.
Fulfilled tasks requested by mentor in a professional
manner.
Followed all directions explained in handbook (for
example, observation log was completed and signed by
mentor daily when in the field).
Appearance, hygiene, dress, and interactions were
professional and adhered to the school/district guidelines
and policies (no cell phones/ text messaging/
gum/food/drink).
Adhered to the TAC Educators Code of Ethics.
Adhered to and discussed personal progress with regard
to the “Professional Attributes”.
Successful in teaching the objective in lessons observed
by field experience instructor (FEI).
PD1 and PD2 students must receive a satisfactory rating on all points of Criteria for Field-Work Component under the
final column. Students who earn “unsatisfactory” on any one of the criteria will not be advanced to the next
Professional Development Semester.
Student signature at midpoint ______________________________________ Date__________________________
FEI signature at midpoint _________________________________________ Date__________________________
Student signature at final__________________________________________ Date __________________________
FEI signature at final _____________________________________________ Date __________________________
UHD-CPDT Handbook 2015-2016
25
University of Houston-Downtown Department of Urban Education
A Center for the Professional Development of Teachers
UHD-CPDT PROFESSIONAL ATTRIBUTES FOR TEACHER CANDIDATES
This evaluation assesses the professional affective attributes, characteristics and behaviors of teacher candidates.
It does not address scholarship and achievement criteria. It is intended for those personnel indicated below. Note
that teacher candidates will review this evaluation. Please indicate the appropriate description of your role at the
signature line.
Teacher Candidate: ____________________________ PD Mentor Teacher: __________________________
Field Experience Instructor: _____________________ Semester:
fall
spring
Year: _______
Please use the following scale for each of the items below:
1-to no extent
2-to a little extent
3-to a moderate extent
4-to a considerable extent
5-to a great extent
NA-not applicable
Directions: Please rate each item below on the basis of your personal interactions with and observation of the
named teacher candidate. Mark NA on those items for which data are not available or item is not applicable.
___1. Demeanor: Demonstrate positive attitudes in
interactions with mentors, peers, faculty, and pupils.
___2. Responsibility: Undertake and complete assigned
tasks.
___3. Maturity: Display maturity and poise in task
completion and human-human interaction.
___4. Cooperation: Display a positive willingness
to work with peers, site teachers, and faculty.
___5. Flexibility: Display a positive willingness
and ability to adapt to changes in events,
conditions, activities, and tasks.
___6. Appearance: Is appropriate and professional.
___7. Attendance/Punctuality: Is regular and punctual.
___8. Initiative: Display independence in starting
and completing activities, products, and tasks.
___9. Social Sensitivity: Display a recognition of
empathy for human differences in ethnicity, gender,
physical ability, and intellectual ability.
___10. Humor: Display an ability to use or respond to
humor in personal and/or human-human
interactions.
___11. Patience: Display an ability to be patient in
activities and/or in human-human interactions.
___12. Tactfulness: Display the ability to recognize and
compensate for the feelings and self-esteem of others.
___ 13. Enthusiasm: Displayed energy and enthusiasm for
teacher candidate related and site-related activities.
___ 14. Organization: Display the ability to monitor/
control time, materials, and product due dates.
___ 15. Creativity: Display the ability to synthesize
theory and practice into new personalized adaptations
and applications.
___ 16. Written Communication: Written products
reflect appropriate spelling, grammar, punctuation,
syntax, and format.
___ 17. Oral Communication: Display effective voice
and speech delivery patterns.
___ 18. Handwriting: Handwriting is clear and legible.
___ 19. Public Education Posture: Recognize and
reflect the basic tenets of American public education,
e.g., secularity, democracy, equity, justice, individual
and societal change, etc.
___ 20. Professional Posture: Recognize, seek, and use
the best theory, research, and practice in his/her
professional activities.
___ 21. Intellectual Ability: Display the knowledge and
cognitive ability to process information, analyze and
evaluate events and problems, and make informed
decisions.
___ 22. Reflectivity: Display the ability to reflect and
evaluate his/her own experience in terms of
professional growth.
___ 23. “With-it-ness”: Integrate an array of
emotional, attitudinal, intellectual, and behavioral attributes
into holistic problem-solving professionalism.
Signature: _________________________________________________________________________________________
Role (circle one):
Teacher candidate
Mentor Teacher
Field Experience Instructor
UHD-CPDT Handbook 2015-2016
26
UHD-CPDT Teacher Candidate Professional Field Log
TEA #:
#
Teacher Candidate:
Date
FEI:
Duties Performed
Time
In
Time
Out
Total
Hours
Mentor
Initial
Total
End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Mentor Name Printed:
Mentor Signature:
Hours
Directions for Logging Field Work for Each Mentor Class Visit
1.
2.
3.
4.
5.
Record the date and the time you arrive in the classroom.
Record duties you accomplished while in the classroom
(example: assisted small groups with____; taught a short lesson on_____; helped individual students with_____).
Record the time as you are leaving the classroom.
Have mentor initial form at the end of each session.
Count time only in quarter hour increments where 15-29 minutes equals ¼ hour, 30-44 minutes=1/2 hour, and 45-59
minutes = ¾ hour.
UHD-CPDT Handbook 2015-2016
27
Professional Development Semester 3
Student Teaching
Introduction
The University of Houston-Downtown teacher education program is a state approved Center for the Professional
Development of Teachers (CPDT). The center trains new elementary, middle school, secondary, and bilingual teachers,
and provides staff development for public schools. The goal of the UHD-CPDT is to prepare future teachers for the urban
classroom to enhance the chances of academic success for at-risk children and adolescents.
The goals of the UHD-CPDT are to prepare urban teachers who will:







Possess strong working knowledge of general and teaching field content and pedagogy
Demonstrate understanding of appropriate instructional strategies to ensure that each child achieves academic
success
Use technology efficiently and productively for instructive and administrative purposes
Work collaboratively with others
Demonstrate appreciation of diversity by structuring the environment so that each child can learn
Use effective communication skills and encourage effective communication from others
Demonstrate reflective practices that lead to an ever-increasing level of professionalism
Interdisciplinary Professional Development 3 (nine semester credit hours):
To gain the knowledge and experiences needed to be a teacher of urban at-risk students, each undergraduate and post
baccalaureate student not teaching on a permit in a public school classroom is required to successfully complete student
teaching in a TEA accredited public school. Each student teacher will register for nine (9) semester credit hours including
six (6) credit hours (two (2) courses) for student teaching and a three (3) credit hour seminar course (SOSE 4303).
Contact your UHD Advisor for specific course numbers which reflect the certification you are seeking and your assigned
student teaching placement district.
Grades:
Professional Development III grades consist of nine (9) semester credit hours. Six (6) credit hours are for student
teaching, which counts for one grade, and three (3) credit hours are for the SOSE 4303 seminar course, which counts for
one grade. Two final grades are given for all nine (9) hours (all three (3) courses) of student teaching.
Educational Aide Exemption:
The only way to qualify for an exemption from student teaching is to qualify for the state Educational Aide Exemption.
However, as of fall 2011, the Educational Aide Exemption no longer exists. If you qualified for this exemption prior to
fall 2011, the exemption can still be used for exemption from student teaching. You will be required to take six (6) hours
selected from a specific course list and take SOSE 4304 (instead of SOSE 4303). You are also required to submit a copy
of the letter stating you qualified for the exemption with your PD III Application during PD II. Contact the CPDT
director and your advisor if this pertains to you.
UHD-CPDT Handbook 2015-2016
28
Employment during PD 3/Student Teaching:
Student teaching requires a 15 week (75 days) commitment to be present and actively engaged in instruction all day for
five (5) days per week. The student teaching day begins at the time campus teachers are scheduled to arrive on campus
and ends following after-school faculty meetings, team meetings, parent conferences, and next school day preparation.
Written lesson plans and teaching lessons are also required as subject matter responsibilities increase throughout the
semester. Student teaching is a full time commitment during the PD 3 semester. Outside employment cannot interfere
with the student teaching schedule, responsibilities, and/or performance. Please do your best to prepare in advance for
this very challenging, yet rewarding, semester.
During PD 3, student teachers will:

Study curriculum which focuses on understanding the learning environment.

Be responsible to be registered for nine (9) semester credit hours for student teaching.

Meet in public school classrooms for the required 75 full days (15 weeks) for the entire semester (dates of attendance
must reflect participating district calendars and are dependent upon individual student teacher assignments).
o
Student teaching placements can only be requested in UHD partnering school districts.
o
Student teachers must have a social security number for student teaching placement in UHD partnering
school districts. Students lacking a social security number may be unable to complete the PD 3/student
teaching semester.

Attend seminar course, SOSE 4303, during the PD 3 semester which addresses current issues in urban education.
Student teachers will be allowed to leave their assigned campus at 11:00 a.m. on the day of the assigned SOSE 4303
course in order to get lunch, travel, and be in your SOSE 4303 course by 1:00 p.m. The SOSE 4303 course location
will align with your student teacher placement school district. Contact your UHD Advisor for specific course CRN
numbers.

Participate in parental involvement, partnerships between schools, and communities.

Abide by University of Houston-Downtown Student Teacher Handbook policies, the state Code of Ethics and
Standard Practices for Texas Educators, the UHD CPDT Professional Attributes, and Texas certification
requirements.

Maintain a professional demeanor reflecting the UHD Professional Attributes and state Code of Ethics with students,
parents, campus teachers and administrators, and university field supervisors and personnel at all times throughout
the PD 3 semester.
TExES Exams:
Students in the Department of Urban Education are encouraged to take the TExES PPR and the ESL Supplemental exam,
if required, following the successful completion of the PD 1 semester and meeting the required percentage specified on
the PD 1 Post-Diagnostic Experience. PD 1 students meeting the above criteria will be automatically electronically
approved to take the TExES PPR exam.
Students are encouraged to take the additional TExES exams (EC-6 Core Subjects, EC-6 Bilingual Supplemental, 4-8
Core Subjects, and Secondary content) following the successful completion of the PD 2 semester and meeting the
required percentage specified on the PD 2 Post-Diagnostic Experience.
Requests for approval for TExES exams at other times can be submitted electronically on the Department of Urban
Education website under TExES Exam Information.
Successfully passing all required TExES exams prior to PD 3 and student teaching will be helpful to maintain focus on
the student teaching semester.
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Student Teaching Overview
PD 3 consists of nine semester hours of coursework. The primary focus of PD 3 courses is to understand the learning
environment.
During PD 3, students will complete a full day, full semester as a student teacher. During this semester, student teachers
will work closely with a Cooperating Teacher and a UHD field supervisor in order to develop and implement effective
lessons. In addition, student teachers will have sole responsibility for the classroom for a full two-week period. All
students are observed by UHD field supervisors and given constructive feedback to improve teaching and instruction.
1. Requirements:

Professionally collaborate and team teach with a cooperating teacher.

Assume full instructional responsibility for a two-week period during the student teaching semester.

Develop strategies for working professionally with parents, school personnel, and community representatives.

Assume responsibility for student teacher duties and attend activities such as ARD and LPAC meetings, staff
development sessions, faculty meetings, grade level planning meetings, cooperating teacher duties, and other
assignments as permitted.

Prepare/teach lesson plans and evaluate instruction in terms of learner achievement.

Develop with the cooperating teacher a specific classroom management plan that complements both the existing plan
and the strength of the student teacher.

Use technology to deliver instruction to large groups; extend learner use of technology.
2. Schedules:

Be in the classroom all day, five days per week, for fifteen weeks (75 days).The only exceptions are for required
student teaching seminar (SOSE 4303) when you will be allowed to leave the campus at 11:00 a.m. (or for other predetermined university activities).

Participate in activities in the school and the district and take part in after school programs, special programs, PTA
meetings, faculty meetings, and any other activities of the school. Part time or full time employment is not to
interfere with student teaching activities.

Be responsible for writing required lesson plans, submitting them in a timely manner to the field supervisor and
cooperating teacher, and making revisions as needed by deadlines set by the field supervisor.

Report for all teaching responsibilities according to the assigned campus faculty school day.

Sign in upon arrival and sign out at departure from the school. In no case will student teachers sign out at time of
arrival. Professionalism includes punctuality.

Observe only those holidays specified by the public school district calendar.
3.
Evaluations:

The UHD field supervisor will complete an Informal Observation Form for each walk-through visit.

The UHD field supervisor will complete the UHD CPDT PDAS Form and/or script each of three formal 45 minute
lessons observed.

The UHD field supervisor will complete a Midpoint and Final Discussion Form.
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4. Absences or Schedule Changes:

Student teachers who are ill and/or unable to report to the school must contact the cooperating teacher, the public
school principal, and the UHD field supervisor as soon as possible or in the morning prior to their scheduled arrival
time at the school.

In the case of unavoidable absences (illness or accident), the student teacher will be required to continue in the
assignment until the required 15 weeks of student teaching have been completed. If absences occur, the assignment
will be extended by the number of days absent. This must occur prior to the last day of school for the district, or the
student teacher may have to repeat the student teaching semester to meet certification requirements.

Student teachers are expected to notify the UHD field supervisor any time there is a change in plans due to early
dismissal, assembly program, PTA meetings, unscheduled holidays, or any unforeseen event.
5. Rules on Substitution:
As a rule, student teachers may not serve as substitute teachers before successful completion of the student teaching
assignment. A student teacher may not be required by the school or school district to serve as a substitute teacher.
The student teacher must notify the field supervisor immediately if this situation occurs.
Legal Status of the Cooperating Teacher and the Student Teacher
The Cooperating Teacher, who holds a legal status with respect to students, often referred to as in loco parentis, and is
responsible for their students’ health, safety, and general well-being. In the pursuit of duties, the cooperating teacher is to
act as any normally prudent and farsighted person would, being neither negligent nor malicious. The exercise of good
judgment at all times is essential.
When the student teacher is left in charge of the class, the cooperating teacher may still be held responsible for the
students, and should harm come to any student through malice, negligence, or poor judgment on the part of the student
teacher, the cooperating teacher may be held responsible.
Source: Piper, M.K., Handbook for Elementary Student Teaching.
Developing Professionalism
The professional teacher is guided by a specific set of values and makes a deep and lasting commitment to professional
practice. The professional teacher also engages in serious, reflective thought about how to teach more effectively, work
collaboratively with colleagues, and by continually examining experiences to improve practice. A student teacher should
promote his or her own development as a professional by applying the following practices:

Follows Texas Administrative Code Ch. 247.2, Educators Code of Ethics.

Makes the field-based experience a top priority.

Is prompt and complete in all endeavors (arrival and departure time, lesson plan deadlines, etc.).

Is discreet with confidential information.

Attends all courses, seminars, and professional meetings at the university and the school site.

Interacts with the cooperating teacher and other faculty members in a positive and professional manner.

Maintains professional face-to-face and electronic communication (texting, tweeting, internet sites, etc.) with all
students, parents, school district personnel, and UHD personnel.

Makes it a point to meet the principal, assistant-principals, and support staff.

Becomes familiar with school climate and policies.
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
Welcomes constructive suggestions and incorporates them in subsequent planning and teaching.

Provides the cooperating teacher and UHD field supervisor with written lesson plans for approval prior to any
teaching situation.

Prepares in advance all necessary materials to enhance classroom time on task.

Incorporates a variety of teaching strategies that provide for individual differences, motivate students, and create
a positive classroom climate.

Dresses to emphasize the new status of a professional educator.

Develops and enforces with the cooperating teacher a specific classroom management plan that complements
both the existing plan and the strengths of the student teacher.

Develops an individual plan for effective self-evaluation with the help of the cooperating teacher, the UHD
field supervisor, and the seminar faculty.
Student Teaching Termination Procedure
Termination of Student Teaching Assignment
The student teacher program is a cooperative relationship between the University of Houston-Downtown, cooperating
school districts, cooperating schools, and the student teacher. Among the reasons deemed sufficient for termination of an
assignment are:
•
Failure, on the part of the student teacher, to abide by the Texas Educator Code of Ethics
(TAC Ch. 247.1 and 247.2).
•
Mutual consent and agreement for termination by the student teacher, cooperating system, and field supervisor for
reasons of illness, emergency, or other unforeseen problems.
•
Failure, on the part of the student teacher, to abide by the policies of the cooperating school, cooperating school
district, and/or university for admission to and/or continuation in teacher education, student teaching, and/or
recommendation for certification.
•
Failure by the student teacher to establish and maintain a satisfactory performance level in the instructional role.
•
Failure by the student teacher to meet the criteria for the teaching profession as outlined in the UHD-CPDT
Professional Attributes.
•
Request by the assigned campus administrator that the student teacher not continue assignment on their campus.
In some situations, a second student teaching placement may be arranged depending on time of semester, district
and campus willingness and/or availability of placement, and department confidence of future student teaching
success.
Guidelines for Cooperating Schools, Cooperating Teachers, and UHD Field Supervisors for
Termination Due to Unsatisfactory Performance
•
Termination of the assignment of a student teacher under conditions stated above should follow carefully
developed procedures to insure just consideration for all parties involved or affected by the assignment.
•
A student teacher performing unsatisfactorily should be informed of what needs to be improved early in the
period when unacceptable performance is observed. The UHD field supervisor should make every reasonable
effort to insure that the student is continually aware of his/her progress and should inform the student teacher of
problems as soon as they occur. Written documentation will be kept of all meetings.
UHD-CPDT Handbook 2015-2016
32
•
A growth plan should be developed cooperatively by the UHD field supervisor, the cooperating teacher and the
student teacher delineating the specific areas that need improvement. The CPDT director and seminar faculty will
provide collaborative assistance as needed.
•
The CPDT director and/or administrative team may meet with an individual student teacher as needed.
•
The final decision to remove a student teacher is the responsibility of the CPDT director and the Department
Chair of the Department of Urban Education of the University of Houston-Downtown.
•
All documentation will be placed in the student teacher folder.
Appeal Procedure
•
If the student wishes to contest the decision to terminate the PD 3/student teaching assignment, she/he will notify the
CPDT director within three days from the date notified of termination. The director will convene a panel consisting
of the cooperating teacher, department chair or representative, UHD field supervisor, and cooperating school
principal to hear the appeal.
Information for the Student Teacher
General requirements:
1. Read your Student Teaching Handbook carefully and bring it to the pre-seminar meetings to review it with your
UHD field supervisor.
2. If all TExES exams are not successfully completed, request to take the TExES exam early in the semester.
3. Prepare a calendar/planner for the semester. Mark special events, scheduled meetings, and planned teaching
periods. Keep the calendar/planner up to date.
Meeting your Cooperating Teacher:
1. Contact your cooperating teacher prior to your student teaching assignment to introduce yourself.
2. Please remember you are a guest in your cooperating teacher’s classroom. Be respectful of this opportunity
provided for your professional advancement and future possible employment.
3. Make sure that both your cooperating teacher and UHD field supervisor have copies of your autobiographic
information from your PD III Application.
4. Have a thorough discussion with your cooperating teacher regarding school, district, and classroom policies.
5. Arrange with your cooperating teacher for work and storage space in the classroom.
Learn about the school:
1. Access the policy handbooks of the school and school district and read them.
2. Identify locations of resource materials in your school. During the first several days, plan to visit these locations
and familiarize yourself with various materials, software, and hardware available (i.e. library, computer lab,
teacher workroom, textbooks, teaching materials).
Preparation Guidelines:
1. Maintain a positive attitude, and be friendly with all school personnel. Remember you are part of a team working
toward the education of all children in the school.
2. Memorize each student's name and learn about each student's academic progress as quickly as possible.
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3. Become familiar with materials used in your classroom. Ask if you can borrow them in order to review them. Do
the same with curriculum guides and other campus/district guides.
4. Discuss responsibilities with your cooperating teacher. Find out if there are duties you could perform starting the
first week (i.e. check roll, collect homework, restroom assistance, etc.).
5. Learn the lesson plan format required for your particular school/district, knowing you are required to complete
the UHD CPDT lesson plan format during your student teaching semester.
6. Find out about any extracurricular activities that you will be expected to participate in and attend.
7. Prepare a detailed class schedule for your cooperating teacher’s class that lists each subject taught with
beginning and ending times. Identify cooperating teacher’s conference and lunch times. Provide this schedule to
your UHD field supervisor.
8. Schedule a time to confer daily with your cooperating teacher. Ask for feedback! Be reflective!
9. Your written lesson plans must be reviewed by your cooperating teacher and UHD field supervisor prior to
teaching the lessons. Discuss with your UHD field supervisor when these are due and how they are to be
submitted. Lesson plans are due on the date specified by the UH-D Field Supervisor and prior to the lesson being
taught. Failure to turn in lesson plans in a timely manner may result in a teaching delay that will impact the
student teaching schedule and/ or grade.
10. The weekly teaching schedule, including observation and evaluation, must be prepared and approved in advance
by your UHD field supervisor and cooperating teacher.
11. Punctuality and professionalism are expected in attending all UHD field supervisor seminars and the SOSE 4303
course. Tardiness and absences will impact grades and professional recommendations required by most school
districts.
12. As you continue developing your e-portfolio to reflect your professional growth, be reflective about your
teaching practices, be receptive to advice, and be receptive to criticism from your cooperating teacher and your
UHD field supervisor. Remember, their goal is to help you become the best teacher you can be!
Recommendation for Certification:
You will be recommended for standard certification upon completion of the following:
1. Successful completion of PD 3/student teaching semester, including passing SOSE 4303 and six hours of student
teaching.
2. Passing all required TExES/BTLPT certification exams for your certification area.
3. Graduate with a bachelor’s degree. Following graduation, your degree must be conferred by the university prior
to recommendation. This can take up to two weeks following graduation.
4. Submit a Recommendation Request Form on the Department of Urban Education website under Certification
Information to request recommendation for certification.
5. Apply for standard certification online with SBEC ($77.00 fee) after you successfully complete the program,
graduate, and pass all required TExES and/or BTLPT exams for your certification field.
a. If you apply with SBEC prior to this time, your application will be removed and you will be responsible
for contacting SBEC regarding the transfer of your funds to the appropriate time of application.
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6. Once you are recommended, you will receive an automated e-mail from SBEC stating your recommendation.
Your certificate can be virtually viewed within a few days of recommendation.
7. If you pass the required TExES/BTLPT exams following graduation, you will need to submit a Recommendation
Request Form on the Department of Urban Education website under Certification Information to request
recommendation for certification.
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Guidelines for Student Teaching Schedule
The following is a proposed schedule. In some cases, it may be necessary to modify this schedule based on the needs of
the student teacher in his or her assignment. The UHD Department of Urban Education requires a minimum of a 15 week
(75 days) student teaching assignment.
Week 1

Student teacher begins observing and performing simple classroom tasks (e.g., checking roll, handing out supplies,
monitoring students, creating and maintaining bulletin boards).

Student teacher prepares to develop lesson plans. Cooperating teacher gives advice.

The cooperating teacher allows time for discussion of teaching philosophy, classroom discipline, and school policies.
Student teacher should learn student names.
Week 2

Student teacher continues to observe and perform simple classroom tasks (e.g., checking roll, handing out supplies,
monitoring students, working with small groups, creating and maintaining bulletin boards).

Student teacher continues to prepare to develop lesson plans for the semester. Cooperating teacher continues to give
advice.

The Student teacher prepares and submits lesson plans for five lessons to be taught during Week 3. Lessons are all in
one content area unless combining subjects (i.e. science is taught on MWF and social studies is taught on TR).

Cooperating teacher reviews lesson plans and gives advice/suggestions for any necessary changes.

After conferring with cooperating teacher about lessons, submit final plans to UHD field supervisor.
Week 3

Student teacher teaches one subject or one class period every day for this week. Cooperating teacher supervises and
provides feedback on performance and explanations for teaching and management strategies.

Student teacher prepares and submits lesson plans for teaching two classes/subjects to be taught each day of Week 4
(the current class/subject and one additional class/subject times five (5) days).

Cooperating teacher reviews lesson plans and gives advice/suggestions for any necessary changes.

After conferring with cooperating teacher about lessons, submit final plans to UHD field supervisor.
Week 4

Student teacher teaches two subjects or class periods every day for this week. Cooperating teacher continues to
provide supervision and feedback on performance.

Student teacher prepares and submits lesson plans for teaching three classes/subjects to be taught each day of Week 5
(the current classes/subjects and one additional class/subject times five days).

Student teacher may write a shorter version of lesson plans for classes in which s/he is doing well.

Cooperating teacher reviews lesson plans and gives advice/suggestions for any necessary changes.

Student teacher shares with UHD field supervisor and cooperating teacher perceived strengths and areas that need
improving. Specific plans for improvement are agreed upon.

Student teacher attempts new methods of instruction if UHD field supervisor feels student is ready.
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
After conferring with cooperating teacher about lessons, submit final plans to UHD field supervisor (FS).
Week 5

Student teacher teaches three subjects or class periods every day for this week. Cooperating teacher continues to
provide supervision and feedback on performance.

Student teacher prepares and submits lesson plans for teaching four classes/subjects to be taught each day of Week 6
(the current classes/subjects and one additional class/subject).

Cooperating teacher reviews lesson plans and gives advice/suggestions for any necessary changes.

Student teacher shares input on student grades and parental communication with UHD field supervisor.

After conferring with cooperating teacher about lessons, submit final plans to UHD field supervisor.
Week 6

Student teacher teaches four subjects or class periods every day for this week. Cooperating teacher continues to
provide supervision and feedback on performance.

The cooperating teacher completes the Midpoint Discussion Form and discusses results with the student teacher.

The UHD field supervisor, with input from the cooperating teacher, completes the interim evaluation and discusses
results with the student teacher.
Week 7

Student teacher takes full control of the class within district guidelines.
Week 8

Student teacher continues with full responsibility of the class within district guidelines.

Student teacher prepares and submits lesson plans for teaching four classes/subjects (may use short version) to be
taught each day of Week 9.

Cooperating teacher reviews lesson plans and gives advice/suggestions for any necessary changes.

After conferring with cooperating teacher about lessons, submit final plans to UHD field supervisor.
Week 9

Student teacher teaches four subjects or class periods every day for this week. Cooperating teacher continues to
provide supervision and feedback on performance.

Cooperating teacher gradually begins to assume classes.

The student teacher may videotape one or more classes for discussion with UHD field supervisor.

Student teacher discusses final grade calculations collected during full responsibility with cooperating teacher and
records grades in the grade book as allowed by school district.
Weeks 10, 11, and 12

Student teacher gradually returns classes to the cooperating teacher; one class per week.
Weeks 13, 14 and 15

Cooperating Teacher returns to full responsibility for the class.

The Cooperating teacher should arrange for student teacher to observe in other classrooms.
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
The Cooperating teacher completes the final evaluation of the student teacher and discusses with UHD field
supervisor and student teacher.

The UHD field supervisor completes the final evaluation of the student teacher and discusses it with the cooperating
teacher and the student teacher.
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UHD-CPDT Lesson Plan
Follow the Guidelines of your Professor
Teacher Candidate ______________________________ Phone ______________ Email _______________________
Mentor Teacher ________________________________ School _________________ Room __________________
Field Experience Instructor________________________ Date __________________ Time ___________________
Subject(s) ____________________________________________________________ Grade ___________________
Concept/Goal __________________________________________________________________________________
Lesson Title ___________________________________________________________________________________
I. PLANNING PROCESS
Lesson Title __________________________________________________________________________
(EACH OF THE COMPONENTS MUST BE ADDRESSED BUT NOT NECESSARILY IN THE SEQUENCE SHOWN
__
BELOW)
Objectives: Using observable, measurable terms (such as in Bloom’s Taxonomy), write objective(s) that can be
assessed. State the objective(s) in the following manner: The learner will... [Use an observable, measurable verb].
Example: The learner will participate in singing a memory math song. The learner will correctly complete 8 out of 10
problems in a group setting from page 201.
Rationale: Describe the reasons why you are teaching this lesson.
Learner-Centered: What real-life reason should you give your students for learning this skill or content?
Professional: Provide a scientifically-based theory or theorist that guides your practice (may include assessment results
if available).
State Requirements:
1. TEKS/STAAR: State the number(s) and descriptor(s) of the TEKS/STAAR specifically being taught.
2. ELPS: State the number(s) and descriptor(s) of the ELPS specifically being taught.
Prerequisite Skills: Describe any necessary prior knowledge or skills for the learner to be successful.
Special Needs Student Accommodations/Modifications/Extensions: Reference students’ Individual Educational Plans
(IEP), if possible; also consider English Language Learners, gifted students, and students with varied developmental
levels (materials, classroom setting, technology, extended time, etc).
Description of the Learning Environment: How many students are involved in this lesson? Where will the different
activities in this lesson take place (small group, literacy carpet, literacy table, etc.)? What kind of grouping would be
effective with this lesson? What are your strategies to make sure that the students with differentiated instruction will stay
on task?
Connections: Describe how the lesson will make all five of the following connections: (1) past or future learning, (2)
community, (3) culture, (4) student interests, and (5) integration with other content.
Evaluation of Learning: Describe in detail the informal and/or formal method(s) of determining if the learner has met
the stated objective(s). How will you determine how much learning took place during your lesson? Include any rubrics,
anecdotal records, or other instruments that you may use.
Possible Sponge: What can you use at the beginning of class while the teacher takes attendance, etc., to “soak up” time
while teacher takes care of executive duties? Pre-assessment and warm-ups are two examples of potential sponge
activities.
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Transitional Activities: Describe a brief activity or activities to transition students (mentally and physically) from one
activity to another.
Materials/Set-up: Describe specific materials (books, visuals, manipulatives, etc.) and technology to be utilized in this
lesson.
Teaching Strategies: Taking all this into account, consider the teaching strategies that you might use (describe them in
the next phase)
II. TEACHING PHASE (LESSON CYCLE):
TIME ESTIMATE
*Transition: In your write up of A-F, state your transitional activities and where you will use them.
*Connections: Within the lesson, indicate where you will make all five of the connections listed.
___________
A. Sponge: (if needed): Describe the sponge activity to “soak up time” while the teacher
completes executive duties.
___________
B. Focus: Describe, in detail, an engaging activity/event to bring the learner into the lesson that is
about to occur.
___________
C. Objective: Explicitly state the objective(s) of the lesson to students (in some instances this may
occur later in the lesson, such as in discovery or inquiry lesson models).
___________
D. Rationale: State to students the learner-centered rationale or importance and application of this
lesson outside of class (to the students).
___________
E. Teach/Active Engagement (with specific variations by content area): Describe the verbal
presentation or demonstration/model you will use. During active engagement, students process the
lesson taught. They may (1) reflect, discuss, or make plans together, (2) attempt skill or strategy,
(3) actively watch the teacher’s demonstration, or (4) use other possible formats. Describe the
expectation of engagement. What will you say and do? What will you expect your students to say
and do? What higher-order thinking and questioning strategies will you use? What technology can
be employed in this lesson? While you are teaching, how will you incorporate your assessments at
various points?
___________
F. Closure (Connect and Link): Describe in detail a culminating activity that will help the
learner synthesize what has been learned.
III. REFLECTING PHASE (AFTER THE LESSON) - To be turned in per your professor’s guidance.
Consider the following:
 Which part of the lesson was most effective in helping the student understand the learning objective?
 What part of the lesson would you improve (and why)? Reflect using learner-centered competencies.
 Describe unanticipated events and how you responded to them.
 If you could not employ technology, why not, and how could you use it if equipment were available?
 What strategy did you use to evaluate understanding of the learning objective? What was the result?
 Provide additional thoughts or reflections.
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SHORTENED LESSON PLAN FORMAT-page 1
Use this short version only with approval from the UHD Field Supervisor.
PART 1: STUDENT TEACHER: _______________________________________GRADE:________
SUBJECT: _________________________ WEEK OF: ______________________________________
MONDAY
TUESDAY
WEDNESDAY
TEKS/TAKS :
Objective:
ELPS:
Rationale:
Prerequisite Skills:
Assessment:
Materials/Set-Up:
Sponge/Transition:
Focus:
Connections/
Instruction
Closure:
Accommodations/
Modifications/
Extensions:
UHD-CPDT Handbook 2015-2016
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SHORTENED LESSON PLAN FORMAT-page 2
Use this short version only with approval from the UHD Field Supervisor.
PART 2: STUDENT TEACHER: _______________________________________GRADE:________
SUBJECT: _________________________ WEEK OF: ______________________________________
THURSDAY
FRIDAY
NOTES
TEKS/TAKS :
Objective:
ELPS:
Rationale:
Prerequisite Skills:
Assessment:
Materials/Set-Up:
Sponge/Transition:
Focus:
Connections/
Instruction
Closure:
Accommodations/
Modifications/
Extensions:
UHD-CPDT Handbook 2015-2016
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Evaluation of Student Teaching
During the student teaching semester, the following evaluations/observations will be required.
1. Pre-Observation Conference: Allow student to clarify the objectives indicated on the lesson plan and how he/she
plans to achieve them.
2. Observation: Observe and record classroom behaviors of the student teacher and the classroom students. The field
supervisor may wish to script lesson in detail to help student teacher analyze performance. To assist in this process, audio
or video taping may be used. Having the opportunity to hear or observe performance while teaching children either
through audio or video taping is an objective way of helping student teachers develop analytical and reflective skills.
Taping needs to have the school principal’s approval prior to any taping in the classroom.
3. Post-Observation Conference: Encourage student teacher to review the lesson and analyze what went well and what
did not. Ask student to reflect on how he/she might have handled things differently. Guide the reflective process. Finally,
give student some specific goals on which to work for the next lesson.
The UHD Field Supervisor will:

keep an individual folder on each student teacher containing an accurate record of class schedules, evaluations,
visitation reports, and any missed meetings, tardiness, or absences from student teaching.

complete a PDAS form and a conference form after each of three 45 minute (minimum) classroom observations
and confer with the student teacher regarding the lesson.

facilitate a Midpoint Discussion with the student teacher and the cooperating teacher in which the student teacher
is given a clear evaluation of his/her performance up to that time with specific guidelines for completing the
semester successfully.

complete the Final Student Teaching Discussion Form at the end of each placement and have it signed by the
student teacher after discussion. The original copy should be placed in the student teacher folder with a copy
given to the student teacher.

provide the building principal a copy of the completed PDAS Classroom Observation Report form within one
week of the formal observation and collect the principal’s signature on each of these NCR forms with the
original to be placed in the student’s folder.
Guidelines for Assigning Grades
The instruments used to identify the effectiveness of student teaching include both formative and summative evaluations,
which are completed by the cooperating teacher and the UHD field supervisor. Final grades for the six (6) hours of
student teaching are assigned by the UHD field supervisor, with input from the cooperating teacher, and are based on all
evaluations, lesson plans, unit plans, attendance at all meetings, seminars, and all teaching-related assignments.
The guidelines for assigning grades are as follows:
Grade of A (90-100): Exceptional performance in student teaching has occurred; student is predicted to excel as a
teacher, can be recommended to an employer without reservation, and has the highest quality of performance in teachingrelated assignments such as lesson planning and management.
Grade of B (80-89): Competent performance during student teaching has been demonstrated; student is predicted to
succeed as a teacher with continued improvement, can be recommended to an employer, and has performed satisfactorily
in teaching-related assignments.
Grade of C (70-79): Adequate performance during student teaching has occurred; student has potential for
improvement, is predicted to have average success as a teacher, and can be recommended to an employer with the
reservation that special assistance may need to be provided during the first year of teaching. Performance of teacherrelated assignments has been adequate.
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The UHD Field Supervisor will furnish the student teacher and the cooperating teacher with specific information on
performance expectations, assignments to be completed, and more specific guidelines for assigning grades.
Student Teaching Performance (reflective of 6 SCH)
The student teacher is evaluated on his/her practical application of educational theory and knowledge in the urban
classroom.
Formative evaluation may include:

Consistent preparation and professional, timely submission of lesson plans and unit plan monitored by the
UHD field supervisor and/or cooperating teacher

The Midpoint Discussion Form (completed at mid-placement)

Three (3) formal observations (PDAS forms)

Informal Observation Forms, notes, and descriptions of student teacher activities

UHD field supervisor specifications

Attendance records, including the Student Teacher Log indicating punctuality and consistent attendance at
school assignment
Summative evaluation may include:

All of the above and

Student Teacher Self-Evaluation Form

Student Teacher Final Discussion Form completed by the UHD field supervisor

Student Teacher Professional Attributes form as filled in by all three participants
Professionalism
The student teacher is evaluated on his/her professional behavior and professional attributes. It is expected
that student teachers will maintain professional ethics and integrity. Adherence to policies in the UHD
Student Teacher Handbook and the Texas Code of Ethics and Standard Practices for Texas Educators is
expected. Violations of either the UHD policies or the Code of Ethics will result in dismissal from the
student teaching assignment.
Program requirements for SOSE 4303 (Reflective of 3 SCH)
The student teacher is evaluated on meeting the following program requirements:

Professional portfolio

Successful completion of all coursework and assignments in SOSE 4303

Punctuality and consistent attendance for all seminar meetings
UHD-CPDT Handbook 2015-2016
44
Explanation of Student Teacher Evaluation Forms
Modified PDAS Instrument: This form is completed by the UHD Field Supervisor during each formal
classroom observation and for additional formal observations for students needing additional support. The
original form is placed in the student teacher folder, one copy is given to the student teacher, and one copy is
given to the cooperating teacher if requested.
Classroom Observation Report: This form is provided on NCR paper so that one copy can go to the student
teacher, one copy to the school principal, and the original to be placed in the field supervisor’s file for that
student teacher.
Mid-Point Discussion Form: This form is completed by the UHD field supervisor in consultation with the
cooperating teacher at mid-placement. It is to be used for formative discussion purposes with the student
teacher, cooperating teacher, and the UHD field supervisor.
Final Discussion Form: This form is filled out by the UHD field supervisor in consultation with the
cooperating teacher at the end of each placement. One copy is for the student teacher, and one copy is for the
UHD field supervisor with the original to be placed in the student teacher's folder.
Student Teacher Ratings by a Cooperating Teacher Form: The cooperating teacher will complete this form
following each formal observation. The original will be placed in the student teacher’s folder with copies given
to the student teacher and cooperating teacher.
Student Teacher Self-Appraisal Form: The student teacher will complete this form TWICE, once at the
beginning of the semester and again at the end of the semester to monitor his or her growth during the student
teaching assignment. Both forms will be placed in the student teacher’s folder.
UHD-CPDT Handbook 2015-2016
45
Supervisory Cycle
Crucial in the supervisory process is the supervisory cycle. There are three major phases in the process, each of which is
repeated throughout the student teaching experience.
1. Pre-Observation Conference: Allow student to clarify the objectives indicated on the lesson plan and how he/she
plans to achieve them.
2. Observation: Observe and record classroom behaviors of the student teacher and the classroom students. The field
supervisor may wish to script lesson in detail to help student teacher analyze performance. To assist in this process, audio
or video taping may be used. Having the opportunity to hear or observe performance while teaching children either
through audio or video taping is an objective way of helping student teachers develop analytical and reflective skills.
Taping needs to have the school principal’s approval prior to any taping in the classroom.
3. Post-Observation Conference: Encourage student teacher to review the lesson and analyze what went well and what
did not. Ask student to reflect on how he/she might have handled things differently. Guide the reflective process. Finally,
give student some specific goals on which to work for the next lesson.
UHD Field Supervisor’s Responsibilities
The UHD field supervisor is the liaison between the University of Houston-Downtown, the student teacher, and the
faculty in the public schools. The field supervisor is responsible with the cooperating teacher for the student teacher's
induction into the role of a successful teacher.
Preliminary

To attend the Student Teaching Orientation meeting.

To establish contact with the cooperating teacher before the student teacher goes to the school and during the
student teacher orientation meeting, if cooperating teacher is in attendance.

To review the Student Teaching Handbook with the Cooperating Teacher and be sure important points are
emphasized.
Schedule

To make a minimum of four visits to observe the student teacher each semester. While the formal observations
will be scheduled with the student teacher, unscheduled observations may be included.

To observe, at a minimum, three formal 45 minute lessons using the UHD-CPDT modified PDAS evaluation
instrument and an accompanying Observation Conference Form.

To complete a minimum of one informal walk-through evaluation using the Informal Observation Form.

To meet and communicate frequently with student teachers to check lesson plans and discuss experiences.

To attend any scheduled training programs or any other meetings scheduled during the semester.
Evaluation

To keep an individual folder on each student teacher containing an accurate record and original copies of class
schedules, evaluations, visitation reports, and any missed meetings, tardies, or absences from student teaching
duties and responsibilities.

To complete a Mid-Point and Final Evaluation of each student teacher.

To turn in semester grades at the end of the student teaching experience.
UHD-CPDT Handbook 2015-2016
46
Cooperating Teacher’s Role and Responsibilities
1. To prepare the classroom students to receive a professional co-worker.
2. To orient the student teacher to:
•
The students
•
The on-going school program
•
The building facilities and resources
•
The personnel (special teachers, consultants, etc.)
•
The school and district policies
•
The school and district classroom management techniques and procedures
•
The nature of the community and special features of education in that locale
3. To provide a gradual induction to the teaching process by modeling appropriate planning and teaching.
4. To help the Student Teacher succeed by:
•
Monitoring effective use of time
•
Requiring written lesson plans in advance of teaching assignments
•
Creating a climate in which the student teacher is encouraged to self-evaluate and ask questions
•
Praising, encouraging, and giving feedback in a timely and positive manner
•
Keeping interactive lines of communication open
•
Discussing problems frankly, one at a time
•
Sharing professional experiences and materials
•
Capitalizing on the special interests, talents, and background of the student teacher for enrichment
•
Encouraging alternative teaching approaches and management techniques
5. To guide the student teacher in planning, teaching, and evaluating her/his work by such things as demonstration
teaching, previewing, and reviewing lesson plans and lessons taught.
6. To promote daily interactive discussions concerning the student teacher’s strengths, weaknesses and effectiveness in
the teaching process.
7. To help the student teacher implement recommendations received during daily evaluation sessions.
8. To confer with the UHD field supervisor on a continuing basis in order to arrive at a final evaluation.
9. To identify problems and discuss with the UHD field supervisor as early in the semester as possible.
10. To complete required evaluation forms for the student teacher and discuss them with her/him.
11. To allow the student teacher to confer with the UHD field supervisor immediately following an observation/visit or
as needed.
12. To allow the student teacher to leave campus at 11:00 a.m. to attend the required university seminar class one day per
week.
13. To help the student teacher make the transition from being a student to becoming a professional teacher.
14. To facilitate student teacher implementation of a 2-week instructional period of full classroom responsibility.
UHD-CPDT Handbook 2015-2016
47
University of Houston-Downtown Department of Urban Education
A Center for the Professional Development of Teachers
UHD-CPDT PROFESSIONAL ATTRIBUTES FOR STUDENT TEACHERS
This evaluation assesses the professional affective attributes, characteristics and behaviors of student teachers.
It does not address scholarship and achievement criteria. This version of the form is to be completed by the student
teacher.
Student Teacher: ____________________________ Cooperating Teacher: ___________________________
Field Supervisor: ____________________________ Semester:
fall
spring
Year: _________
Please use the following scale for each of the items below:
1-to no extent
2-to a little extent
3-to a moderate extent
4-to a considerable extent
5-to a great extent
NA-not applicable
Directions: Please rate each item below on the basis of your perception of your current level of professionalism.
Mark NA on those items for which data are not available or item is not applicable.
___1. Demeanor: Demonstrate positive attitudes in
interactions with mentors, peers, faculty, and pupils.
___2. Responsibility: Undertake and complete assigned
tasks.
___3. Maturity: Display maturity and poise in task
completion and human-human interaction.
___4. Cooperation: Display a positive willingness
to work with peers, site teachers, and faculty.
___5. Flexibility: Display a positive willingness
and ability to adapt to changes in events,
conditions, activities, and tasks.
___6. Appearance: Is appropriate and professional.
___7. Attendance/Punctuality: Is regular and punctual.
___8. Initiative: Display independence in starting
and completing activities, products, and tasks.
___9. Social Sensitivity: Display a recognition of
empathy for human differences in ethnicity, gender,
physical ability, and intellectual ability.
___10. Humor: Display an ability to use or respond to
humor in personal and/or human-human
interactions.
___11. Patience: Display an ability to be patient in
activities and/or in human-human interactions.
___12. Tactfulness: Display the ability to recognize and
compensate for the feelings and self-esteem of others.
___ 13. Enthusiasm: Displayed energy and enthusiasm for
teacher candidate related and site-related activities.
___ 14. Organization: Display the ability to monitor/
control time, materials, and product due dates.
___ 15. Creativity: Display the ability to synthesize
theory and practice into new personalized adaptations
and applications.
___ 16. Written Communication: Written products
reflect appropriate spelling, grammar, punctuation,
syntax, and format.
___ 17. Oral Communication: Display effective voice
and speech delivery patterns.
___ 18. Handwriting: Handwriting is clear and legible.
___ 19. Public Education Posture: Recognize and
reflect the basic tenets of American public education,
e.g., secularity, democracy, equity, justice, individual
and societal change, etc.
___ 20. Professional Posture: Recognize, seek, and use
the best theory, research, and practice in
professional activities.
___ 21. Intellectual Ability: Display the knowledge and
cognitive ability to process information, analyze and
evaluate events and problems, and make informed
decisions.
___ 22. Reflectivity: Display the ability to reflect and
evaluate experiences in terms of professional growth.
___ 23. “With-it-ness”: Integrate an array of
emotional, attitudinal, intellectual, and behavioral
attributes into holistic problem-solving professionalism.
________________________________________________________
_____________________________________________
Student teacher signature
date
UHD-CPDT Handbook 2015-2016
48
University of Houston-Downtown Department of Urban Education
A Center for the Professional Development of Teachers
UHD-CPDT PROFESSIONAL ATTRIBUTES FOR STUDENT TEACHERS
This evaluation assesses the professional affective attributes, characteristics and behaviors of student teachers.
It does not address scholarship and achievement criteria. This version of the form is to be completed by the field
supervisor.
Student Teacher: ____________________________ Cooperating Teacher: ___________________________
Field Supervisor: ____________________________ Semester:
fall
spring
Year: _________
Please use the following scale for each of the items below:
1-to no extent
2-to a little extent
3-to a moderate extent
4-to a considerable extent
5-to a great extent
NA-not applicable
Directions: Please rate each item below on the basis of your personal interactions with and observation of the
named teacher candidate. Mark NA on those items for which data are not available or item is not applicable.
___1. Demeanor: Demonstrate positive attitudes in
interactions with mentors, peers, faculty, and pupils.
___2. Responsibility: Undertake and complete assigned
tasks.
___3. Maturity: Display maturity and poise in task
completion and human-human interaction.
___4. Cooperation: Display a positive willingness
to work with peers, site teachers, and faculty.
___5. Flexibility: Display a positive willingness
and ability to adapt to changes in events,
conditions, activities, and tasks.
___6. Appearance: Is appropriate and professional.
___7. Attendance/Punctuality: Is regular and punctual.
___8. Initiative: Display independence in starting
and completing activities, products, and tasks.
___9. Social Sensitivity: Display a recognition of
empathy for human differences in ethnicity, gender,
physical ability, and intellectual ability.
___10. Humor: Display an ability to use or respond to
humor in personal and/or human-human
interactions.
___11. Patience: Display an ability to be patient in
activities and/or in human-human interactions.
___12. Tactfulness: Display the ability to recognize and
compensate for the feelings and self-esteem of others.
___ 13. Enthusiasm: Displayed energy and enthusiasm for
teacher candidate related and site-related activities.
___ 14. Organization: Display the ability to monitor/
control time, materials, and product due dates.
___ 15. Creativity: Display the ability to synthesize
theory and practice into new personalized adaptations
and applications.
___ 16. Written Communication: Written products
reflect appropriate spelling, grammar, punctuation,
syntax, and format.
___ 17. Oral Communication: Display effective voice
and speech delivery patterns.
___ 18. Handwriting: Handwriting is clear and legible.
___ 19. Public Education Posture: Recognize and
reflect the basic tenets of American public education,
e.g., secularity, democracy, equity, justice, individual
and societal change, etc.
___ 20. Professional Posture: Recognize, seek, and use
the best theory, research, and practice in
professional activities.
___ 21. Intellectual Ability: Display the knowledge and
cognitive ability to process information, analyze and
evaluate events and problems, and make informed
decisions.
___ 22. Reflectivity: Display the ability to reflect and
evaluate experiences in terms of professional growth.
___ 23. “With-it-ness”: Integrate an array of
emotional, attitudinal, intellectual, and behavioral
attributes into holistic problem-solving professionalism.
________________________________________________________
_____________________________________________
Field supervisor signature
date
UHD-CPDT Handbook 2015-2016
49
University of Houston-Downtown Department of Urban Education
A Center for the Professional Development of Teachers
UHD-CPDT PROFESSIONAL ATTRIBUTES FOR STUDENT TEACHERS
This evaluation assesses the professional affective attributes, characteristics and behaviors of student teachers.
It does not address scholarship and achievement criteria. This version of the form is to be completed by the
cooperating teacher.
Student Teacher: ____________________________ Cooperating Teacher: ___________________________
Field Supervisor: ____________________________ Semester:
fall
spring
Year: _________
Please use the following scale for each of the items below:
1-to no extent
2-to a little extent
3-to a moderate extent
4-to a considerable extent
5-to a great extent
NA-not applicable
Directions: Please rate each item below on the basis of your personal interactions with and observation of the
named teacher candidate. Mark NA on those items for which data are not available or item is not applicable.
___1. Demeanor: Demonstrate positive attitudes in
interactions with mentors, peers, faculty, and pupils.
___2. Responsibility: Undertake and complete assigned
tasks.
___3. Maturity: Display maturity and poise in task
completion and human-human interaction.
___4. Cooperation: Display a positive willingness
to work with peers, site teachers, and faculty.
___5. Flexibility: Display a positive willingness
and ability to adapt to changes in events,
conditions, activities, and tasks.
___6. Appearance: Is appropriate and professional.
___7. Attendance/Punctuality: Is regular and punctual.
___8. Initiative: Display independence in starting
and completing activities, products, and tasks.
___9. Social Sensitivity: Display a recognition of
empathy for human differences in ethnicity, gender,
physical ability, and intellectual ability.
___10. Humor: Display an ability to use or respond to
humor in personal and/or human-human
interactions.
___11. Patience: Display an ability to be patient in
activities and/or in human-human interactions.
___12. Tactfulness: Display the ability to recognize and
compensate for the feelings and self-esteem of others.
___ 13. Enthusiasm: Displayed energy and enthusiasm for
teacher candidate related and site-related activities.
___ 14. Organization: Display the ability to monitor/
control time, materials, and product due dates.
___ 15. Creativity: Display the ability to synthesize
theory and practice into new personalized adaptations
and applications.
___ 16. Written Communication: Written products
reflect appropriate spelling, grammar, punctuation,
syntax, and format.
___ 17. Oral Communication: Display effective voice
and speech delivery patterns.
___ 18. Handwriting: Handwriting is clear and legible.
___ 19. Public Education Posture: Recognize and
reflect the basic tenets of American public education,
e.g., secularity, democracy, equity, justice, individual
and societal change, etc.
___ 20. Professional Posture: Recognize, seek, and use
the best theory, research, and practice in
professional activities.
___ 21. Intellectual Ability: Display the knowledge and
cognitive ability to process information, analyze and
evaluate events and problems, and make informed
decisions.
___ 22. Reflectivity: Display the ability to reflect and
evaluate experiences in terms of professional growth.
___ 23. “With-it-ness”: Integrate an array of
emotional, attitudinal, intellectual, and behavioral
attributes into holistic problem-solving professionalism.
________________________________________________________
_____________________________________________
Cooperating teacher signature
date
UHD-CPDT Handbook 2015-2016
50
School/University Schedules for Student Teaching Semester
Student Teacher: ____________________________________ Semester/Year: _____________________
Phone: ____________________________________________ TEA ID#: __________________________
Cooperating Teacher: ________________________________ Room: _____________________________
School: ____________________________________________ Principal: __________________________
School Phone: _______________________________________ FAX: _____________________________
Student Teacher Email: __________________________________________________________________
University Courses (note CRN, days, and times) ______________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Public School Schedule:
Subject
Monday
Tuesday
Wednesday
Thursday
Friday
NOTES:
UHD-CPDT Handbook 2015-2016
51
Student Teacher Plan of Action Form
Professional Development and Appraisal System
University of Houston-Downtown
Student Name: ________________________________ 900 #: ________________ Date: _________
Please print and sign name below to indicate participation in conference.
Student teacher signature: ____________________________________________________________
Field supervisor signature: ____________________________________________________________
Cooperating teacher signature: _________________________________________________________
Comments:
UHD-CPDT Handbook 2015-2016
52
Student Teacher Walk-Through Form
Student teacher: _____________________________________ Date: ________________________
Observer: __________________________________________ Grade/Subject: ________________
As I visited your class today, I observed the following:
Students were:
Teacher was:
1. On task (majority)
_____
1. Modeling desired behavior _____
2. Large group activity
_____
2. Assisting large group
_____
3. Small group activity
_____
3. Assisting small group
_____
4. Individualized instruction _____
4. Assisting individual
_____
5. Hands-on activity
_____
5. Monitoring students
_____
6. Successful in learning
_____
6. Assessing students
_____
7. Other: _______________________
7. Interacting with students
_____
____________________________
8. Managing time and materials _____
9. Providing constructive feedback _____
10. Other: _____________________________
______________________________________
Evidence of Critical Thinking
Evidence of a Positive Climate:
and/or Problem Solving:
1. Higher level questions
_____
1. Active/eager student participation _____
2. Teacher extending answers_____
2. Signs of mutual respect
3. Providing for elaboration _____
3. Enthusiasm for learning displayed _____
4. Providing for application _____
4. Warm/relaxed atmosphere
_____
5. Appropriate level of
5. Disruptive behavior redirected
_____
6. Desired behavior reinforced
_____
7. Risk-free environment
_____
difficulty and/or challenge
_____
_____
8. Other ____________________________
_________________________________
Recommendations:
UHD-CPDT Handbook 2015-2016
53
Discussion Form for Student Teacher
Directions: To be completed by cooperating teacher at the midpoint (7th Week) and final weeks (13-15) of placement for discussion
with the student teacher. Specific strengths as well as areas that need to be strengthened should be addressed here. Use the numbers
as indicated below:
5. Exceptional (highest quality)
2. Marginal (much improvement needed)
4. Strong (capable performance)
1. Unsatisfactory (performance unacceptable)
3. Adequate (improvement needed)
X. Not observed
Mid Pt
Final
Mid
Pt
Final
Mid
Pt
Final
I.PLANNING FOR INSTRUCTION
Lesson plans complete and submitted in timely manner
Formulates effective daily lesson plans
Formulates effective long-term plans
II.INSTRUCTIONAL STRATEGIES
A. Provides opportunities for students to participate actively and successfully
Varies activities appropriately interacts with groups appropriately
Solicits student participation
Extends responses/contributions
Provides time for response and/or consideration (wait time)
Implements at appropriate level
B. Evaluates/provides feedback on student progress during instruction.
Mid
Pt
Final
Mid
Pt
Final
Communicates learning expectations
Monitors student performance
Solicits responses and/or demonstrations for assessment
Reinforces correct response and/or performance
Provides corrective feedback and/or clarifies
Re-teaches
III. CLASSROOM MANAGEMENT AND ORGANIZATION
A. Organizes materials and students
Secures student attention
Uses procedures/routines
Gives clear administrative directions
Has materials/aids/facilities ready
B.Maximizes amount of time available for instruction
Final
Begins promptly/avoids waste of time at end
Implements appropriate sequence of activities
Maintains appropriate pace
Maintains focus
Keeps students engaged
C.Manages student behavior
Mid
Pt
COMMENTS
COMMENTS
COMMENTS
COMMENTS
COMMENTS
COMMENTS
Specifies expectations for behavior
Prevents off-task behavior
Redirects/stops inappropriate / disruptive behavior
Applies rules consistently and fairly
Reinforces behavior appropriately
Student Teacher Initials/Date
Field Supervisor Initials/Date
Cooperating Teacher Initials/Date
Midpoint_____________________________
_______________________________________
__________________________
Final______________________________
____________________________________
________________________
UHD-CPDT Handbook 2015-2016
54
Mid Pt
Final
Mid Pt
Final
Mid Pt
Final
Mid Pt
Final
IV. PRESENTATION OF SUBJECT MATTER|
Uses effective communication Skills.
Explains content / tasks clearly
Uses correct grammar
Uses correct pronunciation
Uses correct spelling
Models correct and legible handwriting
V. LEARNING ENVIRONMENT
A. Uses strategies to motivate students for learning
Relates content to interests/experiences
Emphasizes value/importance of activity/content
Reinforces and praises behavior
B. Maintains supportive environment
Avoids sarcasm/negative criticism
Establishes climate of courtesy
Encourages slow / reluctant students
Establishes and maintains rapport
VI. PROFESSIONAL GROWTH AND RESPONSIBILITY
Able to get along with faculty, administration, staff, students, and parents
Regular in attendance
Punctual - meets time requirements of teacher's day
Participates in school activities
Maintains professional appearance
Completes grading in correct and timely manner
Receptive to suggestions and criticism
Resourceful, creative and flexible
Completes assigned responsibilities
Demonstrates ability to do self-evaluation
COMMENTS
COMMENTS
COMMENTS
COMMENTS
Student Teacher Initials/Date
Field Supervisor Initials/Date
Cooperating Teacher Initials/Date
Midpoint_____________________________
_______________________________________
__________________________
Final______________________________
____________________________________
________________________
UHD-CPDT Handbook 2015-2016
55
Student Teacher Ratings by Cooperating Teacher
University of Houston – Downtown
Student Teacher: _____________________________________________ Grade: ________________
Cooperating Teacher: _______________________________ School: __________________________
Field Supervisor: __________________________ Subject(s): ____________ Date: _______________
Note: Cooperating teacher will complete once during first week of student teaching, once during each
week (of 2 weeks) of full classroom control, and once during last week of student teaching for a total
of 4 forms.
Directions: Please rate the intern on the following statements using a five (5) point scale.
(5) = strongly agree (4) = agree (3) =undecided (2) = disagree (1) = strongly disagree
Instruction
1. Plans instruction to achieve selected objectives.
5
4
3
2
1
2. Organizes instruction to take into account cultural diversity.
5
4
3
2
1
3. Organizes instruction to take into account other individual differences.
5
4
3
2
1
4. Obtains and uses information about students in planning for instruction.
5
4
3
2
1
5. Plans instruction to enhance learning.
5
4
3
2
1
6. Creates a classroom environment that is conducive to learning.
5
4
3
2
1
7. Communicates clearly with students.
5
4
3
2
1
8. Demonstrates a repertoire of teaching methods.
5
4
3
2
1
9. Monitors student learning.
5
4
3
2
1
10. Uses appropriate techniques to increase student motivation for learning.
5
4
3
2
1
11. Makes learning relevant to students’ backgrounds and needs.
5
4
3
2
1
12. Demonstrates mastery of content taught.
5
4
3
2
1
13. Utilizes appropriate assessment techniques.
5
4
3
2
1
14. Adapts assessment for students with special needs.
5
4
3
2
1
15. Manages classroom interactions effectively.
5
4
3
2
1
16. Demonstrates effective use of technology in instruction.
5
4
3
2
1
17. Maximizes instructional time.
5
4
3
2
1
Professionalism
18. Uses limited materials and resources effectively.
5
4
3
2
1
19. Develops mentoring relationships with students.
5
4
3
2
1
20. Seeks opportunities for professional growth.
5
4
3
2
1
21. Demonstrates an understanding of school-community relationships.
5
4
3
2
1
22. Operates within the ethical and legal guidelines for teachers.
5
4
3
2
1
23. Works cooperatively with other teachers.
5
4
3
2
1
Communication
24. Communicates with students to increase intrinsic motivation for learning.
5
4
3
2
1
25. Communicates effectively with parents.
5
4
3
2
1
26. Communicates effectively with instructional teams.
5
4
3
2
1
COMMENTS: If more room is needed, please continue on the back and indicate here. __________________
Signature: _________________________________________________________ Date: ___________________
UHD-CPDT Handbook 2015-2016
56
Student Teacher Self-Evaluation
Student Teacher: ___________________________ Semester/Year: ______________/____________
Program: _________________________________ Cooperating Teacher: ______________________
Placement School: __________________________ Field Supervisor: __________________________
Placement District: __________________________ Placement Principal: ________________________
TEA ID: __________________________________ UHD STUDENT ID: _______________________
Directions: Please use the following scale for each of the items that follow:
5 - to a great degree
4 - to a considerable degree
3 - to a moderate degree
2 - to a little degree
1 - to no degree or non-existent
1. University personnel (including the school based cooperating teachers)
encourage teacher candidate to be successful.
2. The cooperating teacher and field supervisor work with each other to develop
an effective learning environment for student teachers.
3. My cooperating teacher makes my work interesting.
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
4. My university supervisor acknowledges the good teaching practices I use.
5
4
3
2
1
5. I feel that I am an important part of the school in which I teach.
5
4
3
2
1
6. I feel successful and competent as a teacher.
5
4
3
2
1
7. I feel that I am prepared to teach.
5
4
3
2
1
8. I feel comfortable discussing school problems with my cooperating teacher.
5
4
3
2
1
9. I enjoy teaching.
5
4
3
2
1
10. I use technology in my teaching (computers, online resources, smart board, etc.) 5
4
3
2
1
11. I feel prepared to meet the learning needs of individual learners.
5
4
3
2
1
12. My students treat me with respect.
5
4
3
2
1
NOTE: If comments are included on the back of this page, please indicate here. ___________________
Student Teacher Signature: __________________________________ Date: _________________________
UHD-CPDT Handbook 2015-2016
57
Cooperating Teacher Evaluation by the Student Teacher
Cooperating Teacher: ____________________________________ Subject/ Grade: ________________
Student Teacher: ________________________________________ School: ______________________
Field Supervisor: ________________________________________ District: ______________________
Semester: ______________________________________________ Year: ________________________
Please complete this form for each of your cooperating teachers by circling either YES or NO and adding comments as
desired. If more space for comments is needed, please use the back and include the question number at that point. Turn in
the forms at the end of your teaching assignments to:
Dr. Kasi Bundoc
CPDT Director
Department of Urban Education
University of Houston-Downtown
One Main Street, Commerce Building C440
Houston, TX 77002
1
2
3
4
5
6
7
8
My cooperating teacher…
Took time from each day to have informal
and/or formal conferences concerning my
student teaching.
Allowed me to observe class for a short
period of time so that my experience
followed a logical sequence from
observation to guided practice to
independent practice.
Helped me become familiar with those
duties that teachers perform in addition to
teaching (e.g., record keeping, faculty
meetings, special events, parent
conferences, etc.).
Encouraged me to develop my own ideas
and teaching techniques.
Provided me with information about
policies and procedures concerning the
ISD, school, and learning environment in
which I worked.
Provided me with help in selecting
materials and methods, in planning, and in
evaluating student learning.
Collaborated with me in analyzing my
teaching behaviors regularly and
developed plans to improve my teaching
effectiveness.
Is someone I would recommend to other
students enrolling in student teaching.
Comments
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
OTHER COMMENTS:
UHD-CPDT Handbook 2015-2016
58
Classroom Observation Report
Student teacher: ________________________________________________ TEA ID: _____________________
Date: ________________Start Time _______________End Time ___________ Observation Number: ________
Field Supervisor: __________________________ Cooperating Teacher: _________________________________
Unsatisfactory
Below
Expectations
Proficient
Domains
Exceeds
Expectations
School: ____________________ Principal: ______________________________ Grade/Content: _____________
Comments:
I- Active, Successful Student Participation in Learning Process:
Students-Demonstrate active engagement, make connections,
model self-directedness, and show success in learning.
II- Learner-Centered Instruction:
Learner-centered objectives/goals clearly evident.
Strategies promote critical thinking/problem solving.
Motivation actively engages student.
Appropriate pacing/sequencing used in varied activities.
Value/importance of activities emphasized.
Questioning/inquiry techniques challenge student thinking;
Technology utilized appropriately, as available.
Instruction aligns with future and prior learning/needs.
III- Evaluation and Feedback on Progress:
Academic progress monitored and assessed.
Assessment strategies appropriate to individual students used.
Learning reinforced with specific, constructive feedback.
Opportunities for re-learning provided.
IV-Management of Student Discipline, Instructional Strategies,
Time and Materials: Shows evidence of:
Effective discipline and classroom routines.
Self-disciplined/self-directed learning environment.
Time and materials management evidenced.
Specified expectations for desired behaviors.
V-Professional Communication: The teacher:
Uses appropriate written/oral and verbal/non-verbal communication
with students, community, and professionals.
Encourages reluctant/struggling students.
Models courtesy and respect for all through professional behavior.
Please note: Not all criteria under each domain will be observable during a single observation. Items not observed can be
marked “NA”.
**Principal/Designee’s Signature: ________________________________________________
Cooperating teacher signature: ___________________________________________________
date: ________________
date: ________________
Student teacher signature: _______________________________________________________
date: ________________
Field supervisor signature: _______________________________________________________
date: ________________
** Signature verifies that a copy of this report has been given to the Principal or Principal’s representative within one week of
observation date.
UHD-CPDT Handbook 2015-2016
59
Student Teacher Field Log
Student teacher: _____________________________________________________________________
Page # ______ of ______
No.
Date
Duties Performed
Other Notes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20
Cooperating teacher signature: ________________________________________ date: _____________
UHD-CPDT Handbook 2015-2016
60
Professional Development and Appraisal System-UHD-CPDT
Unsatisfactory
Below
Expectations
Proficient
Exceeds
Expectations
Unsatisfactory
Start_________ End_________
Below
Expectations
Start_________ End_________
Proficient
Start_________ End_________
Exceeds
Expectations
Items observed should be marked “ ” in the appropriate box. Not all criteria under each
domain will be observable during a single observation. Items not observed should be
marked “NA.”
#3: Date:_____/_____/_____
Unsatisfactory
UHD-ID:____________________________________________________________________
#2: Date:_____/_____/_____
Below
Expectations
ISD/School:______________________ Field Supervisor:_____________________________
#1: Date:_____/_____/_____
Proficient
Cooperating Teacher: ___________________________________ Grade: _______________
PD 3 Semester/Year: ___________________________________________________________
OBSERVATIONS
Exceeds
Expectations
Student Teacher:____________________________________ TEA ID #: ________________
Domain I: Active, Successful Student Participation in Learning Process
I-1. Students are actively engaged in learning.
I-2. Students are successful in learning.
I-3. Student behaviors indicate learning is at a high cognitive level (e.g., critical thinking,
creative thinking, problem solving, etc.).
I-4. Students are self-directed/self-initiated as appropriate to lesson objectives.
I-5. Students are connecting learning to work and life applications, both within the discipline
and with other disciplines.
Domain II: Learner-Centered Instruction
II-1. Objectives and goals include basic knowledge/skills and central themes and/or concepts of
the discipline.
II-2. Instructional content is learner-centered (e.g., relates to the interests and varied
characteristics of students).
II-3. Instructional strategies promote critical thinking and problem solving.
II-4. Instructional strategies include motivational techniques to successfully and actively engage
students in the learning process.
II-5. Instructional strategies aligned with objectives, activities, prior learning, student
characteristics, and work/life applications, both within discipline and with others.
II-6.The teacher varies activities appropriately and maintains appropriate pacing and sequencing
of instruction.
II-7.The teacher emphasizes the value and importance of the activity/content.
II-8.The teacher uses appropriate questioning and inquiry techniques that challenge students.
II-9.The teacher makes appropriate and effective use of available technology as a part of the
instructional process.
PAGE 1 Participants’ Initials:
ST_____FS_____CT_____
CT_____
ST____FS_____CT____
CT_____
ST_____FS_____CT_____
CT_____
UHD-CPDT Handbook 2015-2016
61
Professional Development and Appraisal System-UHD-CPDT
Below
Expectations
Proficient
Exceeds
Expectations
Unsatisfactory
Items observed should be marked “ ” in the appropriate box. Not all criteria under each
domain will be observable during a single observation. Items not observed should be
marked “NA.”
Below
Expectations
Start_________ End_________
Proficient
Start_________ End_________
Exceeds
Expectations
Start_________ End_________
Unsatisfactory
#3: Date:_____/_____/_____
Exceeds
Expectations
UHD-ID:____________________________________________________________________
#2: Date:_____/_____/_____
Below
Expectations
ISD/School:______________________ Field Experience Instructor:___________________
#1: Date:_____/_____/_____
Proficient
Mentor Teacher: ___________________________________ Grade: ___________________
Unsatisfactory
PD3 Semester/Year: ___________________________________________________________
OBSERVATIONS
Student Teacher:__________________________________ TEA ID #: _________________
Domain III: Evaluation and Feedback on Progress
III-1. Academic progress of students is monitored and assessed.
III-2. Assessment and feedback are aligned with goals and objectives and instructional
strategies.
III-3. Assessment strategies are appropriate to varied students’ characteristics.
III-4. All student learning is reinforced.
III-5. All students receive specific constructive feedback.
III-6.The teacher provides other opportunities for re-learning and re-evaluation of material.
Domain IV: Management of Student Discipline, Instructional Strategies, Time, and Materials
IV-1.The teacher effectively implements the discipline management procedures approved by the
campus. Any lack of effective implementation is inadvertent, rare, and does not seriously
compromise the needs of students or the effective operation of the classroom or campus.
IV-2. The teacher establishes a classroom environment which promotes and encourages selfdiscipline and self-directed learning.
IV-3. The teacher interacts with students in an equitable manner, including the fair application
of rules.
IV-4. The teacher specifies expectations for desired behavior.
IV-5. The teacher intervenes and re-directs off-task, inappropriate, or disruptive behavior.
IV-6. The teacher reinforces desired behavior when appropriate.
IV-7. The teacher uses instructional materials which are equitable and acknowledges the varied
characteristics of all students.
IV-8. The teacher effectively and efficiently manages time and materials.
PAGE 2 Participants’ Initials:
ST_____FS_____CT_____
CT_____
ST____FS_____CT____
CT_____
ST_____FS_____CT_____
CT_____
UHD-CPDT Handbook 2015-2016
62
Professional Development and Appraisal System-UHD-CPDT
Unsatisfactory
Below
Expectations
Proficient
Exceeds
Expectations
Start_________ End_________
Unsatisfactory
Start_________ End_________
Below
Expectations
Start_________ End_________
Proficient
#3: Date:_____/_____/_____
Exceeds
Expectations
Items observed should be marked “ ” in the appropriate box. Not all criteria under each
domain will be observable during a single observation. Items not observed should be
marked “NA.”
#2: Date:_____/_____/_____
Unsatisfactory
UHD-ID:____________________________________________________________________
#1: Date:_____/_____/_____
Below
Expectations
ISD/School:______________________ Field Supervisor:____________________________
Proficient
Cooperating Teacher: ___________________________________ Grade: ______________
PD3 Semester/Year: ___________________________________________________________
OBSERVATIONS
Exceeds
Expectations
Student Teacher: __________________________________ TEA ID # _________________
Miscellaneous:
Recommendations/Comments:
(May continue on back of form. Please indicate if there are more comments on back or attached.)
Signature Lines:
Observation #1: ST: _____________________ FS: ________________________ CT1: __________________ CT2: _________________ Date #1: _________________
Observation #2: ST: _____________________ FS: ________________________ CT1: __________________ CT2: _________________ Date #2: _________________
Observation #3: ST: _____________________ FS: ________________________ CT1: __________________ CT2: _________________ Date #3: _________________
UHD-CPDT Handbook 2015-2016
63
UHD PD3/Student Teaching Folder
Student Teacher: ____________________________ TEA #: _______________
UHD ID: ______________________
Field-based School/ISD: _____________________________________________ Grade/Content: _________________
Cooperating Teacher: _________________________ Email: _______________________________________________
Principal: __________________________________ Email: ________________________________________________
School Phone: ____________________________________________________________________________________
SOSE Day: __________________ Time: _________ Faculty: ________________ Location: ______________________
Student Teacher Information:
Home Phone: _______________________________ Cell: ___________________ Work: _________________________
Emergency Contact (name, phone, & email):_____________________________________________________________
Form
1.
Classroom Observation Report
2.
General Forms-ST schedule, etc.
3.
Lesson Plans (minimum of 3 observed 45 lessons)
4.
Scripting Notes
5.
PDAS (3 formal evaluations-same page)
6.
Mid-Point Discussion (on same pg. as #9)
7.
Final Discussion (on same pg. as #8)
8.
Student Teacher’s Self-Evaluation (2 copies)
9.
Professional Attributes (all 3 forms)
10.
Student Teacher Ratings by CT (4 copies)
11.
Student Teacher Field Log (# of pages _______)
12.
Walk Through Report (minimum of 1)
13.
Daily Attendance Sheet
14.
Grade Summary
15.
CT Acknowledgement Form
16.
ST Acknowledgement Form
17.
Other:
18.
Other:
19.
Other:
Conferences:
Date
1.
2.
3.
4.
5.
6.
7.
Visitation Log:

Date
Notes
Content/Persons Involved
Date
Comments
1.
2.
_______ Mark a “” if there is writing continued onto the back of this form. Signature indicates folder completed and ready to file.
Field Supervisor: _________________________________________________________ date: _________
UHD-CPDT Handbook 2015-2016
64
Appendices
UHD-CPDT Handbook 2015-2016
65
Interdisciplinary PD Signature Page
Teacher Candidate: _____________________ Date:________________ PD Semester: _________
Field Experience Instructor: ______________ Semester/Year _____________________________
I.
GOALS (page 5):
I, ____________________________, acknowledge, accept, and am committed to the UHD-CPDT goals and to
the guidelines of the state and partnership districts for successful urban teacher preparation.
Signature: ____________________________________________________ date: ________________________
II.
PD STRUCTURE AND INTERNSHIP REQUIREMENT (page 6-7):
I, ____________________________, acknowledge, accept, and commit to the UHD-CPDT Interdisciplinary
PD structure and internship requirement throughout PD1, PD2, and PD3/Student Teaching.
Signature: ____________________________________________________ date: ________________________
III.
ADMISSION AND CERTIFICATION REQUIREMENT (pages 8-11):
I, ____________________________, acknowledge, accept admission and certification requirements and
am committed to the academic and professional criteria required of PD1 and PD2.
Signature: ____________________________________________________ date: ________________________
IV.
PROGRAM COMPLETION REQUIREMENT (page 11):
I, ____________________________, acknowledge, accept, and am committed to the academic and
professional criteria required for program completion and teacher certification recommendation.
Signature: ____________________________________________________ date: ________________________
V.
CODE OF ETHICS AND STANDARD PRACTICES (pages 71-77):
I, __________________________ acknowledge, accept, and will commit to the Code of Ethics and Standard
Practices for Texas Educators.
Signature: ____________________________________________________ date: ________________________
VI.
PROFESSIONAL ATTRIBUTES (page 26):
I, ____________________________, acknowledge, accept, and will commit to the UHD-CPDT Professional
Attributes for Teacher Candidates.
Signature: ____________________________________________________ date: ________________________
UHD-CPDT Handbook 2015-2016
66
Application for Teacher Aide Exemption from PD Semesters
Return completed form to: CPDT Director ● Department of Urban Education ● University of Houston-Downtown
Commerce Street Building, Suite C440 ● Houston, TX 77002-1001 ● 713 221-2749 ● Fax 713-223-7446
Application Deadlines: March 15 (fall admission) ● October 15 (spring admission)
Name: _________________________UHD ID# 900________________gatormail: ____________________@gator.uhd.ed
Seeking paraprofessional field-based placement for: _____PD 1 or _____PD 2
Certification Area: _____EC-6 Generalist _____EC-6 Bilingual Generalist _____4-8 Generalist _____Secondary
Location of PD1 or PD2 coursework: _____UHD _____LSC-NW _____LSC-Kingwood
School of Employment: ______________________ District: ___________________Grade/Content Assignment: _______
Paraprofessional’s signature: ________________________________________ Date: ____________________________
*Please note that UHD approval of PD1 and PD2 paraprofessional placement will not transfer to exemption to PD3.
It is highly recommended that preparatory and academic courses be taken before beginning the PD semesters. Admission to
the Professional Development semester is approved by the advisor/coordinator of the Urban Education Department.
Eligibility criteria for paraprofessional field-based placement in Professional Development semesters 1 and 2 (PD 1 & PD
2) include:
 Teacher candidate must submit the required forms the semester before the intended Professional Development
placement semester.

Teacher candidate must be currently employed as an instructional certified teacher’s aide in a TEA accredited
school and remain in a teacher’s aide assignment during the duration of the PD 1 and/or PD 2 work.

The work assignment must be in the certification subject area and certification grade level of the teacher
candidate’s degree plan. A minimum of 60 clock-hours of field-based work must be arranged within that
certification area for the proposed semester.

Teacher candidates in approved outlying areas will be required to video their lessons and submit the videos to their
PED 4380/4381 field experience instructor.

PD 1: Teacher candidate must meet PD 1 prerequisites. Please see your advisor to verify your eligibility.

PD 2: Teacher candidate must meet PD 2 prerequisites. Please see your advisor to verify your eligibility.
Professional Development 1 and Professional Development 2 require concurrent enrollment in specific courses, as well as
completion of pre- and co-requisites. A minimum of 60 clock-hours of field-based experience per semester at 6 hours per
week for 10 weeks is required for PD 1 and PD 2. This application applies to PD 1 and PD 2 only.
Requirements for PD 1 and PD 2 Teacher Candidates:
A teacher candidate must be able to teach two lessons in PD 1 and two lessons in PD 2 in his/her certification area while
being observed by a PED 4380/4381 field experience instructor. Additional work with children in collaboration with the
classroom teacher and UHD faculty may be required for all PD 1 or PD 2 courses. A teacher candidate in an approved
outlying area will be required to video his/her lessons and submit the videos to his/her PED 4380/4381 field experience
instructor.
Requirements for PD 3/Student Teaching:
A full semester, full-day student teaching experience (15 weeks or 75 days) is required by the state.
Instructions for returning this form:
Teacher candidates who are eligible teacher aides must submit the following items to the Department of Urban Education for
each semester seeking this placement. Notification will be sent via gatormail pending review of the following documents.
 The application for paraprofessional field-based PD 1 or PD 2 placement
 A current copy of the district contract indicating the assignment as an instructional aide

The principal’s verification of educational teacher aide status and agreement to support form which indicates the
name of the school, grade, assignment(s), a general description of the work with teachers and students, and
verification that a minimum of 60 clock hours per semester at 6 hours per week or 10 weeks will be arranged.
Date received by UE office with signature of receipt: _____________________________________________ (revised 7-10-14)
UHD-CPDT Handbook 2015-2016
67
Principal’s Verification Form of Educational Teacher Aide Status
for Paraprofessional Field-Based PD1 or PD2 Placement
Name: ________________________________ UHD ID# 900________________ gatormail:____________________@gator.uhd.edu
Semester/Year seeking placement: ___________________________ Certification Area: _____EC-6 Gen _____EC-6 Bil Gen
_____4-8 Gen _____Secondary
I am currently employed as an instructional aide at ___________________________________________________________ School.
School Address: _____________________________________________________________________________________________
School District: ______________________________________ Grade/Subject Area: _____________________________________
You may confirm this with my principal __________________________________________________________ (principal’s name).
Principal’s Phone Number: ___________________________________
Principal’s Email: ________________________________
A teacher candidate must be able to teach a minimum of two lessons in PD 1 and two lessons in PD 2 in his/her certification area
while being observed by a PED 4380/4381 field experience instructor. Additional work with children in collaboration with the
classroom teacher and UHD faculty will be required for some courses.
Describe the proposed instructional work with teacher and students (a minimum of 60 clock-hours per semester at 6 hours per week in
the area of certification is required). Signature indicates agreement to allow this teacher candidate to comply with these requirements.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Principal’s Signature: _____________________________________________________
Date: ____________________________
Teacher Candidate’s Signature: _____________________________________________
Date: ____________________________
(In each case, the signature verifies that all information submitted is accurate and correct.)
In order for Urban Education to consider a paraprofessional field-based placement in PD 1 and PD 2:
 Teacher candidate must submit the required forms the semester before the intended Professional Development semester
placement.
 Teacher candidate currently must be employed as an instructional, certified teacher’s aide in a school and remain in a
teacher’s aide assignment for the duration of the PD 1 and PD 2 coursework.
 The work assignment must be in the certification subject area and certification grade level of the teacher candidate’s degree
plan.
 A teacher candidate in an approved outlying area will be required to video his/her lessons and submit the videos to his/her
PED 4380/4381 field experience instructor.
Instructions for returning this form:
Teacher aides must submit to the Department of Urban Education for each semester seeking this placement the following
documentation. Notification will be sent via gatormail pending review of the documents.



The application for paraprofessional field-experience semester placement
A current copy of the district contract indicating the assignment as an instructional aide
This completed form which indicates the name of the school and grade assignment(s), contact information for the principal, a
general description of the work with teachers and students (individual, small group, whole group), and the principal’s
signature verifying that the information is correct and that the minimum 60 clock-hours of field based work per semester at 6
hours per week for 10 weeks will be arranged for the proposed semester.
Date received by UE office with signature of receipt: _____________________________________________ (revised 7-10-14)
UHD-CPDT Handbook 2015-2016
68
Instructions for Urban Education Students Who Fail One or More PD courses
PD candidate,
The Urban Education faculty looks forward to your successful completion of our program and entry into the
teaching profession. While you are disappointed in the grade that you received for PD coursework, we know that
your thorough preparation is important to every young life you will touch as a teacher. You agreed to the
expectations of the department when you signed an agreement that you acknowledge, accept, and commit to the
UHD-CPDT Interdisciplinary Professional Development (PD) structure and requirements throughout PD I, II,
and III.
Three documents describe criteria for successful completion and advancement to the next Professional
Development semester (courses):



Degree plan
Teacher Candidate Handbook
UHD catalog
a grade of “C” or higher in each of the three integrated PD courses
Because you did not receive a “C” or higher in a PD course, you must retake the course(s) and earn a grade of
“C” or higher. You do not need to enroll in the other courses in the PD semester, only the course(s) you failed.
Note that the PD courses are integrated in such a way that field-based assignments may be required in the
course(s) you are retaking. These assignments are routinely done in the field-based course (PED 4380 or PED
4381), but because you will not enroll in the field-based course, you must allow time and make provisions to
complete course assignments that require field-based connections. Please complete this approval form and
submit it to your advisor.
________________________________________________________________________________________
Name: ________________________________________ UHD ID# 900 ______________________
gatormail: _____________________________________ @gator.uhd.edu
Seeking field-based placement for: _____PD 1 or _____PD 2
Certification Area: _____EC-6 Generalist ____EC-6 Bilingual Generalist ____4-8 Generalist ____Secondary
Location of PD 1 or PD 2 Coursework: _______UHD _______LSC-NW _______LSC-Kingwood
Previously assigned school: ______________________________ District: ___________________________
Grade/Content Assignment: _________________________________________________________________
Teacher Candidate’s Signature: ___________________________________ Date: _______________________
(Signature verifies that all information submitted is accurate and correct.)
________________________________________________________________________________________
UE approval_______ Approved field-based school/district________________________ Date_____________
UHD-CPDT Handbook 2015-2016
69
State Requirements
Five State Proficiencies
The proficiencies mandated for teachers by the State Board for Educator Certification are as follows:
Learner Centered Knowledge
1. Exhibits strong working knowledge of subject
matter.
2. Exhibits current knowledge in content area.
3. Understands the pedagogy of the discipline.
4. Organizes topics for practical application.
5. Integrates other disciplines into instruction.
6. Plans instruction in authentic contexts.
7. Integrates technological resources into
instruction.
Equity in Excellence for All Learners
1. Models and encourages appreciation for student diversity.
2. Delivers instruction appropriate to diverse cultures/populations.
3. Delivers instruction appropriate to diverse learning styles.
4. Delivers instruction appropriate to diverse background
experiences, interests, and needs.
5. Applies or links curriculum content to community cultures.
6. Uses culturally diverse examples in classroom (e.g. bulletin
boards, overheads, etc.).
7. Integrates subject matter from different cultures into content.
8. Establishes climate in which learners work collaboratively in
diverse groups.
Learner Centered Instruction
1. Varies mode of instruction.
2. Incorporates groups and individual activities.
3. Selects appropriate pace.
4. Links new ideas to familiar ideas.
5. Makes connections to student experiences.
6. Involves students in planning.
7. Frequently checks for understanding.
8. Re-teaches when necessary.
9. Relates instruction to current events.
10. Adapts instruction to emerging needs.
11. Involves all students in class activities.
12. Engages all students in critical/creative thinking.
13. Provides opportunities for student/teacher
reflections.
14. Provides opportunities for problem solving.
15. Uses thematic units when appropriate.
16. Uses technology to enhance instruction.
17. Promotes appreciation of learning as a lifelong
process.
Learner Centered Professional Development
1. Has clearly defined professional goals.
2. Seeks opportunities to grow professionally.
3. Establishes positive, productive relationships with colleagues.
4. Engages in reflective analysis and self-evaluation.
5. Exchanges ideas with peers.
6. Encourages feedback from learners to guide self-improvement.
7. Makes use of the collaborative process to plan instruction, utilize
materials and resources.
8. Participates in collaborative decision-making and/or problem
solving.
9. Exhibits high standards of professional dress and demeanor.
10. Uses school services and community resources.
11. Understands laws and guidelines relating to teacher
responsibilities and student rights.
12. Knows how to work within the Texas education system to
address issues.
13. Makes decisions in compliance with legal/ethical requirements.
14. Uses technology to engage in professional development
opportunities.
Learner Centered Communication
1. Demonstrates effective verbal communication skills.
2. Demonstrates effective nonverbal communication skills.
3. Uses media effectively.
4. Expresses views clearly.
5. Establishes a climate which supports risk taking and/or innovative problem solving.
6. Fosters climate of respect/acceptance of other’s ideas.
7. Establishes an environment conducive to collaborative learning.
8. Incorporates questioning techniques that elicit different levels of thinking.
9. Uses technology as a resource for building communication skills.
10. Gives multimedia presentations.
11. Communicates effectively as an advocate for each learner.
12. Uses correct grammar in writing and speaking.
UHD-CPDT Handbook 2015-2016
70
Code of Ethics and Standard Practices for Texas Educators
(1) Professional Ethical Conduct/ Practices and Performance
(A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices
regarding official policies of the school district, educational institution, educator preparation program, the
Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.
(B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel,
property, or equipment committed to his or her charge for personal gain or advantage.
(C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
(D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan
advantage.
(E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair
professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts
or tokens offered and accepted openly from students, parents of students, or other persons or organizations in
recognition or appreciation of service.
(F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
(G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and
other state and federal laws.
(H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the
basis of professional qualifications.
(I) Standard 1.9. The educator shall not make threats of violence against school district employees, school
board members, students, or parents of students.
(J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the
youth of this state.
(K) Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her employment
history, criminal history, and/or disciplinary record when applying for subsequent employment.
(L) Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances
and/or abuse of prescription drugs and toxic inhalants.
(M) Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school
activities when students are present.
(2) Ethical Conduct toward Professional Colleagues
(A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning
colleagues unless disclosure serves lawful professional purposes or is required by law.
(B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a
colleague or the school system.
(C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws
regarding the hiring, evaluation, and dismissal of personnel.
(D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or
citizenship rights and responsibilities.
(E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color,
religion, national origin, age, gender, disability, family status, or sexual orientation.
(F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to
influence professional decisions or colleagues.
(G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the
SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.
UHD-CPDT Handbook 2015-2016
71
(3) Ethical Conduct toward Students
(A) Standard 3.1. The educator shall not reveal confidential information concerning students unless
disclosure serves lawful professional purposes or is required by law.
(B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a
manner that adversely affects or endangers the learning, physical health, mental health, or safety of the
student or minor.
(C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding
a student.
(D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a
student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin,
religion, family status, or sexual orientation.
(E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical
mistreatment, neglect, or abuse of a student or minor.
(F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a
student or minor.
(G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21
years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21
years of age unless the educator is a parent or guardian of that child to consume alcohol or
illegal/unauthorized drugs in the presence of the educator.
(H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and
boundaries based on a reasonably prudent educator standard.
(I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor,
including, but not limited to, electronic communication such as cell phone, text messaging, email, instant
messaging, blogging, or other social network communication. Factors that may be considered in assessing
whether the communication is inappropriate include, but are not limited to:
(i) the nature, purpose, timing, and amount of the communication;
(ii) the subject matter of the communication;
(iii) whether the communication was made openly or the educator attempted to conceal the
communication;
(iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a
romantic relationship;
(v) whether the communication was sexually explicit; and
(vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the
sexual history, activities, preferences, or fantasies of either the educator or the student.
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Texas Administrative Code
TITLE 19
PART 7
CHAPTER 247
RULE §247.1
EDUCATION
STATE BOARD FOR EDUCATOR CERTIFICATION
EDUCATORS' CODE OF ETHICS
Purpose and Scope; Definitions
(a) In compliance with the Texas Education Code, §21.041(b)(8), the State Board for Educator Certification
(SBEC) adopts an Educators' Code of Ethics as set forth in §247.2 of this title (relating to Code of Ethics and
Standard Practices for Texas Educators). The SBEC may amend the ethics code in the same manner as any
other formal rule.
(b) The Texas educator shall comply with standard practices and ethical conduct toward students,
professional colleagues, school officials, parents, and members of the community and shall safeguard
academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and
obey the law, demonstrate personal integrity, and exemplify honesty and good moral character. The
Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable
treatment to all members of the profession. The Texas educator, in accepting a position of public trust,
shall measure success by the progress of each student toward realization of his or her potential as an
effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate
with parents and others to improve the public schools of the community. This chapter shall apply to
educators and candidates for certification.
(c) The SBEC is solely responsible for enforcing the Educators' Code of Ethics for purposes related to
certification disciplinary proceedings. The Educators' Code of Ethics is enforced through the
disciplinary procedure set forth in Chapter 249 of this title (relating to Disciplinary Proceedings,
Sanctions, and Contested Cases) pursuant to the purposes stated therein.
(d) As provided in §249.5 of this title (relating to Purpose), the primary goals the SBEC seeks to
achieve in educator disciplinary matters are:
(1) to protect the safety and welfare of Texas schoolchildren and school personnel;
(2) to ensure educators and applicants are morally fit and worthy to instruct or to supervise the
youth of the state; and
(3) to fairly and efficiently resolve educator disciplinary proceedings at the least expense possible to
the parties and the state.
(e) The following words, terms, and phrases, when used in this chapter, shall have the following
meanings, unless the context clearly indicates otherwise.
(1) Abuse--Includes the following acts or omissions:
(A) mental or emotional injury to a student or minor that results in an observable and material
impairment in the student's or minor's development, learning, or psychological functioning;
(B) causing or permitting a student or minor to be in a situation in which the student or minor sustains a
mental or emotional injury that results in an observable and material impairment in the student's or
minor's development, learning, or psychological functioning;
(C) physical injury that results in substantial harm to a student or minor, or the genuine threat of
substantial harm from physical injury to the student or minor, including an injury that is at variance
with the history or explanation given and excluding an accident or reasonable discipline; or
(D) sexual conduct harmful to a student's or minor's mental, emotional, or physical welfare.
(2) Applicant--A party seeking any of the following from the Texas Education Agency staff or the State
Board for Educator Certification: issuance of a certificate (including issuance of a new certificate
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following revocation, cancellation, or surrender of a previously issued certificate); renewal of a
certificate; or reinstatement of a suspended certificate.
(3) Code of Ethics--The Code of Ethics and Standards of Practices for Texas Educators, pursuant to this
chapter.
(4) Complaint--A written statement submitted to the Texas Education Agency staff that contains
essential facts alleging improper conduct by an educator, applicant, or examinee, and provides grounds
for sanctions.
(5) Contested case--A proceeding under Chapter 249 of this title (relating to Disciplinary Proceedings,
Sanctions, and Contested Cases) in which the legal rights, duties, and privileges of a party are to be
determined by the State Board for Educator Certification after an opportunity for an adjudicative
hearing.
(6) Disciplinary proceedings--Contested case proceedings before the Texas Education Agency staff, the
State Office of Administrative Hearings, and the State Board for Educator Certification that commence
when a request for hearing is timely filed under Chapter 249 of this title (relating to Disciplinary
Proceedings, Sanctions, and Contested Cases).
(7) Educator--A person who is required to hold a certificate issued under the Texas Education Code,
Chapter 21, Subchapter B.
(8) Endanger--Exposure of a student or minor to unjustified risk of injury or to injury that jeopardizes
the physical health or safety of the student or minor without regard to whether there has been an actual
injury to the student or minor.
(9) Good moral character--The virtues of a person as evidenced, at a minimum, by his or her not having
committed crimes relating directly to the duties and responsibilities of the education profession as
described in §249.16(b) of this title (relating to Eligibility of Persons with Criminal Convictions for a
Certificate under Texas Occupations Code, Chapter 53) or acts involving moral turpitude.
(10) Intentionally--An educator acts intentionally, or with intent, with respect to the nature of his or her
conduct or to a result of his or her conduct when it is his or her conscious objective or desire to engage
in the conduct or cause the result.
(11) Knowingly--An educator acts knowingly, or with knowledge, with respect to the nature of his or
her conduct or to circumstances surrounding his or her conduct when he or she is aware of the nature of
the conduct or that the circumstances exist. A person acts knowingly, or with knowledge, with respect
to a result of his or her conduct when he or she is aware that the conduct is reasonably certain to cause
the result.
(12) Minor--A person under 18 years of age.
(13) Moral turpitude--Improper conduct including, but not limited to, the following: dishonesty; fraud;
deceit; theft; misrepresentation; deliberate violence; base, vile, or depraved acts that are intended to
arouse or to gratify the sexual desire of the actor; drug or alcohol related offenses as described in
§249.16(b) of this title (relating to Eligibility of Persons with Criminal Convictions for a Certificate
under Texas Occupations Code, Chapter 53); or acts constituting abuse or neglect under the Texas
Family Code, §261.001.
(14) Neglect--The placing or leaving of a student or minor in a situation where the student or minor
would be exposed to a substantial risk of physical or mental harm.
(15) Recklessly--An educator acts recklessly, or is reckless, with respect to circumstances surrounding
his or her conduct or the results of his or her conduct when he or she is aware of but consciously
disregards a substantial and unjustifiable risk that the circumstances exist or the result will occur.
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(A) a disciplinary action by the State Board for Educator Certification, including a restriction,
reprimand, suspension, surrender, or revocation of a certificate; or
(B) a reasonable and lawful punitive measure imposed by the administrative law judge or presiding
officer against a party, representative, or other participant involved in a disciplinary proceeding,
hearing, or other matter under Chapter 249 of this title (relating to Disciplinary Proceedings,
Sanctions, and Contested Cases).
(17) State Board for Educator Certification--The State Board for Educator Certification acting through
its voting members in a decision-making capacity.
(18) State Board for Educator Certification member(s)--One or more of the members of the State Board
for Educator Certification, appointed and qualified under the Texas Education Code, §21.033.
(19) Student--A person enrolled in a primary or secondary school, whether public, private, or charter,
regardless of the person's age, or a person 18 years of age or younger who is eligible to be enrolled in a
primary or secondary school, whether public, private, or charter.
(20) Texas Education Agency staff--Staff of the Texas Education Agency assigned by the
commissioner of education to perform the State Board for Educator Certification's administrative
functions and services.
(21) Worthy to instruct or to supervise the youth of this state--Presence of those moral, mental, and
psychological qualities that are required to enable an educator to render the service essential to the
accomplishment of the goals and mission of the State Board for Educator Certification policy and this
chapter. "Unworthy to instruct" serves as a basis for sanctions under §249.15(b)(2) of this title (relating
to Disciplinary Action by State Board for Educator Certification) and is not limited to specific criminal
convictions.
Source Note: The provisions of this §247.1 adopted to be effective March 1, 1998, 23 TexReg 1022;
amended to be effective December 26, 2010, 35 TexReg 11242
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Texas Administrative Code
CHAPTER 247
EDUCATION
STATE BOARD FOR EDUCATOR CERTIFICATION
EDUCATORS' CODE OF ETHICS
RULE §247.2
Code of Ethics and Standard Practices for Texas Educators
TITLE 19
PART 7
Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance.
(A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices
regarding official policies of the school district, educational institution, educator preparation program, the
Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.
(B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel,
property, or equipment committed to his or her charge for personal gain or advantage.
(C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
(D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan
advantage.
(E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair
professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts
or tokens offered and accepted openly from students, parents of students, or other persons or organizations in
recognition or appreciation of service.
(F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
(G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and
other state and federal laws.
(H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the
basis of professional qualifications.
(I) Standard 1.9. The educator shall not make threats of violence against school district employees, school
board members, students, or parents of students.
(J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the
youth of this state.
(K) Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her employment
history, criminal history, and/or disciplinary record when applying for subsequent employment.
(L) Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances
and/or abuse of prescription drugs and toxic inhalants.
(M) Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school
activities when students are present.
(2) Ethical Conduct toward Professional Colleagues.
(A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning
colleagues unless disclosure serves lawful professional purposes or is required by law.
(B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a
colleague or the school system.
(C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws
regarding the hiring, evaluation, and dismissal of personnel.
(D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or
citizenship rights and responsibilities.
(E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color,
religion, national origin, age, gender, disability, family status, or sexual orientation.
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(F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to
influence professional decisions or colleagues.
(G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the
SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.
(3) Ethical Conduct toward Students.
(A) Standard 3.1. The educator shall not reveal confidential information concerning students unless
disclosure serves lawful professional purposes or is required by law.
(B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a
manner that adversely affects or endangers the learning, physical health, mental health, or safety of the
student or minor.
(C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding
a student.
(D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a
student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin,
religion, family status, or sexual orientation.
(E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical
mistreatment, neglect, or abuse of a student or minor.
(F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a
student or minor.
(G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21
years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21
years of age unless the educator is a parent or guardian of that child to consume alcohol or
illegal/unauthorized drugs in the presence of the educator.
(H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and
boundaries based on a reasonably prudent educator standard.
(I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor,
including, but not limited to, electronic communication such as cell phone, text messaging, email, instant
messaging, blogging, or other social network communication. Factors that may be considered in assessing
whether the communication is inappropriate include, but are not limited to:
(i) the nature, purpose, timing, and amount of the communication;
(ii) the subject matter of the communication;
(iii) whether the communication was made openly or the educator attempted to conceal the
communication;
(iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a
romantic relationship;
(v) whether the communication was sexually explicit; and
(vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the
sexual history, activities, preferences, or fantasies of either the educator or the student.
Source Note: The provisions of this §247.2 adopted to be effective March 1, 1998, 23 TexReg 1022; amended to
be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26, 2010, 35 TexReg 11242
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