R e v i s e d 0 7 . 1 9 . 1 3
2013 - 2014
1

California Standards for the Teaching Profession
(aligned with Teacher Preparation Expectations)
Clinical Practice Syllabus and Candidate Learning Outcomes
5
8
10 Clinical Practice Dress Code
Calendar Information (Traditional Clinical Practice Candidate) 12
13 Required Daily Hours
(Traditional Clinical Practice Candidate)
Clinical Practice Candidate Phase-In Schedule
(Traditional Clinical Practice Candidate)
14
Clinical Practice Suggested Calendar 16
Clinical Practice Candidate Requirements
Notification of Need to Improve
Removal from Placement or Failure to Successfully Complete
Responsibilities of the Cooperating Teacher
Responsibilities of the University Supervisor
Assessment of Clinical Practice Candidate
Point Loma Nazarene University Sample forms
Weekly Progress Reflection and Reflection Report
Co-Teaching Instructional Planning Sheet
Instructional Plans
Special Education Instructional Plan
Analysis & Reflecting Conference Guide
28
31
33
35
37
18
20
21
23
39
45
49
2

Evaluation of Clinical Practice and Clinical Practice Rubric
(Pre-Assessment, Mid-Term Assessment & Final Assessment)
FINAL Evaluation of Clinical Practice
Single Subject Competency Rubrics
Formative Assessment Summary
Disposition and Indicators of Noble Character
Clinical Practice Log
Candidate’s End-of-Placement Reflections
Need of Improvement Action Plan
51
71
77
61
63
65
67
69
3

4

CSTP: Engaging and Supporting All Students in Learning
CSTP Element EXPECTATION
Connecting students’ prior knowledge, life experience, and interest with learning goals.
The candidate regularly integrated effective ways to activate students’ prior knowledge
Displayed evidence of ability to make connections between learning goals and the students’ background and experiences.
Using a variety of instructional strategies and resources to respond to students’ diverse needs.
Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful.
The candidate regularly integrated effective ways to use a variety of instructional strategies that were appropriate to the students and the instructional goals.
Displayed evidence of ability to make adjustments to respond to students’ needs.
The candidate regularly integrated effective ways to ask an appropriate variety of questions, encourage thoughtful response and stimulate discussion in different ways.
Displayed evidence of ability to employ wait time (before repeating or rephrasing, making a comment or calling on another student).
CSTP: Creating and Maintaining Effective Environments for Student Learning
CSTP Element
Promotes student effort and engagement through a positive climate for learning.
EXPECTATION
The candidate regularly integrated effective ways to establish a classroom climate that promotes fairness and respect.
Displayed evidence of ability to maintain that environment throughout a variety of teaching situations.
Develops and maintains expectations for academic and social behavior.
The candidate regularly integrated effective ways to establish reasonable and appropriate expectations for student behavior.
Plans and implements routines to support teaching and learning.
Uses instructional time effectively for teaching and learning.
Displayed evidence of ability to maintain the set expectations throughout a variety of teaching situations.
The candidate regularly integrated effective ways to plan for classroom procedures that support student learning.
Displayed evidence of ability to implement routines that support teaching and learning.
The candidate regularly integrated effective ways to plan for meaningful instruction of standards-based curriculum
Displayed evidence of ability to use instructional time to maximize student achievement.
CSTP: Understanding and Organizing Subject Matter for Student Learning
CSTP Element
Demonstrates knowledge of subject matter content and student development.
EXPECTATION
The candidate regularly integrated effective ways to demonstrate the content knowledge and ability to teach the state-adopted academic content standards for students.
Develop student understanding through instructional strategies that are appropriate for the subject matter.
Displayed evidence of the ability to integrate an understanding of developmentally appropriate strategies in teaching students at distinct stages of child and adolescent development.
The candidate regularly integrated effective ways to develop student understanding through instructional strategies that are appropriate to the subject matter
Displayed evidence of the ability to include a variety of strategies to insure all student populations are successful.
5

CSTP: Planning Instruction & Designing Learning Experiences for All Students
CSTP Element EXPECTATION
Establishes and articulates goals for student learning.
Develops, modifies, and sequences instructional activities and materials for student learning.
Designs short-term and longterm plans to foster student learning.
The candidate regularly integrated effective ways to establish long and short-term goals for student learning that are based on local and state academic standards.
Displayed evidence of the ability to plan how to explain content clearly and make abstract concepts concrete and meaningful to his/her students.
The candidate regularly integrated effective ways to sequence instruction so the content to be taught connects to preceding and subsequent content.
Displayed evidence of the ability to select or adapt instructional strategies, groping strategies, and instructional materials to meet student learning goals and needs of identified students needing specialized instruction,
The candidate regularly integrated effective ways to use formal and informal methods to assess students’ prior mastery of academic language abilities, content knowledge and skills.
Displayed evidence of the ability to maximize learning opportunities for all students based on assessment data, classroom observation, reflection and consultation.
CSTP: Assessing Student Learning
CSTP Element
Establishes and communicates learning goals for all students.
EXPECTATION
The candidate regularly integrated effective ways to establish learning goals in relation to students’ needs and the district and state expectation.
Displayed evidence of ability to clearly communicate learning goals to students.
Collects and uses multiple sources of information to assess student learning.
Communicates and uses multiple sources of information to assess student learning.
The candidate regularly integrated effective ways to use a variety of appropriate sources to collect information about student learning.
Displayed evidence of ability to accurately interpret assessment results in order to plan and modify instruction.
The candidate regularly integrated effective ways to give students specific timely feedback on their learning.
Displayed evidence of ability to maintain accurate records documenting student achievement.
CSTP: Developing As A Professional Educator
CSTP Element
Reflects on teaching practice and plans for professional development.
EXPECTATION
The candidate regularly integrated effective ways to reflect on his/her teaching practice.
Displayed evidence of ability to integrate reflection of past practice into future planning.
Works with colleagues to improve professional practice.
The candidate regularly integrated effective ways to demonstrate the development of professional attribute (punctuality, preparation, knowledge, communication, initiative and professional demeanor.
Displayed evidence of ability to appropriately seek and accept feedback, guidance, and support from professional mentors.
6

7

The primary purpose of this course is to facilitate the induction of the teaching credential candidate into his/her professional roles and responsibilities. By the end Clinical Practice I and II, candidates will:
Assessment Conceptual Framework Candidate Learning Outcome
(CLO)
1) Demonstrate the ability to provide instruction that is aligned with stateadopted academic content standards.
2) Plan multiple strategies for managing and delivering instruction in relation to (1) state-adopted academic content standards and curriculum frameworks, (2) students’ needs, interests and accomplishments, and (3) the observed results of the strategies.
3) Use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the state adopted academic content standards for students.
They will pace instruction and re-teach content- based on evidence gathered.
4) Use a variety of formative, informal and formal assessments, as well as entry, monitoring and summative assessments to determine prior knowledge and students’ progress to plan instruction.
5) Incorporate specific strategies, teaching/instructional activities, materials, procedures and experiences that are developmentally appropriate and address state-adopted academic content standards to motivate students and encourage student effort.
6) Communicate instructional objectives to students and ensure active and equitable participation of all students.
CTC Standard
Addressed
1, 7a (MS/SS)
9,10,13,16 (Ed Sp)
1,4b,4c,7a,14
(MS/SS)
9,10,11,12,13,16 (Ed
Sp)
4c, 6a, 7a (MS/SS)
10,11,12,13,16 (Ed
Sp)
4c, 6a, 7a (MS/SS)
10,16 (Ed Sp)
1, 4d, 8b (MS/SS)
9,10,11,12,13,16 (Ed
Sp)
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Equip
Equip
Equip, Transform
Equip and Transform
Equip and Transform
Transform and Empower
7) Understand and apply theories, principles and instructional practices for
English language development leading to comprehensive literacy in English.
8) To establish comprehensive long-term and short-term goals for student learning in relation to subject matter, and sequence instruction to connect preceding and subsequent content in accordance with state-adopted academic standards for students.
5b, 7b (MS/SS)
9,10,12,13,16 (Ed Sp)
4a, 6a, 7b, 12
(MS/SS)
9,10,11,16 (Ed Sp)
6a (MS/SS)
9,10,13,16 (Ed Sp)
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Equip, Transform and Empower
Equip
8

9) Learn the benefits of collaborative, collegial planning by teachers and other adults in K-12 schools, including working closely with one or more colleagues to
6a, 6d (MS/SS) Mid-term and Final Equip and Transform
10,11,12,13,15,16
(Ed Sp)
Evaluation Rubrics for
Clinical Practice design and deliver effective, coordinated instruction.
In addition to numbers 1-9, Education Specialist Candidates must meet the following standards:
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Transform and Empower 10) Collaborates with individuals having disabilities and their parents/primary caregivers, general and special educators, co-teachers, related service personnel, trans-disciplinary teams to design, to ensure appropriate and integrated services and supports based on individual student needs.
11) Understand and implement the law and regulations regarding promoting behavior that is positive and selfregulatory and apply the theories and practices for students who present complex social communication, behavioral, and emotional needs.
12) Demonstrate the knowledge, skills, and abilities to implement evidence-based and multifaceted methodologies and strategies necessary in teaching and engaging students with disabilities.
13) Demonstrates the skills and abilities necessary to assess and monitor the progress of students with varying language, communication, and cognitive abilities in a comprehensive manner using multiple sources of information for the purpose of making accommodations, modifications, and instructional decisions.
14) Gain an understanding of transitional life experiences for students with disabilities across learning environments, and life-spans.
10,11,12,13,14,16
(Ed Sp)
10,11,12,14,15, 16
(Ed Sp)
9,10,11,12,13,16 (Ed
Sp)
9,10,11,12,13,16 (Ed
Sp)
11,12,13,14,15, 16
(Ed Sp)
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Mid-term and Final
Evaluation Rubrics for
Clinical Practice
Equip and Transform
Empower and Transform
Empower and Transform
Equip and Transform
9

School of Education candidates represent Point Loma Nazarene University during their clinical field experiences and as such, the expected attire differs from that of a college student. As guests, professional dress is required for candidates whenever they are present in the host schools. Attire for all candidates should be professional, neat, clean, and in good taste. (If in doubt, don’t wear it.)
Casual business attire is appropriate for all experiences, regardless of the attire of the teachers who work at the school. Please see the following table for required guidelines.
Men
Slacks — dress or khaki
Button down shirts with collars
Women
Skirt or dress of professional length
Slacks — dress or khaki (not Capri shorts)
Ties optional (occasionally recommended) Shoes should be dress (not gym or flip-flops)
Closed-toe dress shoes (not gym shoes) Blouse/top should have professional neckline







Your clothing should clearly distinguish you from the students in the school at a glance.
The following attire is not acceptable:
 Shorts or T-Shirts (except on designated Spirit Days)
Sweatshirts (except on designated Spirit Days) or tank tops
Jogging suits, workout clothing or leggings
Short skirts (should be knee-length or longer)
Provocative, revealing, or tight clothing
 Beach clothing or footwear, flip-flops
Clothing with holes/ragged or cut off edges
Denim jeans or skirts (except on field trips if necessary for mud/dirt)
Athletic footwear (gym shoes) ( in P.E. classes .)
P.E. clothing is acceptable only during active participation
*Piercings/tattoos: in general, it is advisable to remove facial piercings during school visits and cover tattoos.
*Special attire for designated days, such as Pajama Day, etc., is acceptable but good judgment should be used.
The guidelines above are designed to help you present yourself in a professional way that reflects your desire to become an educator. This list is not all-inclusive but gives you an idea of the expected attire. If in doubt, please ask or choose another item of clothing!
10

11

o Clinical practice candidates are required to observe and teach for 16 schoolcalendar weeks, slowly becoming fully responsible for the classroom for a minimum of 2 of those weeks. However, there is no specific or required timeline for each candidate’s transition from observer to teacher. The pacing is influenced by the group of students, the school’s schedule, the Cooperating Teacher’s judgment and the abilities of the candidate. o The Cooperating Teacher ensures that the candidate has adequate time to prepare before he/she is to assume teaching responsibilities. The beginning candidate should have sufficient time to observe and discuss instructional techniques, instructional plans, classroom organization, discipline techniques, and materials before teaching. As appropriate, the candidate will move from mostly observation to progressively more participation to eventually assuming full responsibility for extended blocks of instruction. Attached is an example schedule that can be followed.
o Observation days provide opportunities for candidates to spend most of their time observing and to become familiar with rules, procedures, the school environment, learn students’ names, take an inventory of the classroom supplies and equipment, help monitor activities, and work with individuals or small groups.
o Clinical Practice Candidates are to follow the schedule of the school district for vacations, even when different from the PLNU schedule. This may mean the candidate may have no official break, especially during the spring semester when
PLNU classes may meet during the district’s spring break. Clinical practice candidates do not follow PLNU’s calendar for days off.
12

o Clinical Practice Candidates are to report to and remain at school the same contractual hours required for the Cooperating Teacher.
In addition, the candidate is expected to remain after school or come in early according to the
Cooperating Teacher’s preference for planning purposes. Candidates should expect to spend an additional 2-3 hours outside of the school day for planning purposes.
o Clinical Practice Candidates are required to be punctual and consistent in attendance. In case of an unavoidable absence, the candidate must inform both the Cooperating Teacher and the University Supervisor before school begins and the candidate’s program coordinator as soon as feasible. All instructional plans and materials must be taken to school if needed. At the discretion of the program director, three (3) or more days of absence (excused or not) may require an entire extra week of teaching.
There are no personal days; absences are appropriate for sickness or emergencies only.
13

As previously stated, there is no specific or required timeline for each candidate’s transition from observer to teacher; however, during the second 8 week experience, the candidate should become progressively more responsible for regular group instruction and whole-class instruction for a minimum of two weeks.
The pacing for this transition is influenced by the group of students, the school’s schedule, the Cooperating Teacher’s judgment and the abilities of the candidate. The Cooperating Teacher ensures that the candidate has adequate time to prepare before he/she is to assume teaching responsibilities. The beginning candidate should have sufficient time to observe and discuss instructional techniques, instructional plans, classroom organization, discipline techniques, and materials before teaching. As appropriate, the candidate will move from mostly observation to progressively more participation to eventually assuming full responsibility for extended blocks of instruction. Observation days will provide opportunities for candidates to become familiar with rules and procedures, the school environment, students’ names, and classroom supplies and equipment, as well as to help monitor activities and work with individuals or small groups.
OBSERVATION DAYS
These observation days will provide opportunities for candidates to become familiar with rules and procedures, the school environment, students’ names, and classroom supplies and equipment, as well as to help monitor activities and work with individuals or small groups.
EXPECTATIONS OF FULL-TIME TEACHING
Clinical Practice I Clinical Practice II
This period begins with small group and fullclass instruction and involves progressively more participation each week. Throughout the clinical practice assignment, careful planning of instruction with the Cooperating
Teacher precedes teaching of each content area or routine by the candidate.
As appropriate, the Cooperating Teacher progressively allows more cooperative teaching, the teaching of individual lessons and eventually full responsibility for teaching specific blocks of instruction.
Candidates will write detailed instructional
Candidates will be expected to quickly assume full teaching responsibilities.
Cooperating Teachers will need to assist in refining the candidate’s teaching skills and monitor instructional planning.
Candidates will write detailed instructional plans for one lesson each day they teach and submit them weekly to the Cooperating Teacher .
All instructional plans must include
Student Learning Objectives based on
California State standards,
14

plans for one lesson each day they teach and submit them weekly to the Cooperating
Teacher . The Cooperating Teacher will review, approve and help adjust/refine all instructional plans before they are taught.
All instructional plans must include Student
Learning Objectives based on California
State standards, Accommodations, Student
Language Objectives (EL and Special Needs only), appropriate assessments, and the elements of explicit direct instruction (EDI).
Instructional plans must be collected in the candidate’s Clinical Practice binder, and available for review and feedback by the University Supervisor.
These instructional plans must be provided on the PLNU Daily Instructional Plan, unless the lesson is being formally observed for the
University Supervisor and the Cooperating
Teacher. During formal observations, candidates will use the Inquiry or EDI
Instructional Plans.
Accommodations, Student Language
Objectives (EL and Special Needs only), appropriate assessments, and the elements of explicit direct instruction
(EDI).
The Cooperating Teacher will review, approve and help adjust/refine all instructional plans before they are taught.
Instructional plans must be collected in the candidate’s Clinical Practice binder, and available for review and feedback by the University
Supervisor.
These instructional plans need not be on the PLNU Daily Instructional Plan, unless the instructional is being formally observed for the University Supervisor and the Cooperating Teacher. During formal observations, candidates will use the Inquiry or EDI Instructional Plans.
15

Week teacher.
Cooperating Teacher
1 Tasks:

Attend CT Training

Begin planning with student teacher.

Review handbook
Submit:

Clinical Practice Confirmation form

W-9
2 Tasks:

Develop plan for student teacher taking over subject areas.

Confer with University Supervisor (US) regarding progress (weekly).
Submit:

Pre-Assessment ( online )

Cooperating Teacher Information and
Demographics form ( online )

Dispositions form ( online )

Weekly Progress Report to student
Point Loma Nazarene University
Clinical Practice Suggested Timeline
University Supervisor
Tasks:

Meet Cooperating Teacher.

Confer with student teacher.
Tasks:
Student Teacher

Attend first week Clinical Practice Intensive
3 Tasks:

Continue to develop instructional plans w/ student teacher. Confer with US.
Submit:

Weekly Progress Report to student teacher.
4 Tasks:


Conduct Mid-Term triad with student teacher and US.
Submit:

Weekly Progress Report to student teacher.
Midterm Evaluation ( online ).
Tasks:

View instructional plan development.

Confer with student teacher about Weekly
Progress Report & Lesson Reflections.

Complete Formative Assessment during classroom visit.
Tasks:

View long range instructional plans.

Confer with student teacher about Weekly
Progress Report & Lesson Reflections.

Complete Formative Assessment during classroom visit.
Tasks:

Confer with student teacher about Weekly
Progress Report & Lesson Reflections.

Conduct Mid-Term triad with student teacher and CT.

Complete Formative Assessment during classroom visit.
Submit:

Midterm Evaluation ( online ).
Tasks:

Attend all school site meetings

Begin recording hours on Clinical Practice Log

Develop plan with Cooperating Teacher (CT) for taking over subject areas.

Instructional Plan #1 to CT submitted a day ahead and Reflection afterwards.

Instructional Plan #1 to University Supervisor
(US)
Upload:

Formative Assessment

Weekly Progress Report

Instructional Plan

Reflection
Tasks:

Instructional Plan #2 to US and Reflection afterwards.
Upload:

Formative Assessment

Weekly Progress Report

Instructional Plan

Reflection
Tasks:

Instructional Plan #2 to CT a day ahead and
Reflection afterwards.

Instructional Plan #3 to US and Reflection afterwards.
Upload :

Formative Assessment

Weekly Progress Report

Instructional Plans

Reflections
16

Week Cooperating Teacher
5 Tasks:

Review progress with student teacher
Submit:

Weekly Progress Report to student teacher.
6 Tasks:


Confer with University Supervisor.
Plan w/ student teacher for following weeks of full responsibility teaching.
Submit:

Weekly Progress Report to student teacher.
University Supervisor
Tasks:

Respond to any individual needs.
Tasks:


Confer with student teacher about Weekly
Progress Report & Lesson Reflections.
Complete Formative Assessment during classroom visit.
Student Teacher
Tasks:

Reflection for lessons completed during the week
Upload:

Weekly Progress Report

Instructional Plan

Reflection
Tasks:

Instructional Plan #4 to US and Reflection afterwards.

Prepare for full responsibility teaching
Upload:

Formative Assessment

Weekly Progress Report

Instructional Plan

Reflection
Tasks:

Conduct full responsibility teaching.

Review lessons plans w/ CT during the week.

Confer with CT daily regarding responsibilities.
7 Tasks:

Review lessons plans w/ student teacher during the week.

Confer with student teacher daily regarding responsibilities.
Submit:

Weekly Progress Report to student teacher.
8 Tasks:

Confer with University Supervisor.

Conduct Final triad with student teacher and US.
Submit:

Final Evaluation ( online )

Dispositions form ( online )
Task:

Confer with student teacher about Weekly
Progress Report.
Tasks:

Confer with student teacher about Weekly
Progress Report & Lesson Reflections.

Conduct Final triad with student teacher and CT.

Complete Formative Assessment during classroom visit.
Submit:

Final Evaluation ( online )

Dispositions form ( online )

End of Placement Reflection for CT
Tasks:

Conduct full responsibility teaching.

Instructional Plan #3 to CT a day ahead and
Reflection afterwards.

Instructional Plan #5 to US and Reflection afterwards.
Upload:

Formative Assessment

Weekly Progress Report

Instructional Plans

Reflections

CP Hours Log
Submit:
End of
Placement
Reflection for
CT and US
( online )
17

The following guidelines will help ensure your success as a candidate.
1.
Give top priority to the clinical practice assignment! Observe carefully, plan thoroughly, and reflect productively for each lesson and day of teaching. School of Education policy suggests that you do not work or volunteer during the semester unless it is unavoidable.
2.
It is unprofessional to miss clinical practice for the purpose of travel or personal holidays. Doing so will jeopardize your placement.
3.
Participate in many activities on site during this assignment including PTA meetings, parent conferences, open house, in-service, testing, etc.
4.
Daily hours in the classroom will follow the contractual hours outlined by the district and at the discretion of the Cooperating Teacher.
5.
Check instructional plans, assignments, and materials with the Cooperating Teacher before they are used. (File the instructional plans in a binder in chronological order each day and keep the binder current for future use.) Submit daily instructional plans (PLNU or PLNU-approved) each week to your Cooperating Teacher.
6.
Develop a detailed instructional plan using the PLNU EDI or Inquiry Instructional Plan form (or
PLNU-approved template) for one lesson every day observing/teaching. These plans will be written for the formal observations for the University Supervisor .
7.
Develop three (3) detailed instructional plans using the PLNU EDI or Inquiry Instructional Plan form.
These plans will be written for the formal observations under the observation of the Cooperating
Teacher . These instructional plans are in addition to those observed by the University Supervisor.
8.
Provide your instructional plan to the University Supervisor 24 hours prior to a formal classroom observation. Provide the binder for your University Supervisor at each visit.
9.
Submit a copy of the Analysis/Reflecting Conference Guide and the Cooperating Teacher’s weekly progress report to your University Supervisor during your University Supervisor’s visit.
10.
Failure to submit paperwork to the University Supervisor or the Cooperating Teacher in a timely manner could result in unsatisfactory completion of phase.
11.
Strive to make an accurate assessment of a lesson’s or activity’s effectiveness and the extent to which it achieved objectives. Practice citing several specific examples from the lesson/activity to support assessment.
12.
Seek suggestions and feedback from your Cooperating Teacher and University Supervisor and plan so future actions reflect efforts to incorporate feedback.
13.
Work diligently to successfully complete all university clinical practice requirements including attendance at seminars, conferences with the University Supervisor and Cooperating Teacher.
14.
Know and follow the school regulations and practices affecting your communications with parents and families of the pupils for whom you are responsible.
15.
Follow the schedule of the school district for vacations, even when different from the PLNU schedule. Please realize that this may mean you have no official break, especially during the spring semester when PLNU classes may meet during your spring break.
16.
Observe strict confidentiality with all information about a child, the class and the school. Be prudent and judicious whenever discussing a child or examining a child’s work. (Be aware of all who could overhear or accidentally become privileged to confidential information.)
17.
Approach the opportunity to work with a Cooperating Teacher and your group of students with enthusiasm and a willingness to learn.
18.
Submit work to your University Supervisor via TaskStream at the end of the phase.
18

1.
Give top priority to the clinical practice assignment! Plan thoroughly and reflect productively for each lesson and each day of teaching.
2.
Develop a detailed instructional plan using the PLNU Instructional Plan form for one lesson every day observing/teaching. These plans will be written for the formal observations by the
University Supervisor .
3.
Develop three (3) detailed instructional plans using the PLNU Instructional Plan form. These plans will be written for the formal observations by the Cooperating Teacher . These instructional plans are in addition to those observed by the University Supervisor.
4.
Strive to make an accurate assessment of a lesson’s or activity’s effectiveness and the extent to which it achieved objectives. Practice citing several specific examples from the lesson/activity to support assessment. (File the instructional plans in a binder in chronological order and keep the binder current for future use.)
5.
Provide the binder for the University Supervisor at each visit and bring to each seminar.
6.
Work diligently to successfully complete all the clinical practice requirements including attendance at seminars, conferences with the University Supervisor and Cooperating Teacher, and seminar and university assignments.
7.
Failure to submit paperwork to the University Supervisor or the Cooperating Teacher in a timely manner could result in unsatisfactory completion of the phase.
8.
Provide the University Supervisor with your instructional plan 24 hours prior to a formal classroom observation. This instructional plan must be designed and implemented in the
PLNU instructional plan format.
9.
Seek suggestions and feedback from your Cooperating Teacher and University Supervisor and plan so future actions reflect efforts to incorporate feedback.
10.
Submit a copy of the Analysis/Reflecting Conference guide and the Cooperating Teacher’s weekly progress report to your University Supervisor during your University Supervisor’s visit.
11.
Submit work to your University Supervisor via TaskStream at the end of the phase.
19

The goal of the Point Loma Nazarene University School of Education faculty is to provide school districts with the most qualified candidates possible. The clinical practice experience is an essential part of the program. While we do our best to match candidates with clinical practice assignments, the matches are not always ideal. Sometimes a candidate struggles and needs extra support and specific help to improve. In rare situations, the role of teacher does not seem appropriate for a candidate. In response, PLNU has established the following policy for situations in which a candidate is struggling. Since PLNU is committed to maintaining quality standards throughout its teacher preparation program, the faculty and staff have established procedures to identify and assist a candidate who is not meeting with success.
Site Intervention Action Plan
If a Cooperating Teacher is experiencing any sort of difficulty with a candidate, the Cooperating
Teacher should immediately share his/her concerns with the University Supervisor. The first level of intervention is implemented within the assigned site of clinical practice. This site intervention requires a written action plan (with a designated time for the intervention) and plans for providing extra support.
Action Plan
The action plan specifically identifies the area(s) of concern and the methods for collecting performance evidence during the planned intervention. The action plan will be signed by the candidate, the Cooperating Teacher and the University Supervisor. After the signed action plan is reviewed by the Program Coordinator , a copy of the action plan will be placed in the candidate’s
PLNU file.
Extra Support
A plan for providing extra support for the candidate during a site intervention may include (but is not limited to) —

the candidate
’s written evidence of thorough and careful planning related to improvement in the area(s) of concern,
 additional observations by and conferences with the University Supervisor,
 meeting(s) with subject matter specialists to clarify content and alternatives for teaching,
 additional three-way conferences between the Cooperating Teacher, candidate and University
Supervisor,
 reviewing of and reflection of performance evidence collected by Cooperating Teacher and
University Supervisor,
 evidence of incorporation of feedback given into subsequent lessons, and
 frequent video recording of lessons for viewing by the candidate independently and use of observed lessons when planning subsequent lessons.
After conferring with the Cooperating Teacher (and other appropriate administrative personnel at the school site and in the PLNU School of Education), the University Supervisor will
—
 complete a “Notification of Need to Improve” form identifying area(s) of concern,

meet with the candidate and Cooperating Teacher to identify and discuss the area(s) of concern,

establish an action plan and a designated time in which to remediate identified areas,

delineate the method of monitoring by the Cooperating Teacher and University Supervisor, and

review the written action plan with the Cooperating Teacher and the candidate and obtain their signature.
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A candidate may be removed from a placement if —
A candidate may receive a failing grade if—
 areas of concern are not corrected within the time span identified in the action plan, and/or
 the host school or University Supervisor requests in writing that the candidate be removed from his/her placement, or
 a Cooperating Teacher and University Supervisor identify a candidate who needs supplemental academic, professional, and/or personal assistance to meet with success in field experiences and as a credentialed teacher, or
 the candidate does not successfully complete the phase(s) of Clinical Practice.
If any of the above occur, the Associate Dean for Teacher Education , the Program Director, the Program
Coordinator and the University Supervisor will meet to determine the next action. Based on the circumstances and the assessment of the candidate’s potential for success, one of the following possibilities will occur:
(1) The candidate will receive a grade of no credit and the candidate is dismissed from the program. The candidate may appeal in writing to the Dean of Education within 48 hours.
Process for Appeals
If dismissal from the program becomes necessary, candidates may appeal once and one level higher than the body responsible for initial dismissal action; this appeal must be to the Dean of
Education or his/her designee.
Timeline for Appeals
In the event a candidate has reason to appeal the decision to dismiss, the appeal must be filed in writing and submitted to the Dean of School of Education or his/her designate within 48 hours of notification of the dismissal.
Ombudsman
Candidates may request an ombudsman to assist and advise them while he/she is involved in the appeals process as outlined.
If the appeal is granted, after successfully completing a specified remediation plan and one-unit course (GED
691) developed by the University Supervisor, Associate Dean for Teacher Education, Program Director and
Program Coordinator, the candidate repeats the course in which the no credit grade was earned.
(2) The candidate will complete one-unit remediation course (GED 691) developed by the University
Supervisor, Associate Dean for Teacher Education, Program Director and Program Coordinator. Once the remediation plan is successfully completed, the candidate is given a different clinical practice placement assignment and repeats the course.
(3) The candidate will receive a grade of in-progress .
In addition, the candidate continues in the program and has a specified period of time (minimum of four weeks, maximum of two semesters) to complete a remediation plan (GED 691). Once the remediation plan is successfully completed, the candidate receives credit for the in-progress clinical practice course.
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22

Responsibilities of the Cooperating Teacher
Traditional Clinical Practice Candidate
Cooperating Teachers are professional coaches and guide candidates who are seeking to enter the teaching profession. The Cooperating Teacher will complete the following—
1.
Help the candidate feel at home in the school by introducing him/her to other faculty members, inviting him/her to faculty meetings and in-service activities, and providing teacher editions of the texts and other planning materials as appropriate,
2.
Prepare the class for the candidate’s arrival by creating an atmosphere of acceptance and respect. (A note home to the parents introducing the candidate is suggested, unless your administrator prefers another means of communication.)
3.
Help the candidate understand the capacities and goals of pupils in the class and give guidance to the candidate concerning the individual and group needs of the class,
4.
Provide and demonstrate a model of teaching for the candidate to observe and to adapt to his/her own use,
(Model first, then observe the candidate teach. Write notes during the observation about what went well and what could have gone better.)
5.
Provide a daily discussion and question time for the first few weeks and talk to the candidate about the lesson taught as soon as possible, ask if he/she wants you to model again, co-plan, or continue to observe and then note the incorporation of your feedback and suggestions,
6.
Review daily instructional plans, overviews and long range plans. (These must be reviewed with the candidate
BEFORE their implementation so the desired refinements and changes can be made. Daily instructional plans must be received at least 24 hours prior to their implementation .)
7.
Communicate with the University Supervisor regarding the behavior, achievements of, expectations for and performance of the candidate,
8.
Complete the Weekly Progress and Reflection Report and discuss each selected CSTP element with the candidate (candidates will submit a copy of this report to the University Supervisor at each visit ).
9.
Formally observe three (3) lessons designed with PLNU Instructional Plan taught by the candidate and provide written feedback on the appropriate forms (Pre-Assessment, Mid-Term Assessment, and Final Assessment will be sent via e-mail survey). Single subject candidates will be assessed additionally via the Content Specific
Competency Assessment (Pre-Assessment and Final Assessment).
10.
Contact the University Supervisor IMMEDIATELY if the candidate is not performing professionally or meeting what you consider minimum standards of the profession. In cases of inadequate candidate performance, work with the University Supervisor to assist the candidate to improve while at the same time completing the necessary process and documentation for possible removal from clinical practice. Refer to Notification of Need to Improve .
11.
Complete the Pre-Assessment evaluation and Dispositions and Indicators of Noble Character rubric with the candidate by the end of the second week and submit via electronic survey.
12.
Schedule a triad midterm conference with the candidate and the University Supervisor to evaluate the candidate’s progress and complete the midterm evaluation prior to this conference via electronic survey.
13.
Complete the final evaluation and narrative and Dispositions and Indicators of Noble Character rubric of the candidate at the end of the assignment via electronic survey.
14.
Attend a triad exit conference with the University Supervisor and candidate .
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-
1.
Review instructional plans prior to formal observations.
Instructional plans should be received at least 24 hours prior to their implementation.
2.
Communicate with the University Supervisor regarding the behavior, achievements of, expectations for and performance of the candidate,
3.
Complete the Weekly Progress and Reflection Report and discuss each selected CSTP element with the candidate. (Candidates will submit a copy of this report to the University Supervisor during each visit.)
4.
Formally observe three (3) lessons taught by the candidate and provide written feedback on the appropriate forms (Pre-Assessment, Mid-Term Assessment, and Final Assessment will be sent via e-mail survey). Single subject candidates will be assessed additionally via the Content
Specific Competency Assessment (Pre-Assessment and Final Assessment).
5.
Contact the University Supervisor IMMEDIATELY if the candidate is not performing professionally or meeting what you consider minimum standards of the profession. (In cases of inadequate candidate performance, work with the University Supervisor to assist the candidate to improve while at the same time completing the necessary process and documentation for possible removal from clinical practice. Refer to Notification of Need to
Improve .)
6.
Complete the Pre-Assessment evaluation with the candidate and Dispositions and Indicators of Noble Character rubric prior to end of the second week, via electronic survey .
7.
Schedule a triad midterm conference with the candidate and the University Supervisor to evaluate the candidate’s progress and complete the midterm evaluation prior to this conference, via electronic survey.
8.
Complete the final evaluation and narrative and Dispositions and Indicators of Noble
Character rubric of the candidate at the end of the assignment via electronic survey.
9.
Attend a triad exit conference with the University Supervisor and candidate.
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Short informal daily conferences should be held to address questions, issues, feedback, short- term planning, coordination of schedules, and other items needing immediate attention.
Weekly conferences should be held to evaluate and fill out a Weekly Progress and Reflections
Report about the candidate’s progress. This time should also be used for long- term planning and any other items needing attention.
As a requirement for Teacher Performance Assessment (Task 4), video recording is a required task that will occur during Clinical Practice II. The candidate is required to follow the district’s policy regarding video recording and permission from all parties.
Candidates are expected to check their PLNU e-mail every day during their clinical practice experience. PLNU accounts are the exclusive venue for communication between supervisors, candidates, and PLNU faculty members.
Conferences with the University Supervisor will be scheduled throughout the placement to discuss the progress of the candidate and any other questions or concerns you may have.
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27

Traditional and Intern Clinical Practice Candidates
At each visit during the eight weeks of full-time clinical practice, the University Supervisor will confer with the candidate, as well as confer with the Cooperating Teacher.
The University Supervisor will perform the following:
1.
Maintain open and prompt communication between school personnel, the Cooperating
Teacher(s), and the candidate(s).
2.
Provide the Cooperating Teacher(s) and candidate(s) with information about the program goals, objectives, required activities, observation appointments, time lines and record-keeping needs.
3.
Support and encourage the development of teaching skills.
4.
Review candidate’s PLNU instructional plans prior to each visit, (The candidate is responsible to provide these to the supervisor at least 24 hours prior to the visit. On each visit, review the instructional plan binder to ensure that instructional plans are detailed and complete.)
5.
Participate in a minimum of five (5) visits/conferences with the candidate. For the five (5) formal observations, the discussion must include the PLNU Instructional Plan and the candidatecompleted Analysis/Reflecting Conference Guide form. Two of the visits/conferences will also include the triad with the candidate, Cooperating Teacher and University Supervisor.
6.
Confer a minimum of five (5) times with the Cooperating Teacher about the behavior, achievements, instructional responsibilities and performance of the candidate.
7.
Complete two (2) formal evaluations: Mid-term Assessment, Final Assessment and narrative.
(Mid-Term Assessment, and Final Assessment will be sent via e-mail survey.
) Single subject candidates will be assessed additionally via the Content Specific Competency Assessment (Final
Assessment).
8.
Monitor the Pre-Assessment evaluation and Dispositions and Indicators of Noble Character rubric—to be completed by the Cooperating Teacher and candidate by end of the second week via electronic survey.
9.
Schedule a triad midterm conference with the candidate and the Cooperating Teacher to evaluate the candidate’s progress and complete the midterm evaluation prior to this conference, give a copy of the evaluation to the candidate and Cooperating Teacher at the end of the conference.
10.
Attend a triad exit conference with the Cooperating Teacher and the candidate.
11.
Complete the final evaluation and narrative and Dispositions and Indicators of Noble Character rubric on the candidate at the end of the assignment via electronic survey.
12.
Complete an End-of-Placement Reflection via Taskstream responding to the professional and instructional support of the Cooperating Teacher.
13.
Assist the candidate and Cooperating Teacher throughout the assignment while clearly communicating expectations, affirming the positive, encouraging improvement, and staying informed of the progress of the candidate.
14.
Respond immediately to a Cooperating Teacher’s decision that a candidate is not performing responsibly, professionally or to minimum standards of the profession. In this case, the University
Supervisor, along with the program advisor and the Cooperating Teacher, will assist the candidate to improve while at the same time completing the necessary documentation for possible removal from clinical practice.
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29

30

A grade of CR/NC (credit or no credit) is reported for each clinical practice experience.
Assessment of candidate performance is guided by the following instruments.
1.
Weekly Progress & Reflection Reports
2.
Daily detailed plans using the PLNU Daily Instructional Plan
3.
Formal PLNU Instructional Plans for at least five (5) lessons observed by the University
Supervisor and three (3) lessons observed by the Cooperating Teacher
4.
Clinical Practice Log
5.
Formative Assessment Summary (Observation Form) for each evaluated instructional plan
6.
Pre-Assessment, Midterm and Final Evaluation of Clinical Practice forms (submitted via electronic survey)
7.
Analysis/Reflecting Conference Guides
8.
Dispositions and Indicators of Noble Character forms
9.
TaskStream assessments
All required Teacher Performance Assessments for Clinical Practice follow state and national standards.
10.
Candidate’s End-of-Placement Reflections (submitted via electronic survey)
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34

COOPERATING TEACHER COMPLETES
WEEKLY PROGRESS AND REFLECTION REPORT
Candidate: ______________________ Cooperating Teacher:__________________________
Placement: __________________ Week #: _____ Dates: From _________ to _________
Overall Progress Rating
Completed by the Cooperating Teacher, the intent of the “Overall Progress Rating” is to provide a weekly summary of the teacher candidate’s demonstration of professional attributes essential to success in a placement and the teaching profession.
(Rating Key: The abbreviations used for ratings are:
U= unacceptable, I= inconsistent, A= acceptable, C = Consistent, O =Outstanding)
U I A C O
P UNCTUAL (Met established time requirements for arrival, meetings and conferences.)
P REPARATION (Evidence of thoughtful and thorough preparation of instructional plans as well as having appropriate materials and resources selected and available.)
K NOWLEDGE (Demonstrated knowledge of subject matter content and student development.)
C OMMUNICATION (Receptive to suggestions and feedback; discussed and reflected productively about observations, interactions and own teaching.)
C LASSROOM MANAGEMENT (Maintained effective environment conducive to learning and student social and academic behavior.)
Initialed by the Cooperating Teacher ________
A REA OF FOCUS FOR NEXT WEEK ( PROVIDE SPECIFIC EXAMPLE )
B ASED ON : _________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
A DDITIONAL COMMENTS :
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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36

CANDIATES & COOPERATING TEACHER COMPLETE
Date/Time of planning session:
Date(s) of lesson:
Instructional Goal(s):
Strategy/ies to be used: Observe Assist Station Parallel Supplemental Alternative/Differentiated Team
Lead Teacher: Support Teacher:
Topic/Skills for lesson:
Roles/Responsibilities:
Space (classroom set-up) considerations:
Materials necessary and who will be responsible:
Tips to remember:
 bring ideas for modifications and accommodations
 bring ideas for enrichment activities
 when planning together work on what you’ll be co-teaching
 focus on communication; planning/teaming takes time
 divvy up the work
 don’t use co-planning time to plan what you’re doing on your own for the lesson
 outline questions to be used for parallel, station, etc.
 discuss a variety of assessment strategies
 have an attitude that we’re both teaching!
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Strategy Definition/Example
One teach, One observe
One teacher has primary responsibility while the other gathers specific observational information on students or on the lead teacher.
Example : One teacher can observe students for their understanding of directions while the other leads.
An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assets student One teach, One assist with their work, monitors behaviors, or corrects assignments.
Example : While one teacher has the instructional lead, the other teacher assists students who don‘t understand or are having difficulties.
Station teaching The co-teaching pair divides the instructional content into parts—each teacher instructs one of the groups. Groups rotate or spend a designated amount of time at each station. Often an independent station will be used along with the teacher-led stations.
Example: One teacher might lead a station where the students play a money math game. The other teacher would have a mock store where the students purchase items and make change.
Parallel teaching Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the
Supplemental teaching material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio.
Example: Both teachers are leading a question and answer discussion or specific current events and the impact they have on our economy. Each teacher has his/her own group of students.
This strategy allows one teacher to work with the students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated.
Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment.
Alternative
(Differentiated)
Team-teaching
Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students, however, the avenue for getting there is different.
Example: One instructor may lead a group in story prediction prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome with a different group. The students predict by connecting the items pulled out of the bag with the story.
Well planned team-taught lessons exhibit an invisible flow of instruction with no prescribed division of authority. Using a teamteaching strategy, both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.
Example: Both teachers can share delivery of the instruction to a whole-group classroom setting.
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CANDIDATE COMPLETES
Teacher Candidate:
Grade/Subject:
)
Date:
Time Frame:
1.
Big Idea/Concepts: Summarize the big idea(s) (overarching concepts that transcend all grades) and key concept(s) that the lesson will address. What do you want students to understand about the topic?
2.
State-Adopted Content Standards or Common Core Standards : What content or common core standard(s) are you addressing?
3.
Academic Objective: What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with standard(s) above)
4.
Language Objective for English Learners: based on identified student language needs
What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.
How will you differentiate or adapt your lesson to meet the diverse needs for EL, special needs, and academically underachieving or high achieving learners? What will students do when they’re finished with the assignment that reinforces your academic objectives?
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What materials will you use for this lesson? (technology and/or resources)
How you will sequence your instruction of the academic content to be addressed in this lesson?
ENGAGE
Motivation for Lesson: Communicating the academic learning goals and activating prior knowledge/interests of students.
EXPLORE
Student Inquiry: Describe how students will explore the problem or activity.
EXPLORE
Guided Practice of concept or skill development strategies.
What explicit questions will be posed to students?
What misunderstandings are anticipated?
What is the teacher response and guidance?
EXPLAIN
Student/Teacher instructional support: How will students share ideas? Use the lesson’s big ideas to identify what will be highlighted in this part of the lessons.
ELABORATE (
)
Student practice of a learned skill or concept:
How will students generalize their understanding beyond the problems posed and discussed?
CLOSURE
Formal check for understanding: How will you assess whether your students met your academic objective?
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Teacher Candidate:
Grade/Subject:
Date:
Time Frame:
1.
State-Adopted Content Standards or Common Core Standards : What content or common core standard(s) are you addressing?
2.
Academic Objective: What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with content standard(s) above)
3.
Language Objective for English Learners: based on identified student language needs
What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.
How will you differentiate or adapt your lesson to meet the diverse needs for EL, special needs, and academically underachieving or high achieving learners? What will students do when they’re finished with the assignment that reinforces your academic objectives?
What materials will you use for this lesson? (technology and/or resources)
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ANTICIPATORY SET (
)
Motivation for Lesson: Communicating the academic learning goals and activating prior knowledge/interests of students.
INSTRUCTION
Instructional Strategies: Describe the concept or skill development strategies (including modeling). Describe your plan for instruction in the order in which it will be implemented (with approximate times for each step).
GUIDED PRACTICE
Guided Practice of concept or skill development strategies.
Student Activities: What will the students do?
Student Grouping: How will they be grouped?
ASSESSMENT
Informal check for understanding: How will you determine that students understand the concept or skill well enough to complete it independently?
INDEPENDENT PRACTICE (
)
Student practice of a learned skill or concept: Are students able to successfully complete the task without teacher scaffolding?
CLOSURE
Formal check for understanding: How will you assess whether your students met your academic objective?
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Teacher Candidate:
Grade/Subject:
(Do not use for formal observation)
Date:
Time Frame:
1.
State-Adopted Content Standards or Common Core Standards : What content or common core standard(s) are you addressing?
2.
Academic Objective : What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with content standard(s) above)
3.
Language Objective for English Learners : based on identified student language needs
ANTICIPATORY SET (hook)
Motivation for Lesson: Communicating the academic learning goals and activating prior knowledge/interests of students.
INSTRUCTION
Instructional Strategies: Describe the concept or skill development strategies (including modeling). Describe your plan for instruction in the order in which it will be implemented (with approximate times for each step).
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GUIDED PRACTICE
Guided Practice of concept or skill development strategies.
Student Activities: What will the students do?
Student Grouping: How will they be grouped?
ASSESSMENT
Informal check for understanding: How will you determine that students understand the concept or skill well enough to complete it independently?
INDEPENDENT PRACTICE (
)
Student practice of a learned skill or concept: Are students able to successfully complete the task without teacher scaffolding?
CLOSURE
Formal check for understanding: How will you assess whether your students met your academic objective?
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Teacher Candidate:
Grade/Subject:
Date:
Time Frame:
1.
State-Adopted Content Standards, Common Core Standards, or alternate performance standards (i.e.
CAPA) : What content or common core standard(s) are you addressing?
2.
Academic Objective: What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with content standard(s) above)
3.
Language Objective for English Learners: based on identified student language needs
What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.
How will you differentiate or adapt your lesson to meet the diverse needs for EL, special needs? What will students do when they’re finished with the assignment that reinforces your academic objectives?
Levels of student participation: (add number of student as needed)
Student 1:
Student 2:
Student 3:
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Student 4:
What materials will you use for this lesson? (technology and/or resources)
ANTICIPATORY SET (hook)
Motivation for Lesson: Communicating the academic learning goals and activating prior knowledge/interests of students.
INSTRUCTION
Instructional Strategies: Describe the concept or skill development strategies (including modeling). Describe your plan for instruction in the order in which it will be implemented (with approximate times for each step).
GUIDED PRACTICE
Guided Practice of concept or skill development strategies.
Student Activities: What will the students do?
Student Grouping: How will they be grouped?
ASSESSMENT
Informal check for understanding: How will you determine that students understand the concept or skill well enough to complete it independently?
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INDEPENDENT PRACTICE (
)
Student practice of a learned skill or concept: Are students able to successfully complete the task without teacher scaffolding?
CLOSURE
Formal check for understanding: How will you assess whether your students met your academic objective?
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48

Candidate:
Observation Date: Time: Conference Date:
University Supervisor:
1.
Did you teach the lesson as planned? If not, what changes did you make to the lesson and why?
2.
How appropriate were your time allocations for the students, the content, and the planned instructional strategies and student activities? Cite specific examples.
3.
To what extent did the class as a whole achieve the academic learning goals of the lesson?
4.
How well did your Focus Students (English learners, students with special needs, gifted learners) learn what you intended for them to learn?
5.
What will you do for the student(s) who did not achieve the academic learning goals?
6.
How well did the lesson connect with your students’ prior knowledge, backgrounds, and learning styles?
Cite examples to show evidence of student learning.
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7.
Given your analysis of this lesson and the student learning that resulted, how will you use this information to guide your planning for future lessons?
8.
After reflecting upon this instructional experience, what have you learned about the need to make adaptations as you plan for differentiated instruction? Cite specific information about the students, your plan for instruction, and the analysis of the lesson to explain your answer.
9.
What are your goals for increasing your knowledge, skills, and disposition as a developing teacher? How can your University Supervisor and Cooperating Teacher support you in achieving your goals?
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Course number:
COOPERATING TEACHER & UNIVERSITY SUPERVISOR COMPLETE
Semester: Fall Spring Summer Year:
Candidate: Cooperating Teacher:
University Supervisor: School:
Grade Level/Subject: Date Completed:
Assessment Completed by:
University Supervisor Cooperating Teacher
Signature__________________________________________
Directions:
1. Review each Candidate Proficiency.
2. Based on a review of evidence from multiple sources over a period of time, mark the box in the column that best describes the candidate’s current level of proficiency.
3. Based on an analysis of all sources of assessment, jointly establish a few focus areas (goals) for professional development. Use the Clinical Practice Rubric as a guide to create these goals.
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COOPERATING TEACHER & UNIVERSITY SUPERVISOR COMPLETE
Clinical Practice I & II Rubric
CSTP: Planning Instruction and Designing Learning Experiences for All Students (TPE 8, 9)
The candidate learns about his/her students and uses this information to plan instruction and assessment, as evidenced by:
Elements Candidate Proficiency I II III IV
1. Academic
Goals and State
Adopted
Content
Standards
Establishing clear and appropriate long and short term goals for student learning, based on state-adopted frameworks and academic content standards, CAPA standards or other performance-based standards for students
Shows little or no evidence of establishing or communicating clear learning goals or alignment with stateadopted content standards, CAPA standards or other alternate standards
Establishes somewhat ambiguous academic learning goals partially aligned with state adopted content standards, ,
CAPA standards or other alternate standards and communicates these goals to students in a cursory manner
Establishes and communicates appropriate academic learning goals aligned with state adopted content standards,
CAPA standards or other alternate standards to students
Consistently establishes and communicates clear and appropriate academic learning goals aligned with state adopted content standards, , CAPA standards or other alternate standards to students (and as appropriate families and other audience)
2. Information
About Students
(Focus
Students)
3.
4.
Instructional
Plan and
Rationale
Adaptations to support learning for all students
Obtaining detailed and relevant information about the class as a whole and about selected students including linguistic background; academic language abilities,
IEP goals & objectives, content knowledge, and skills, physical, social, and emotional development; cultural and health considerations; and interests
Planning relevant and appropriate instruction
(with appropriate rationale) in relation to the content area and subject matter to be taught and in accordance with state-adopted frameworks and academic content standards, CAPA standards or other alternate standards, and IEP goals and objectives
Obtains little or no information about students’ backgrounds
Obtains somewhat cursory information about students’ backgrounds
Obtains accurate and relevant information about students’ backgrounds
Consistently obtains detailed and relevant information about students’ backgrounds
Selecting and adapting relevant and appropriate instructional strategies, grouping strategies, and instructional materials to assist students to achieve learning goals and meet all students’ needs.
Inappropriately addresses the components of the instructional plan;
Ambiguously addresses some components of the instructional plan with missing components, inappropriate rationale somewhat cursory rationale
Accurately and appropriately addresses most components of the instructional plan with appropriate rationale
Uses inappropriate or no adaptations, providing little or no evidence of understanding of differentiation for EL and special needs students
Uses minimally appropriate adaptations demonstrating limited understanding of differentiations for EL and special needs students
Accurately and appropriately uses adaptations demonstrating basic understanding of differentiation for EL and special needs students
Consistently, coherently and completely addresses all components of the instructional plan with relevant and detailed rationale
Consistently uses relevant and appropriate adaptations demonstrating accurate understanding of differentiation for EL and special needs students
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COOPERATING TEACHER & UNIVERSITY SUPERVISOR COMPLETE
Clinical Practice I & II Rubric
CSTP: Creating and Maintaining Effective Environments for Student Learning (TPE 10, 11)
The candidate establishes a climate for learning and uses instructional time appropriately as evidenced by:
Elements Candidate Proficiency I II III IV
5. Instructional
Time
6. Procedures for
Routine Tasks and Transitions
Allocating instructional time appropriately.
Establishing clear and appropriate procedures for routine tasks and managing transitions to maximize instructional time.
Inappropriately or inaccurately estimates time allocations for instructional plan; may fail to set time allocations
Inconsistently, sometimes appropriately, sometimes inappropriately
Accurately estimates most time allocations for instructional plan estimates allocations for instructional plan
Consistently, appropriately, and accurately estimates time allocations (pacing) for instructional plan
Little or no procedures set for routine tasks and transitions with no efficient use of time
Inconsistent and minimal procedures with limited time efficiency
Appropriate procedures for effective use of instructional time
Consistently establishes clear and appropriate procedures and maximizes instructional time
7. Expectations for Academic and Social
Behavior
8. Positive Climate for Learning
Developing and maintaining clear and appropriate expectations for academic and social behavior
Inappropriate or no expectations have been established
Ambiguous or inconsistent expectations have been established
Creating and maintaining a positive climate appropriate for learning for all students
Appropriate expectations have been established
Consistently clear and accurate expectations have been established
Creates a climate inappropriate for learning
Sometimes creates appropriate climate for learning for some students
Creates and maintains a positive climate appropriate for learning for most students
Consistently creates and maintains a positive climate highly appropriate for learning for all students
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COOPERATING TEACHER & UNIVERSITY SUPERVISOR COMPLETE
Clinical Practice I & II Rubric
CSTP: Engaging and Supporting Students in Learning (TPE 4, 5, 6, 7)
The candidate uses and adapts strategies and activities for instruction and learning, as evidenced by:
Elements
Candidate
Proficiency
I II III IV
9. Instructional
Strategies and
Student
Activities
Using relevant and developmentally appropriate instructional strategies and activities according to purpose and lesson content, and specific needs of students based on academic content standards, and
IEP goals and objectives
Uses developmentally inappropriate or no instructional strategies and student activities with little or no alignment with purpose academic content and/or specific IEP goals
Uses ambiguous or inconsistent instructional strategies and student activities partially aligned to lesson purpose, academic content, and/or specific IEP goals
Uses developmentally appropriate instructional strategies and student activities aligned with lesson purpose, academic content, or specific
IEP goals
Consistently uses relevant and developmentally appropriate instructional strategies and student activities aligned with lesson purpose, academic content, or specific IEP goals
10. Plans for
Students with
Special Needs or
Abilities
Making relevant or appropriate plans for students who have special needs or abilities
Makes inappropriate or no plans for students who have special needs or abilities
Makes inconsistent or minimal plans for students who have special needs or abilities
Makes appropriate plans/adaptations for students with special needs or abilities
Consistently makes relevant and appropriate plans /adaptations for students with special needs or abilities
11. Drawing on students’ backgrounds and prior learning in implementing instructional plan
Drawing upon detailed and relevant information about students’ backgrounds and prior learning, including IEP goals and objectives, students’ assessed levels of literacy in English and their first languages, as well as their proficiency in English, for planning, and allowing students to express meaning, including in their first language
Uses irrelevant or no information about students’ backgrounds,
IEP goals and objectives, prior learning for instructional planning; missing information about student literacy levels and no opportunity to express meaning in their first language
Uses minimal or cursory information about students’ backgrounds, IEP goals and objectives, prior learning, to partially or minimally connect to somewhat ambiguous academic learning goals and instructional plans; minimal opportunity for students to express meaning in their first language
Consistently and
Connects relevant aspects of students’ appropriately connects backgrounds, IEP relevant aspects of students’ backgrounds, goals and
IEP goals and objectives, prior learning to appropriate academic objectives, prior learning to aligned and learning goals, appropriate academic instructional plans learning goals, and assessments; instructional plans, and includes assessed levels of literacy in assessments; explicitly includes assessed levels
English and their first of literacy in English and language, allows their first language and, students to express meaning in their first language where appropriate, allows students to express meaning in their first language
55

12. Instructional
13.
Practices for
English
Language
Development
Active and
Equitable
Student
Participation
14. Thinking
Strategies to
Make Subject
Matter
Meaningful
Knowing and applying relevant and appropriate instructional practices for English Language
Development
Demonstrates inappropriate or no instructional practices for English Language
Development
Demonstrates limited knowledge and/or ambiguous application of instructional practices for English
Language
Development
Demonstrates applied knowledge of appropriate instructional practices for
English Language
Development
Consistently demonstrates applied knowledge of relevant and appropriate instructional practices for
English Language
Development
Ensuring the active and equitable participation of all students
Shows little or no evidence of using purposeful or appropriate instructional strategies; engages few or no students in active and equitable participation in student activities that have limited connection to academic learning goal(s)
Uses partially appropriate instructional strategies to engage some students in active and equitable participation in student activities minimally aligned with student needs and the academic learning goal(s)
Uses appropriate instructional strategies and resources to engages most students in active and equitable participation in student activities aligned with student needs, the academic learning goal(s) and assessments
Consistently uses a variety of instructional strategies and resources to engage all students in active and equitable participation in student activities aligned with students needs, the academic learning goal(s) and assessments
Engaging students in analytical and reflective thinking that make subject matter meaningful
Shows little or no evidence of using instructional strategies to engage some students to think analytically and reflectively to make subject matter meaningful
Inconsistently uses partially appropriate instructional strategies to engage some students to think analytically and reflectively to make subject matter meaningful
Uses appropriate instructional strategies
(including questioning strategies and wait time) to engage most students to think analytically and reflectively to make subject matter meaningful
Consistently uses a variety of appropriate instructional strategies
(including questioning strategies and wait time) to engage ALL students to think analytically and reflectively to make subject matter meaningful
56

COOPERATING TEACHER & UNIVERSITY SUPERVISOR COMPLETE
Clinical Practice I & II Rubric
Making Subject Matter Comprehensible to Students (TPE 1)
The candidate knows the state-adopted content standards for students, as evidenced by:
Elements Candidate
Proficiency
I II III IV
15. Subject-specific
Pedagogical
Skills
16. Knowledge of subject matter content and content standards and student development
Demonstrating a detailed and accurate understanding of subject-specific pedagogical skills for teaching the state-adopted frameworks and academic content standards, and/or appropriate alternate standards to all students.
Demonstrates an inaccurate or no understanding of subject-specific pedagogical skills for teaching the state adopted frameworks and academic content standards, and/or appropriate alternate standards that shows no impact on increasing the subject matter understanding
Demonstrates a cursory or limited understanding of subject-specific pedagogical skills for teaching the state-adopted frameworks and academic content standards, and/or appropriate alternate standards that has a limited impact on subject matter some students
Demonstrating a thorough and accurate understanding of subject matter content and academic content standards, and/or appropriate alternate standards and student development.
Demonstrates little or no evidence of academic content standards, and/or appropriate alternate standards and little or no integration of subject matter understanding with student developmental needs in instructional planning
Demonstrates a partial understanding of academic content standards. and/or appropriate alternate standards and partially connects subject matter with a limited understanding of student developmental needs in instructional planning
Demonstrates an accurate understanding of subject-specific pedagogical skills for teaching the stateadopted frameworks and academic content standards, and/or appropriate alternate standards that increases subject matter understanding for most students
Demonstrates an accurate understanding of academic content standards, and/or appropriate alternate standards and appropriately integrates subject matter understanding with an accurate understanding of student developmental needs in instructional planning
Consistently demonstrates a detailed and accurate understanding of subject-specific pedagogical skills for teaching the stateadopted frameworks and academic content standards, and/or appropriate alternate standards that increases subject matter understanding for all students
Consistently demonstrates a clear and detailed understanding of academic content standards, and/or appropriate alternate standards and purposefully and appropriately integrates subject matter understanding with an accurate understanding of student development needs in instructional planning
57

COOPERATING TEACHER & UNIVERSITY SUPERVISOR COMPLETE
Clinical Practice I & II Rubric
CSTP Assessing Student Learning (TPE 2, 3)
The candidate uses assessment to obtain information about student learning and to plan further instruction, as evidenced by:
Element Candidate Proficiency I II III IV
17. Assessments aligned with
Academic
Learning Goals,
Content
Standards,
Student Needs
18. Formative
Progress
Monitoring
and Feedback
to Students
Using appropriate assessments
(entry/diagnostic, formative and summative) aligned with academic learning goals, state adopted content standards, student backgrounds, needs, interests, and learning styles
Using progress monitoring appropriately at key points during instruction to determine whether students are progressing adequately and providing detailed and accurate feedback to students(and as appropriate, families or other audiences)
19. Use of
Classroom
Assessments and Analysis of
Student Work for
Instructional and
Assessment
Planning and
Adaptations
Analyzing the results of a variety of appropriate formal and informal as well as formative and summative classroom assessments and other sources of data accurately to guide further planning and adaptations of instruction and assessment.
Shows little or no evidence in using appropriate assessments aligned with academic learning goals, state adopted content standards or student needs
Inconsistently uses somewhat appropriate assessments aligned with academic learning goals and state adopted content standards; partially addresses student needs in choice of assessments
Uses appropriate assessments aligned with academic learning goals, state adopted content standards and student academic needs
Shows little or no evidence of monitoring student progress toward academic learning goals or giving feedback to students
Inconsistently monitors the progress of students toward academic learning goals and gives cursory feedback to students
Monitors the progress of students toward academic learning goals and gives accurate feedback to students to support their learning
Consistently uses appropriate and relevant assessments aligned with academic learning goals, state adopted content standards, student backgrounds, needs, interests, and learning styles
Consistently monitors the progress of students (especially focus students) toward academic learning goals and gives timely, detailed and accurate feedback to students to support their learning
Shows little or no evidence of using assessment of student learning to guide further instruction and assessment
Partially uses the results of somewhat relevant assessments of student learning to guide further instruction and assessment in a cursory manner
Uses the results of assessments of student learning accurately to appropriately guide further planning of instruction and assessment
Consistently and accurately uses the results of a variety of relevant assessments of student learning to appropriately guide the need for further planning and adaptations of instruction and assessment
58

COOPERATING TEACHER & UNIVERSITY SUPERVISOR COMPLETE
CSTP Developing as a Professional Educator
Clinical Practice I & II Rubric
The candidate demonstrates development as a professional educator as evidenced by:
Element Candidate Proficiency I II III IV
20. Professional,
Legal, and
Ethical
Obligations
Modeling moral/ethical standards, honoring policies and procedures of the work environment, which includes timely response and submission of clinical practice documents
Does not demonstrate dispositions of Noble
Character in one or more areas
Inconsistently demonstrates dispositions of
Demonstrates most dispositions of
Noble Character
Noble Character
Consistently demonstrates the dispositions of Noble
Character
21. Professional
Reflection/
Application
Reflecting on teaching practice and planning professional development that impacts student learning
22. Working
Relationships with Colleagues and
Supervisors to
Improve
Professional
Practice
Establishing effective, collaborative relationships with colleagues, supervisors, and other school personnel focused on meeting the diverse needs of students.
Demonstrates little or no evidence of ability to work with others in the school environment; is not responsive to feedback or coaching
Inconsistently demonstrates the ability to work with others; may be partially responsive to feedback and coaching to to improve teaching and student learning improve teaching and student learning
Demonstrates little or no evidence of the ability to analyze or reflect on teaching and requires explicit direction to establish professional development goals
Demonstrates a partial ability to analyze and reflect on the results of teaching and student learning needing substantial prompting to and improvement plans aligned with the TPEs establish professional development goals and improvement plans aligned with the TPEs
Demonstrates the ability to analyze and reflect on the results of teaching, on student learning with minimal prompting and to appropriately establish professional development goals and plans aligned with the TPEs
Consistently demonstrates the ability to accurately analyze and reflect on the results of teaching, on student learning and to appropriately establish and carry out continuous professional improvement goals and plans aligned with the TPEs
Demonstrates the ability to work with others in the school environment; responsive to feedback and coaching to improve teaching and student learning
Consistently demonstrates the ability to work with others in the school environment; actively solicits and is responsive to feedback and coaching to improve teaching and student learning
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60

Course number:
COOPERATING TEACHER & UNIVERSITY SUPERVISOR COMPLETE
Semester: Fall Spring Summer
Location: Corona Bakersfield Mission Valley
Candidate:
Year:
University Supervisor: Cooperating Teacher:
Based on the evidence of candidate proficiency aligned with professional standards and elements throughout this clinical practice period, the overall performance of this teaching credential candidate:
1 2 3 4
STANDARD
Does not meet proficiency for beginning teachers on one or more standards and will require additional remediation to be recommended for licensure
Solidly meets proficiency levels for beginning teachers on all standards
Consistently meets advanced proficiency for beginning teachers on all standards
Planning Instruction and Designing
Learning Experiences for All Students
(TPE 8, 9)
Creating and Maintaining Effective
Environments for Student Learning
(TPE 10, 11)
Engaging and Supporting All Students in Learning (TPE 4,5,6,7)
Making Subject Matter Comprehensible for Student Learning (TPE 1)
Assessing Student Learning (TPE 2,3)
Developing as a Professional Educator
(TPE 12, 13)
OVERALL
61

Summary Comments:
62

COOPERATING TEACHER & UNIVERSITY SUPERVISOR COMPLETE
Single Subject Competency Rubrics
(Please see Clinical Practice CD)
63

64

UNIVERSITY SUPERVISOR COMPLETES W/ CANDIDATE
Clinical Practice I & II
Formative Assessment Summary
Course: Semester: Fall Spring Summer
Location: Corona Bakersfield Mission Valley
Candidate:
University Supervisor:
Planning Instruction and Designing
Learning
Experiences for ALL
Students (TPE 8, 9)
Creating and
Maintaining Effective
Environments for
Student Learning
(TPE 10, 11)
Year:
65

Engaging and
Supporting ALL
Students in Learning
(TPE 4,5,6,7)
Making Subject
Matter
Comprehensible for
Student Learning
(TPE 1)
Assessing Student
Learning (TPE 2,3)
Developing as a
Professional
Educator (TPE 12,
13)
66

Candidate: _________________ Date: ______________ Course: ________
Check one: Self-assessment Professor/University Supervisor Mentor/Cooperating Teacher

Use the participation rubric to indicate the performance level earned for each indicator.

Note behavioral evidence to substantiate rating regardless of score level.
Indicator
Perf.
Level
(1-4)
Behavioral Evidence to Look For:
1.
Honor
The candidate honors and respects the worthiness of all individuals in word and deed based on PLNU’s Wesleyan heritage: We are individuals created in the image of God, committed to civility, respect, hospitality, grace and service, demonstrating coherence in attitudes and actions.
2.
Spirit of Harmony and Collaboration
The candidate actively contributes to the learning community with caring, patience and respect for the diversity of learners. The candidate takes responsibility for resolving conflicts or issues with others, and teaches students those skills, in a way that sustains and enhances a healthy and safe learning community. The candidate’s flexibility and humility assures that all students have the opportunity to achieve to their potential.
-Treats all students and adults equally with civility and grace
-Retains a non-judgmental demeanor
-Displays professionalism in dress, posture and attitude
-Committed to social justice, equity and cultural competency
-Consistent in word and actions
-Practices forgiveness and love for one another.
-Follows through with commitments
-Cooperative and flexible when working in a group, and easily moves between a leadership role and a participant role.
-Openly considers the contributions of diverse learners.
-Proactive rather than reactive with classmates, teachers, parents, staff and students.
-Employs healthy conflict resolution skills in one-on-one and group situations.
-Assists in resolving conflict and promotes acceptance of one another.
-Shows interest and care for other classmates and their contributions, and equal interest for all students in their classrooms.
3.
Reflective Learner
The candidate shows awareness of areas of strength, interests, learning style, and areas for continuing growth; generates and follows through on personalized growth plans. The candidate demonstrates that serving as a professional educator is a confirmed calling to equip, to transform and to empower every student to fulfill his or her full potential.
-Articulates and models his/her calling to the profession
-Understands personal strengths and demonstrates consistent performance in given activities
-Takes responsibility for his/her own learning
-Develops and monitors a plan that balances personal and professional growth
-Looks at an incident/activity to analyze what worked and targets areas for improvement
-Asks questions, seeks support and guidance
-Uses journals or reflections to record thinking and improve practice
4.
Professional and Positive Perseverance
The candidate displays passion for teaching and learning by remaining positive, engaged and accountable to the norms and expectations of the learning community, especially when academic or professional assignments are perceived as challenging. The candidate is reflective and receptive to formative feedback.
-Enthusiastic, energetic, prepared, constantly reflecting and improving.
-Seeks feedback from other professionals with a positive spirit.
-Willingly participates in the school community activities outside of the classroom.
-Remains involved in the planning and innovation necessary of professionals.
-Holds high expectations for all, and scaffolds learning when assignments are challenging.
-Remain aware of all the profession requires and makes changes to own practice
RUBRICS FOR PERFORMANCE LEVEL
4 – Exceptional - Consistently and spontaneously demonstrates indicator with relative ease. Demonstrates the ability to self-correct or demonstrates responsiveness to feedback from peers or teacher if areas for improvement are discussed.
3.5 - Advanced - Demonstrates indicator with relative ease. Demonstrates the ability to self-correct without prompting.
3 – Appropriate - Demonstrates indicator with minimal prompting. Demonstrates an openness to reflect on feedback from peers or teacher.
2.5 - Improvement Needed – Lack of this indicator has been evident to peers or teacher. Demonstrates the ability to accept feedback, reflect and improve.
2 – Area of Concern – Demonstration of this indicator is frequently missing. May have some difficulty in responding openly to feedback from peers or teacher.
1 – Inappropriate - Demonstrates indicator infrequently if at all. No indication of desire to improve.
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68

Date
______
Date
______
Date
______
Date
______
Date
______
Date
______
Date
______
CLINICAL PRACTICE LOG
Clinical Practice I & II
Number of Weeks_____ Semester__________
Candidate's Signature_____________________________ School_________________________
Cooperating Teacher(s) Signatures(s)___________________________
Indicate time spent in class for each day and submit this form on Taskstream at the end of your Clinical Practice assignment .
Total Hours:_____
EXAMPLE:
9/27-9/31
Monday
7:15-10:45
11:15-4:30
Tuesday
7:15-10:45
11:15-4:30
Wednesday
Minimum Day
Thursday
7:15-10:45
11:15-4:30
Friday
7:15-10:45
11:15-4:30
Total Weekly Hours
30 hours
Date
______
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70

CANDIDATE COMPLETES
Productive Practices of Cooperating Teacher
Cooperating Teacher ________________________ Teacher Candidate__________________________
School Site __________________ Grade(s)/Subject ________________________Date: ____________
This form is intended to help you to organize your reflections about the productive practices employed and the mentoring support provided by your Cooperating Teacher.
PART A : For each of the practices identified, please check (  ) the rating frame that best describes your experiences. The rating frame abbreviations are:
C = Consistently
F = Frequently
S = Seldom
N
R
= Never
= If Requested (by candidate and/or
University Supervisor)
 PRODUCTIVE PRACTICE  Rating 
(1) Prior to your observation of the Cooperating Teacher/other teachers, the purpose(s), expectations and procedures were clearly established.
(2) The Cooperating Teacher established expectations for your participation in the monitoring of students.
(3) Prior to your assuming responsibility for instruction, the Cooperating
Teacher identified, sufficiently modeled and discussed modeling of each instructional procedure.
C F S N R
(4) Prior to your assuming responsibility for instruction, the Cooperating
Teacher identified, sufficiently modeled and discussed modeling of each specific content area instruction.
(5) The Cooperating Teacher identified district and school resources and made available basic materials, texts, and equipment needed for instruction.
(6) Prior to teaching, you and your Cooperating Teacher met to plan/discuss lessons, teaching constraints and responsibilities.
(7) Your written lesson plans were appropriately reviewed prior to being taught; the Cooperating Teacher guided adjustments, and/or suggested changes.
(8) The Cooperating Teacher observed your teaching, providing appropriate and constructive feedback orally .
(9) The Cooperating Teacher observed your teaching, providing appropriate and constructive feedback in writing .
(10) The Cooperating Teacher identified and reinforced your productive teaching and professional actions, as well as your progress/improvements.
(11) In addition to informal feedback and planning, the Cooperating Teacher established and observed specific times for feedback and planning.
(12) The Cooperating Teacher completed or participated in the timely completion of required paperwork.
71

Page 2: Candidate’s End-of-Placement Reflection
Part B: Specifics
What are the two most significant ways that your Cooperating Teacher supported the building of your teaching practice?
1.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
2.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
What are the two most significant ways that the Cooperating Teacher might have better helped you build your teaching practice? and/or What would you have liked the Cooperating Teacher to do more often to help you?
1.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
2.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Part C: Recommendation
Do you recommend that your Cooperating Teacher continue to be involved in the PLNU program? (Yes or No)
____________
Please give one specific reason to support your response. ___________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
72

CANDIDATE COMPLETES
Productive Practices of
University Supervisor
University Supervisor _________________________________________________________________
Teacher Candidate ____________________________________________________________________
This form is intended to help you to organize your reflections about the productive practices employed and the mentoring support provided by your university supervisor. For each of the practices identified, please check (  ) the rating frame that best describes your experience. The rating frame abbreviations are:
C = Consistently
F = Frequently
S = Seldom
N
R
= Never
= If Requested (by candidate and/or
Cooperating Teacher)
 PRODUCTIVE PRACTICE  Rating 
(1) The University Supervisor helped you to inform the school-based supervisor
(and others educators) about the program goals, required activities, time lines and record-keeping/assessment needs.
C F S N R
(2) The University Supervisor maintained productive and open communications with your school-based supervisor.
(3) The University Supervisor worked with you to schedule observations and post-observation conferences.
(4) The University Supervisor observed your teaching and provided reinforcing and constructive feedback orally .
(5) The University Supervisor observed your teaching and provided reinforcing and constructive written feedback.
(6) The University Supervisor reviewed your weekly progress report form and other evidence about your developing teaching practice.
(7) Conferences with the University Supervisor provided a productive opportunity for you to reflect on your teaching as well as consider options, concerns, constraints and next teaching targets.
(8) The University Supervisor completed or participated in the timely completion of required conferences and paperwork.
What are the two most significant ways that your University Supervisor supported the building of your teaching practice?
1.
_____________________________________________________________________________
________________________________________________________________________________
_______________________________________
2.
______________________________________________________________________________________________
__________________________________________________________________________________________________
____
What do you think the University Supervisor could have done to better help you build your teaching practice?
( and/or) What would you have liked the field supervisor to do more often to help you?
__________________________________________________________________________________________________
_________________________________________________________________________________________________
73

74

UNIVERSITY SUPERVISOR COMPLETES
Productive Practices of Cooperating Teacher
Cooperating Teacher ________________________ Candidate__________________________
School Site __________________ Grade(s)/Subject ________________________Date: ____________
This form is intended to help you to organize your reflections about the productive practices employed and the mentoring support provided by your teacher candidate’s cooperating teacher.
PART A : For each of the practices identified, please check (  ) the rating frame that best describes your experiences. The rating frame abbreviations are:
C = Consistently
F = Frequently
S = Seldom
N
R
= Never
= If Requested (by candidate and/or
university supervisor)
 PRODUCTIVE PRACTICE  Rating  C F S N R
(1) Prior to the candidate’s observation of the cooperating teacher, the purpose(s), expectations and procedures were clearly established.
(2) The cooperating teacher established expectations for the candidate’s participation in the monitoring of students.
(3) Prior to the candidate assuming responsibility for instruction, the cooperating teacher identified, sufficiently modeled and discussed modeling of each instructional procedure.
(4) Prior to the candidate assuming responsibility for instruction, the cooperating teacher identified, sufficiently modeled and discussed modeling of each specific content area instruction.
(5) The cooperating teacher identified district and school resources and made available basic materials, texts, and equipment needed for instruction.
(6) Prior to teaching, the candidate and cooperating teacher met to plan/discuss lessons, teaching constraints and responsibilities.
(7) The cooperating teacher guided adjustments, and/or suggested changes to the candidate’s instruction plans.
(8) The cooperating teacher observed the candidate’s teaching, providing appropriate and constructive feedback orally .
(9) The cooperating teacher observed the candidate’s teaching, providing appropriate and constructive feedback in writing .
(10) The cooperating teacher identified and reinforced the candidate’s productive teaching and professional actions, as well as progress/improvements.
(11) In addition to informal feedback and planning, the cooperating teacher established and observed specific times for feedback and planning.
(12) The cooperating teacher completed or participated in the timely completion of required paperwork.
75

Page 2: University Supervisor’s End-of-Placement Reflection
Part B: Recommendation
Do you recommend that this cooperating teacher continue to be involved in the PLNU program? (Yes or No) __________
Please give specific reasons to support your response. ___________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
76

School of Education
Need for Improvement Action Plan
The following action plan is to be put into effect on . This plan will be reviewed by the University
Supervisor, Cooperating Teacher, and candidate each week to determine the amount of progress being made toward the identified goals. The date to review improvement is determined and recorded below. Failure to make significant progress toward stated goals will result in modification or termination of the clinical practice assignment based upon the University Supervisor ’s and/or Cooperating Teacher’s recommendation.


A. Areas of Concern:



B. Specific Goals for Improvement - To be reviewed on:





Signatures: _____________________ _____________________ ____________________
University Supervisor Cooperating Teacher Candidate
77