Student Teacher Handbook
TEACHER EDUCATION PROGRAM
NORTH GREENVILLE UNIVERSITY
P. O. Box 1892
Tigerville, SC 29688-1892
SPRING 2015
TABLE OF CONTENTS
TABLE OF CONTENTS .................................................................................................... 2
C. A. P. E. ……………………………………………………………….………………..4
INTRODUCTION ............................................................................................................ 10
PURPOSE OF STUDENT TEACHING .......................................................................... 11
ADMISSION PROCEDURES ......................................................................................... 11
STUDENT TEACHER PLACEMENT ............................................................................ 13
Placement Procedures ................................................................................................... 13
Pre-requisites for Cooperating Teachers ....................................................................... 13
Placements .................................................................................................................... 13
STUDENT TEACHING POLICIES ................................................................................ 14
Pre-requisites for Student Teaching .............................................................................. 14
Schedule ........................................................................................................................ 14
Attendance .................................................................................................................... 14
Transportation, Food, and Housing Arrangements ....................................................... 15
Substitute Teaching/Other Assignments ....................................................................... 15
Absence of Cooperating Teacher .................................................................................. 15
Additional Activities during Student Teaching ............................................................ 15
Employment during Student Teaching ..................................................................... 15
Extracurricular Activities .......................................................................................... 16
Transporting Students ................................................................................................... 16
Inclement Weather ........................................................................................................ 16
Assessment and Evaluation........................................................................................... 16
Mid-Semester Evaluation.......................................................................................... 16
Final Semester Evaluation ........................................................................................ 16
Reporting Concerns and Problems................................................................................ 17
Termination of Student Teaching Assignment ............................................................. 17
Membership in North Greenville University Student Education Organizations .......... 17
Professional/Appropriate Appearance .......................................................................... 18
Full-time Student Teaching........................................................................................... 18
The National Assessment Examinations....................................................................... 18
Certification .................................................................................................................. 18
Completion of Degree ................................................................................................... 19
RESPONSIBILITIES OF PERSONNEL ASSOCIATED WITH THE TEACHER
EDUCATION PROGRAM .............................................................................................. 20
Vice President of Academics .................................................................................... 20
Director of Teacher Education .................................................................................. 20
Student Teacher Placement Coordinator .................................................................. 20
Student Records Coordinator .................................................................................... 20
Education Faculty/Supervising Instructors ............................................................... 21
School District Superintendent or Designee ............................................................. 21
Local School Administrator or Designee .................................................................. 21
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Cooperating Teacher ................................................................................................. 22
The Student Teacher ................................................................................................. 23
APPENDIX A – Student Teacher Forms.......................................................................... 26
Student Teaching Release Form ............................................................................... 27
Student Teacher Information Update ........................................................................ 28
North Greenville University Student Information Form .......................................... 29
Student Teacher Attendance Sheet ........................................................................... 30
Student Teacher Absence Report* ............................................................................ 31
Guidelines for Developing ADEPT Notebook ......................................................... 32
Rubric for ADEPT notebook Evaluation .................................................................. 33
ADEPT Notebook Check-List .................................................................................. 34
Guidelines for Developing ADEPT Portfolio Presentation .............................................. 35
Rubric for ADEPT Portfolio Presentation ................................................................ 35
Student Teacher Evaluation of Cooperating Teacher ............................................... 36
Student Teacher Evaluation of Student Teaching Experience .................................. 37
Exit Survey for Student Teacher ............................................................................... 38
APPENDIX B - Supervising Instructor Forms ................................................................. 39
APPENDIX C - Cooperating Teacher Forms ................................................................... 63
Cooperating Teacher Personal Data Sheet ................................................................ 64
The Good Mentor ...................................................................................................... 69
Actions to Assist in ADEPT Performance Standards ............................................... 71
APPENDIX D ................................................................................................................... 86
APPENDIX E ................................................................................................................... 98
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North Greenville University: College of Education Conceptual Framework.
OUTCOME 1: THE TEACHER IS AN EFFECTIVE PRACTITIONER,
GROUNDED IN CONTENT KNOWLEDGE AND SKILLED IN IMPACTING
STUDENT LEARNING.
Proficiencies:
A. Candidates demonstrate mastery of the critical content and processes in their fields of
study within the context of a broad understanding of the liberal arts. [CAEP 1.1, APS 6,
Praxis II Content Exams, minimum grades in core courses, minimum GPA. ]
B. Candidates communicate subject matter effectively and accurately to motivate student
learning, and develop deeper levels of understanding of key concepts. [CAEP 1.2, APS 4,
FEE, Oral Grammar Rubric, AOD, Lesson Plan Rubric]
C. Candidates utilize the key principles of educational purposes, curriculum, instruction,
and assessment by designing, adapting, and selecting a variety of appropriate assessments
and using the data to improve student learning and instruction. [CAEP 1.3, APS 3,
Lesson Plans, ADEPT evaluation, Unit, TWS]
D. Candidates plan and implement lessons utilizing the knowledge of student diversity,
human development, and research in order to help all students learn. [CAEP 1.5, APS 2,
Lesson Plans, Unit plan, TWS, ADEPT evaluation]
E. Candidates employ multiple resources beyond the textbook such as including concrete
objects, online resources and media to meet the needs of all learners. [CAEP 1.4, APS 5,
Unit Plans, Lesson Plans, FEE, TWS]
F. Candidates use a variety of effective instructional techniques, models, methods (eg.
close reading, critical thinking, problem solving), and materials in a logical sequence for
teaching and learning. [CAEP 1.6, APS 5, Lesson Plans, Unit Plan, FEE, TWS]
OUTCOME 2: THE TEACHER IS A NURTURING AND CARING LEADER.
Proficiencies:
A. Candidates exhibit personal responsibility, trustworthiness, fairness, and teamwork in
the school community. [CAEP 1.7, APS 10, AOD]
B. Candidates respect, value, and establish high expectations for all students creating an
inclusive learning environment. [CAEP 1.6, APS 4, AOD, TWS, ADEPT]
C. Candidates design and maintain an effective, safe learning environment that meets the
child’s physical, social, emotional, and cognitive needs. [APS 8, SC safe schools climate
act, AOD, TWS, ADEPT]
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D. Candidates value cooperation, practice collaboration, and display fairness and
empathy when working with colleagues and families. [CAEP 1.8, APS 10, AOD]
OUTCOME 3: THE TEACHER IS A LIFELONG LEARNER WHO BY
EXAMPLE AND INSTRUCTION INVITES LIFELONG LEARNING IN
STUDENTS.
Proficiencies:
A. Candidates engage in activities and utilize resources that contribute to the
improvement of self, the profession, and community. [APS 10, AOD, ADEPT
evaluation]
B. Candidates model inquiry and reflection of self, students, families, and communities
based on student performance. [CAEP 1.3, APS 10, Lesson Plans, TWS, ADEPT]
C. Candidates reflect on their choices and biases in order to build strong relationships
with learners, families, colleagues, and the community. [CAEP 1.9, APS 10]
Revised 2.13.2014
Standard 1:
CONTENT AND PEDAGOGICAL KNOWLEDGE
The provider ensures that candidates develop a deep understanding of the critical
concepts and principles of their discipline and, by completion, are able to use
discipline‐specific practices flexibly to advance the learning of all students toward
attainment of college‐ and career‐readiness standards.
Candidate Knowledge, Skills, and Professional Dispositions
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate
progression level(s)4 in the following categories: the learner and learning; content;
instructional
practice; and professional responsibility.
Provider Responsibilities
1.2 Providers ensure that completers use research and evidence to develop an
understanding of the
teaching profession and use both to measure their P‐12 students’ progress and their own
professional practice.
1.3 Providers ensure that completers apply content and pedagogical knowledge as
reflected in outcome assessments in response to standards of Specialized Professional
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Associations (SPA), the National Board for Professional Teaching Standards (NBPTS),
states, or other accrediting bodies (e.g., National Association of Schools of Music –
NASM).
1.4 Providers ensure that completers demonstrate skills and commitment that afford all
P‐12 students access to rigorous college‐ and career‐ready standards (e.g., Next
Generation Science Standards, National Career Readiness Certificate, Common Core
State Standards).
1.5 Providers ensure that completers model and apply technology standards as they
design, implement and assess learning experiences to engage students and improve
learning; and enrich professional practice.
Standard 2:
CLINICAL PARTNERSHIPS AND PRACTICE
The provider ensures that effective partnerships and high‐quality clinical practice are
central to preparation so that candidates develop the knowledge, skills, and professional
dispositions necessary to demonstrate positive impact on all P‐12 students’ learning and
development.
Partnerships for Clinical Preparation
2.1 Partners co‐construct mutually beneficial P‐12 school and community arrangements,
including technology‐based collaborations, for clinical preparation and share
responsibility for continuous improvement of candidate preparation. Partnerships for
clinical preparation can follow a range of forms, participants, and functions. They
establish mutually agreeable expectations for candidate entry, preparation, and exit;
ensure that theory and practice are linked; maintain coherence across clinical and
academic components of preparation; and share accountability for candidate
outcomes.
Clinical Educators
2.2 Partners co‐select, prepare, evaluate, support, and retain high‐quality clinical
educators, both provider‐ and school‐based, who demonstrate a positive impact on
candidates’ development and P‐12 student learning and development. In collaboration
with their partners, providers use multiple indicators and appropriate technology‐based
applications to establish, maintain, and refine criteria for selection, professional
development, performance evaluation, continuous improvement, and retention of clinical
educators in all clinical placement settings.
Clinical Experiences
2.3 The provider works with partners to design clinical experiences of sufficient depth,
breadth, diversity, coherence, and duration to ensure that candidates demonstrate their
developing effectiveness and positive impact on all students’ learning and development.
Clinical experiences, including technology‐enhanced learning opportunities, are
structured to have multiple performance‐based assessments at key points within the
program to demonstrate candidates’ development of the knowledge, skills, and
professional dispositions, as delineated in Standard 1, that are associated with a positive
impact on the learning and development of all P‐12 students.
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Standard 3:
CANDIDATE QUALITY, RECRUITMENT, AND SELECTIVITY
The provider demonstrates that the quality of candidates is a continuing and purposeful
part of its responsibility from recruitment, at admission, through the progression of
courses and clinical experiences, and to decisions that completers are prepared to teach
effectively and are recommended for certification. The provider demonstrates that
development of candidate quality is the goal of educator preparation in all phases of the
program. This process is ultimately determined by a program’s meeting of
Standard 4.
Plan for Recruitment of Diverse Candidates who Meet Employment Needs
3.1 The provider presents plans and goals to recruit and support completion of
high‐quality candidates from a broad range of backgrounds and diverse populations to
accomplish their mission. The admitted pool of candidates reflects the diversity of
America’s P‐12 students. The provider demonstrates efforts to know and address
community, state, national, regional, or local needs for hard‐to‐staff schools and shortage
fields, currently, STEM, English‐language learning, and students with disabilities.
Admission Standards Indicate That Candidates Have High Academic Achievement
And Ability
3.2 The provider sets admissions requirements, including CAEP minimum criteria or the
state’s minimum criteria, whichever are higher, and gathers data to monitor applicants
and the selected pool of candidates. The provider ensures that the average grade point
average of its accepted cohort of candidates meets or exceeds the CAEP minimum of 3.0,
and the group average The provider demonstrates that the standard for high academic
achievement and ability is met through multiple evaluations and sources of evidence. The
provider reports the mean and standard deviation for the group.
Additional Selectivity Factors
3.3 Educator preparation providers establish and monitor attributes and dispositions
beyond academic ability that candidates must demonstrate at admissions and during the
program. The provider selects criteria, describes the measures used and evidence of the
reliability and validity of those measures, and reports data that show how the academic
and non‐academic factors predict candidate performance in the program and effective
teaching.
Selectivity During Preparation
3.4 The provider creates criteria for program progression and monitors candidates’
advancement from admissions through completion. All candidates demonstrate the ability
to teach to college‐ and career‐ready standards. Providers present multiple forms of
evidence to indicate candidates’ developing content knowledge, pedagogical content
knowledge, pedagogical skills, and the integration of technology in all of these domains.
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Selection At Completion
3.5 Before the provider recommends any completing candidate for licensure or
certification, it documents that the candidate has reached a high standard for content
knowledge in the fields where certification is sought and can teach effectively with
positive impacts on P‐12 student learning and development.
3.6 Before the provider recommends any completing candidate for licensure or
certification, it documents that the candidate understands the expectations of the
profession, including codes of ethics, professional standards of practice, and relevant
laws and policies. CAEP monitors the development of measures that assess candidates’
success and revises standards in light of new results.
Standard 4:
PROGRAM IMPACT
The provider demonstrates the impact of its completers on P‐12 student learning and
development, classroom instruction, and schools, and the satisfaction of its completers
with the relevance and effectiveness of their preparation.
Impact on P‐12 Student Learning and Development
4.1 The provider documents, using multiple measures, that program completers
contribute to an expected level of student‐learning growth. Multiple measures shall
include all available growth measures (including value‐added measures, student‐growth
percentiles, and student learning and development objectives) required by the state for its
teachers and available to educator preparation providers, other state‐supported P‐12
impact measures, and any other measures employed by the provider.
Indicators of Teaching Effectiveness
4.2 The provider demonstrates, through structured and validated observation
instruments and student surveys, that completers effectively apply the professional
knowledge, skills, and dispositions that the preparation experiences were designed to
achieve.
Satisfaction of Employers
4.3. The provider demonstrates, using measures that result in valid and reliable data and
including employment milestones such as promotion and retention, that employers are
satisfied with the completers’ preparation for their assigned responsibilities in working
with P‐12 students.
Satisfaction of Completers
4.4 The provider demonstrates, using measures that result in valid and reliable data, that
program completers perceive their preparation as relevant to the responsibilities they
confront on the job, and that the preparation was effective.
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Standard 5:
PROVIDER QUALITY ASSURANCE AND CONTINUOUS IMPROVEMENT
The provider maintains a quality assurance system comprised of valid data from multiple
measures, including evidence of candidates’ and completers’ positive impact on P‐12
student learning and development. The provider supports continuous improvement that is
sustained and evidence‐based, and that evaluates the effectiveness of its completers. The
provider uses the results of inquiry and data collection to establish priorities, enhance
program elements and capacity, and test innovations to improve completers’ impact on
P‐12 student learning and development.
Quality and Strategic Evaluation
5.1 The provider’s quality assurance system is comprised of multiple measures that can
monitor candidate progress, completer achievements, and provider operational
effectiveness. Evidence demonstrates that the provider satisfies all CAEP standards.
5.2 The provider’s quality assurance system relies on relevant, verifiable, representative,
cumulative and actionable measures, and produces empirical evidence that interpretations
of data are valid and consistent.
Continuous Improvement
5.3. The provider regularly and systematically assesses performance against its goals and
relevant standards, tracks results over time, tests innovations and the effects of selection
criteria on subsequent progress and completion, and uses results to improve program
elements and processes.
In TASC standards
Standard #1: Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self motivation.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect
concepts and use differing perspectives to engage learners in critical thinking, creativity,
and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making.
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Standard #7: Planning for Instruction. The teacher plans instruction that supports
every student in meeting rigorous learning goals by drawing upon knowledge of content
areas, curriculum, cross‐disciplinary skills, and pedagogy, as well as knowledge of
learners and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in
ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each
learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning and development, to
collaborate with learners, families, colleagues, other school professionals.
INTRODUCTION
The Vision of the Teacher Education Program at North Greenville University, a
Christ-centered institution, is to prepare students to become effective practitioners,
reflective decision makers, and facilitators of learning in a diverse and changing
society. North Greenville University is committed to providing an exceptional teaching
experience for candidates who have completed requirements leading to the student
teaching semester. Through a partnership with area school personnel, student teachers
are provided pre-service responsibilities that enable them to test, refine, and affirm their
knowledge, professional philosophy, and educational methods. The pre-service setting
also provides the student teacher with the opportunity to examine the ethical standards of
the teaching profession and their impact on educational practices.
This handbook describes the policies and procedures developed for student
teaching, including guidelines for all partners in the process; the teacher candidate,
cooperating teacher, school administrator, and the University faculty member assigned to
guide this learning opportunity. The attitudes, behaviors, and responsibilities of the
student teacher are emphasized. They represent the essence of North Greenville
University's commitment to permitting only qualified practitioners to enter the teaching
profession.
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PURPOSE OF STUDENT TEACHING
The student teaching experience provides education majors with an extended
period in which to apply knowledge, unit and lesson planning, classroom management,
and assessment procedures with students of a particular age or grade level. During this
experience, student teachers benefit from the guidance of an experienced classroom
professional as they accept increasing responsibility for determining and meeting the
needs of students.
ADMISSION PROCEDURES
Admission of a candidate to student teaching is dependent upon a candidate meeting the
following criteria:
 Apply for admission to Directed Student Teaching, May 1st for spring semester
and December 1st for fall semester. (See The Teacher Education Handbook for
requirements.)
 Successfully complete all course work, chapel, and cultural events, maintaining
all GPA requirements as well as grades of “C” or better in all education courses.
You must also continue to demonstrate a professional demeanor in order to
remain in the Teacher Education Program. Faculty may recommend a reevaluation of the candidate’s status with regard to continued meeting of admission
criteria at any time.
 A cumulative GPA of 2.75 or higher on a 4.0 scale.
 Complete, with a passing score, the South Carolina State required examinations
(Praxis Core series and Principles of Teaching and Learning (PLT), in your
chosen teaching field prior to being admitted to Student Teaching;) For
Elementary, #10011 Elementary Education Curriculum, Instruction &
Assessment and #20012 Elementary Education Content Area Exercises.
Elementary Ed K-6 (30522). For Early Childhood, #10020 Early Childhood
Education; Elementary Ed K-6 (30522). For Music, #10113 Content Knowledge
and #30111 Concepts and Processes Music Education. Select one exam by grade
level. Elementary Ed K-6 (30522). Middle School 5-9 (30523). High School 912 (30524). For Secondary Education – English Language Art, Literature &
Composition: Content Knowledge (10041), Literature & Composition: Essays
(20042). For Science with Biology - Biology and General Science (calculators
prohibited) (20030) or Chemistry, Physics and General Science (calculators
prohibited) (10070). For Social Studies with History Concentration – Social
Studies: Content Knowledge (10081), Social Studies: Interpretation of Materials
(20083).
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Recommendation by the faculty of the College of Education or Division of Fine
Arts for Music Education Majors.
Completion of application for student teaching.
Recommendation from the College of Education Faculty for Directed Student
Teaching.
Recommendation from Teacher Education Committee.
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STUDENT TEACHER PLACEMENT
Placement Procedures
Currently, student teaching placements are made collaboratively with Greenville,
Spartanburg, and Pickens County school districts. The Director of Teacher Education
submits requests for placements to the Placement Coordinator of the school district
and/or local school administration and final placement decisions are made by that
individual. NCATE Standard 4 states “These experiences include working with diverse
higher education and school faculty, diverse candidates, and diverse students in P-12
schools.” To this end, field experiences and student teacher placements are not made at a
high school attended by the candidate nor in any school in which there is a family
member employed. Placements are for a total of sixty days. However, should a student
need additional time to meet performance goals of the program, placements will be
extended beyond sixty days.
Pre-requisites for Cooperating Teachers
Teachers who serve as cooperating teachers of student teachers will:
 Hold a valid professional certificate in their area of supervision.
 Have successfully taught for a minimum of three years; two of which must have
been in the subject area for which the supervision is assigned.
 Have appropriate training in supervising clinical experiences.
 Have been recommended by the superintendent, local school principal, or
appointed designee for service as a cooperating teacher.
Placements




Early Childhood student teachers are placed in an early childhood school class,
(grades K4-3), for sixty days
Elementary student teachers are placed in an elementary school class, (grades 26), for sixty days.
Music Education student teachers are placed in a secondary school for thirty
days and in an elementary/middle school for thirty days. Dual placement meets
the K-12 certification requirements for Music Education.
Secondary Education student teachers are placed in a high school class (9-12)
for sixty days.
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STUDENT TEACHING POLICIES
Pre-requisites for Student Teaching
During the semester prior to student teaching, prospective student teachers must
submit an Application for Directed Student Teaching to the Director of Teacher
Education. The deadline date for submitting these forms will occur early in the semester.
Forms may be obtained by contacting the College of Education Office in Foster Building.
Upon receipt of the completed form, the Director of Teacher Education will arrange a
date, time and location for the prospective candidate to meet with the Director of Teacher
Education and the prospective candidate’s advisor for the pre-student teaching
conference.
The prospective student teacher must also submit the Release Form, Student
Information Update, and the Graduation Checklist for Initial Certification (Appendix A),
and the results of a current TB test to the College of Education Office at the beginning of
the semester prior to student teaching.
Schedule
Student teachers are to adhere to the schedule of the school to which they are
assigned and are expected to attend school meetings and activities on the same basis as
their cooperating teachers. For all practical purposes, the teacher student teachers
schedule regarding holidays and in-service dates will be the same as that of the
cooperating teacher, regardless of the schedule of the University.
Attendance
Every student teacher is expected to adhere to the same standards of attendance
and punctuality as the cooperating teacher, arriving at school at the time designated by
the principal or designee and remaining for the period of time expected of all other
teachers at the school. Daily attendance is recorded on the Student Teacher Attendance
Sheet (Appendix A). Absences are excused only for personal illness or serious illness or
death in the immediate family. Such absences must be made up in full in accordance
with requirements established by the principal, the cooperating teacher, and the North
Greenville University supervisor. An absence is defined as an entire school day or a part
thereof. Absence procedures to be followed include: (1) earliest possible notification of
the principal and cooperating teacher; (2) earliest possible notification of the North
Greenville University supervisor through the College of Education;
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(3) completion of an absence report mailed to the University supervisor (Appendix A);
and
(4) a doctor's note mailed directly to the North Greenville University supervisor, if an
illness exceeds the three day absence limit. Excessive absences may result in the teacher
student teacher’s termination from student teaching.
Transportation, Food, and Housing Arrangements
Student teachers must provide their own transportation to and from the school to
which they are assigned and must assume responsibility for all associated costs. Student
teachers are responsible for costs of any meals purchased at schools where they teach.
Bag lunches will be provided by the University dining hall for boarding students who do
not wish to purchase food in the cafeteria at the assigned schools. NGU boarding
students must make arrangements with the University to provide housing when the
campus is closed during the student teaching period. Student Teachers are responsible
for all meals during times when the campus dining hall is closed.
Substitute Teaching/Other Assignments
No student teacher is permitted to serve as a substitute teacher during the sixty
(60) days of student teaching, nor are they permitted to perform activities or duties
assigned to their cooperating teacher for which that teacher receives additional pay. A
student teacher may not be paid as a teacher during his/her student teaching placement.
Absence of Cooperating Teacher
The student teacher is supervised by the substitute teacher if a cooperating teacher
is absent due to illness or other extenuating circumstances.
Additional Activities during Student Teaching
Employment during Student Teaching
Employment during student teaching is strongly discouraged. Should
employment be essential, it should be scheduled only for weekends. Student
teaching must take priority over all other activities to help ensure the success of
the student teaching experience. Student Teachers may not substitute for public
schools during student teaching. Student Teachers can not be employed by school
district during student teaching - (examples: sports and after school care)
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Extracurricular Activities
No extracurricular activities, including athletic practices, games, and musical
performances, are to intrude on the student teaching period.
Transporting Students
Student teachers may not transport pupils in their own cars or serve as drivers of
buses or vans for any school-related events or activities.
Inclement Weather
Student teachers should listen to local radio and television stations for information
on school closings due to snow or other inclement weather.
Teaching days missed due to bad weather must be made up by student teachers
according to the schedule specified by school district administrators.
Assessment and Evaluation
Mid-Semester Evaluation
A joint mid-term evaluation conference is scheduled with the student teacher by
the cooperating teacher and the University supervisor. The student’s progress is
assessed and reported at mid-term. See Mid-Term Summary of Student Teacher
Performance. (Appendix B)
Final Semester Evaluation
The student teacher’s final evaluation is based on the following components:
 Cooperating teacher’s evaluation. See Final Summary of Student
Teacher’s Performance. (Appendix A)
 University supervisor’s evaluation. (Appendix A)
 Teacher Work Sample (Appendix E)
 Student teacher’s self-evaluation. (Reflective statements in Student
Teacher ADEPT Notebook and presentation on growth during student
teaching)
 Student Teacher ADEPT Notebook presentation (Appendix A).
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
Mid Term is a Pass/Fail grade. Failure on any domain or APS at midterm
will not automatically constitute a “Fail” as mid term grade, but will
indicate a need for improvement. Failure of any domain or any two APS
at final will automatically constitute a Final grade of “F” or failure for
student teaching.
The final evaluation will be graded and must be a C or higher for credit to be
earned for the student teaching experience. Criteria for letter grades are defined
in syllabi for ELED 4600, ECED 4650, and MUED 4655, for Directed Student
Teaching.
Reporting Concerns and Problems
Open communication is essential between all partners in the student teaching
experience; student teacher, cooperating teacher, principal, and North Greenville
University supervisor. This is particularly critical when major problems occur related to
a student teacher’s performance. In such cases, a conference between all appropriate
parties is held, and a plan for resolving the problems is agreed upon and stated in writing.
Signed copies of the agreement are placed in the student teacher’s academic files at North
Greenville University.
Termination of Student Teaching Assignment
Upon the recommendation of the cooperating teacher, the school principal, and
the North Greenville University supervisor, a student teacher’s assignment may be
terminated for just cause. In the case of North Greenville University, this would be a
violation of rules as stated in the North Greenville University Catalog. In the case of the
public schools, this would be a violation of school or district-wide policy as specified in
the district policy and procedures manual.
Membership in North Greenville University Student Education
Organizations
Student teachers are encouraged to maintain active membership in student
education organizations on campus for continued professional development. Student
teachers are also encouraged to join state and national organizations within specific
content areas. There is a collegiate chapter of the Music Educators National Conference
for Music Education Majors. Student teachers may also be selected for induction into the
International Reading Association’s honorary society, Beta Delta, prior to student
teaching.
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Professional/Appropriate Appearance
Student teachers are expected to present an appropriate appearance in the
classroom and at formal school functions. Each student teacher should check with the
principal, cooperating teacher, and/or school handbook concerning dress codes and
appropriate attire.
Full-time Student Teaching
Within the sixty-day student teaching assignment, student teachers assume
responsibility for full-time teaching for a period of ten days. Student teachers with two
placements teach a period of ten days in each placement. During this time, student
teachers are totally responsible for planning, implementing, and evaluating all learning
activities. Music Education majors may have both placements simultaneously, because
some band and choral directors teach three periods in a middle school and three periods
in a high school. Choral majors may also be assigned an elementary school and a
secondary school.
The National Assessment Examinations
Specialty area examinations are required in order to begin student teaching. Prior
to student teaching, the candidate must pass the Praxis Core as required by the South
Carolina Department of Education. Each candidate taking the Praxis Core must identify
North Greenville University as a recipient of an official copy of their test score results.
North Greenville University must receive these official scores indicating a passing score
in the required specialty area examinations before the candidate student teaches.
Certification
Before student teaching a teacher candidate must have completed the Teacher
Education Program, the Director of Teacher Education must verify information required
by the South Carolina Department of Education for recommendation for certification.
The items needed are as follows:
 Completed application for certification signed by the student teacher, a completed
fingerprint card, and a check for the required fee made payable to the South
Carolina Department of Education.
 Completed transcript request forms.
 One file copy of the official score report for Praxis Core specialty areas (required
by the South Carolina Department of Education.)
18
Once a student has been admitted to student teaching:
 Conference and observation forms completed and signed by student teacher.
 Written evaluation of the student teacher by the University supervisor and
cooperating teacher.
 Sixty full days of student teaching must be completed.
Before recommendation for certification in South Carolina or elsewhere, the
student teacher’s cumulative record must include documentation of all necessary
information. In addition, all program requirements must be successfully completed
including acceptable proficiency on the North Greenville University Assessment Model
of The South Carolina System for Assisting, Developing, and Evaluating Professional
Teaching (ADEPT). The student teacher must also obtain passing scores on the Praxis
Core examination in the specialty areas required by the South Carolina Department of
Education. Sixty full days of student teaching must be completed.
Completion of Degree
Student teachers must apply for a graduation check with the Registrar at the
beginning of the student teaching semester. Student teachers must complete all student
teaching requirements including a post-student teaching conference with the cooperating
teacher and university supervisor. Student teachers must also submit scores from the
Praxis Core for the specialty areas examinations required by the South Carolina
Department of Education. Student teachers must have completed the South Carolina
State Department of Education application for certification.
19
RESPONSIBILITIES OF PERSONNEL ASSOCIATED WITH
THE TEACHER EDUCATION PROGRAM
Vice President of Academics

Provides general supervision for the Teacher Education Program.
Director of Teacher Education




Provides overall direction of the Teacher Education Program.
Submits requests for candidate placements to participating school districts.
Completes contractual arrangements for student teaching placements with
participating school districts.
Verifies student certification information to the South Carolina State
Department of Education.
Student Teacher Placement Coordinator


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


Works with the clinical experience faculty and the designated school district
personnel to place candidates in appropriate classrooms.
Assists the Director of Teacher Education in the selection of cooperating
teachers and school sites to be submitted to individual school districts and
local schools.
Works with the Director of Teacher Education to plan a Student Teacher
Orientation each semester.
Serves as liaison between North Greenville University, participating schools,
cooperating teachers, and candidates.
Explains student teaching policies and procedures to cooperating schools and
teachers.
Assists in the development of a positive relationship between each
cooperating teacher and student teacher.
Facilitates bi-weekly seminars for student teachers and supervising teachers.
Plans and facilitates Drop-In/Student Teacher ADEPT notebook Presentation
each semester.
Student Records Coordinator

Responsible for maintaining all records needed for the cumulative permanent
file and for certification.
20
Education Faculty/Supervising Instructors





Assists in the development of a positive relationship between each
cooperating teacher and student teacher.
Completes a minimum of five announced observations of each student
teacher, including a written performance assessment for every visit and a
minimum of one unannounced visit.
Compiles a cumulative supervisory episode record of all ten Performance
Standards for each student teacher. This record is used as a basis for
individual post-conferences.
Participates in pre- and post-student teaching and midterm conferences with
the cooperating teacher and student teacher.
In conjunction with the cooperating teacher, determines midterm and final
grades for each student teacher.
School District Superintendent or Designee



Acts as a liaison between the school district and North Greenville University.
Submits names of teachers agreeing to serve as cooperating teachers to the
Director of Teacher Education of North Greenville University.
Completes arrangements for student teacher assignments.
Local School Administrator or Designee




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


Recommends cooperating teachers to the district employee responsible for
making student teacher placements.
Interprets the North Greenville University student teaching program to the
faculty.
Serves as liaison between North Greenville University Education faculty and
cooperating teachers, particularly in the area of program planning for student
teachers.
Provides student teachers with information and materials on the philosophy,
policies, procedures and organization of the local school.
Assists student teachers in becoming fully participating members of the school
and school activities.
Assists student teachers in understanding their responsibilities related to fulltime teaching.
Observes and evaluates the student teacher’s performance.
Suggests areas of program improvement to North Greenville University
student teaching personnel.
21
Cooperating Teacher



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
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
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


Participates in training for cooperating teachers provided by North Greenville
University.
Reviews all student teaching materials provided by North Greenville
University, including personal information that is provided by the student
teacher.
Discusses the expectations, responsibilities, and level of required professional
commitment with the student teacher.
Provides student teachers with information and materials on curriculum,
school policies, and routines.
Meets with the North Greenville University supervisor and the student teacher
to develop a student teaching plan which includes observation, individual and
small-group teaching and a period of full-time teaching during which the
student teacher is totally responsible for planning, implementing and
evaluating all learning activities.
Determines the student teacher’s readiness to proceed through the stages of
the student teaching plan.
Reviews the student teacher’s lesson plans according to a mutually developed
schedule prior to being implemented.
Confers daily with the student teacher on evaluation of lesson plans,
effectiveness of classroom activities and teaching strategies, interactions with
children, parents, administrators, other teachers, and makes suggestions as
necessary. Alternative plans and/or remediation may be recommended when
appropriate.
Schedules regular planning sessions to ensure that the student teacher is
meeting goals and objectives of the student teaching plan and of the school
district’s grade-level curriculum.
Provides opportunities for the student teacher to:
o Identify and provide for student needs at a variety of cognitive levels.
o Create a positive learning environment.
o Use teaching strategies and materials appropriate to the learners’
developmental levels.
o Practice time and classroom management techniques.
o Use a variety of assessment strategies and become familiar with others
used by the school district.
o Develop and use record-keeping skills, including reporting procedures.
o Interact and confer with parents when appropriate.
o Participate actively in extracurricular experiences as well as meetings of
parent-teacher organizations and professional groups.
Works with the North Greenville University supervisor in helping the student
teacher build on strengths and overcome difficulties.
Evaluates the student teacher’s performance.
o Holds daily informal conferences with the student teacher to discuss
strengths, areas needing improvement, and to offer professional guidance.
22



o Prepares mid-term and final written evaluations, using forms provided by
North Greenville University. (Appendix C)
o Participates in pre- and post-student teaching and midterm conferences
with the university supervisor and student teacher.
Treats the student teacher fairly, honestly, and with a positive attitude while
mentoring.
Serves as a model of professionalism for the student teacher.
Suggests areas of program improvement to North Greenville University
student teaching personnel.
The Student Teacher






Reports to the school principal or designee when beginning the student
teacher’s teaching period.
Becomes familiar with the school building, routines, schedules, and policies
for the student teacher and teachers. Reads school handbook and the school
district policy manual, if available. Becomes familiar with health, medication,
and safety-related records of children in their assigned classroom, but does not
administer medication to children.
Fulfills commitments to perform all assigned duties, both instructional and
non-instructional.
Is present and on time every day of the assignment except in cases of personal
illness or serious illness or death in the immediate family. Notifies principal,
cooperating teacher, and North Greenville University supervisor of any
absences or tardiness, providing medical verification if requested to do so.
Plans and prepares all assignments thoroughly and according to established
criteria. This includes, but is not limited to units, lesson plans, reports, and
special projects. Lesson plans must be submitted to the cooperating teacher.
Unit topics require prior approval from the cooperating teacher.
Makes lesson plans available for review by the university supervisor at each
observation. Lesson plans should reflect the following planning by the
student teacher:
o They should be written clearly, using good sentence structure, correct
spelling and composition form. They should follow the format provided
in the student teaching seminar and/or methods class in which this
procedure is taught.
o Objectives should be stated in behavioral, performance, or competency
terms, as instructed by the university supervisor.
o When appropriate, a strong, effective introduction should be included.
o Activities should be stated clearly and necessary resources specified. An
adequate number of activities should be included, and they should meet
the cognitive levels and physical and cultural diversity of the assigned
classroom.
o Assessment and evaluation procedures should be identified.
o Follow-up activities should be specified.
23
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o Reflection should be completed following the lesson.
Attends PTA / PTO meetings, faculty meetings, in-service, and any other
activities that could help the student teacher to understand the role of a teacher.
Follows school policies as they apply to regular employees. This includes, but is
not limited to arrival and departure times, parking, use of teachers’ lounge, and
use of school-owned equipment and supplies. Student teachers are not to use
school supplies without permission.
Assumes accountability for student behavior when conducting any educational
activity, especially in the absence of the cooperating teacher. Student teachers are
legally responsible for pupil management and must assume liability for their
actions during teaching-learning activities.
Follows the school district’s policy in regard to cases of suspected child abuse,
but under no circumstances should the student teacher initiate any action without
first consulting the principal and the cooperating teacher.
Keeps confidential any information given in confidence by students, faculty,
administrators, or the university supervisor. This includes, but is not limited to
information on student performance, personnel, parents, and school matters.
Displays a high level of ethical conduct by refusing to criticize faculty, staff,
students, parents, administrators, the university supervisor, or another student
teacher. Student teachers must exercise extreme caution against becoming overly
familiar with students. This is particularly important for those student teachers
working with middle grade or high school students.
Conducts himself/herself at all times in a manner that will add credit to teachers
and the teaching profession.
Uses positive techniques of child guidance. Student teachers may not administer
corporal punishment, and they may not serve as a witness when it is administered
by school personnel.
Requests and accepts suggestions for improving performance and attitudes. The
student teacher should engage in personal reflection regarding strengths and areas
needing improvement.
Participates in parent conferences if requested or if cooperating teacher deems it
appropriate.
Respects and provides for ethnic, physical, and developmental diversity among
students.
Maintains a high level of commitment to and involvement in the responsibilities
of student teaching. The student teacher recognizes that student teaching does not
end when the period of full-time teaching has been completed.
Completes a self-assessment at the end of the student teaching period. The
assessment consists of a completed Student Teacher ADEPT notebook and a
visual presentation of the student teacher’s reflection on his/her personal
professional development.
Completes an evaluation of the cooperating teacher (Appendix A).
Participates in a post-student teaching conference with the cooperating teacher
and university supervisor.
Completes an evaluation of the student teaching experience (Appendix A).
24

Completes the Exit Survey that is collected at the end of the student teaching
experience and is used to evaluate the quality of the North Greenville University
Teacher Education Program. The Exit Survey is to be completed and returned to
the Director of Teacher of Education at the final seminar.)
25
APPENDIX A – Student Teacher Forms
Student Teaching Release Form
Student Teacher Information Update
North Greenville University Student Information Form
Student Teacher Attendance Sheet
Student Teacher Absence Report
Guidelines for Developing ADEPT notebook
Rubric for ADEPT notebook Evaluation and Presentation
Student Teacher ADEPT notebook Check-List
Student Teacher Evaluation of Cooperating Teacher
Student Teacher Evaluation of Student Teaching Experience
Student Teacher Exit Survey
26
Student Teaching Release Form
STATE OF SOUTH CAROLINA
COUNTIES OF GREENVILLE, PICKENS, AND/OR SPARTANBURG
In consideration of receiving permission from North Greenville University, a
corporation, to participate in student teaching, clinical experiences or any activities related
to course work, the undersigned hereby releases North Greenville University, its agents,
officers, servants, and employees, of and from all liability, claims, demands, actions and
causes of action whatsoever arising out of or related to any loss, damage, or injury of the
undersigned in connection with the participation set forth above.
I give the University permission to release information for purposes of
certification and accreditation. This release shall be binding upon the heirs, executors,
administrators and assigns of the undersigned.
IN WITNESS WHEREOF, the undersigned has executed this Release this
___________day of__________________________, 20_________.
Signature:
_________________________________________
Print Name:
_________________________________________
WITNESS:
_________________________________________
_________________________________________
Page 27
Student Teacher Information Update
Name __________________________
Phone # _____________________________
Date________________
University P. O. Box __________________
Home Address__________________________________________________________________
Home Phone # ________________________
Cell Phone # ________________________
NGU E-Mail ________________________________________________________
Contact Person
_____________________________________________
Contact Person Phone #
_____________________________________________
Contact Person Address
_____________________________________________
_____________________________________________
Page 28
North Greenville University Student Information Form
(For Cooperating Teacher.)
________________________________________________________________________
Last Name
First Name
Middle
________________________________________________________________________
Home Address
City
State Zip
________________________________________________________________________
Home Telephone
Cell Telephone
________________________________________________________________________
University Address City
State Zip
University Telephone
University Major ________________________Degree To Be Earned _______________
High School Attended ____________________________________________________
List Activities in High School ______________________________________________
(e.g. Student Council, Yearbook, Chorus, Band, Orchestra)
_______________________________________________________________________
_______________________________________________________________________
University Activities
_______________________________________________________________________
(e.g. Student Council, Yearbook, Chorus, Band, Orchestra)
_______________________________________________________________________
_______________________________________________________________________
Attach a short biographical sketch. Include your reasons for becoming a teacher.
Page 29
Student Teacher Attendance Sheet
Student:
School
District:
School:
Date
Time
In
Time
Out
Initial
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Date
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
Cooperating Teacher ________________________________
Date: _____________________________________________
Page 30
Time
In
Time
Out
Initial
Student Teacher Absence Report*
_______________________________________________________________
Name of Student Teacher
Reason for Absence:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date(s) Absent
Hours Absent
________________________________________________________________________
Cooperating Teacher’s Signature
Date
Supervising Instructor’s Comments:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Supervising Instructor’s Signature
Date
*All absences must be reported to the cooperating teacher, the principal, and the university
supervisor. This form when used for absence from a Student Teacher Seminar will be given to
your university supervisor and the Student Teacher Placement Coordinator. Staple one Student
Teacher Absence Report per absence to the Student Teacher Attendance sheet.
Page 31
Guidelines for Developing ADEPT Notebook
The ADEPT notebook provides a way to present yourself as a thoughtful, competent professional
and documents your growth in teaching. It should include carefully selected evidence of your
performance as a student teacher and your ability to analyze your teaching.
The size of the ADEPT notebook is not as important as its content. A ADEPT notebook is not
just a collection of products. Although you may choose certain products as examples, it is the
way you analyze and present yourself that is critical. The final ADEPT notebook should be
concise, attractive, and easy to handle. The ADEPT notebook should be a clear, understandable,
and an effective portrayal of you as a beginning teacher. The rating scale that will be used to
evaluate your written ADEPT notebook and informal oral presentation is provided.
Your ADEPT notebook and presentation will constitute 25% of your student teaching grade.
Turn your ADEPT notebook in to your university supervisor at the assigned date.
Begin with an introduction section that includes your philosophy of education (1 - 3 pages) and a
copy of your resume.
Provide a creative cover sheet for each of the APS. (1 page for each APS.)
Include one artifact for each standard that best represents your growth and competency in the
area. Deciding what items of evidence to use and how to present them throughout the various
sections of your ADEPT notebook will be a challenge. Many possibilities exist! In fact,
throughout, the semester, an important activity for you will be to refine your techniques of
describing, portraying, and presenting what you are doing successfully and analytically as an
aspiring professional teacher. As you work with your classroom supervisor and your university
supervisor, you should seek feedback on your presentation of evidence of your success as a
student teacher.
Include a reflection statement to accompany each artifact (1 - 2 pages). The statement should
cover an evaluation of the artifact and the experience that it documents. Consider what you
learned from the experience and how you might do things differently in the future. Address how
the experience contributed to your development as a professional and consider what steps you
might need to take for future growth. Consider ways that the standards of teaching interconnect.
Page 32
Rubric for ADEPT notebook Evaluation
Student Teacher:________________________________________ Overall Rating Level: ___________
Date: ________________________
0
Not Yet
1
2
Developing
3
4
Developed
Level 0
___
Standards were represented inadequately or not at all
___
Overall presentation totally unorganized, numerous errors in grammar
___
Very little or poor evidence of reflection and self-evaluation
___
Items not included for all standards
Level 1
___
All standards were not represented
___
Overall presentation of material poorly organized, frequent errors in grammar
___
Evidence of reflection and evaluation was superficial on more than 4 standards
___
Items chosen to support standards were one dimensional
Level 2
___
All standards were not adequately represented
___
Overall presentation of material not consistent in organization, coherence or grammar
___
Evidence of reflection and assessment was superficial on more than 2 standards
___
Items chosen to support standards were one dimensional
Level 3
___
All standards were adequately represented
___
Presentation showed continuity and organization but some mechanical errors were observed
___
Evidence of reflection and self-evaluation was at a meaningful level but did not indicate needs for
future growth and development
___
Items chosen to support standards reflected marginal uniqueness
Level 4
___
Each standard was thoroughly represented
___
Presentation showed continuity, organization, exactness, and clarity of thought
___
Evidence of reflection and self-evaluation showed integration or interconnection between
standards, present development as a professional and needs for future growth and adjustment
___
Items chosen to support standards exhibited uniqueness of sources and evidence of originality
_____ Overall Level of Performance (1, 2, 3, or 4)
Specific comments on Standards of Teaching:
Signature of Evaluator________________________________________________
Page 33
ADEPT Notebook Check-List
______
2” 3 ring binder – larger for dual placement using one notebook or electronically
using E-Portfolio (Some of the information required may need to be put in
hard copy for evaluation when using E-Portfolio)
______
Cover sleeve information – title/author/school/grade level/semester
______
Title page – title/author/school/cooperating teacher/grade level
______
Theme (if used) should be carried throughout to provide cohesiveness
______
Introduction/Philosophy of Education (1 – 3 pages)
______
Copy of your resume
______
Summary of each ADEPT Performance Standard (1 pg @ APS preferred)
______
One artifact @ standard / Dual placements will have artifacts in both placements.
Artifacts can include short range lesson plan with activity from plan, test project,
student writing, photos w/caption. Music Education: should provide two
artifacts for a placement, whether it is dual placement or a single placement.
There will be one LRP (APS1) for one placement, and two LRPs for dual
placement.
______
Reflection statement to accompany each artifact;
 Evaluation of the artifact and the experience it documents
 Show integration of APSs
 Present yourself as a developing professional teacher. Tell how the APSs
will impact you as a future educator
______
Long Range Plans – YOUR plans for the two weeks as developed from your
cooperating teacher’s LRPs
(If you have two placements you need 2 LRPs)
Page 34
Guidelines for Developing ADEPT Portfolio Presentation
Participate in a presentation of yourself as a developing professional teacher. The presentation
is in combination with a display presented at a drop-in honoring student teacher’s, supervising
teachers, and cooperating teachers. It should be an analytical representation of your semester as
a student teacher in the classroom. This will be accomplished as you informally answer
questions about your experience in the classroom, your growth, perspective as a teacher, etc.
Rubric for ADEPT Portfolio Presentation
Student Teacher:________________________________________ Overall Rating Level: ___________
Date: ________________________
0
Not Yet
1
2
Developing
3
4
Developed
Level 0
___
Student did not make an ADEPT notebook presentation/no attempt at oral communication of
experience
Level 1
___
Inadequate attempt made to present ADEPT notebook/inadequate oral communication of
experience
Level 2
___
Minimal attempt made to present ADEPT notebook/minimal oral communication of experience
Level 3
___
ADEPT notebook provides description, evidence, and reflection for each APS, However, quality
of evidence is weal on some APS; presentation is satisfactory; Oral communication indicates a
general knowledge of teaching.
Level 4
___
ADEPT notebook provides strong description, evidence, and reflection for each APS;
presentation shows high degree of excellence in student teaching experience; oral communication
indicates outstanding knowledge and positive attitude for the profession.
*** For Music Education Majors only:
______ Electronic portfolio is provided meeting levels described above.
_____ Overall Level of Performance (1, 2, 3, or 4)
Specific comments on Standards of Teaching:
Signature of Evaluator________________________________________________
Page 35
Student Teacher Evaluation of Cooperating Teacher
(Return to Supervising Instructor at final seminar.)
Student Teacher ________________________________ Date __________________
Cooperating Teacher_____________________________________________________
School _________________________________________________________________
NO.
Always
ITEM
Usually
Sometimes
Never
N/A
Effective Practitioner
1
The teacher was a good model to
follow.
2
The teacher maintained effective
discipline.
3
The teacher used varied activities.
4
The teacher helped me with
planning.
Caring Leader
5
The teacher offered constructive
criticism.
6
The teacher was available for
conference.
7
The teacher gave support and
encouragement.
8
The teacher was interested in my
improvement.
Lifelong Learner
9
The teacher gave appropriate
background information.
10
The teacher was positive and
professional, yet developed a
personal rapport with me.
Comments:
_________________________________________
Student Teacher’s Signature
Page 36
________________________
Date
Student Teacher Evaluation of Student Teaching Experience
(Return to the Supervising Instructor.)
ITEM
YES
NO
COMMENTS
No.
1
The placement provided adequate
opportunities to develop the skills
essential for teaching effectiveness.
2
The length of the placement was
adequate.
3
The seminar time was helpful in
providing pertinent and useful
information.
4
The university supervisor was
knowledgeable about student
teaching and assessment strategies.
5
The university supervisor was
supportive of my efforts in the
classroom.
6
The university supervisor was
available to offer help when needed.
7
Student teaching has prepared me for
my own classroom.
Additional suggestions and comments:
_______________________________________
Student Teacher’s Signature
Page 37
___________________
Date
Exit Survey for Student Teacher
Student
Address
Phone:
Major
Based on course work, clinical experiences, interactions with professors, and school personnel,
identify the strengths and weaknesses of the Teacher Education Program of NGU in relation to your
readiness to student teach.
EFFECTIVE PRACTITIONER: Classroom Knowledge of:
Strong 3
Average 2
Weak 1
1.Content
2.Teaching methods
3,Planning
4.Monitoring learning
5.Maintaining high expectations for learners
CARING LEADER: Classroom Knowledge of:
Strong
3 Average 2 Weak 1
6,Classroom management
7.Developmental levels of students
8.Multi-cultural awareness
9.Exceptionalities of students
LIFELONG LEARNER: Personal Readiness:
Strong
3 Average 2 Weak 1
10.Written communications skills
11. Oral communications skills
12.Ability to cooperate with others
13.Professional development
14.To utilize technology for teaching and development
Comment on any special strengths or weaknesses you feel should be addressed in the teacher
education program. Use back of form or attach additional paper if necessary. Thank you for your
candor. Complete and turn in at final seminar.
Student Teacher’s Signature
Date
Page 38
APPENDIX B - Supervising Instructor Forms
Post-Observation Conference Record Domain 1: Planning
Post-Observation Conference Record Domain 2: Instruction
Post-Observation Conference Record Domain 3: Environment
Post-Observation Conference Record Domain 4: Professionalism
ADEPT Formal Evaluation Consensus Report
Mid-Semester Summary of Student Teacher Performance
Field Experience: Assessment of Dispositions
Final Summary of Student Teacher Performance
Field Experience: Assessment of Dispositions
Page 39
North Greenville University Student Teacher ADEPT Worksheet
to be used for
Student Teacher Seminar and/or Remediation Worksheets
Domain 1: Planning
Student Teacher
_____________________
School ______________________________
Grade(s)/Subject(s)
Date
____________________
_______________________________
APS 1: Long-Range Planning
AN EFFECTIVE TEACHER FACILITATES STUDENT ACHIEVEMENT BY ESTABLISHING APPROPRIATE LONGRANGE LEARNING GOALS AND BY IDENTIFYING THE INSTRUCTIONAL, ASSESSMENT, AND MANAGEMENT
STRATEGIES NECESSARY TO HELP ALL STUDENTS PROGESS TOWARD MEETING THESE GOALS.
A. How does the student teacher use
and analyze student information, to
determine the learning needs and
guide instructional planning?
B. What evidence suggests that the
student teacher establishes
appropriate standards-based longrange learning and developmental
goals for all students?
C. How does the student teacher
identify and sequence instructional
units that facilitate the
accomplishment of the long-range
goals?
D. In what ways does the student
teacher develop appropriate
processes for evaluating and
recording students’ progress and
achievement?
E. What plans does the student teacher
provide that demonstrate appropriate
procedures for managing the
classroom?
Page 40
APS 2: Short-Range Planning of Instruction
AN EFFECTIVE TEACHER FACILITATES STUDENT ACHIEVEMENT BY PLANNING APPROPRIATE
LEARNING OBJECTIVES; SELECTING APPROPRIATE CONTENT, STRATEGIES, AND MATERIALS FOR
EACH INSTRUCTIONAL UNIT; AND SYSTEMATICALLY USING STUDENT PERFORMANCE DATA TO GUIDE
INSTRUCTIONAL DECISION-MAKING.
A. What evidence suggests that the
student teacher develops
objectives that facilitate student
achievement of appropriate
academic standards and long-range
learning and developmental goals?
B. What evidence suggests that the
student teacher develops
instructional plans that include
content, strategies, materials, and
resources that are appropriate for
the particular students?
C. What evidence suggests that the
student teacher routinely uses
student performance data to guide
short-range planning of
instruction?
Page 41
APS 3: Planning Assessments and Using Data
AN EFFECTIVE TEACHER FACILITATES STUDENT ACHIEVEMENT BY ASSESSING AND ANALYZING
STUDENT PERFORAMANCE AND USING THIS INFORMATION TO MEASURE STUDENT PROGRESS AND
GUIDE INSTRUCTIONAL PLANNING.
A. What evidence suggests that the
student teacher develops/selects
and administers a variety of
appropriate assessments?
B. What evidence suggests that the
student teacher gathers and
accurately analyzes student
performance data, at appropriate
intervals, and uses this information
to guide instructional planning?
C. How does the student teacher use
assessment data to assign grades
(or other indicators) that accurately
reflect student progress and
achievement?
Additional Comments:
Student Teacher’s signature ___________________________________________
Cooperating Teacher’s signature _______________________________________
Supervisor Instructor’s signature _______________________________________
* The Student Teacher’s signature simply acknowledges receipt of this form and not necessarily
agreement with its content.
Page 42
North Greenville University Student Teacher ADEPT Worksheet
to be used for
Student Teacher Seminar and/or Remediation Worksheets
Domain 2: Instruction
Student Teacher
______________________
School ______________________________
Grade(s)/Subject(s)
Date
____________________
_______________________________
APS 4: Establishing and Maintaining High Expectations for Learners
AN EFFECTIVE TEACHER ESTABLISHES, CLEARLY COMMUNICATES, AND MAINTAINS APPROPRIATE
EXPECTATIONS FOR STUDENT LEARNING, PARTICIPATION, AND RESPONSIBILITY.
A. What did the student teacher expect
the students to learn from the
lesson? In what ways did the
students demonstrate that they
understood what the candidate
expected for them to learn?
B. What did the student teacher expect
the students to do during and after
the lesson? In what ways did the
students demonstrate that they
understood what the candidate
expected them to do?
C. How did the student teacher help
the students relate to the learning?
In what ways did the students
demonstrate that they understood
the relevance and/or importance of
the learning?
Page 43
APS 5: Using instructional strategies to facilitate learning
AN EFFECTIVE TEACHER PROMOTES STUDENT LEARNING THROUGH THE EFFECTIVE USE OF
APPROPRIATE INSTRUCTIONAL STRATEGIES.
A. What instructional strategies did
the student teacher use during the
lesson?
B. In what ways did the student
teacher vary the instructional
strategies during the lesson, and
why?
C. What evidence suggests that the
instructional strategies were - or
were not - effective in terms of
promoting student learning and
success?
APS 6: PROVIDING CONTENT FOR LEARNERS
AN EFFECTIVE TEACHER POSSESSES A THOROUGH KNOWLEDGE AND UNDERSTANDING OF THE
DISCIPLINE SO THAT HE OR SHE IS ABLE TO PROVIDE THE APPROPRIATE CONTENT FOR THE
LEARNERS.
A. What evidence suggests that the
student teacher did - or did not have a thorough knowledge and
understanding of the content?
B. What was the content of the
lesson?
C. How did the student teacher
explain and/or demonstrate the
content to the students, and how
effective were the explanations/
demonstrations?
Page 44
APS 7: MONITORING, ASSESSING, AND ENHANCING LEARNING
AN EFFECTIVE TEACHER MAINTAINS A CONSTANT AWARENESS OF STUDENT PERFORMANCE
THROUGHOUT THE LESSON IN ORDER TO GUIDE INSTRUCTION AND PROVIDE APPROPRIATE
FEEDBACK TO STUDENTS.
A. In what ways—and how
effectively—did the student
teacher monitor student learning
during the lesson?
B. In what ways—and how
effectively—did the student
teacher make adjustments to
accommodate the learning needs
of the students?
C. What types of instructional
feedback did the student teacher
provide to the students, and how
effective was the feedback in
terms of enhancing student
learning?
Additional Comments:
Student Teacher’s signature ___________________________________________
Cooperating Teacher’s signature _______________________________________
Supervisor Instructor’s signature _______________________________________
* The Student Teacher’s signature simply acknowledges receipt of this form and not necessarily
agreement with its content.
Page 45
North Greenville University Student Teacher ADEPT Worksheet
to be used for
Student Teacher Seminar and/or Remediation Worksheets
Domain 3: Environment
Student Teacher
______________________
School ______________________________
Grade(s)/Subject(s)
Date
____________________
_______________________________
APS 8: MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING
AN EFFECTIVE TEACHER CREATES AND MAINTAINS A CLASSROOM ENVIRONMENT THAT ENCOURAGES
AND SUPPORTS STUDENT LEARNING.
A. What was the physical environment
of the classroom like?
B. What type of affective climate did
the student teacher establish for the
students?
C. What type of learning climate did
the student teacher establish for the
students?
Page 46
APS 9: MANAGING THE CLASSROOM
AN EFFECTIVE TEACHER MAXIMIZES INSTRUCTIONAL TIME BY EFFICIENTLY MANAGING
STUDENT BEHAVIOR, INSTRUCTIONAL ROUTINES AND MATERIALS, AND ESSENTIAL NONINSTRUCTIONAL TASKS.
A. What were the student teacher’s
expectations for student
behavior? In what ways did the
students demonstrate that they
understood the ways in which
they were expected to behave?
B. In what ways did the student
teacher maximize - or fail to
maximize - instructional time?
C. What types of instructional
materials, resources, and
technologies were used during
the lesson, and how did the
student teacher manage them?
Additional Comments:
Student Teacher’s signature ___________________________________________
Cooperating Teacher’s signature _______________________________________
Supervisor Instructor’s signature _______________________________________
* The Student Teacher’s signature simply acknowledges receipt of this form and not necessarily
agreement with its content.
Page 47
North Greenville University Student Teacher ADEPT Worksheet
to be used for
Student Teacher Seminar and/or Remediation Worksheets
Domain 4: Professionalism
Student Teacher
________________________
School
_________________________________
Grade(s)/Subject(s)
______________________
Date
_________________________________
APS 10:Fulfilling Professional Responsibilities
AN EFFECTIVE TEACHER IS AN ETHICAL, RESPONSIBLE, CONTRIBUTING, AND EVER-LEARNING
MEMBER OF THE PROFESSION.
A. How does the student teacher
demonstrate being and advocate
for the students?
B. What evidence suggests that the
student teacher works to achieve
organizational goals in order to
make the entire school a positive
and productive learning
environment for the students?
C. What evidence suggests that the
student teacher is an effective
communicator?
D. What evidence suggests that the
student teacher exhibits
professional demeanor and
behavior?
E. How does the student teacher
demonstrate active learning?
Additional Comments:
Student Teacher’s signature ___________________________________________
Cooperating Teacher’s signature _______________________________________
Supervisor Instructor’s signature _______________________________________
* The Student Teacher’s signature simply acknowledges receipt of this form and not necessarily agreement with its
content.
Page 48
NORTH GREENVILLE UNIVERSITY
COLLEGE OF EDUCATION
Mid- Semester
ADEPT Formal Evaluation Consensus Report
Student Teacher: ________________
Academic year: ________________
Grade(s)/subject(s): ____________________
School: _____________________________
DOMAIN 1: PLANNING
APS 1: Long-Range Planning
1.A
1.B
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Obtaining and analyzing student
information and using this information to
guide instructional planning
Establishing appropriate learning and
developmental goals for all students
1.C
Identifying and sequencing appropriate
instructional units
1.D
Developing appropriate processes for
evaluating and recording students’ progress
and achievement
Planning appropriate procedures for
managing the classroom
1.E
Met
(1point)
APS 2: Short-Range Planning of Instruction
2.A
Developing unit objectives
2.B
Developing unit plans (content, strategies,
materials, resources)
2.C
Using student performance data to guide
instructional planning
APS 3: Planning Assessments and Using Data
3.A
Developing/selecting and administering
appropriate assessments
3.B
Gathering, analyzing, and using assessment
data
3.C
Using assessment data to reflect student
progress and achievement
Domain 1 (APSs 1–3) total points earned:
Domain 1 rating:
Page 49
(Total points possible = 11)
Pass (> 10 points)
Fail (< 9 points)
DOMAIN 2: INSTRUCTION
APS 4: Establishing and Maintaining High
Expectations for Learners
4.A
4.B
4.C
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Establishing, communicating, and
maintaining high expectations for student
achievement
Establishing, communicating, and
maintaining high expectations for student
participation
Helping students assume responsibility for
their own participation and learning
APS 5: Using Instructional Strategies to
Facilitate Learning
5.A
Using appropriate instructional strategies
5.B
Using a variety of instructional strategies
5.C
Using instructional strategies effectively
APS 6: Providing Content for Learners
6.A
Demonstrating a thorough command of the
subject matter
6.B
Providing appropriate content
6.C
Structuring the content to promote
meaningful learning
APS 7: Monitoring, Assessing, and Enhancing
Learning
7.A
Monitoring student learning during
instruction
7.B
Enhancing student learning during
instruction
7.C
Providing appropriate instructional
feedback to all students
Domain 2 (APSs 4–7) total points earned:
Domain 2 rating:
Page 50
(Total points possible = 12)
Pass (> 11 points)
Fail (< 10 points)
DOMAIN 3: ENVIRONMENT
APS 8: Maintaining an Environment That
Promotes Learning
8.A
Creating a safe physical environment that is
conducive to learning
8.B
Creating and maintaining a positive
classroom climate
8.C
Creating and maintaining a classroom
culture of learning
APS 9: Managing the Classroom
9.A
Managing student behavior appropriately
9.B
Making maximum use of instructional time
9.C
Managing noninstructional routines
efficiently
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
(Total points possible = 6)
Domain 3 (APSs 8–9) total points earned:
Domain 3 rating:
Pass (> 5 points)
Fail (< 4 points)
DOMAIN 4: PROFESSIONALISM
APS 10: Fulfilling Professional Responsibilities
10.A
Advocating for the students
10.B
Working to achieve organizational goals
10.C
Communicating effectively
10.D
Exhibiting professional demeanor and
behavior
10.E
Becoming an active, lifelong learner
Met
(1point)
Domain 4 (APS 10) total points earned:
Domain 4 rating:
Page 51
Not Met
(0 points)
Rationale
(Total points possible = 5)
Pass (> 4 points)
Fail (< 3 points)
Overall judgment: Met (all four domains passed) Not Met (one or more
domains failed)
Evaluators’ signatures: By signing below, I verify that the formal evaluation process
was conducted in accordance with the approved ADEPT plan and that I participated
in making—and am in agreement with—the above judgments.
Cooperating
Teacher:___________________________
___
Date: ____________________
Supervising
Instructor:__________________________
__
Date: ____________________
(optional)
Student Teacher’s signature: By signing below, I verify that I have received the
results of this formal evaluation. My signature does not necessarily imply that I agree
with these results.
Student
Teacher:_______________________
Page 52
Date: ____________________
Mid-Semester Summary of Student Teacher Performance
Semester_________ 20____
Student Teacher______________________________________Grade____________________
Cooperating Teacher_________________________________School_____________________
ADEPT Performance Standards (25% OF GRADE):
Domain 1 Planning
APS 1 Long Range Planning ______
APS 2 Short Range Planning of
Instruction
______
APS 3 Planning Assessment and Using
Data
______
Domain 1 (APSs 1–3)
(Total points possible = 11)
Domain 1
rating:
Domain 2 Instruction
APS 4 Establishing and Maintaining High
Expectations for Learners
______
APS 5 Using Instructional Strategies to
Facilitate Learning
______
APS 6 Providing Content for Learners
______
APS 7 Monitoring and Enhancing
Learning
______
Domain 3 Environment
APS 8 Maintaining an Environment that
Promotes Learning
______
APS 9 Managing the Classroom
______
Domain 4 Professionalism
APS 10 Fulfilling Professional
Responsibilities
_____
Pass
(> 10 points)
Domain 2 (APSs 4-7)
(Total points possible = 12)
Domain 2
rating:
Pass
(> 11 points)
Domain 3 (APSs 8-9)
(Total points possible = 6)
Domain 3
rating:
Pass
(> 5 points)
Domain 4 (APS 10)
(Total points possible = 5)
Domain 4
rating:
Pass
(> 4 points)
Total points
earned:
Fail
(< 9 points)
Total points
earned:
Fail
(< 10 points)
Total points
earned:
Fail
(< 4 points)
Total points
earned:
Fail
(< 3 points)
TOTALS:
Domains 1-4
APS 1-10
________
________
NOTE:
Mid Term is a Pass/Fail grade. Failure on any domain or APS at midterm will
not automatically constitute a “Fail” as mid term grade, but will indicate a need for
improvement. Failure of any domain or any two APS at final will automatically constitute a
Final grade of “F” or failure for student teaching
Page 53
ADEPT PERFORMANCE STANDARDS
(25% OF GRADE)
Total Passing APSs ______________
(Student must pass 9 of the 10 APS for a passing grade at final evaluations.)
______
ASSESSMENT OF DISPOSITIONS:
(25% OF GRADE)
______
TEACHER WORK SAMPLE:
(20% OF GRADE)
______
ADEPT NOTEBOOK:
(25% OF GRADE)
______
PRESENTATION EVALUATION:
(5% OF GRADE):
______
MID SEMESTER GRADE
(PASS/FAIL)
______
TOTAL DAYS IN ATTENDANCE
______
Supervising Instructor’s Signature ________________________________________________
Cooperating Teacher’s Signature _______________________________________________
Student Teacher’s Signature ___________________________________________________
Date____________________________
Page 54
North Greenville University Field Experience: Assessment of Dispositions
Candidate______________________________________Semester_________Average________
Please rate 1-4: never = 1; seldom = 2; acceptable = 3; consistently = 4 by writing the appropriate number in
the box.
Circle indicators that are weak for student and/or make specific comments below.
1.
EFFECTIVE PRACTITIONER
A.
Exhibits Professional Attitude
Indicators: Confident, responsible, appropriate dress, punctual, meets deadlines,
prepared, possesses self-efficacy, takes responsibility for own actions.
______________________________________________________________________________
B.
Values Communication
Indicators: Communicates content enthusiastically, uses correct grammar, has
good communication skills, able to relate and communicate with all stake holders.
______________________________________________________________________________
C.
Demonstrates a Positive Attitude toward Teaching/Students
Indicators: Enthusiastic, goes the extra mile, meets the needs of all learners, values students,
demonstrates patience with students, uses a variety of teaching strategies.
______________________________________________________________________________
D.
Displays a Positive Attitude toward the Profession, Colleagues, and Authority
Indicators: Loyal, flexible, cooperative, values teamwork, promotes the school, ethical,
Demonstrates self-control, respectful of mentor, cooperating teacher, and school officials.
______________________________________________________________________________
2.
CARING LEADER
A.
Promotes Nurturing and Kindness
Indicators: Tone of voice, word choices, interacts well with students, sensitive to students, is
respectful, patient in class, praises students for positive work, keeps students on task.
______________________________________________________________________________
B.
Values Relationships
Indicators: Keeps a confidence, shows concern for others’ well-being, loyal, respectful, trustworthy,
team player, able to work with others, cheerful positive and encouraging, helpful, giving.
______________________________________________________________________________
C.
Creates a Nurturing Environment
Indicators: Includes all learners, creates a warm learning space, students are free from
harassment, respects diverse learners, utilizes a variety of resources beyond the text.
______________________________________________________________________________
3.
LIFELONG LEARNER
A.
Values Professional Development
Indicators: Engages positively in learning opportunities, joins professional organizations, keeps
abreast of current issues, seeks learning opportunities, utilizes research to improve practice,
open to correction, makes every effort to improve lessons.
______________________________________________________________________________
B.
Takes Initiative
Indicators: Is organized, prepared, contributes, plans, turns in work, produces quality work, ethical.
______________________________________________________________________________
C.
Practices Reflective Inquiry
Indicators: Understands effects of decisions on students, reads with a critical understanding, knows
how to write reflections, understands consequences of actions, corrects misunderstandings quickly.
______________________________________________________________________________
COMMENTS: (Use the back if necessary.)
Signature: ___________________________________ Date: ________________________
Page 55
NORTH GREENVILLE UNIVERSITY
COLLEGE OF EDUCATION
Final (End of Semester)
ADEPT Formal Evaluation Consensus Report
Student Teacher: ________________
Academic year: ________________
Grade(s)/subject(s): ____________________
School: _____________________________
DOMAIN 1: PLANNING
APS 1: Long-Range Planning
1.A
1.B
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Obtaining and analyzing student
information and using this information to
guide instructional planning
Establishing appropriate learning and
developmental goals for all students
1.C
Identifying and sequencing appropriate
instructional units
1.D
Developing appropriate processes for
evaluating and recording students’ progress
and achievement
Planning appropriate procedures for
managing the classroom
1.E
Met
(1point)
APS 2: Short-Range Planning of Instruction
2.A
Developing unit objectives
2.B
Developing unit plans (content, strategies,
materials, resources)
2.C
Using student performance data to guide
instructional planning
APS 3: Planning Assessments and Using Data
3.A
Developing/selecting and administering
appropriate assessments
3.B
Gathering, analyzing, and using assessment
data
3.C
Using assessment data to reflect student
progress and achievement
Domain 1 (APSs 1–3) total points earned:
Domain 1 rating:
Page 56
(Total points possible = 11)
Pass (> 10 points)
Fail (< 9 points)
DOMAIN 2: INSTRUCTION
APS 4: Establishing and Maintaining High
Expectations for Learners
4.A
4.B
4.C
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
Establishing, communicating, and
maintaining high expectations for student
achievement
Establishing, communicating, and
maintaining high expectations for student
participation
Helping students assume responsibility for
their own participation and learning
APS 5: Using Instructional Strategies to
Facilitate Learning
5.A
Using appropriate instructional strategies
5.B
Using a variety of instructional strategies
5.C
Using instructional strategies effectively
APS 6: Providing Content for Learners
6.A
Demonstrating a thorough command of the
subject matter
6.B
Providing appropriate content
6.C
Structuring the content to promote
meaningful learning
APS 7: Monitoring, Assessing, and Enhancing
Learning
7.A
Monitoring student learning during
instruction
7.B
Enhancing student learning during
instruction
7.C
Providing appropriate instructional
feedback to all students
Domain 2 (APSs 4–7) total points earned:
Domain 2 rating:
Page 57
(Total points possible = 12)
Pass (> 11 points)
Fail (< 10 points)
DOMAIN 3: ENVIRONMENT
APS 8: Maintaining an Environment That
Promotes Learning
8.A
Creating a safe physical environment that is
conducive to learning
8.B
Creating and maintaining a positive
classroom climate
8.C
Creating and maintaining a classroom
culture of learning
APS 9: Managing the Classroom
9.A
Managing student behavior appropriately
9.B
Making maximum use of instructional time
9.C
Managing noninstructional routines
efficiently
Met
(1point)
Not Met
(0 points)
Rationale
Met
(1point)
Not Met
(0 points)
Rationale
(Total points possible = 6)
Domain 3 (APSs 8–9) total points earned:
Domain 3 rating:
Pass (> 5 points)
Fail (< 4 points)
DOMAIN 4: PROFESSIONALISM
APS 10: Fulfilling Professional Responsibilities
10.A
Advocating for the students
10.B
Working to achieve organizational goals
10.C
Communicating effectively
10.D
Exhibiting professional demeanor and
behavior
10.E
Becoming an active, lifelong learner
Met
(1point)
Domain 4 (APS 10) total points earned:
Domain 4 rating:
Page 58
Not Met
(0 points)
Rationale
(Total points possible = 5)
Pass (> 4 points)
Fail (< 3 points)
Overall judgment: Met (all four domains passed) Not Met (one or more
domains failed)
Evaluators’ signatures: By signing below, I verify that the formal evaluation process
was conducted in accordance with the approved ADEPT plan and that I participated
in making—and am in agreement with—the above judgments.
Cooperating
Teacher:___________________________
___
Date: ____________________
Supervising
Instructor:__________________________
__
Date: ____________________
(optional)
Student Teacher’s signature: By signing below, I verify that I have received the
results of this formal evaluation. My signature does not necessarily imply that I agree
with these results.
Student
Teacher:_______________________
Page 59
Date: ____________________
Final-Semester Summary of Student Teacher Performance
Semester_________ 20____
Student Teacher_______________________________________Grade___________________
Cooperating Teacher___________________________School___________________________
ADEPT Performance Standards (25% OF GRADE):
Domain 1 Planning
APS 1 Long Range Planning ______
APS 2 Short Range Planning of
Instruction
______
APS 3 Planning Assessment and Using
Data
______
Domain 1 (APSs 1–3)
(Total points possible = 11)
Domain 1
rating:
Domain 2 Instruction
APS 4 Establishing and Maintaining High
Expectations for Learners
______
APS 5 Using Instructional Strategies to
Facilitate Learning
______
APS 6 Providing Content for Learners
______
APS 7 Monitoring and Enhancing
Learning
______
Domain 3 Environment
APS 8 Maintaining an Environment that
Promotes Learning
______
APS 9 Managing the Classroom
______
Domain 4 Professionalism
APS 10 Fulfilling Professional
Responsibilities
______
Pass
(> 10 points)
Domain 2 (APSs 4-7)
(Total points possible = 12)
Domain 2
rating:
Pass
(> 11 points)
Domain 3 (APSs 8-9)
(Total points possible = 6)
Domain 3
rating:
Pass
(> 5 points)
Domain 4 (APS 10)
(Total points possible = 5)
Domain 4
rating:
Pass
(> 4 points)
Total points
earned:
Fail
(< 9 points)
Total points
earned:
Fail
(< 10 points)
Total points
earned:
Fail
(< 4 points)
Total points
earned:
Fail
(< 3 points)
TOTALS:
Domains 1-4
APS 1-10
________
________
NOTE:
Mid Term is a Pass/Fail grade. Failure on any domain or APS at midterm will
not automatically constitute a “Fail” as mid term grade, but will indicate a need for
improvement. Failure of any domain or any two APS at final will automatically constitute a
Final grade of “F” or failure for student teaching
Page 60
ADEPT PERFORMANCE STANDARDS
(25% OF GRADE)
Total Passing APSs ______________
(Student must pass 9 of the 10 APS for a passing grade.)
______
ASSESSMENT OF DISPOSITIONS:
(25% OF GRADE)
______
TEACHER WORK SAMPLE:
(20% OF GRADE)
______
ADEPT NOTEBOOK:
(25% OF GRADE)
______
PRESENTATION EVALUATION:
(5% OF GRADE):
______
FINAL GRADE
______
TOTAL DAYS IN ATTENDANCE
______
Supervising Instructor’s Signature ________________________________________________
Cooperating Teacher’s Signature _______________________________________________
Student Teacher’s Signature ___________________________________________________
Date____________________________
Page 61
North Greenville University Field Experience: Assessment of Dispositions
Candidate______________________________________Semester_________Average________
Please rate 1-4: never = 1; seldom = 2; acceptable = 3; consistently = 4 by writing the appropriate number in
the box.
Circle indicators that are weak for student and/or make specific comments below.
1.
EFFECTIVE PRACTITIONER
A.
Exhibits Professional Attitude
Indicators: Confident, responsible, appropriate dress, punctual, meets deadlines,
prepared, possesses self-efficacy, takes responsibility for own actions.
______________________________________________________________________________
B.
Values Communication
Indicators: Communicates content enthusiastically, uses correct grammar, has
good communication skills, able to relate and communicate with all stake holders.
______________________________________________________________________________
C.
Demonstrates a Positive Attitude toward Teaching/Students
Indicators: Enthusiastic, goes the extra mile, meets the needs of all learners, values students,
demonstrates patience with students, uses a variety of teaching strategies.
______________________________________________________________________________
D.
Displays a Positive Attitude toward the Profession, Colleagues, and Authority
Indicators: Loyal, flexible, cooperative, values teamwork, promotes the school, ethical,
Demonstrates self-control, respectful of mentor, cooperating teacher, and school officials.
______________________________________________________________________________
2.
CARING LEADER
A.
Promotes Nurturing and Kindness
Indicators: Tone of voice, word choices, interacts well with students, sensitive to students, is
respectful, patient in class, praises students for positive work, keeps students on task.
______________________________________________________________________________
B.
Values Relationships
Indicators: Keeps a confidence, shows concern for others’ well-being, loyal, respectful, trustworthy,
team player, able to work with others, cheerful positive and encouraging, helpful, giving.
______________________________________________________________________________
C.
Creates a Nurturing Environment
Indicators: Includes all learners, creates a warm learning space, students are free from
harassment, respects diverse learners, utilizes a variety of resources beyond the text.
______________________________________________________________________________
3.
LIFELONG LEARNER
A.
Values Professional Development
Indicators: Engages positively in learning opportunities, joins professional organizations, keeps
abreast of current issues, seeks learning opportunities, utilizes research to improve practice,
open to correction, makes every effort to improve lessons.
______________________________________________________________________________
B.
Takes Initiative
Indicators: Is organized, prepared, contributes, plans, turns in work, produces quality work, ethical.
______________________________________________________________________________
C.
Practices Reflective Inquiry
Indicators: Understands effects of decisions on students, reads with a critical understanding, knows
how to write reflections, understands consequences of actions, corrects misunderstandings quickly.
______________________________________________________________________________
COMMENTS: (Use the back if necessary.)
Signature: ___________________________________ Date: ________________________
Page 62
APPENDIX C - Cooperating Teacher Forms
Cooperating Teacher Personal Data Sheet
Cooperating Teacher Evaluation of Student Teacher
Preparation
The Good Mentor
Actions to Assist in ADEPT Performance Standards
Page 63
Cooperating Teacher Personal Data Sheet
Name ______________________________________ Date _____________
School Name __________________________________________________
School Address ________________________________________________
School Phone __________________________
Home Address _________________________________________________
Home Phone ______________ E-Mail ______________________________
Area(s) of Certification __________________________________________
Number of years in teaching _________
Subject(s) currently teaching ______________________________________
Subject(s) taught in past __________________________________________
Education Background:
Undergraduate Degree________________ Institution __________________
Area ______________________________
Graduate Degree ____________________ Institution __________________
Area _______________________________
State ADEPT Evaluator Training completed: Yes ___ No ___
(3 day State Approved)
NGU ADEPT Seminar Training: Yes _____ No _____
Other NGU student teachers that you have had _____________________
Page 64
Cooperating Teacher’s Evaluation of North Greenville University’s Student Teacher Preparation
Student Teacher:
School:
Subject Area or Grade:
Date:
Cooperating Teacher:
Directions: The following evaluation is to be completed at the end of the student teacher
placement by the cooperating teacher. Indicate the level of proficiency if the behavior is
observed. If you do not have knowledge of one of the behaviors, please leave the item
blank. Attach an additional sheet for narrative comments you may wish to make regarding
the student teacher’s performance.
DOMAIN 1: PLANNING
APS 1: Long-Range Planning
1.A
1.B
Identifying and sequencing appropriate
instructional units
1.D
Developing appropriate processes for
evaluating and recording students’ progress
and achievement
Planning appropriate procedures for
managing the classroom
APS 2: Short-Range Planning of Instruction
2.A
Developing unit objectives
2.B
Developing unit plans (content, strategies,
materials, resources)
2.C
Using student performance data to guide
instructional planning
APS 3: Planning Assessments and Using Data
3.A
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Outstanding
(3 points)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Outstanding
(3 points)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Obtaining and analyzing student
information and using this information to
guide instructional planning
Establishing appropriate learning and
developmental goals for all students
1.C
1.E
Outstanding
(3 points)
Developing/selecting and administering
appropriate assessments
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3.B
Gathering, analyzing, and using assessment
data
3.C
Using assessment data to reflect student
progress and achievement
DOMAIN 2: INSTRUCTION
APS 4: Establishing and Maintaining High
Expectations for Learners
4.A
4.B
4.C
Outstanding
(3 points)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Outstanding
(3 points)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Outstanding
(3 points)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Outstanding
(3 points)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Establishing, communicating, and
maintaining high expectations for student
achievement
Establishing, communicating, and
maintaining high expectations for student
participation
Helping students assume responsibility for
their own participation and learning
APS 5: Using Instructional Strategies to
Facilitate Learning
5.A
Using appropriate instructional strategies
5.B
Using a variety of instructional strategies
5.C
Using instructional strategies effectively
APS 6: Providing Content for Learners
6.A
Demonstrating a thorough command of the
subject matter
6.B
Providing appropriate content
6.C
Structuring the content to promote
meaningful learning
APS 7: Monitoring, Assessing, and Enhancing
Learning
7.A
Monitoring student learning during
instruction
7.B
Enhancing student learning during
instruction
7.C
Providing appropriate instructional
feedback to all students
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DOMAIN 3: ENVIRONMENT
APS 8: Maintaining an Environment That
Promotes Learning
8.A
Creating a safe physical environment that is
conducive to learning
8.B
Creating and maintaining a positive
classroom climate
8.C
Creating and maintaining a classroom
culture of learning
APS 9: Managing the Classroom
9.A
Managing student behavior appropriately
9.B
Making maximum use of instructional time
9.C
Managing noninstructional routines
efficiently
Outstanding
(3 points)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Outstanding
(3 points)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
DOMAIN 4: PROFESSIONALISM
APS 10: Fulfilling Professional Responsibilities
10.A
Advocating for the students
10.B
Working to achieve organizational goals
10.C
Communicating effectively
10.D
Exhibiting professional demeanor and
behavior
10.E
Becoming an active, lifelong learner
11. Personal Development
Outstanding
(3 points)
Outstanding
(3 points)
Personal Characteristics
Exhibits emotional control and poise
Is dependable and responsible
Establishes rapport with students
Exhibits courtesy
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Satisfactory
(2 points)
Unsatisfactory
(1 point)
Is adaptable and flexible
Exhibits appropriate appearance/grooming
Exhibits initiative
Exhibits industriousness
Exhibits sense of humor
Exhibits tactfulness
Exhibits enthusiasm
12 Interpersonal Development
Outstanding
(3 points)
Satisfactory
(2 points)
Unsatisfactory
(1 point)
Includes activities and utilizes instructional materials
to reduce ethnocentrism (prejudice, discrimination,
stereotyping, etc.)
Fosters an appreciation for differing values and
cultural norms
Includes activities to develop student self-esteem and
positive self-concept
Fosters ethical principles in students (fairness,
reciprocity, integrity, etc.)
Perceives verbal and nonverbal messages and reacts
with sensitivity
Models respect for all students
Thank you for completing this form.
Cooperating Teacher: ___________________________________________________
Date: ________________________________________________________________
Please return to the Supervising Instructor.
Page 68
The Good Mentor
By James B. Rowley
Six basic but essential qualities of the good mentor:

Committed to the role of mentoring
o A positive and professional role model and guide
o Has passion for children and teaching
o Committed to spending time to
 Listen
 Explain
 Share – resources and knowledge

Accepting of the beginning teacher
o Receptive and supportive of the student teacher
o Corrects without criticism
o Creates atmosphere which allows student teacher to take risks and grow
o Respects integrity and confidentiality of the student teacher
o Brings out strengths in student teacher and assists in overcoming
weakness(es)

Skilled at providing instructional support
o Offers constructive advice
o Experienced in content and instructional strategies
o Supports student teacher in successes and turns failures into learning
experiences
o Provides supportive, reflective, and constructive feedback

Effective in different interpersonal contexts
o models good listening as well as effective communication with student
teacher, students, peers, parents and administrators
o able to establish clear boundaries of respect between mentor and student
teacher
o responsive to concerns
o able to give constructive criticism while being encouraging and supportive

A model of a continuous learner
o Serves as a role model and leads by example
o Open to new ideas
o Self-evaluator – reflects on own teaching practices
o Exemplary teacher who stays current (takes professional classes, reads
professional journals, etc.)
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
Communicates hope and optimism
o Displays positive attitude
o Acts as a positive motivator
o Motivated by love of education
o Desires student teacher to succeed
o Demonstrates sense of humor
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Actions to Assist in ADEPT Performance Standards
APS 1
Long-Range Planning
An effective teacher facilitates student achievement by establishing appropriate
long-range learning goals and by identifying the instructional, assessment, and
management strategies necessary to help all students progress toward meeting
these goals.
Long-range planning requires the teacher to combine a knowledge of content, standards, and
curriculum with a knowledge of specific learning-teaching contexts and student characteristics.
Although long-range planning is an essential process for all teachers, long-range plans (LRPs) will
differ according to variables such as content (i.e., subject matter, concepts, principles, process, and
related skills) and context (e.g., setting, learning needs of the students). In developing LRPs, the
teacher should work both independently and collaboratively. LRPs are dynamic documents that
should be reviewed continuously and revised, as necessary, throughout the school year.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
1.A
The teacher obtains student information, analyzes this information to determine the
learning needs of all students, and uses this information to guide instructional
planning.
The teacher begins the long-range planning process by gaining a thorough understanding of
students’ prior achievement levels, learning styles and needs, cultural and socioeconomic
backgrounds, and individual interests. The teacher gathers this information from a variety of
sources, including student records (e.g., permanent records, individualized education
programs) and individuals such as other teachers, special-area professionals, administrators,
service providers, parents, and the students themselves. From this information, the teacher
identifies the factors that are likely to impact student learning. The teacher then uses this
information to develop appropriate plans for meeting the diverse needs of his or her
students.
1.B
The teacher establishes appropriate standards-based long-range learning and
developmental goals for all students.
The teacher’s goals are aligned with relevant federal, state, and local requirements and
reflect the applicable grade-level academic standards. For preschool children and students
with severe disabilities, the teacher’s goals align with appropriate developmental and/or
functional expectations.
1.C
The teacher identifies and sequences instructional units in a manner that facilitates the
accomplishment of the long-range goals.
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In this context, an instructional unit is a set of integrated lessons that is designed to
accomplish learning objectives related to a curricular theme, an area of knowledge, or a
general skill or process. Consistent with relevant federal, state, and local curriculum and/or
academic standards, the teacher’s instructional units provide for appropriate coverage of the
key themes, concepts, skills, and standards related to the subject area(s) and are designed to
expose students to a variety of intellectual, social, and cultural perspectives. The sequence of
the teacher’s units (as presented through timelines, curriculum maps, planning and pacing
guides, and so forth) follows a logical progression, with an appropriate amount of time
allocated to each instructional unit.
1.D
The teacher develops appropriate processes for evaluating and recording students’
progress and achievement.
The teacher’s evaluation process includes the major formal and informal assessments to be
used (e.g., observations, exams, research papers, performance, projects, portfolios) and the
evaluation criteria for each. The teacher’s evaluation methods are appropriate for the
learning goals and the content. The evaluation criteria match state, local, and/or individually
determined expectations for student progress and achievement. The teacher’s record-keeping
system provides a confidential and well-organized system for storing, retrieving, and
analyzing all necessary student data.
1.E
The teacher plans appropriate procedures for managing the classroom.
The teacher’s rules and procedures for managing student behavior, whether developed
independently by the teacher or collaboratively with the students, are clearly stated,
appropriate for the students, and consistent with school and district policies. The rules are
stated in positive terms, when possible, and focus on behaviors rather than on students. The
teacher’s procedures for managing essential noninstructional routines (e.g., transitioning
between activities and/or subjects, taking roll, collecting student work, preparing learning
centers or labs, retrieving instructional materials or resources) promote efficiency and
minimize the loss of instructional time.
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APS 2
Short-Range Planning of Instruction
An effective teacher facilitates student achievement by planning appropriate
learning objectives; selecting appropriate content, strategies, and materials for
each instructional unit; and systematically using student performance data to guide
instructional decision making.
In this context, the term instructional unit is defined as a set of integrated lessons that is designed to
accomplish learning objectives related to a curricular theme, an area of knowledge, or a general skill
or process. The length of instructional units—that is, the number of days or lessons they cover—
will vary in accordance with such factors as the number of objectives to be accomplished; the
complexity of the content to be covered; and the ability levels of the particular students.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
2.A
The teacher develops unit objectives that facilitate student achievement of appropriate
academic standards and long-range learning and developmental goals.
The teacher’s objectives define what the students should know (i.e., the factual, conceptual,
procedural, and/or metacognitive knowledge) and be able to do (e.g., the cognitive
processes—remembering, understanding, applying, analyzing, evaluating, and/or creating)
upon completing the unit. The teacher’s objectives are student-oriented, explicit, and
assessable statements of intended learning outcomes. There is a clear connection between
the unit objectives and grade-level academic standards (or, for preschool children or students
with severe disabilities, between the unit objectives and appropriate developmental and/or
functional expectations). The unit objectives are consistent with the long-range goals,
assessment results from previous instructional units, state and local curriculum guidelines,
individualized education programs (IEPs), and the needs and interests of the students. The
unit objectives are logically linked to previous and future learning objectives.
2.B
The teacher develops instructional plans that include content, strategies, materials, and
resources that are appropriate for the particular students.
The content of the teacher’s instructional plans is drawn from multiple sources that are
accurate and current and is applicable to the students’ grade-level academic standards,
instructional needs, ability and developmental levels, and interests. The sources of the
content expose students to a variety of intellectual, social, and cultural perspectives as
appropriate. The teacher selects a variety of instructional strategies and materials in order to
present content in formats that accommodate learning differences and that translate into reallife contexts for the students. Instructional technology is included as appropriate. The
instructional strategies are logically sequenced and include sufficient opportunities for initial
learning, application and practice, and review. The strategies lead the students to
increasingly higher levels of thinking and problem solving. They promote active student
engagement during both independent and collaborative learning tasks, and they provide
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opportunities for the teacher and students to vary their roles in the instructional process (e.g.,
instructor, facilitator, coach, audience).
2.C
The teacher routinely uses student performance data to guide short-range planning of
instruction.
The teacher develops lesson and unit plans on the basis of accurate conclusions that he or
she has drawn from analyses of the particular students’ prior performance (i.e., their
behavior, progress, and achievement).
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APS 3
Planning Assessments and Using Data
An effective teacher facilitates student achievement by assessing and analyzing
student performance and using this information to measure student progress and
guide instructional planning.
In this context, the term assessment refers to any formal or informal measurement tool, activity,
assignment, or procedure used by a classroom teacher to evaluate student performance.
Assessments may be commercially produced or developed by the teacher, but all should be valid,
reliable, and maximally free from bias.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
3.A
The teacher develops/selects and administers a variety of appropriate assessments.
The assessments used by the teacher are technically sound indicators of students’ progress
and achievement in terms of the unit objectives, the grade-level (or individually determined)
academic standards, and the student achievement goals. The assessments align with the
learning objectives and the instruction in terms of the type(s) of knowledge (i.e., factual,
conceptual, procedural, and/or metacognitive) and the cognitive processes (i.e.,
remembering, understanding, applying, analyzing, evaluating, and/or creating). The teacher
is not overly reliant on commercially produced assessments, but when he or she uses them,
the teacher is careful to ensure that any necessary modifications are made. Assessment
materials are free of content errors, and all assessments include verbal and/or written
directions, models, and/or prompts that clearly define what the students are expected to do.
The assessments are appropriate for the ability and developmental levels of the students in
the class. The teacher provides appropriate accommodations for individual students who
require them in order to participate in assessments.
3.B
At appropriate intervals, the teacher gathers and accurately analyzes student
performance data and uses this information to guide instructional planning.
The teacher routinely obtains student baseline data, analyzes the data to determine student
learning needs, and uses this information to develop appropriate instructional plans. At
appropriate intervals throughout instruction, the teacher analyzes student performance on
informal assessments (e.g., individual and group performance tasks, quizzes, assignments)
and formal assessments (e.g., tests, projects, portfolios, research papers, performances) to
determine the extent to which both individual students and groups of students are
progressing toward accomplishing the learning objectives. On the basis of these analyses,
the teacher determines the impact of instruction on student learning and makes appropriate
decisions about the need to modify his or her instructional plans.
3.C
The teacher uses assessment data to assign grades (or other indicators) that accurately
reflect student progress and achievement.
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The teacher makes decisions about student performance, progress, and achievement on the
basis of explicit expectations that clearly align with the learning objectives and achievement
goals, the assessments, and the students’ level of ability. The teacher may present his or her
evaluation criteria in the form of scoring rubrics, vignettes, grading standards, answer keys,
rating scales, and the like. Assessments are appropriately weighted on the basis of the
relative importance of each in determining overall progress and achievement. The teacher
maintains accurate, current, well-organized, and confidential records of assessment results.
The teacher uses available information technology to store and assist with the analysis of
student data.
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APS 4
Establishing and Maintaining High Expectations for Learners
An effective teacher establishes, clearly communicates, and maintains
appropriate expectations for student learning, participation, and responsibility. In
this context, the term participation refers to student effort.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
4.A
The teacher establishes, communicates, and maintains high expectations for student
achievement.
The teacher’s expectations are appropriately challenging for the grade and/or ability levels
of the particular students. The teacher communicates the learning objectives so that students
clearly understand what they are expected to know and be able to do. The teacher reviews
and/or clarifies the objectives as necessary.
4.B
The teacher establishes, communicates, and maintains high expectations for student
participation.
The teacher’s expectations are appropriate for the grade and/or ability levels of the particular
students and for the subject area. The teacher effectively communicates these expectations
so that his or her students will readily apply them to instructional activities and events
during the lessons and to assignments and tasks both in and out of the classroom.
4.C
The teacher helps students assume responsibility for their own participation and
learning.
The teacher clearly communicates the importance and relevance of the academic standards
and learning objectives as well as the way the standards and objectives relate to the students’
previous and/or future learning. The teacher encourages the students to become the active
agents of their own learning and to take the initiative to follow through with their work. The
teacher provides appropriate opportunities for the students to engage in self- assessment and
reflection on their learning and to develop a metacognitive awareness of their own strengths
and weaknesses. The teacher assists the students in developing strategies to compensate for
their weaknesses when it is necessary.
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APS 5
Using Instructional Strategies to Facilitate Learning
An effective teacher promotes student learning through the effective use
of appropriate instructional strategies.
The term instructional strategies refers to the methods, techniques, technologies, activities, or
assignments that the teacher uses to help his or her students achieve the learning objectives.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
5.A
The teacher uses appropriate instructional strategies.
The teacher’s strategies are appropriate for the particular objectives and content and the
particular students’ grade, developmental, and ability levels. The strategies build on the
students’ interests and prior learning and are appropriate for the students’ stage of learning
(e.g., initial, application, practice, review) with regard to the particular material. The
teacher’s strategies promote higher levels of thinking and/or performance.
5.B
The teacher uses a variety of instructional strategies.
The teacher draws from a substantial repertoire of instructional strategies, varying his or her
strategies both within and among lessons according to the particular objectives and content
and the students’ ability levels, learning styles, rates of learning, and special needs. The
teacher conveys information in a variety of formats (e.g., lectures, videotapes, texts, DVDs)
and approaches (e.g., demonstrations, guided practice, guided discovery, simulations). As
appropriate to the learners and the learning, the teacher’s instructional strategies include
sharing instructional responsibilities with other teachers, guest speakers, and/or parents;
varying and/or exchanging roles (e.g., instructor, facilitator, coach, observer) with students;
and creating opportunities for both independent and collaborative learning experiences.
5.C The teacher uses instructional strategies effectively.
The teacher uses instructional strategies that actively engage his or her students and that ultimately
result in meaningful learning for them. All students receive opportunities to experience success.
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APS 6
Providing Content for Learners
An effective teacher possesses a thorough knowledge and understanding of the
discipline so that he or she is able to provide the appropriate content for the
learners.
In this context, the term content refers to the particular aspects of the discipline that are being
taught, including subject matter, concepts, principles, processes, and related skills. Central to this
standard is the content competence of the teacher. From this in-depth knowledge of the discipline,
the teacher must select the content that is appropriate for his or her students and then organize the
content in ways that best facilitate student learning.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
6.A
The teacher demonstrates a thorough command of the discipline that he or she teaches.
The teacher provides content that is accurate and current. The teacher’s presentations,
demonstrations, discussions, responses to students’ questions, and methods of engaging the
students indicate a thorough knowledge and understanding of the content. The teacher
identifies and explains/demonstrates conceptual relationships and/or procedural steps. The
teacher identifies and corrects students’ content errors.
6.B
The teacher provides appropriate content.
The content of the teacher’s lessons is aligned with the applicable curriculum requirements,
grade-level academic standards, and/or student learning objectives. Whenever possible, the
teacher draws lesson content from multiple sources and presents it in ways that expose
students to a variety of intellectual, social, and/or cultural perspectives.
6.C
The teacher structures the content to promote meaningful learning.
The teacher’s instruction goes beyond the simple presentation of factual knowledge. The
teacher aligns the content with the learning objectives and ensures that students are provided
with opportunities to acquire the knowledge and to use the cognitive processes that are
necessary for successful problem solving. The teacher is able to identify and to explain
and/or demonstrate key concepts and skills as well as their broader relationships and
applications. The teacher guides student learning by presenting concepts and/or procedures
in a logical sequence and in clear and sufficient detail. The teacher uses appropriate
examples to help make the content relevant, meaningful, and applicable to the students.
When students experience difficulties in mastering the content, the teacher is able to identify
and address the sources of the problems.
An effective teacher maintains a constant awareness of student performance throughout the lesson
in order to guide instruction and provide appropriate feedback to students.
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APS 7
Monitoring, Assessing, and Enhancing Learning
An effective teacher maintains a constant awareness of student performance
throughout the lesson in order to guide instruction and provide appropriate feedback to
students.
In this context, the term monitoring refers to any methods the teacher uses during the lesson to
collect information about his or her students’ understanding of the content. Assessing includes any
formal or informal measurement tools, activities, assignments, or procedures a teacher uses during
the lesson to evaluate the students’ performance and their progress toward meeting the learning
objectives. Enhancing learning refers to actions a teacher takes during the lesson as a direct result
of monitoring and assessing in order to improve or extend student learning.
Both APS 3 (Planning Assessments and Using Data) and APS 7 involve teacher decision making on
the basis of the results of student assessments. However, APS 3 deals with decision making that
occurs prior to and after instruction. In contrast, APS 7 deals with the decision making that occurs
during the actual lesson. In other words, the key elements of APS 7 occur “in flight.”
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
7.A
The teacher continually monitors student learning during instruction by using a
variety of informal and formal assessment strategies.
The teacher maintains a constant awareness of student learning by engaging the students in
classroom activities such as discussions, projects, performances, assignments, and quizzes.
During these activities, the teacher uses effective questioning techniques to sample a
representative cross section of students. The teacher’s questions are appropriate to the
content, the activities, and the students. The teacher determines the students’ level of
understanding of key concepts and skills by carefully observing/listening to and analyzing
students’ verbal and nonverbal responses and reactions, inquiries, approaches to the task,
performance, and final products.
7.B
The teacher enhances student learning by using information from informal and formal
assessments to guide instruction.
The teacher systematically collects, analyzes, and summarizes assessment data to monitor
students’ progress. On the basis of formal and informal assessment information, the teacher
makes appropriate decisions regarding instruction. When his or her students have difficulty
answering questions, the teacher provides appropriate response time, rephrases the question,
and/or provides prompts or other such assistance. The teacher provides additional
explanations, demonstrations, or assistance, and modifies the content and/or the instructional
strategies when necessary. The teacher adjusts the pace of the lessons to conform to the
needs of the students. The teacher promotes student retention of the content
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by actively engaging the students in reviews of the key elements, steps, or procedures as
necessary. The teacher extends students’ learning and development through appropriate
enrichment activities.
7.C
The teacher enhances student learning by providing appropriate instructional
feedback to all students.
The teacher provides feedback to the students throughout the lesson. The teacher also
provides feedback on all significant student work. The teacher’s feedback—whether oral,
written, or nonverbal—is equitable (i.e., provided to all students) and individualized. The
feedback is accurate, constructive, substantive, specific, and timely. The feedback is
effective in helping correct students’ misunderstandings or errors, reinforcing their
knowledge and skills, and/or extending their learning.
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APS 8
Maintaining an Environment That Promotes Learning
An effective teacher creates and maintains a classroom environment that
encourages and supports student learning.
In this context, the term environment refers to both the physical surroundings and the affective climate
of the classroom. This standard focuses on environmental factors that a teacher can reasonably be
expected to control.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
8.A
The teacher creates and maintains the physical environment of his or her classroom as a
safe place that is conducive to learning.
The teacher’s classroom arrangement allows all students to see, hear, and participate during
instruction. The classroom is free from clutter and distractions that impede learning. The teacher
ensures that all materials are safely and properly stored and that all applicable safety regulations
and precautions are followed. Classroom displays feature items of educational relevance and
interest, including current samples of student work as appropriate.
8.B
The teacher creates and maintains a positive affective climate in his or her classroom.
The teacher conveys confidence in his or her ability to teach the lesson content and to work with
diverse groups of students. The teacher exhibits the enthusiasm necessary to generate interest in
the subject matter and the patience and sensitivity necessary to assist and support all students,
regardless of their social and cultural backgrounds or intellectual abilities. The teacher shows
respect for the feelings, ideas, and contributions of all students and encourages the students to
do likewise.
8.C
The teacher creates and maintains a culture of learning in his or her classroom.
The teacher exemplifies and emphasizes initiative, industriousness, inquisitiveness, and
excellence and, by doing so, encourages the students to do likewise. The teacher facilitates
cooperation and teamwork among students and provides them with appropriate incentives and
rewards for learning. The teacher works to ensure that every student feels a sense of belonging
in the classroom. To the extent appropriate, the teacher invites student input and suggestions
when designing instructional activities and events.
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APS 9
Managing the Classroom
An effective teacher maximizes instructional time by efficiently managing student
behavior, instructional routines and materials, and essential noninstructional tasks.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
9.A
The teacher manages student behavior appropriately.
The teacher’s behavioral rules and consequences are appropriate for the students and are
consistent with district and school policies. These rules and consequences are clearly
conveyed to the students and are enforced in a fair and consistent manner. The teacher
maintains a constant awareness of classroom events and activities. The teacher uses effective
preventive discipline techniques (e.g., eye contact, facial expressions, proximity) and
handles any disruptions in an appropriate and timely manner. Disciplinary actions focus on
the inappropriate behaviors and not on the students themselves. The teacher encourages
students to monitor and assume responsibility for their own behavior.
9.B
The teacher makes maximal use of instructional time.
The teacher ensures that his or her students are engaged in meaningful academic learning
throughout the instructional period. Instructional materials, resources, and technologies are
useable, well organized, and accessible. In general, instruction is characterized by a smooth
flow of activity.
9.C
The teacher manages essential noninstructional routines in an efficient manner.
It is evident that the teacher has clearly communicated to his or her students the rules and
procedures for safety routines (e.g., fire drills, tornado drills, emergency preparedness) and
classroom operations (e.g., roll call, collecting or turning in assignments, obtaining and
distributing instructional materials, keeping work stations or lab areas in order). Transitions
between activities or classes are handled in an efficient and orderly manner, with
supervision provided as is necessary and appropriate.
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APS 10
Fulfilling Professional Responsibilities
An effective teacher is an ethical, responsible, contributing, and ever-learning member
of the profession.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
10.A
The teacher is an advocate for the students.
The teacher collaborates with colleagues, administrators, and other student-oriented
professionals (e.g., curriculum specialists, counselors, library media specialists, speechlanguage therapists, nurses) to determine the needs of his or her students and to plan and
provide them with the appropriate learning experiences and assessments. The teacher
establishes appropriate professional relationships with agencies, businesses, and community
groups that support the well-being of students.
10.B
The teacher works to achieve organizational goals in order to make the entire school a
positive and productive learning environment for the students.
The teacher regularly attends and contributes to departmental meetings, faculty meetings,
strategic planning sessions, and the like. The teacher actively supports the efforts of school
organizations such as parent-teacher groups and school improvement councils. To the extent
that is possible and appropriate, the teacher supports extracurricular activities that contribute
to the overall learning and development of students (e.g., academic clubs, student council,
athletics, cultural/artistic events).
10.C
The teacher is an effective communicator.
Both inside and outside the classroom, the teacher’s spoken and written language is clear,
correct, and appropriate for each target audience (e.g., students, parents, colleagues, related
professionals). The teacher communicates with parents/guardians on a regular basis about
goals and expectations for student learning, behavioral rules and consequences, assignments,
suggestions for supporting student learning at home, assessment results, and student
progress and performance. The teacher responds appropriately to parental concerns. The
teacher uses a variety of formats (e.g., telephone contacts, meetings, conferences,
letters/newsletters, Web sites, report cards, notes, e-mails, interactive journals) to maintain
effective and ongoing communication with others.
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10.D
The teacher exhibits professional demeanor and behavior.
The teacher maintains a valid teaching certificate; complies with all professional, school,
and district rules, policies, and procedures; and is cognizant of the policies set forth in the
SDE publication Standards of Conduct for South Carolina Educators. The teacher’s
performance is characteristic of a professional in terms of self-management (e.g.,
responsibility, initiative, time management, appearance), ethical standards, and quality of
work (e.g., completing required tasks in an accurate, timely, and effective manner).
10.E
The teacher is an active learner.
The teacher is a reflective practitioner who systematically collects, synthesizes, and
evaluates student-achievement data in order to accurately identify his or her own
professional strengths and weaknesses and to gain professional insight and vision regarding
ways to enhance student learning. As a result of this self-assessment, the teacher
collaborates with his or her supervisor(s) to develop an appropriate individualized
professional growth plan. Additionally, the teacher regularly seeks out, participates in, and
contributes to activities that promote collaboration and that support his or her continued
professional growth (e.g., participation in professional associations, courses, conferences,
workshops, seminars).
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APPENDIX D
Lesson Plan Template for College of Education
Page 86
LESSON PLAN TEMPLATE FOR COLLEGE OF EDUCATION
(Conceptual Framework Objectives Addressed)
Lesson Title:
Grade:
State Standard:
1.C.1 Student teacher uses curriculum that is based on state and national curriculum
standards.
Learning Objectives: The student will be able to:
1.C.2 Student teacher develops short range plans that reflect an understanding of the
importance of aligning curriculum, instruction, and assessment.
Activities/Procedures:
What will you and the students be doing during this lesson?
How will you begin/introduce the lesson? How will prior learning be activated?
How will other areas of the curriculum be integrated?
1.C.2
Student teacher develops short range plans that reflect an understanding of the
importance of aligning curriculum, instruction, and assessment.
1.A.2
Student teacher integrates content across the curriculum.
Accommodations:
How will students’ individual differences in rates of learning, styles of learning,
interests, and needs be accommodated?
Materials: What resources/materials will be needed during this lesson?
1.B.1 Student teacher provides content from multiple sources and in varied formats.
Questioning: Develop questions on various levels of Bloom’s of Taxonomy. Identify
the level that corresponds to each question.
2.B.2 Student teacher uses methods of instruction that emphasize critical thinking and
flexible approaches to problems.
Assessment: How will you know that the students met the objectives(s) of the lesson?
1.C.2 Student teacher develops short range plans that reflect an understanding of the
importance of aligning curriculum, instruction, and assessment.
1.D.2
Student teacher develops short range plans that reflect and understanding of the
importance of aligning curriculum, instruction, and assessment.
Page 87
Choose the appropriate
Lesson Plan Template
PAGE
Lesson Plan Template for Early Childhood and Elementary Education ……………………..115
Lesson Plan Template for Sec. Ed. ELA ……………………………………………………..116
Lesson Plan Template for Sec. Ed. Math …………………………………………………….117
Lesson Plan Template for Music Ed …………………………………………………………118
Lesson Plan Template for Social Studies …………………………………………………….119
Page 88
LESSON PLAN TEMPLATE FOR Early Childhood Education STUDENTS
SUBJECT OF LESSON:_______________________
Lesson Title:
State Standard:
Indicator(s):
Learning Objectives:
Essential Questions:
Materials: What resources and materials will be needed during the lesson?
Activities/Procedures (Describe each step in a bulleted list format):
How will you establish the behavioral expectations for students?
How will activate prior knowledge of the students about this topic?
How will you begin/introduce the lesson?
What content will you teach/explain? What will you and the students be doing during
this lesson?
What will you say?
What will you and the students be doing during this lesson?
Questioning: Develop and use questions based on at least three higher levels of Bloom’s
Taxonomy of Educational Objectives during the lesson (as they are asked in the
Activities/Procedures section. Beside each question, identify the level that corresponds to it.
Assessment: How will you know that the students met the learning objectives of the lesson? How
will the assessments accommodate the differences in the students? (Attach a copy of your
assessment with each lesson turned in). Keep in mind that assessment has three parts: the student
activity, how the activity is recorded and how you will re-teach those students who have not
mastered the concept.
Closure: Restate the EQ and evaluate student responses in a variety of ways. (“Let students tell you
what they learned…..)
List the ways you will take into consideration, or accommodate for, the individual differences
among students in rates of learning, styles of learning, interests, and special needs, as in the
following list:
Visual learners
ESL
Cognitive disabilities
Auditory learners
Gifted
Kinesthetic learners
Physical disabilities
Integrated Curriculum: In what ways are other subjects integrated into this lesson?
Page 89
Learning Plan Rubric, Early Childhood Education
Criteria
Target
5 (must meet all
criteria)
The Effective Practitioner
Plans indicate standards
Lesson Plan
Addresses State that are addressed are
appropriate for the grade
Standard(s)
level and accommodate
the needs, interests, and
abilities of the students.
Lesson objectives for
instruction are clear and
show alignment to
standards.
Learning
Objectives
Activities and
Procedures
Acceptable
3
Plans may not clearly
indicate standards
addressed. Some
standards may not be
appropriate for the grade
level or may not
accommodate the needs,
interests and abilities of
the students.
Developing
1
Plans do not indicate
standards addressed, or
they address standards
that are inappropriate
for grade level and
students’ interests and
abilities.
There is limited
evidence of alignment
Some lesson objectives
of objectives for
for instruction and
instruction and
assessment display an
assessment to students’
understanding of students’ needs, interests, and
needs, interests, and
abilities, or to
abilities. Some objectives, standards.
instruction, and
assessment are aligned to
the standards.
Plans relate the
Plans may not clearly
The relationship of
objectives, instruction,
relate objectives,
objectives, instruction,
and assessment to
instruction, and
and assessment to
students’ needs, interests assessment to students’
students’ needs,
and abilities. Plans show needs, interests, and
interests, and abilities is
the alignment of
abilities. Instruction and
very limited.
instruction and
assessment activities are
Alignment of
assessment activities to
not clearly aligned to
instruction and
objectives based on
objectives based on
assessment activities to
curriculum standards.
curriculum standards.
each other and/or to
objectives based on
curriculum standards is
very limited.
Plans for instruction
Some accommodations
Few accommodations
indicate how information are made in the
were made in the
about students impacts
implementation of
implementation of
the implementation and
instruction based on
instruction based on
evaluation of instruction information about
information about
by describing the
students.
students.
specific accommodations Some instructional
Instructional strategies
to be made.
strategies used
are limited in
Instructional strategies accommodate differences accommodating the
in rates of learning and
differences in rates of
used accommodate
styles.
learning and styles.
differences in rates of
Page 90
Criteria
Target
5 (must meet all
criteria)
The Effective Practitioner
learning and styles.
Plans build on students’
prior learning and
development.
Plans provide for
(Activities/
integration of content
Procedures,
across disciplines in
cont.)
instructional activities.
Manipulatives were used
to promote child
understanding.
Engaging hook and clear
closure with a
summating activity are
evident.
Materials used go
Materials
beyond textbook to other
sources to ensure
comprehensive and
accurate presentation of
content.
Resources, materials, and
technologies used are
chosen with a view to
presenting information
from a variety of cultural
perspectives and in a
variety of formats to
meet learners’ needs and
abilities.
Materials used are ageappropriate and include a
minimum of 2 of the
following:
Audiovisual
Multimedia
Online services
Texts representing
various perspectives and
genres
Additional resources
for learning centers
Manipulatives
Acceptable
3
Developing
1
Portions of plans build on
students’ prior learning
and development. There is
some evidence of
integration and content
across disciplines in
instructional activities.
Manipulatives were not
used. Lesson lacks hook
OR closure.
Activation of students’
prior learning and
development are
limited or missing.
Few instructional
activities provide for
integration of content
across disciplines. No
hook or closure evident
in the lesson.
Materials used go beyond
textbook to other sources
but are not comprehensive
in the presentation of
content.
Some resources,
materials, and
technologies used are
chosen with a view to
presenting information
from a variety of cultural
perspectives.
Some resources,
materials, and
technologies present
information in a variety of
formats to meet learners’
needs and abilities.
Materials used are ageappropriate but include
only one of the following:
Audiovisual
Multimedia
Online services
Texts representing
various perspectives and
genres
Additional resources for
learning centers
Manipulatives
Page 91
Materials used may go
beyond textbook to
other sources but are
not comprehensive or
may present some
inaccurate content
information.
Resources, materials,
and technologies used
are limited in
presenting information
from a variety of
cultural perspectives.
Few resources and
materials meet learners’
needs and abilities.
Materials used are
accurate but do not go
beyond textbook.
No provision for
additional center
materials.
Criteria
Target
5 (must meet all
criteria)
The Effective Practitioner
Questioning/
Higher Order
Thinking
Assessment
Plans provide students an
opportunity to develop
critical thinking and
problem-solving skills.
Activities and
assessments address
various levels of
Bloom’s taxonomy, but
focus on atleast 3 of the
higher levels.
Assessment is clearly
aligned to the standards,
objectives and
instruction.
Assessment strategies are
appropriate for students’
ability and
developmental levels.
Assessment is clearly
related to students’
needs, interests, and
abilities.
Acceptable
3
Developing
1
Plans provide limited
opportunities for students
to develop critical
thinking and problem
solving skills.
Activities and assessments
only address two levels of
Bloom’s taxonomy, or
focus on lower levels.
Instructional activities
only promote single
solution problems.
Activities and
assessments only
address the lowest level
of Bloom’s taxonomy.
Alignment of assessment
to standards, objectives,
and instruction is not
complete.
Some assessment
strategies are
inappropriate for students’
ability and developmental
levels.
Parts of assessment are
related to students’ needs,
interests, and abilities.
Assessment is not
clearly aligned to the
standards, objectives,
and instruction.
Assessment strategies
are inappropriate for
students’ ability and
developmental levels.
There is limited
evidence that the
assessment is related to
students’ needs,
interests, and abilities.
Page 92
Lesson Plan Template Elementary Education
Lesson Title:
ACEI Standard:
State Standard:
Learning Objective(s): The student will be able to:
Essential Questions (s):
Activities/Procedures:
What will you and the students be doing during this lesson?
How will you begin/introduce the lesson? How will prior learning be activated?
How will students’ individual differences in rates of learning, styles of learning,
interests, and needs be accommodated?
Example:
Include activities for the auditory, visual, and kinesthetic learner.
Include how accommodations will be made for resource, ESL, and/or gifted students.
Resource:
ESL:
Gifted:
How will other areas of the curriculum be integrated?
Closure:
Materials: What resources/materials will be needed during this lesson?
Questioning: Develop questions on various levels of the Bloom’s Taxonomy.
Identify the level that corresponds to each question.
Assessment: How will you know that the students met the objectives (s) of the
lesson? How will assessments accommodate the differences in the students?
Page 93
Lesson Plan Template for College of Education—Sec. Ed. ELA
Lesson Title:
Grade:
State Standard:
Learning Objective(s): The student will be able to:
Essential Questions (s):
Activities/Procedures:
What will you and the students be doing during this lesson?
How will you begin/introduce the lesson? How will prior learning be activated?
Accommodations:
How will students’ individual differences in rates of learning, styles of learning,
interests, and needs be accommodated?
Include activities for the auditory, visual, and kinesthetic learner.
Include how accommodations will be made for resource, ESL, and/or gifted students.
Resource:
ESL:
Gifted:
How will other areas of the curriculum be integrated?
Closure:
Materials: What resources/materials will be needed during this lesson?
Questioning: Develop questions on various levels of the Taxonomy of Bloom.
Identify the level that corresponds to each question.
Assessment: How will you know that the students met the objectives (s) of the
lesson? How will assessments accommodate the differences in the students?
Page 94
MATH
Page 95
LESSON PLAN TEMPLATE FOR NGU MUSIC EDUCATION STUDENTS
1. LESSON TITLE:
2. STATE STANDARD:
3. LEARNING OBJECTIVE(S):
4. ESSENTIAL QUESTION(S):
5. ACTIVITIES/PROCEDURES:
6. CLOSURE/SUMMARY:
7. KINDS OF LEARNERS:
Visual
Auditory
Kinesthetic
ESL
Gifted
Physical disabilities
Cognitive disabilities
8.
MATERIALS AND RESOURCES
9. QUESTIONS WITH LEVEL OF Bloom’s Taxonomy
10. INTEGRATED CURRICULUM:
11. ASSESSMENT: (Must mirror objective)
12. Rubric for each assessment
Page 96
Lesson Plan Template for College of Education-Sec. Social Studies
Subject: (Circle one)
9th -World Geography
10th – World History
11th – US History 12th – Economics
12th – Government
Other: ______________________________
Lesson Title:
State Academic Standard (& Indicator, when appropriate):
NCSS Thematic Standard(s):
Content Learning Objective(s): (What will the student know?)
Skill Learning Objective(s): (The student will be able to “do”?)
Essential Questions(s):
Anticipated Duration of lesson:
Activities/Procedures:
1. How will you begin/introduce the lesson? How will prior learning be activated?
2. Describe, in order, the activities you and the students will be doing during the lesson &
your estimate of the amount of time you will spend on each activity.
3. Closure activity.
Accommodations:
How will students’ individual differences in rates of learning, styles of learning, interests, and needs
be accommodated?
Include activities for the auditory, visual, and kinesthetic learner.
Include how accommodations will be made for resource, ESL, and/or gifted students.
Materials: What resources/materials will be needed during this lesson?
Questioning: Give examples of at least 3 different questions you might ask during the lesson.
Include at least one low, one middle, and one higher order Bloom’s Taxonomy question. Identify
the level to which each question corresponds.
Assessment: How will you know that the students met the objectives (s) of the lesson? Explain how
your assessment aligns with the lesson’s pedagogy.
Page 97
APPENDIX E
Teacher Work Sample aligned with ADEPT
Teacher Work Sample – Objectives Addressed
Rubric for Teacher Work Sample
Teacher Work Sample Grading Sheet
Page 98
TEACHER WORK SAMPLE ALIGNED WITH ADEPT
Element 1 or Item 1 – Description of the classroom and students taught
APS 1 – Long-Range Planning
 determine the ability and developmental levels, backgrounds, needs, and
interests of students
 Students’ abilities and developmental levels
 Students’ social and cultural backgrounds
 Students’ needs and interests
Suggestions for collecting data:
Historical files
Standardized test scores
IEPs
Portfolios
Teachers, administrators, and counselors
Student interest surveys/interviews
Element 2 or Item 2 – Description of the desired learning outcomes for this unit of instruction
Element 3 or Item 3 – Instructional plans (unit plan and daily lesson plans)
APS 2 - - Short-Range Planning of Instruction
 Plan instructional units that build on students’ prior learning and that connect
knowledge and skills to be covered in future units
 Plan objectives that are appropriate for the ability and developmental levels of
students and that set appropriately high expectations for all students
 Select levels and sources of content which are appropriate for the ability and
developmental levels of students, and which will expose students to a variety
of intellectual, social, and cultural perspectives
 Utilize materials, resources, or technologies that present content in a variety of
formats
 Plan activities that are logically sequenced and provide opportunities for
learning, application, practice and review
 Plan activities that are matched to students’ needs and interests and accommodate
different rates of learning and development – meet the three modalities
APS – 5 – Using Instructional Strategies to Facilitate Learning
 A variety of instructional strategies are used in a logical sequence and are appropriate for
the objectives of the unit
 Instructional strategies are appropriate for the abilities, needs, interests, and
developmental levels of the students
Element 4 or Item 4 – Assessment plan, including pre- and post-assessment outcomes,
showing alignment with objectives and instruction
APS – 3 – Short-Range Planning, Development, and Use of Assessments
 Select and/or develop a variety of assessments which are appropriate for the ability and
developmental levels of the students and the objectives of the unit
Page 99

Select and/or develop assessments that are consistent with instructional strategies used
during the course of the unit
APS – 4 – Establishing and Maintaining High Expectations for Learners
 Ensure that the expectations are appropriate for the ability and developmental levels of
students and that they challenge all students to achieve at appropriately high levels
 Establish appropriate expectations related to participating in instructional activities
 Establish appropriate expectations for completing instructional assignments and tasks
Element 5 or Item 5 – Evidence of student achievement (student gains, accomplishment of
outcomes) acquired from analysis of pre- and post-assessments of all students in the class
APS – 3 – Short-Range Planning, Development, and Use of Assessments
 Assessment results are analyzed to make judgments about students’ achievement, the
need for instructional feedback, and the extent to which instruction met all students’ needs
 Accurate records of student achievement are provided
Element 6 or Item 6 – Reflections on student achievement, results, unit content, instructional
process, assessments
APS – 7 - Monitoring and Enhancing Learning
 Use information from monitoring students (assessments) to adjust the types and
sequences of instructional strategies
Page 100
TEACHER WORK SAMPLE – OBJECTIVES ADDRESSED
Work Sample Element 1. Description of the classroom context and the students taught
(including individual differences)
Objective 1.D.1 The student teacher utilizes student demographic data in planning instruction for
diverse students.
Criteria for this objective:
 Long-range and short-range plans for instruction and assessment contain descriptions of the
students’ social and cultural backgrounds and other relevant demographic information.
 Instructional plans reflect awareness of and sensitivity to students’ backgrounds.
Objective 1.D.2 The student teacher plans, facilitates and evaluates learning activities that
accommodate individual differences with regard to diversity, human development and type of
intelligence.
Criteria for this objective:
 Long-range plans contain descriptions of the students’ developmental levels,
learning styles, abilities, needs and interests.
 Information about students is obtained from a variety of sources, and these are
documented in the plan.
 Short-range plans for instruction and assessment indicate how these factors are taken into
account in planning, implementing and evaluating instruction by
describing the specific
accommodations to be made.
 Plans set expectations for performance that are appropriately high for all students,
depending on ability levels.
 Assessment strategies are appropriate for students’ ability and developmental
levels.
 Plans build on students’ prior learning and development.
 Resources, materials and technologies used are chosen with a view to presenting
information from a variety of cultural perspectives and in a variety of formats to meet
learners’ needs and interests.
 Instructional strategies used accommodate differences in rates of learning and
learning
styles.
Page 101
Work Sample Element 2. Description of the desired learning outcomes for this unit of
instruction
and
Work Sample Element 3. Instructional plans (unit plan and daily lesson plans)
Objectives addressed:
Objective1.A.1. The student teacher demonstrates an understanding of content within the field
of practice.
Criteria for this objective:

The student teacher demonstrates accurate, in-depth knowledge of subject matter in
planning, implementing and assessing instructional activities.
Objective 1.C.1. The student teacher uses curriculum that is based on state and national
curriculum standards.
Criteria for this objective:


Plans for instruction indicate which standards are being addressed.
The student teacher selects appropriate standards for the grade level while accommodating
the needs, interests and abilities of students.
Objective 1.C.2. The student teacher develops long and short range plans that reflect an
understanding of the importance of aligning curriculum, instruction, and assessment with the
purposes of education.
Criteria for this objective:


The teacher student teacher writes plans that relate the course objectives, instruction, and
assessments to students’ needs, interests and abilities.
Instructional plans show the alignment of instruction and assessment activities to objectives
based on curriculum standards.
Objective 1.D.1 The student teacher utilizes student demographic data in planning instruction for
diverse students.
Criteria for this objective:
 Long-range and short-range plans for instruction and assessment contain descriptions of the
students’ social and cultural backgrounds and other relevant demographic information.
 Instructional plans reflect awareness of and sensitivity to students’ backgrounds.
Page 102
Work Sample Element 4. Assessment plan, including pre- and post-assessment outcomes,
showing alignment with objectives and instruction
Outcomes addressed:
Objective 1.C.2. The student teacher develops long and short range plans that reflect an
understanding of the importance of aligning curriculum, instruction, and assessment with the
purposes of education.
Criteria for this objective:

The teacher student teacher writes plans that relate the course objectives, instruction,
and assessments to students’ needs, interests and abilities.
 Instructional plans show the alignment of instruction and assessment activities to objectives
based on curriculum standards.
Objective 1.C.3 The student teacher uses assessment results to evaluate all students’ progress
and achievements.
Criteria for this objective:


Students’ records show how each student is progressing toward a skill or has mastered that
skill.
The student teacher plans instructional and assessment activities based on the results of
previous assessments.
Objective 1.D.2 The student teacher plans, facilitates and evaluates learning activities that
accommodate individual differences with regard to diversity, human development and type of
intelligence.
Criteria for this objective:
 Short-range plans for instruction and assessment indicate how these factors are taken into
account in planning, implementing and evaluating instruction by
describing the specific
accommodations to be made.
 Plans set expectations for performance that are appropriately high for all students,
depending on ability levels.
 Assessment strategies are appropriate for students’ ability and developmental
levels.
 Plans build on students’ prior learning and development.
Work Sample Element 5. Evidence of student achievement (student gains, accomplishment
of outcomes) acquired from analysis of pre- and post-assessments of all students in the
class
Page 103
Objectives addressed:
Objective 1.E.2 The student teacher uses information technology for curriculum, instruction,
and assessment to maximize learning.

The student teacher uses technology tools to collect, analyze, interpret, and communicate
student performance data.
Work Sample Element 6. Reflections on student achievement, results, unit content,
instructional process, assessments
Objectives addressed:
Objective 1.D.2 The student teacher plans, facilitates and evaluates learning activities that
accommodate individual differences with regard to diversity, human development and type of
intelligence.
Criteria for this objective:

Student teacher analyzes results of assessments in order to evaluate appropriateness of
instruction in terms of accommodating for individual differences among students
Objective 1.F.2. The student teacher applies, evaluates, and adjusts instructional techniques,
models, methods, materials, and resources that enhance instruction, learning, and classroom
management.
Criteria for this objective:


Adjustments in instructional techniques, models, methods, materials, and resources are made
during the lesson as needed.
Student teacher addresses a broad continuum of learning abilities, and a variety of learning
styles.
Objective 2.B.1. The student teacher engages positively all students with various learning
styles, developmental levels, abilities and backgrounds.
Criteria for this objective:



The student teacher’s demeanor conveys a belief that all students can learn.
The student teacher seeks to find ways to help students succeed.
The student teacher facilitates learning activities that promote mastery of important
information.
Page 104
Objective 2.C.1 The student teacher practices proactive behavior management/guidance to meet
students’ physical, social, emotional and cognitive needs.
Criteria for this objective:

The student teacher understands the physical, social, emotional and cognitive needs of
students as these are related to learning and success in school.
Page 105
Rubric for Teacher Work Sample
Element
Exemplary
5
Proficient
3
Developing
1
Element 1 –
Description of the
classroom context
and the students
taught (including
individual
differences)
Description of
context and student
characteristics
contains rich, indepth information
from a variety of
authoritative,
documented sources,
enabling the teacher
to plan, implement
and assess
instructional
activities that
promote optimal
learning for all
students.
Description of
context and student
characteristics
includes enough
information to
allow the student
teachers to
individualize
planning for
instruction and
assessment to a
limited extent.
Sources are limited
in number and may
not be documented.
Description of
context and student
characteristics is
minimal. Few or no
sources of
information are
documented.
Objective(s) are
clearly stated,
aligned with
curriculum
standards, and
appropriate for
needs, interests, and
abilities of all
students.
Objective(s) may be
clearly stated and
aligned with
curriculum
standards, but
students’ needs,
interests and
abilities are
reflected only to a
limited extent or
only for some
students.
Objective(s) are
somewhat clear,
but reflect only
either curriculum
standards or
students’
characteristics but
not both.
Assessment plan
indicates clear
alignment with
objectives and
instructional
activities. Student
characteristics,
including prior
learning and
development, are
taken into account
for all students.
Expectations for
performance are
appropriately high
for all students.
Assessment plan
indicates clear
alignment with
objectives and
instructional
activities, but
student
characteristics,
including prior
learning and
development are
taken into account
only to a limited
extent. Expectations
for performance are
appropriately high
for some, but not
all, students.
Assessment plan
lacks clear
alignment with
objectives and/or
instructional
activities. Student
characteristics are
taken into account
in a very limited
way. Expectations
for students’
performance are
mostly
inappropriate.
10% of TWS grade
Element 2 –
Description of the
desired learning
outcomes for this
unit of instruction
and
Element 3 –
Instructional plans
(unit plan and
daily lesson plans)
20% of TWS grade
Element 4 –
Assessment plan,
including pre-and
post-assessment
outcomes, showing
alignment with
objectives and
instruction
20% of TWS grade
Page 106
Comments
Element
Exemplary
5
Element 5 –
Evidence of
student
achievement
(student gains,
accomplishment of
outcomes)
acquired from
analysis of preand postassessments of all
students in the
class
Use of appropriate
technology moves
analysis beyond
reporting of results
to in-depth analysis
of individual
students’ strengths
and weaknesses and
item analysis of
assessment
instruments; use of
technology enables
student teacher to
clearly interpret and
communicate student
performance data to
all stakeholders,
especially students.
Student teacher
uses appropriate
technology in
appropriate but
limited ways; fails
to use available
tools that would
have enhanced the
processing and
presentation of
data.
Use of technology
tools is very
limited, i.e., does
not take advantage
of available
technology, and
tools are used
inappropriately or
incorrectly.
Student teacher’s
reflection indicates
awareness of the
variety of factors
affecting student
learning and of
possible ways to
modify such
influences in ways
that will enhance
student learning.
Reflection shows
that student teacher
takes responsibility
for finding ways to
help all students
learn, and that
student teacher
identifies appropriate
resources and
techniques for doing
so.
Student teacher’s
reflection indicates
some awareness of
the variety of
factors affecting
student learning,
including factors at
the community,
school, classroom
and individual
levels. Reflection
shows that student
teacher takes
responsibility for
finding ways to
help all students
learn.
Student teacher’s
reflection shows
minimal
consideration of
varied aspects of
the classroom
situation. Student
teacher takes little
responsibility for
enhancing student
learning.
20% of TWS grade
Element 6 –
Reflections on
student
achievement,
results, unit
content,
instructional
process,
assessments
30% of TWS grade
Proficient
3
Page 107
Developing
1
Comments
Teacher Work Sample Grading Sheet
Student: _________________________ Semester: __________________
Element 1:
Comments:
____ x 10% _____
Element 2/3:
Comments:
_______ x 20% _____
Element 4:
Comments:
_____ x 20% ______
Element 5:
_____ x 20% ______
Element 6:
____ x 30% _____
Final Grade: _______
Comments:
.
Supervising Instructor______________________________
Date___________________________________
Page 108
NORTH GREENVILLE UNIVERSITY
COLLEGE OF EDUCATION
COOPERATING TEACHERS
INFORMATION FOR REGISTERING
FOR
CLASSES AT NGU(VIA VOUCHER)
1. The Cooperating Teacher must apply through the admissions office at NGU.
Download the admission application from the NGU website(undergraduate), complete
and send by snail mail to Mrs. Kelli Sewell in the Admissions Office, NGU, P.O. Box
1892, Tigerville, SC 29688. If you send via email, you will be charged a $25 fee. (Send
your voucher to Mrs. Sewell along with your completed application.)
2. Mrs. Sewell will send your completed application to Mrs. Pam Farmer, the NGU
Registrar, who will put your class into the NGU system, and notify Mr. Mike Jordan of
your voucher for a free class.
3. You will need to secure your NGU ID from the Registrar,(request this information by
email, PFarmer@ngu.edu, and then call the Business Office, 977-7002, Ms. Dale
Bruce, to give them your state insurance number, thus securing a waiver from the
required NGU Health Insurance Plan.
4. Course offerings are online at the NGU web site: www.ngu.edu. Vouchers are
available through the Director of Teacher Education.
5. The voucher is only to be used by the cooperating teacher, the cooperating teacher’s
spouse, or the cooperating teacher’s child.
6. Use of this voucher may result in income tax implications.
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