Table of Contents
Letter from the Department Chair
Section
Page
Introduction
1
The Student Teacher/Intern
Preparing for the Student Teaching/Internship Experience
1
2
Roles and Responsibilities
Student Teacher/Intern
The Cooperating Teacher
The University Supervisor
The Principal
The Field Coordinator
3
3
5
7
8
8
Student Teaching
Observer
Co-Teacher
Solo Teacher
Conferee
Checklist
9
9
10
10
10
11
Internship
Mentor Responsibility
Principal Responsibility
University Supervisor Responsibility
11
13
15
15
School of Education Procedures
16
Evaluation Process
17
Appendices
Student Teaching Suggested Timelines
Student Teaching/Intern Evaluation Form
Student Teaching/Intern Observation/Rubric
Honorarium (Contractual Services) Form for Cooperating Teacher
Curriculum Vitae Form for Cooperating Teacher
Lesson Planning Guide (New)
Notice Regarding Sexual Harassment
Accessibility Services
Senior Project: Instructions and Rubrics
Student Teacher/Intern Required Documents Checklist
Internship Policies & Procedures
Application for Internship
Request for Internship
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UVU Secondary Education Student Teaching Guide Fall 2015
SCHOOL OF EDUCATION
Dear Students and Colleagues:
On behalf of the UVU School of Education, welcome to the Teacher Education Program. The most
essential and valuable component of this program is your experience in the classroom as either a student
teacher or intern.
This handbook, Student Teaching/Intern Guide, is designed to facilitate quality experiences and provide
further guidance, direction, and understanding for:
 Student Teachers
 Interns
 Cooperating and Mentor Teachers
 School Administrators
 University Supervisors
This handbook includes information about program goals, suggestions and requirements for student
teachers, and instructions on the responsibilities of all participants. It is a valuable, readily available
resource. Please refer to its contents frequently.
If I can be of assistance, do not hesitate to contact me directly with questions or concerns at
cookra@uvu.edu or 801-863-8777.
Sincerely,
Dr. Raquel Cook
Chair, Secondary Education
School of Education
Utah Valley University
UVU Secondary Education Student Teaching Guide Fall 2015
Introduction
Many educators have identified student teaching as the most essential and valuable component of
a teacher education program. It is an opportunity to practice what has been learned on the
university campus and, more importantly, it is an opportunity to continue academic and
professional growth.
Student teachers and interns from Utah Valley University are assigned to a variety of locations,
grade levels, and subject areas. Great care is taken when choosing the host schools and
cooperating teachers to ensure the success of our students.
Student teachers and interns are expected to participate in school activities. All host schools
accept the responsibility to integrate them into the same school and community activities as
regular faculty. Examples of these activities include, but are not limited to, faculty meetings,
staff development opportunities, and contacts with parents.
Where possible, student teachers and interns should have opportunities to develop leadership
skills working with students in a variety of settings, such as before and after school enrichment
classes, performance activities, or student government. These types of activities are also
considered to be an important part of the student teaching and internship experience. Student
teachers are encouraged to get the feel of the “school climate” by attending or helping to
supervise at some extracurricular activities. Student teachers are especially encouraged to
participate in non-classroom activities where the cooperating teacher has some responsibility.
Student teachers are discouraged from accepting or filling responsibilities as head or assistant
coaches during student teaching. Teaching is the first priority.
Please note that the student teachers are completing Classroom Management II, a Senior Project,
and other requirements for graduation while they are student teaching or interning.
Mission Statement
The mission of the School of Education at Utah Valley University is to empower candidates to
become ethical, knowledgeable, prepared individuals who can assume the role of teacher in
elementary and secondary schools as well as prepare them for further career choices and
advancement.
Student Teacher and Intern
Please be aware that all program classes must be completed with a grade of B- or higher before
you can Student Teach/Intern, and all of your content-related courses must be completed with a
C or higher. Further, you must have taken the Praxis exam prior to student teaching, and you
must have passed it in order to intern.
UVU Secondary Education Student Teaching Handbook Fall 2015
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Welcome to the student teaching or the internship experience. This experience will help mold the
future of your teaching career. It is important that you understand the information in this section
so you will have a successful experience.
Student teaching/interning is an essential component for your success as a professional teacher.
You will have the opportunity to use the content, pedagogical, and dispositional knowledge you
have gained in your university courses to create positive learning experiences for the students
you teach. Essential to your success is also the ability to reflect upon your teaching and make
positive steps toward continual improvement.
The purpose of student teaching/interning is to provide you the opportunity to develop and
evaluate the major areas of teacher activity. Student teaching/interning entails the constant
pursuit of productive curriculum plans, effective teaching strategies, and appropriate use of
assessment to provide quality learning for all students. This is an opportunity for you to make
discoveries about yourself as a teacher, evaluate your own teaching, and work with your
cooperating teacher and university supervisor in order to become a professional educator. You
will have opportunities to:
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Appraise personal qualifications for teaching.
Apply and test professional teaching skills.
Assume full responsibility for teaching.
Develop personal and professional competencies.
Demonstrate the ability to establish and strengthen professional relationships.
Shape your own philosophy of education.
Deepen your appreciation and understanding of the functions of the public school.
Evaluate your competencies and readiness to enter the teaching profession.
Prepare to meet the challenges that confront a beginning teacher.
Preparing for the Student Teaching or Internship Experience
Before beginning student teaching or an internship, you will have the opportunity to meet school
personnel and become familiar with the school. Once you receive your student teaching or
internship assignment you should follow the guidelines below:
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Become familiar with school policies. If the school has a teacher handbook become
familiar with its content.
Contact the cooperating teacher and set a time to meet and start gathering
information to make your experience more successful. Some information you should
start to gather includes, but is not limited to:
a. Contact information for the cooperating teacher, along with preferred means
and times of contact. You should share your contact information as well.
b. Teacher contract time. What time should you arrive the first day? Should
you report to the office or go straight to the classroom? How late after school
are you expected to remain in the classroom?
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c. How the school year begins. If student teaching in the fall, obtain permission
to observe the first day of school to see how a school year begins. This is not
possible during spring semester of student teaching.
d. Lesson planning. What would the teacher like you to prepare and be ready to
teach? What units you will be responsible for teaching?
e. Disclosure documents and expectations. Can you obtain copies of the
cooperating teacher’s disclosure documents, a student handbook, and a
faculty handbook to review?
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Follow through on any commitments you make with your cooperating teacher.
Attend the student teaching orientation seminar held by the Secondary Education
Department where you will meet your university supervisor.
Start preparing for the units you will teach by thoroughly understanding the
academic content.
Review the student teaching handbook online. Carefully read the student teacher
evaluation form and the rubric so you will understand how you will be evaluated.
Roles and Responsibilities
This section describes the roles of those who are important in the student teaching/internship
experience.
Student Teacher/Intern
The following suggestions and requirements should assist both the student teacher and intern in
achieving the objectives of the classroom experience. Become acquainted with the contents of
this guidebook and understand the various roles and responsibilities. Also, be familiar with the
UVU Professional Teacher Dispositions, as violations of those standards could result in your
being pulled from your student teaching or internship placement.
Ethical Behavior
During the student teaching/internship experience ethical behavior continues to be paramount.
As a teacher, you are dealing with students, parents, other teachers and staff. As a student
teacher/intern you must remember you are part of a profession practicing high moral and ethical
behavior. Know the legal and ethical responsibilities for the classroom.
Workday
Student teachers/interns are expected to work at least the same contract hours as their mentor
teachers. Additional time may be necessary to fulfill responsibilities. The Student
teaching/internship is a full-day experience, as directed by the school principal. Outside paid
employment is strongly discouraged during this experience.
Punctuality, Attendance, Illness
Plan to meet your class each day on time. Absences are not permitted during student teaching
except for extenuating circumstances (personal illness or a death in the immediate family).
Should such condition merit absence, notify the cooperating teacher and university supervisor as
soon as possible (before the absence). Adjustments within the classroom will need to be made
UVU Secondary Education Student Teaching Handbook Fall 2015
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to cover your responsibilities. The cooperating teacher needs as much time as possible to plan
for instruction. Student teachers do not have personal leave days. All out of school
appointments should be scheduled after contract time. If days are missed, they need to be made
up by adding additional days at the end of your student teaching time.
Substituting
You are not allowed to substitute in classes other than the one to which you have been assigned
as a student teacher and then only as an emergency substitute. Emergency substitute teaching for
your cooperating teacher can be done only with the consent of your university supervisor, your
cooperating teacher, and with approval of the principal. A substitute teacher is normally required
during the absence of a regular classroom teacher. Under no circumstances are you allowed to
be compensated for substitute teaching while you are student teaching.
Commitment to the Students
 Keep all information about students confidential.
 Focus on student achievement.
 Maintain dignity to gain respect from students.
 Maintain an empathetic and courteous attitude toward all students.
 Employ disciplinary measures that conform to the instructions of the cooperating
teacher.
 Exhibit an attitude that reflects the same interest in the classroom as you would
exhibit when you have your own classroom.
 Be mindful of each student as an individual with special abilities, interests, and
capacities for learning.
 Remain impartial in working with students and strive to be fair in judging their
actions.
 Show respect toward all groups and individuals.
Commitment as an Observer
 Exhibit an attitude of cooperation. Avoid competition with the cooperating teacher.
 Take notes during the observations that can be shared in a conference with your
cooperating teacher. This facilitates a relationship in which your cooperating teacher
can readily share his/her observations. Such notes should be descriptive and used to
answer questions and gain insight, not to evaluate or judge.
Commitment to the Cooperating Teacher
 Be loyal to your cooperating teacher. Do not be judgmental of his/her teaching style.
Do not say anything negative regarding your cooperating teacher to students or other
staff members.
 Remain that your cooperating teacher is in legal control of the class and is legally
responsible for the class.
 Exhibit an attitude of respect for the professional rights, personal dignity, and greater
knowledge and experience of other professionals.
 Accept your cooperating teacher’s decisions and respect his/her opinions concerning
the materials and methods that are to be presented.
 Know what expectations are held for you.
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Make time available for frequent conferences.
Establish openness to suggestions.
Be willing to assume teaching responsibility.
Establish a procedure for previewing lesson plans with your cooperating teacher prior
to the actual lesson, to get feedback and correction.
Give credit and appreciation to your cooperating teacher for assistance rendered.
Take the initiative for asking and receiving suggestions.
Commitment to the Profession
 Display an accepting attitude toward all professionals.
 Act and dress professionally for the classroom and school.
 Participate in non-classroom activities with which your cooperating teacher has
some responsibility.
 Know the legal responsibilities for the classroom.
Non-School Related Activities
The amount of work undertaken during student teaching has a direct relationship to your
effectiveness as a teacher. At this time, teaching is your primary responsibility. The obligation
to educate students cannot be taken lightly. Thus, responsibilities other than teaching should be
kept to a minimum and carefully considered.
Cooperating/Mentor Teachers
The cooperating teacher/mentor teacher is an integral part in the student teaching/intern
experience. The cooperating teacher/mentor teacher facilitates the professional experiences of
the student teacher/intern. Student teaching/intern provides an opportunity to develop and
evaluate the student’s competence in an actual school setting. The student teaching/internship
experience is intended to bridge theory into practice. The value of the cooperating
teacher’s/mentor teacher’s involvement is greatly appreciated and acknowledged.
The cooperating teacher should:
1. Maintain a climate which allows the student teacher/intern to develop skills necessary
for successful teaching.
2. Provide relevant experiences for UVU students that may include, but are not limited
to: observation, classroom activities, teacher responsibilities (including all duties),
parent/teacher conferences, and professional meetings.
The goal of the UVU Teacher Education Program is to equip new teachers with
confidence, poise, and integrity. When the student teacher is ready to accept teaching
responsibilities, allow him/her to begin teaching one subject at a time. The
expectation is that the student teacher will be responsible for all subjects for at least a
two to three week period of time. During the final week at the school, as the student
teacher completes teaching units or concepts, the cooperating teacher should resume
the teaching responsibilities.
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3. Evaluate whether the student teacher/intern demonstrates adequate knowledge of the
content being taught, and assess the student teacher’s communication, management,
planning, presentation, and assessment skills.
a. Observe and critique the student teacher’s performance on a frequent and
continual basis.
b. During the 65-day teaching experience, complete four written observations,
and a final summative evaluation. UVU Evaluation Forms are provided for
this purpose.
c. Review the teaching experience with the student teacher, provide him/her with
copies of all Formative and Summative evaluations, and give copies to the
Secondary Department Chair assistant. The final evaluation form can be
accessed at
http://www.uvu.edu/education/secondary_ed/studentteaching.html. Once
there, click on the Secondary Education tab. The evaluation form is found on
the Coop./Mentor Teacher Info Tab. Scroll down and click on the Student
Teacher Summative Evaluation Form. Print the form, review it with the
student/intern, sign the form and provide a copy to the student teacher/intern
and the Secondary Education Department assistant.
d. Complete the Online Cooperating Teacher Disposition survey towards the end
of the student teacher/internship experience. The form is found on the
Secondary Education page at:
http://www.uvu.edu/education/secondary_ed/index.html
4.
Characteristics of a typical student teacher/intern:
 Needs to be understood.
 Needs productive practice and experience.
 Is often over-anxious. No novice is under more critical continuous observation.
The student teacher/intern is almost always eager to do a good job, although
he/she may not at first realize what it entails.
 Is playing two roles: serious teacher and university student. It takes time to feel
like a teacher and to develop a suitable manner.
 Cannot grow in an atmosphere of disapproval or resentment.
 Is often uncertain how to apply knowledge and understanding, no matter how
sound the university training has been.
 Has often a vague idea of how much initiative may be exercised, how closely to
follow the cooperating teacher’s procedure, or whether he/she is going in the right
direction unless told. There is a great need for feedback, suggestions and
guidance. The student teacher/intern must know where he/she stands with the
cooperating teacher, or the student teacher/intern may direct much of their
teaching effort toward trying to please the cooperating teacher rather than toward
quality teaching.
 Needs the warmth of human relationships and nourishment of ideas.
 Needs to initiate the changing of habits, attitudes, and behavior patterns that are
ineffective.
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Develops into a unique teacher with strengths, sparkle, color, and unique
personality.
The University Supervisor
The primary role of the university supervisor is to serve as a coach or mentor to the student
teacher. He/she also has important roles with the cooperating/mentor teacher and the host
school. Some things that the university supervisor may do to strengthen these relationships are
listed below.
Relationship with the Student Teacher
1. Complete scheduled visits with the student teacher/intern.
2. Visit when promised, and be on time.
3. Communicate with the student teacher on how long you plan to observe. Encourage
him/her to plan lessons so that the cooperating teacher may take over the class to allow
for post observation conference.
4. Always hold a post observation conference.
5. Communicate openly. Encourage the student teacher/intern to email or call with any
concerns or questions.
6. Share teaching ideas and/or resources on each visit.
7. Give strong constructive feedback. The student teacher wants to get better.
Relationship with the Cooperating/Mentor Teacher
1. The university supervisor has an important role in developing a strong relationship with
the cooperating/mentor teacher. He/she also has a responsibility to train
cooperating/mentor teachers as needed.
2. Communicate prior to each visit, asking for the cooperating/mentor teacher’s input on
what needs to be observed or how to help the student teacher/intern improve.
3. Communicate at each visit and pick up any completed evaluations.
4. Encourage them, as needed, to provide more written descriptive feedback to the student
teacher as part of evaluations.
5. Share with them any improvement plan for the student teacher.
6. Review progress on any improvement plans that have been written.
7. Share teaching ideas/resources with the cooperating teacher whenever possible. This
practice will build rapport, and it will help you to be seen as an educational leader.
Relationship with School Administration
1. The university supervisor is the representative of UVU to the public school.
2. Introduce yourself to the principal on the first visit.
3. As you leave after the final visit, express appreciation to the principal and give any
recommendations for hiring the student teacher if you feel he/she is a strong candidate.
Relationship with School of Education
1. Notify the Secondary Education Department Chair and/or Field Coordinator immediately
of any concerns with student teachers or their placements. This includes if a student
teacher receives any 1’s or several 2’s on formative evaluations.
UVU Secondary Education Student Teaching Handbook Fall 2015
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2. If a student teacher is struggling, please make the Secondary Field Coordinator aware of
it. The Retention Committee may be called upon to assist. Professors who have expertise
in specific areas may be called upon to assist in remediation.
The Principal
The principal is encouraged to establish the same relationship with student teachers as with the
rest of her or his faculty. The principal should expect the student teacher/intern to understand the
philosophy, organization, programs, and administrative expectations of the school. She or he
should expect the student teacher/intern to conduct themselves properly in all aspects of teaching
that apply to regular professional faculty. If at any point the principal has concerns regarding the
effectiveness or professionalism of the student teacher, she or he should notify the university
supervisor or Secondary Field Coordinator immediately.
Principals are Instructional Leaders
1. Make sure student teachers are aware of and involved in the professional development of
staff that occurs while at your school. Let them know they are expected to work with
teams on early out days, etc.
2. If time permits, offer to give a student teacher a “mock” evaluation similar to what you
would do for a first year teacher. This could be the principal or an assistant doing the
evaluation.
3. Recommend strong student teachers/interns to other principals.
Principals are Leaders
1. Encourage strong teachers to work with student teachers. Someone took a chance on
them and helped them as a cooperating teacher. Now it is their turn! Make the Secondary
Field Coordinator aware of these willing and competent mentors.
2. Train cooperating teachers on best practices.
3. Do a “mock” interview with all of the student teachers as a group when they conclude
their experience with you. Let them see what a principal looks for when hiring.
Principals are Stewards
1. You will not have positions at your school for all of the student teachers you assist and so
you can’t hire all of them. Any help you can give in helping them in the job search is
greatly appreciated.
2. If you have observed a student teacher teaching, offer to write a letter of recommendation
for her or him.
3. Call principals in your district where there may be openings if you’ve had a particularly
strong student teacher. Hopefully, they will return the favor at some later time.
The Field Coordinator
The Field Coordinator will:
1. Coordinate student teaching and internship placements.
2. Serve as liaison with schools and districts in the UVU service area.
3. Inform the Teacher Education Admission and Retention Committee of problematic
situations regarding field experiences and student teachers/interns.
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4. Participate in seminars for students, cooperating teachers, principals, and university
supervisors at the direction of the Department Chair.
5. Assist with the supervision of student teachers/interns.
6. Process letters of recommendation and evaluation forms from cooperating teachers
and university supervisors for department files and student career placement files.
7. Make sure honorarium payment reports each semester for cooperating teachers and
university supervisors are prepared.
Student Teaching
Student teaching is a full-time, 65-day teaching experience. It shifts from observation and partial
responsibility to assuming the responsibility for the full range of teaching duties under the
direction and supervision of a competent cooperating teacher and a university supervisor. The
school districts used to accommodate secondary student teaching assignments are Alpine,
Granite, Jordan, Canyons, Nebo, Provo, and Wasatch. Student teachers who complete this
requirement out of UVU’s service area must complete an Out of Service Area Teaching Form
and make all extra payments prior to the beginning of the semester.
An understanding of each of the following roles will help you successfully complete student
teaching:
Observer
In the role of observer, you will have the unique opportunity to watch an experienced teacher
conduct and manage her or his class. You will learn strategies by watching and noting what
transpires during the day, which will help you as you plan to eventually step in as the teacher.
Since each teacher has her/his own style, it is important for you to recognize and adapt to the
style or culture that already exists in the room. As an observer you:
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Watch and note methodologies for instruction, assessment, and classroom
management.
Collaborate with the cooperating teacher in planning, teaching, and managing the
class.
Observe ways of developing the social, emotional, and physical environments of the
classroom.
Determine what the cooperating teacher expects you to do regarding curriculum and
management.
Assess learning as it relates to class work and student interests.
Increase your ability to anticipate problem areas and students’ questions and/or
concerns.
Tactfully offer assistance to your cooperating teacher.
Practice professional ethics.
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Co-Teacher
As a co-teacher, you will have the opportunity to present sections of lessons or complete lessons
on specific subjects. The role of co-teacher may be assumed at any time, but should be done in
consultation with your cooperating teacher. As a co-teacher you will:
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Participate in planning conferences prior to teaching. This will allow you and your
cooperating teacher to work as a team in the classroom.
Accept additional teaching responsibilities. You will begin teaching one subject,
adding additional subjects as you progress.
Conference on the activities of the day. This should include the identification of
teaching strengths, areas for improvement, and further action to be pursued.
Solo Teacher
In your student teaching experience, you will be given opportunities to “go solo” with your class.
The solo experiences are an important part of student teaching. They are the culmination and
demonstration of important learning from the observation and co-teaching roles. Solo
experiences may take place at various times. By the time you solo, you should have experienced
teaching the class for a number of weeks and should feel comfortable taking charge of the class.
You should be responsible for all subjects at least by the eighth week of your student teaching
experience. During solo teaching:
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You provide instruction to the class without the aid of your cooperating teacher.
However, you should conference with your cooperating teacher prior to instruction
regarding planning and curriculum coverage.
You understand the challenges faced in a classroom without a backup teacher. It is
anticipated that you will use this as an opportunity to teach the full class in
instructional activities.
Your experiences should closely simulate the experience of a new teacher.
You should obtain feedback during regular conferences with the cooperating teacher
and university supervisor, which can help you as you develop and execute plans.
Conferee
Periodic and consistent conferences between you, the cooperating teacher, and/or university
supervisor are a necessary part of student teaching. This is an opportunity for feedback and
improvement in your role as student teacher.
Regularly scheduled conferences are essential to your success. The on-the-spot or spontaneous
conference should not take the place of scheduled conferences with written feedback. You will
have the opportunity to participate in at least two types of conferences: pre and post
conferences. Pre-conferences take place prior to the design, development, and implementation
of instructional plans and serve to help all parties come to an understanding of the goals, special
needs, and concerns that may impact the classroom. Post-conferences take place after the
implementation of plans and focus on the development of feedback routines and opportunities to
share interpretations of the prior experience. Additionally, the next sequence of planning will be
initiated with new and shared insights.
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As the individual conferences start, the cooperating teacher’s leadership role will assist you in
understanding the activities of the day and in formulating plans. As the semester progresses and
your insights grow, you will become more skillful and take more responsibility in planning and
conferencing. Productive conferences should:
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Take place in a trusting atmosphere.
Be frank and objective.
Focus on evidence in terms of action-behavior rather than on personalities.
Respect the confidential nature of the instruction.
Seek to understand the viewpoint and perception of the individuals involved.
Lead to proposals for action.
Allow adequate time for a topic to be thoroughly discussed.
Student Teacher Checklist
 Be a great classroom teacher.
 Have successful evaluations from the cooperating teacher and the university supervisor (four
formative and one summative from each).
 Improve in all areas as suggested by the evaluators.
 Complete your Senior Project.
 Successfully complete Classroom Management II course.
 Complete the senior portfolio.
 Submit all required items on a CD by the deadline.
 Meet university deadlines for graduation if applicable.
Internship
The intern assumes full-time classroom teaching responsibilities. These responsibilities include
those required of an employee of the school district in which they are interning, as well as the
required responsibilities of a student teacher at UVU. Interns will work under the direction of a
mentor teacher and the school principal. Interns will also be provided support and guidance from
a UVU field supervisor. You will have many of the same opportunities to plan and reflect as the
student teacher, but under different circumstances.
How the Internship Differs from Student Teaching
This section will explain the significant differences between the student teaching experience and
an internship.
Graduation Date for Interns
The intern’s graduation date will be April of each year. Even though the intern completes his/her
coursework in December, the intern does not graduate until spring graduation. The reason for
this is based upon an agreement between the University and the local school districts to help
protect them against an intern deciding mid-year to abandon his/her position since he/she has met
all of the graduation requirements. All coursework (including the Senior Project and the
portfolio) is still due at the end of the fall semester.
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Workload
The intern’s workload will be heavier than the student teacher’s. The intern is the teacher and is
receiving a salary to teach.
Supervision by Mentor
Under agreement between the University and the school, the mentor has received some
compensation and released time to assist the intern as a mentor, observer, evaluator, and coach.
An intern should not hesitate to ask for the mentor teacher’s input and help.
Evaluations
As a first year teacher in the district, the intern will be oriented to the district’s evaluation model
and formally evaluated by the school administration as are all first year teachers. These
evaluations are in addition to the formative and summative evaluations required by the
university.
Future Job Opportunities
If an intern does a good job, the possibility of future employment is enhanced because several
individuals, including the principal, mentor teacher, and others, have observed the intern perform
for the entire year. While the intern year does count toward yearly salary increase, the intern year
does not count as a teaching year toward Level 2 advancement.
The Intern’s Responsibilities by Month
January
 Complete the internship application by the 3rd Friday in January.
February
 Attend the intern orientation meeting. This meeting is required or the intern’s name will
not be sent to cooperating principals for interviews.
March – May
 Attend Internship Training.
 Interview.
 Obtain the Internship.
May
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Spend at least 2 days at the assigned school in the mentor teacher/department chair’s
classroom.
Start reviewing “Important Information, Policies, & Procedures” (see Appendix I).
August
 Attend all school and district meetings and trainings required of new teachers.
September – November
 Complete all of the regular student teaching requirements, including the senior project,
the senior portfolio, and Classroom Management II assignments.
 Complete all expectations of the principal.
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Work with the mentor to become a great teacher.
December-May
 Continue to complete all expectations of the principal.
 Continue to work with the mentor to become a great teacher.
Mentor’s Responsibilities by Month
August
 Orient intern to: (see Appendix I)
o School calendar
o Plan book
o Grading
o Seating charts
o First-day plans
o Substitute teacher plans
 Help the intern develop a “first of the year” procedures outline.
 Orient the intern to the school policies/procedures.
 Assure the intern receives all necessary classroom supplies.
 Orient the intern to purchasing procedures and availability of state legislative money.
 Orient the intern to the school’s grading system.
 Make the intern aware of any IEP or 504 plans for his/her students.
 Model lessons for the intern.
 Facilitate the chance for the intern to observe other master teachers in the school.
 Review the intern’s lesson plans.
 Observe the intern frequently and provide needed feedback.
 If the school is involved in Professional Learning Communities, orient the intern and
involve him/her in the PLC.
 Establish, at a minimum, a weekly team meeting and/or weekly planning sessions.
September
 Orient the intern to the parent teacher conference format and suggest ideas for conducting
successful parent teacher conferences.
 Meet with the university supervisor before or after supervisor visits.
 Conduct formative evaluations for the university. Share copies of the completed form
with the intern and the university supervisor. Discuss the intern’s strengths or concerns
with the university supervisor.
 Develop any needed improvement plans with the intern and the university supervisor.
October
 Continue to conduct formative evaluations for the University. Share copies of the
completed form with the intern and the university supervisor. Discuss the intern’s
strengths or concerns with the university supervisor.
 Help the intern start the early year enhancement (EYE) process.
 Review grading procedures.
 Orient the intern to the district evaluation process.
UVU Secondary Education Student Teaching Handbook Fall 2015
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
Review the district evaluation instrument with intern.
November
 Continue to complete formative evaluations and a summative evaluation and submit all
evaluations to your student teacher, or mail them in to the School of Education Field
Coordinator.
 Review curriculum pacing. Is the intern where he/she needs to be in the curriculum at this
point of the year?
 Continue working on areas needing improvement.
December
 Share strategies for days preceding Christmas vacation.
 Continue observing and working on areas needing improvement.
January
 Talk with the intern about hiring procedures for the district.
 Talk to administration about any openings in the intern’s area for the following year.
 Help the intern to prepare for additional district evaluations.
 Continue observing and working on areas needing improvement.
February
 Continue observing and working on areas needing improvement.
 Begin preparations for end of year testing.
March
 Assist the intern in creating a network to provide opportunities for job placement as the
intern begins his/her search.
 Review the intern’s resume.
 Practice interview techniques with the intern.
 Continue observing and working on areas needing improvement.
April
 Assist the intern in developing procedures for end-of-year testing, end-of-year grades,
and checkout procedures.
 Continue observing and working on areas needing improvement.
May


Assist the intern with end-of-year procedures.
Make sure the intern understands the importance of continuing instruction even during
the last week of school.
UVU Secondary Education Student Teaching Handbook Fall 2015
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Principal’s Responsibilities by Month
June-July
 Provide the intern with classroom assignment, keys, textbooks, and other related
materials.
August
 Ensure that the teaching load as agreed upon with UVU is maintained.
 Make sure that the intern is involved in all “new teacher” induction programs provided by
the school and/or district.
 Ensure the intern is made aware of any IEP or 504 accommodated students assigned to
his/her classroom prior to the start of school.
 Make sure that the intern is provided with the necessary budgets and supplies including
legislative money.
September/October
 Make certain time is freed up for the mentor to observe the intern on a regular basis.
 Make certain that the mentor teacher is expending the appropriate time and effort in
assisting the intern.
 Orient the intern to the district evaluation process.
 Review the district evaluation instrument with the intern.
November/December
 Evaluate the intern in accordance with the district guidelines.
January/February
 Visit with the intern regarding job positions at the administrator’s school.
 Introduce or refer the intern to other principals for possible job openings.
 Provide the intern with a letter of recommendation for hiring purposes.
University Supervisor’s Responsibilities by Month
August/ September
 Introduce himself/herself to the school administration and mentor teacher.
 Determine that the teaching load and mentoring expectations are in compliance with what
was agreed upon in the spring.
 Visit with the mentor and intern on each visit.
 Complete formative evaluations. Give a copy of each evaluation to the intern, the mentor,
and the field coordinator.
 Review/assist with any improvement plans developed by the mentor and intern.
October/November
 Review/assist with any improvement plans developed by the mentor and intern.
 Continue to complete formative evaluations. Give a copy of each evaluation to the
intern, the mentor and the field coordinator.
 Complete a summative evaluation and distribute copies to the intern, the mentor, and the
field coordinator.
UVU Secondary Education Student Teaching Handbook Fall 2015
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

Visit with the mentor and the intern on each visit.
Confer with the administration on the last visit and indicate that although the intern has
completed the university course work for graduation, he/she doesn’t graduate until
successful completion of the internship has occurred.
School of Education Procedures
School Placement
Student teachers/interns will be placed at schools where it is felt they will have the best
opportunity to succeed. Student teachers/interns should not attempt to make their own
school placements.
Work Schedule
You are expected to work at least the same contract time commitment as the cooperating
teachers. Additional time may be necessary to fulfill student teaching/intern responsibilities.
Grading
Since student teaching/intern is very broad with many facets, traditional letter grades are not
assigned. Student teaching/interning is a credit/no credit system. Students must be aware of the
evaluation and observation forms (see Appendix). The evaluation and observation forms
emphasize and establish the need for quality performance.
Student Teaching Termination
Student teaching will be terminated by the Department Chair upon recommendation by the
Teacher Education Admission and Retention Committee if it is determined that the situation in a
particular placement is damaging to students, the student teacher/intern, and/or the reputation of
UVU. Before removal occurs every effort will be made to correct the situation. It is the desire
of the teacher education program to create a situation wherein each UVU student can experience
success; however, each student must accept responsibility for his or her performance and
conduct. A student teacher may be offered a second placement if the Department Chair and the
Admissions and Retention Committee deem it appropriate.
Licensure
The following are required for recommendation to the State Office of Education for a Level 1
license:
1. Successfully complete student teaching and all School of Education requirements.
2. Successfully pass the PRAXIS II specific content area test for your subject.
3. You must then go online at http://www.schools.utah.gov/cert/LicenseRequirements/License-Levels.aspx to apply for your license.
4. If you are interning and will complete all graduation requirements by the end of the
semester, you will not graduate or be approved for licensing until the end of the
spring semester.
UVU Secondary Education Student Teaching Handbook Fall 2015
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Evaluation Process
The student teaching/internship requires precise observation and feedback on the classroom
experience. This necessitates the involvement of the student teacher/intern, cooperating/mentor
teacher, and university supervisor in an ongoing process of evaluation. Cooperating/mentor
teachers and university supervisors should be open and honest in providing timely feedback to
the student teacher/intern. Classroom teaching observations are designed to assist growth and
development over the student teaching/internship experience. You will be observed a minimum
of four times each by the cooperating/mentor teacher and by the university supervisor. A postobservation conference will be held with you at the end of each observation.
Toward the end of the your experience the university supervisor and cooperating teacher should
each complete a summative evaluation form and review the evaluation with you in a scheduled
post-student teaching meeting. Copies of all evaluations will be submitted to the Secondary
Education Department.
Students who do not satisfy student teaching requirements may be referred to the Teacher
Education Admission and Retention Committee. This includes situations where adherence to the
UVU Teacher Education Program Standards is in question.
Formative Evaluation
During the student teaching semester, the cooperating teacher and the university supervisor
complete four formative evaluations each. In most cases, students progress appropriately
through the program based on their scores on the formative assessment observations. If there are
problems or concerns, the following determination may be made by the Teacher Education
Admission and Retention Committee:
1.
Determine the evaluation was fair and accurate and terminate the student teaching
experience.
2.
Determine the evaluation was fair and accurate and continue in the same teaching
assignment with stipulations to rectify deficiencies.
3.
Determine the evaluation was fair and accurate and reassign the student to a new
student teaching placement.
4.
Determine the evaluation was of questionable validity and take no action.
5.
Determine the evaluation was of questionable validity and make an alternative
placement.
6.
Determine a professional development plan created by the committee and/or the
student.
Summative Evaluation
A summative evaluation is a required document for graduation and licensure and is written in the
form of a letter of recommendation. To appeal a summative evaluation, a written request must be
submitted to the Secondary Education Department Assistant within 30 days from the close of the
student teaching/internship assignment. A hearing with the Teacher Education Admission and
Retention Committee will be scheduled. As a result of the hearing, the committee may reach one
of the following possible conclusions:
UVU Secondary Education Student Teaching Handbook Fall 2015
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1.
2.
3.
4.
Determine the evaluation was fair and accurate and extend the student teaching
experience to allow the student to rectify deficiencies either at the same or a different
location.
Determine the evaluation was fair and accurate and take no action.
Determine the evaluation was of questionable validity and take no action.
Determine the evaluation was of questionable validity and provide an additional
placement.
UVU Secondary Education Student Teaching Handbook Fall 2015
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SCHOOL OF EDUCATION
Appendix: Student Teaching/Internship Guide
Secondary Education Department
Student Teaching Suggested Timelines
A-1
Student Teaching/Intern Evaluation Forms
A-2
Student Teaching/Intern Observation/Rubric
A-5
Honorarium (Contractual Services) Form for Cooperating Teacher
A-10
Curriculum Vitae Form for Cooperating Teacher
A-11
Lesson Planning Guide
A-12
Notice Regarding Sexual Harassment
A-13
Accessibility Services
A-14
Senior Project: Instructions and Rubrics
A-16
Student Teacher/Intern Required Documents Checklist
A-20
Internship Policies & Procedures
A-21
Application for Internship
A-22
Request for Internship
A-24
UVU Secondary Education Student Teaching Handbook Fall 2015
Student Teaching Suggested Timeline
Student teaching allows students to develop the knowledge, attitude, and skills enabling them to assume full
responsibility for classroom instruction. This experience prepares students to apply pedagogical theory in
making instructional decisions, analyzing educational needs of the students in their class, using appropriate
materials, and assessing student learning and performance. Student teachers/interns are placed in public school
classrooms with experienced cooperating teachers for the required 65 teacher contract days (approx. 13 weeks).
First Week:
1. Meet with the cooperating teacher on the first day, and confer regularly to plan.
2. Develop relationships with the students making sure you know their names.
3. Review classroom rules and procedures.
4. Begin assuming some teaching responsibilities under the cooperating teacher’s direction.
Second and Third Week:
1. Confer regularly with the cooperating teacher to prepare for gradual assumption of full teaching
responsibility. You should be responsible for one-third of the subjects being taught by the end of this time
period.
2. Communicate with your university supervisor regarding observation (i.e., log, journal, and post conference
following observation).
3. Attend the university Classroom Management II course weekly.
4. Attend the Secondary School of Education Senior Project seminar.
Fourth through Seventh Weeks:
1. Continue to confer regularly with your cooperating teacher, setting short and long range goals, planning
units and topics to be taught during full time experience.
2. The student teacher should be responsible for two thirds of the instruction by the end of this time period.
3. Continue communication with the supervisor. Videotape one instructional lesson during the fifth or sixth
week. Review the video with cooperating teacher and university supervisor.
4. Continue to attend the Classroom Management II course and Senior Project seminars.
Eighth through Eleventh Weeks:
1. Student teacher should be responsible for the entire classroom setting.
2. Continue communication with the supervisor.
3. Continue to attend the Classroom Management II course.
4. The senior portfolio seminar should be completed.
Twelfth through Thirteenth Weeks:
1. The cooperating teacher and university supervisor complete their final summative evaluations during the
twelfth and thirteenth weeks.
2. All formative and summative evaluations are to be completed and returned to the Secondary Education
Department assistant.
UVU Secondary Education Student Teaching Handbook Fall 2015
(A-1)
Preservice Teacher Evaluation (Formative)
(Based on the Utah Effective Teaching Standards)
Preservice
Teacher_____________________________________
School___________________________________________
UVU Supervisor____________________________________
Semester_____________________
Date_____________________
Grade(s)______________________ Subject___________________
Cooperating Teacher_______________________________________
Directions: Score in .5 Segments (1-1.5 Not Effective, 2-2.5 Developing, 3-3.5 Approaching, 4 Preservice Proficient, N/O-Not Observed: See Scoring Rubric)
The Learner and Learning
____
1.1 Creates developmentally appropriate and challenging learning experiences based on
each learner’s strengths, interests, and needs.
Additional Comments
____
1.2 Collaborates with families, colleagues, and other professionals to promote student
growth and development.
____ 2.1 Allows learners multiple ways to demonstrate learning sensitive to diverse experiences,
while holding high expectations for all.
____ 3.1 Develops learning experiences that engage and support students as self-directed
learners who internalize classroom routines, expectations, and procedures.
____ 3.2 Collaborates with students to establish a positive learning climate of openness,
respectful interactions, support, and inquiry
____ 3.3 Utilizes positive classroom management strategies, including the resources of time,
space, and attention, effectively
Instructional Practice
____
____
____
____
____
____
____
____
4.1 Bases instruction on accurate content knowledge using multiple representations of
concepts.
5.1 Uses data sources to assess the effectiveness of instruction and to make adjustments in
planning and instruction.
5.2 Documents student progress and provides descriptive feedback to student,
parent/guardian, and other stakeholders in a variety of ways.
5.3 Designs or selects pre-assessments, formative, and summative assessments in a variety
of formats that align to learning objectives and engage the learner in demonstrating
knowledge and skills.
6.1 Demonstrates knowledge of the Utah Core Standards and references them in short- and
long-term planning.
6.2 Integrates cross-disciplinary skills into instruction to purposefully engage learners in
applying content knowledge.
7.1 Practices a range of developmentally, culturally, and linguistically appropriate
instructional strategies to meet the needs of individuals and groups of learners.
____
7.2 Provides multiple opportunities for students to develop higher-order and metacognitive skills.
7.3 Supports and expands each learner’s communication skills through reading, writing,
listening, and speaking.
7.4 Uses a variety of effective technology and resources to support learning.
____
7.5 Develops learners’ abilities to find and use information to solve real-world problems.
____
Professional Responsibility
____
8.1 Adapts and improves practice based on reflection and new learning.
____
9.1 Participates actively in decision-making processes, while building a shared culture that
affects the school and larger educational community.
9.2 Advocates for the learners, the school, the community, and the profession.
____
____
10.1 Is responsible for compliance with federal and state laws, State Board of Education
administrative rules, state assessment policies, local board policies, and supervisory
directives.
____ 10.2 Is responsible for compliance with all requirements of State Board of Education Rule
R277-530 at all levels of teacher development
Preservice Teacher Signature _______________________________________________ UVU ID number _______________________________________
Evaluator Signature ____________________________________________________________________________________________________________
□ Cooperating Teacher
□ University Supervisor
UVU Secondary Education Student Teaching Handbook Fall 2015
(A-2)
Preservice Teacher Evaluation (Summative)
(Based on the Utah Effective Teaching Standards)
Preservice Teacher_____________________________________
School___________________________________________
UVU Supervisor____________________________________
Semester_____________________ Date_____________________
Grade(s)______________________ Subject___________________
Cooperating Teacher_______________________________________
Directions: Score in .5 Segments (1-1.5 Not Effective, 2-2.5 Developing, 3-3.5 Approaching, 4 Preservice Proficient, N/O-Not Observed: See Scoring Rubric)
The Learner and Learning
____
1.1 Creates developmentally appropriate and challenging learning experiences based on each
learner’s strengths, interests, and needs.
Additional Comments
____
1.2 Collaborates with families, colleagues, and other professionals to promote student
growth and development.
____
2.1 Allows learners multiple ways to demonstrate learning sensitive to diverse experiences,
while holding high expectations for all.
____
3.1 Develops learning experiences that engage and support students as self-directed learners
who internalize classroom routines, expectations, and procedures.
____
3.2 Collaborates with students to establish a positive learning climate of openness, respectful
interactions, support, and inquiry
____
3.3 Utilizes positive classroom management strategies, including the resources of time,
space, and attention, effectively
Instructional Practice
____
____
____
____
____
____
____
____
4.1 Bases instruction on accurate content knowledge using multiple representations of
concepts.
5.1 Uses data sources to assess the effectiveness of instruction and to make adjustments in
planning and instruction.
5.2 Documents student progress and provides descriptive feedback to student,
parent/guardian, and other stakeholders in a variety of ways.
5.3 Designs or selects pre-assessments, formative, and summative assessments in a variety of
formats that align to learning objectives and engage the learner in demonstrating knowledge
and skills.
6.1 Demonstrates knowledge of the Utah Core Standards and references them in short- and
long-term planning.
6.2 Integrates cross-disciplinary skills into instruction to purposefully engage learners in
applying content knowledge.
7.1 Practices a range of developmentally, culturally, and linguistically appropriate
instructional strategies to meet the needs of individuals and groups of learners.
____
7.2 Provides multiple opportunities for students to develop higher-order and meta-cognitive
skills.
7.3 Supports and expands each learner’s communication skills through reading, writing,
listening, and speaking.
7.4 Uses a variety of effective technology and resources to support learning.
____
7.5 Develops learners’ abilities to find and use information to solve real-world problems.
____
Professional Responsibility
____
8.1 Adapts and improves practice based on reflection and new learning.
____
9.1 Participates actively in decision-making processes, while building a shared culture that
affects the school and larger educational community.
9.2 Advocates for the learners, the school, the community, and the profession.
____
____
____
10.1 Is responsible for compliance with federal and state laws, State Board of Education
administrative rules, state assessment policies, local board policies, and supervisory
directives.
10.2 Is responsible for compliance with all requirements of State Board of Education Rule
R277-530 at all levels of teacher development
Preservice Teacher Signature _______________________________________________ UVU ID number _______________________________________
Evaluator Signature ____________________________________________________________________________________________________________
□ Cooperating Teacher
□ University Supervisor
UVU Secondary Education Student Teaching Handbook Fall 2015
(A-3)
CONTINUUM OF INSTRUCTIONAL PRACTICE
Scoring for the student teaching evaluation form reflects the student’s degree of ability to accomplish the tasks outlined on the evaluation form. Please note: If a
student teacher scores in the level one (Emerging) range on any item, please contact the UVU Supervisor and the UVU Field Coordinator as soon as possible.
For the summative assessment of the student teacher’s performance, please use the following continuum description to score his/her performance over the course
of their student teaching experience.
Level 1: Not Efffective
Score: 1
The student relies heavily on ongoing assistance from the cooperating teacher for support and guidance in lesson planning, instruction, and/or classroom
management. The student may not yet be able to effectively apply what s/he has learned about teaching and may often make inappropriate choices about how and
what to teach. The student may lack appropriate levels of content area understanding.
Level 2: Developing
Score: 2
Performance: The student relies on the cooperating teacher for some support, but is moving toward becoming more self-directed and independent in planning
instruction, teaching, and classroom management. The student demonstrates some ability to apply what s/he has learned about teaching, even though s/he may
still make a few inappropriate choices about how and what to teach. The student demonstrates a level of content area knowledge appropriate to the classroom
context.
Level 3: Approaching
Score: 3
Performance: The student is usually able to teach without assistance from the cooperating teacher and easily applies what s/he has learned about teaching. Her/his
choices about what to teach and how to teach it reflect a solid understanding of effective teaching strategies. The student demonstrates a solid command of
content area knowledge, and is able to adjust instruction in response to student needs.
Level 4: Preservice Proficient
Score 4
Performance: The student is able to plan and implement effective instruction with minimal input or assistance from the cooperating teacher. S/he manages
classroom schedules and student behavior with relative ease. S/he is able to engage children in learning by integrating a variety of instructional models and
teaching strategies into her/his classroom practice. The student demonstrates a deep and flexible command of content area knowledge, and is quickly able to adjust
instruction in response to student needs.
UVU Secondary Education Student Teaching Handbook Fall 2015
(A-4)
Utah Institutions of Higher Education
Utah Preservice Teacher Evaluation Rubric
(Based on the Utah Effective Teaching Standards)
Performance
Indicator
Not effective (1)
Developing (2)
Approaching (3)
Preservice Proficient (4)
(Inservice Emerging)
The Learner and Learning
Standard 1. Learner Development: The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.
1.1
O
1.2
C
Creates
developmentally
appropriate and
challenging
learning
experiences
based on each
learner’s
strengths,
interests, and
needs (1a, 2e).
InTASC 1
CAEP 1.1, 3.5
 No differentiation
 Instruction is not developmentally
appropriate
 Emotionally unsafe environment
 Unaware of developmental needs
 Creates whole group instruction
Collaborates
with families,
colleagues, and
other
professionals to
promote student
growth and
development
(1b).
InTASC 1
CAEP 1.1, 3.5





 Communicates on a need to know basis
(when required)
 Communication is focused on
procedural issues, schedules, and
requirements.
Not proactive in communication
Not learner focused
Defensive or hostile
Doesn’t communicate effectively
Does not consult the mentor teacher
when interacting with families and
colleagues
(e.g., instruction is far below or above
students’ developmental levels, lack of
modeling, only one answer or way)
UVU Secondary Education Student Teaching Handbook Fall 2015
(A-5)
...and
...and
 Incorporates superficial strategies for meeting  Demonstrates an understanding of learners’
students’ developmental needs.
developmental levels
(e.g., makes reference to student interest but
does not use authentic problem solving,
teacher dependent problem solving)
...and
 Responds to mentor inquiries/concerns about
learner development and progress.
 Communicates about curriculum and
instruction.
(e.g., instruction to meet learners’ strengths,
interests, and needs—hands-on, real world,
appropriately scaffolded)
...and
 Initiates communication with mentor and
school personnel to support learning
development and progress.
Performance
Indicator
Not effective (1)
Developing (2)
Approaching (3)
Preservice Proficient (4)
(Inservice Emerging)
Standard 2. Learning Differences: The teacher understands individual learner differences and cultural and linguistic diversity.
2.1
O
Allows learners
 Not accepting of differences
multiple ways to  Does not hold high expectations
demonstrate
learning sensitive
to diverse
experiences,
while holding
high
expectations for
all (2a, 2b, 2c,
2d).
InTASC 2
CAEP 1.1, 3.5
Cross-cutting
Diversity
 Aware of learning diversity
 Respectful of individual differences
…and
 Attempts to apply strategies to support
diverse learners
…and
 Applies understanding of learner diversity to
support learners to achieve academically
(e.g., holds high expectations)
Standard 3. Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning,
encouraging positive social interaction, active engagement in learning, and self-motivation.
3.1
O
3.2
O
Develops
learning
experiences that
engage and
support students
as self-directed
learners who
internalize
classroom
routines,
expectations,
and procedures
(3a).
InTASC 3
CAEP 1.1, 3.5
Collaborates
with students to
establish a
positive learning
climate of
openness,
respectful
interactions,
support, and
inquiry (3b).
InTASC 3
CAEP 1.1, 3.5
 Classroom procedures and
behavioral expectations are not
established
 Schedule is planned
 Few procedures are articulated to
students
 Expectations for student behavior lack
(e.g., no schedule planned, majority of
clarity
learner not on task, learners don’t
know what to do, instructional time is
lost, lengthy transitions, unorganized)





Negative demeanor
Frequent reprimands
Inappropriate boundaries
Leaves learners unattended
Emotionally unsafe environment
 Lack of learner collaboration
 Focus on delivering content without
regard to interaction with students
 Teacher addresses student
appropriately
UVU Secondary Education Student Teaching Handbook Fall 2015
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…and
 Schedule is planned and followed by the
teacher
 Procedures are implemented
 Expectations are established but applied
inconsistently
…and
 Students interact appropriately with one
another
 Establishes a safe, positive, and respectful
learning environment.
 Student-teacher dialog is focused on learning
outcomes.
...and
 Implements a daily schedule, which is
communicated to students
 Establishes classroom procedures and
expectations which students routinely follow
 Establishes behavioral expectations focused
on planned learning outcomes that students
routinely follow
...and
Maintains a safe, positive, and respectful
learning environment
Provides opportunities for student
interactions
Performance
Indicator
3.3
O
Utilizes positive
classroom
management
strategies,
including the
resources of
time, space, and
attention,
effectively (3c,
3d).
InTASC 3
CAEP 1.1, 3.5
Not effective (1)
 No classroom management
strategies
 Negative classroom management
strategies
 Ineffective and disorganized use of
time, space, and attention
 Frequent digressions
Developing (2)
 Inconsistent use of classroom
management strategies
(e.g., inappropriate student behavior
acknowledged)
Approaching (3)
 Pacing of instruction is appropriate for
student learning
 Students are mostly on task
 Inappropriate student behavior is addressed
with some success
 Transitions lack structure, disrupting
instruction
Preservice Proficient (4)
(Inservice Emerging)
...and
 Implements classroom management strategies
 Encourages learners to be engaged with the
content
 Manages time, space, and attention to engage
learners
Instructional Practice
Standard 4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
4.1
O
Bases instruction  Conveys inaccurate content,
on accurate
information, and/or concepts
content
 Has difficulty conveying concepts
knowledge using
multiple
representations
of concepts and
appropriate
academic
language (4a, 4c,
4d, 4e, 7c).
InTASC 4 and 5
CAEP 1.1, 1.3,
1.4, 3.4, 3.5
 Uses only one way to teach a concept or
uses only one explanation
 Content is technically correct but is
conveyed in a way that may perpetuate
misconceptions
...and
 Teacher uses academic vocabulary with
limited opportunities for student practice
(e.g., oversimplified language, use of
everyday language, poorly connected
metaphors or analogies, uses inaccurate
information)
 Demonstrates content knowledge in the
teaching assignment
 Teaches the language and basic concepts of
the discipline
(e.g., information is conveyed using real-world
context)
Standard 5. Assessment: The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress,
guide planning and instruction, and determine whether the outcomes described in content standards have been met.
5.1
C
Uses data
 Does not collect or use data to
 Collects data but does not use it to make  Collects and analyzes data to document
sources to assess
evaluate the outcomes of teaching
instructional decisions
student learning
the effectiveness  Makes teaching decisions in isolation  Assessments lack direct alignment to
 Assessments align with state and content
of instruction
instruction
standards as well as evidence of student
 Sticks to pre-determined plan,
and to make
learning
rather than using data to make
adjustments in
instruction decisions
planning and
instruction (5a,
5c, 5d, 8a).
InTASC 6
CAEP 1.1, 1.2,
3.5
UVU Secondary Education Student Teaching Handbook Fall 2015
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...and
 Uses data to evaluate student learning and to
make instructional decisions
 Monitors learner performance and responds
to individual learning needs
Performance
Indicator
5.2
C
Documents
student progress
and provides
descriptive
feedback to
student,
parent/guardian,
and other
stakeholders in a
variety of ways
(5b, 5e).
InTASC 6
CAEP 1.1, 3.5
5.3
C
Designs or
selects preassessments,
formative, and
summative
assessments in a
variety of
formats that
align to learning
objectives and
engage the
learner in
demonstrating
knowledge and
skills (5a).
InTASC 6
CAEP 1.1, 1.2,
1.3, 3.5
Not effective (1)
Developing (2)
Approaching (3)
 Does not use data to provide
feedback on learner performance
 Does not provide feedback,
feedback is non-specific or is limited
 Does not provide timely feedback
 Rarely moves about the classroom
to provide on-going feedback
 Provides feedback to the class as a
whole or to groups of students
 Scores are provided without descriptive
feedback
 Rubrics are not used to provide
descriptors of quality work
 Student learning is monitored through
grades
 Monitors learner performance and provides
individual, descriptive feedback with scores
 Rubrics are designed with vague descriptors
 Assessment(s) is not aligned
 Assessment is biased and does not
account for different learning styles
and multicultural differences of
students
 Does not make accommodations for
different learner needs, particularly
learners with disabilities and
language learning needs (not
developmentally appropriate)
… and
 Relies on a single item type (e.g.,
 Selects assessment(s) that align with lesson
multiple choice) for all assessments
Assessment(s) is not aligned
plan(s) and instructional topics
 Only selects assessment(s) provided with
curriculum and/or textbook
Preservice Proficient (4)
(Inservice Emerging)
 Documents and shares assessment feedback
with learners and parents/guardians as
required
 Identifies elements of quality work through
aligned rubrics
…and
 Selects or adapts assessment(s) that match
student learning outcomes
 Selects assessments that are developmentally
appropriate
 Uses multiple strategies to evaluate student
learning
Standard 6. Instructional Planning: The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon
knowledge of content areas, Utah Core Standards, practices, and the community context.
6.1
C
Demonstrates
knowledge of the
Utah Core
Standards and
references them
in short- and
long-term
planning (4b,
6a).
InTASC 7
CAEP 1.1, 1.3,
1.4, 3.4, 3.5
 Unfamiliar with Utah Core Standards  Utah Core Standards are included in
lesson plans but are not explicitly
 Materials are not aligned with
addressed in the lesson
standards
 Instructional plans, materials, or
 No evidence of planning
strategies are activity-based rather than
 No evidence of learning objectives
focused on the Utah Core Standards
 Learning objectives are included but not
appropriate/valid
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…and
 Learning objectives are included and
appropriate/ valid
...and
 Aligns daily instruction with Utah Core
Standards
 Materials and strategies support student
learning of the standards
Performance
Indicator
6.2
C
Integrates crossdisciplinary skills
into instruction
to purposefully
engage learners
in applying
content
knowledge (6b,
6e).
InTASC 7
CAEP 1.1, 1.4,
3.4, 3.5
Not effective (1)
 No attempt to integrate
Developing (2)
 Cross-disciplinary integration is
ineffective or inhibits student
understanding
Approaching (3)
 Cross-disciplinary integration is attempted
without student interaction
Preservice Proficient (4)
(Inservice Emerging)
...and
 Provides opportunities for students to use
knowledge from other topics and content to
understand target content
Standard 7. Instructional Strategies: The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of
content areas and their connections and build skills to apply and extend knowledge in meaningful ways.
7.1
O
7.2
O
Practices a range
of
developmentally,
culturally, and
linguistically
appropriate
instructional
strategies to
meet the needs
of individuals
and groups of
learners (2b, 2e,
6c, 7a, 7b).
InTASC 8
CAEP 1.1, 1.2,
1.4, 3.5
Cross-cutting
diversity
Provides multiple
opportunities for
students to
develop higherorder and metacognitive skills
(3f, 6d, 7e).
InTASC 8
CAEP 1.1, 1.2,
1.4, 3.4, 3.5




Inappropriate strategies
No variety of strategies
Insensitivity to individual differences
No adjustments to plans
 Expects students to use
memorization, recall, and rote
knowledge for most
assessments/tasks.
 Mismatch between instructional
strategies and lesson objectives or
student needs
 No evidence of differentiation
 Instructional strategies match lesson
 Uses a limited number of instructional
strategies
 Uses instructional strategies that limit
students’ opportunities to ask questions
and engage in problem solving.
 Uses instructional strategies that incorporate
student questioning, though engagement is
limited.
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…and
 During teaching, makes adjustments based on
the responses of a variety of students, thus
increasing engagement
(e.g., instructional strategies do not necessarily  Identifies each learner’s diverse learning
meet student needs)
strengths and needs
...and
 Uses instructional strategies that incorporate
high-order thinking
 Uses a variety of questioning strategies to
promote engagement and learning
Performance
Indicator
7.3
O
7.4
O
7.5
O
Supports and
expands each
learner’s
communication
skills through
reading, writing,
listening, and
speaking (3f, 7d).
InTASC 8
CAEP 1.1, 1.4,
3.4, 3.5
Uses a variety of
available and
appropriate
technology and
resources to
support learning
(3e, 7f, 7g).
InTASC 8
CAEP 1.1, 1.3,
1.5, 3.4, 3.5
Cross-cutting
technology
Develops
learners’ abilities
to find and use
information to
solve real-world
problems (7g,
7f).
InTASC 8
CAEP 1.1, 1.3,
1.4, 3.4, 3.5
Not effective (1)
Developing (2)
Approaching (3)
Preservice Proficient (4)
(Inservice Emerging)
 Communication skills are not taught
or developed specifically
 Communication is teacher centered
 Only one communication skill (reading,
writing, speaking, or listening) typically
required of the students
 Most communication is teachercentered; however, some attempts are
made to use learners' communication
skills
 Teacher incorporates reading, writing,
listening, and speaking skills across the
curriculum and within lessons as appropriate
...and
 Provides opportunities for learners to practice
communication skills and initiate dialogue with
each other
 Avoids using available technology
 The technology used neither enhances
student learning nor engagement (e.g.,
technology for technology sake)
 Technology is teacher-centered
 Limited student engagement results from
technology use
 Uses technology in ways that promotes
student engagement and learning
 Information sources not appropriate  Problems addressed have limited
for complexity of concepts and/or
meaning or relevance to students
lesson objectives
 Uses limited number of sources of
 Uses unreliable sources of
information
information
 Teacher provides sources with limited
 Problems addressed are insignificant,
perspectives
contrived, or unrealistic
(e.g., students’ active engagement with content
is facilitated by the technology)
 Problems are relevant to lesson objectives and  Supports learners in using various media and
the students
other sources for gathering information to
solve real world problems
 Develops learners' abilities to find information
related to the topic
Professional Responsibility
Standard 8. Reflection and Continuous Growth: The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt
practice to meet the needs of each learner.
UVU Secondary Education Student Teaching Handbook Fall 2015
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Performance
Indicator
8.1
C
Not effective (1)
Adapts and
 Unaware of Utah Effective Teaching
improves
Standards
practice based on  Does not accept feedback, is
reflection and
defensive, or does not make
new learning (8b,
adjustments in behavior/practice
8c, 8d, 8e).
based on feedback
InTASC 9
 Unaware of personal biases
CAEP 1.1, 1.2,
3.3, 3.4, 3.5
Developing (2)
 Accepts feedback and improves practice
 Aware of personal biases pertaining to
students and stake holders
Approaching (3)
Preservice Proficient (4)
(Inservice Emerging)
…and
…and
 Teacher self-assesses to improve practice
 Applies feedback from mentor teachers and
university supervisors to improve teaching and
 Reflects on lesson after teaching and identifies
learning in the classroom
adjustments to plans for future teaching
 Acknowledges the impact of own bias on
 Attends at least one professional learning
teaching
experience
(e.g., teacher professional development days
sponsored by the school or district, UEA
meetings, district board meeting)
Standard 9. Leadership and Collaboration: The teacher is a leader who engages collaboratively with learners, families, colleagues, and
community members to build a shared vision and supportive professional culture focused on student growth and success.
9.1
C
9.2
C
Participates
 Does not fulfill required duties
 Participates in required school activities
(e.g., contracted school day, etc.)
actively in
 Communicates with colleagues/
decision-making  Displays lack of respect for
classmates when required
colleagues/ classmates
processes, while
 May not take responsibility for actions
building a shared  Blames others, including students, for
when students struggle to learn
lack of learner success
culture that
affects the
school and larger
educational
community (9a,
9b, 9d, 9e).
InTASC 10
CAEP 1.1, 3.3,
3.5
Advocates for
 Lacks respect for learners and
the learners, the
families
school, the
 Communicates negatively about
community, and
learners, families, or the profession
the profession
 Interacts inappropriately with
(9c).
learners, families, or colleagues/
InTASC 9
classmates
CAEP 1.1, 3.3,
3.5
…and
 Attends team meetings and participates in
other collaborative opportunities, when
invited
 Aware of his/her possible actions that could
lead to success for all learners but not fully
implement the action
…and
 Respectful to learners, families, and the
 Is a positive representative of the profession,
profession
school, and university
 Communicates positively about learners,
families, and the profession
 Interacts appropriately with learners,
families, or colleagues/ classmates
UVU Secondary Education Student Teaching Handbook Fall 2015
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…and
 Maintains cordial professional relationships
with colleagues/ classmates to fulfill required
duties
 Acknowledges own actions that lead to success
of all learners and attempts to follow through
…and
 Contributes to student success by responding
to learner concerns
Performance
Indicator
Not effective (1)
Developing (2)
Approaching (3)
Preservice Proficient (4)
(Inservice Emerging)
Standard 10. Professional and Ethical Behavior: The teacher demonstrates the highest standard of legal, moral, and ethical conduct, as specified
in Utah State Board Rule R277-515.
10.1
C
10.2
C
Is responsible for  Does not understand nor adheres to
compliance with
university policies, federal and state
university
laws, State Board of Education rules,
policies, federal
state and local policies, supervisory
and state laws,
directives, professional, moral, and
State Board of
ethical conduct and does not hold
Education
others accountable to do the same.
administrative
rules, state
assessment
policies, local
board policies,
and supervisory
directives (10a,
5f).
InTASC 9
CAEP 1.1, 1.4,
3.3, 3.5, 3.6
 Understands, adheres to, and upholds
university polices, federal and state laws, State
Board of Education rules, state and local
policies, supervisory directives, professional,
moral, and ethical conduct and holds others
accountable to do the same
Is responsible for  Does not avoid actions that may
compliance with
adversely affect ability to perform
all requirements
assigned duties and carry out the
of State Board of
 Avoids actions that may adversely affect ability
to perform assigned duties and carry out the
responsibilities of the profession, including
role-model responsibilities
UVU Secondary Education Student Teaching Handbook Fall 2015
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Performance
Indicator
Education Rule
R277-530 at all
levels of teacher
development
(10b).
InTASC 9
CAEP 1.1, 1.4,
3.3, 3.5, 3.6
Not effective (1)






Developing (2)
Preservice Proficient (4)
(Inservice Emerging)
 Takes responsibility to understand professional
requirements and to complete all
requirements for student teaching
responsibilities of the profession,
including role-model responsibilities
Does not know or understand
professional requirements
Does not complete all requirements
for student teaching
Does not maintain instructional and
non-instructional records
Does not maintain integrity and
confidentiality in matters concerning
student records and collegial
consultation
Develops inappropriate studentteacher relationships as defined in
rules, law, and policy
Does not maintain professional
demeanor and appearance as
defined by university and the local
education agency (LEA)
UVU Secondary Education Student Teaching Handbook Fall 2015
Approaching (3)
*Continued on next page
 Maintains accurate instructional and noninstructional records
 Maintains integrity and confidentiality in
matters concerning student records and
collegial consultation
 Develops appropriate student-teacher
relationships as defined in rules, law, and
policy
 Maintains professional demeanor and
appearance as defined by university and the
local education agency (LEA)
(A-13)
SCHOOL OF EDUCATION
CONTRACTUAL SERVICES REQUEST FOR PAYMENT
Full Legal Name (as it appears on Social Security Card (Please Print)
Street Address
Social Security Number (Required)
City, State, Zip
Phone Number
For contractual services rendered to Utah Valley University for $
as
Date
(Describe Services)
I understand that no Federal or State income tax will be withheld nor FICA tax paid by the college. It
is my responsibility to report these earnings on my income tax returns.
IRS Form W-9 Certification:
Under Penalties of perjury, I certify that:
1.
The number shown on this form is my correct taxpayer identification number (or I am waiting for a number to be
issued to me), and
2.
I am not subject to backup withholding because: (a) I am exempt from withholding, or (b) I have not been notified
by the Internal Revenue Service (IRS) that I am subject to backup withholding as a result of a failure to report all
interest or dividends, or (c) the IRS has notified me that I am no longer subject to backup withholding, and
3.
I am a U.S. person (including a U.S. resident alien).
Certification Instructions: You must cross out item 2 above if you have been notified by the IRS that you are currently
subject to backup withholding because you have failed to report all interest and dividends on your tax return.
Signature
Date
I certify that the services shown above were satisfactorily performed, that the charge is fair and
reasonable and that funds are available for payment from the index as shown below.
Banner Index:
Amount $
Approvals
Supervisor
Vice President
Personnel
Business Office
UVU Secondary Education Student Teaching Handbook Fall 2015
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Curriculum Vitae
Cooperating Teacher
SCHOOL OF EDUCATION
Personal Data
Name: ___________________________________ Daytime Phone: ________________________
Mailing Address: _________________________________________________________________
__________________________________________________________________
Number of years teaching after earning certification: _____________________________________
Current Teaching Position
School District: _______________________________ Years of Employment: _______________
Present School: _______________________________ Grade/Subject(s): ___________________
Professional Employment History
Dates
Description
Education
Date Awarded
Degree
Institution
Field of Specialization (i.e., majors, minors, endorsements, etc.)
I hereby certify that the information listed above is accurate and current.
Date
UVU Secondary Education Student Teaching Handbook Fall 2015
Signature
(A-15)
SCHOOL OF EDUCATION
Lesson Planning Guide
Name(s):
Lesson length:
Grade Level:
Subject:
I.
Standards
If you are writing a lesson plan for language arts or mathematics, you do not need to include both the Common
Core and the Utah Core Standard. However, if you are teaching in another subject area, you need to include both
the Utah Core Standard for your subject area and the Common Core Standard that will be addressed as part of
your content area lesson.
Common Core Standard (http://www.corestandards.org/ )
Utah State Core Curriculum Standard(s) (http://schools.utah.gov/arc/curr/CORE/CoreBinder2013/index.html or
http://www.uen.org/core/ )
II.
Intended Learning Outcomes
Objective (concept)
What do you want students to know?
Indicator (Bloom)
What will students do to show what they know?
III.
Assessment of Student Progress
Pre-assessment
Formative assessment(s)
Summative assessment
IV.
Preparation
Prior knowledge and skills
Teacher preparation
Materials
Target vocabulary
Technology Use
Student preparation
V.
VI.
Instructional Procedures
Meeting Student Needs
Accommodations
Differentiation
UVU Secondary Education Student Teaching Handbook Fall 2015
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SCHOOL OF EDUCATION
Notice Regarding Sexual Harassment:
A student assumes the responsibility to conduct himself/herself in an appropriate manner. Categories
of misconduct that are not considered responsible behavior include, but are not limited to, the
following:
 Failure to respect the right of every person to be secure and protected from fear, threats,
intimidation, harassment, hazing and /or physical harm caused by the activities of groups or
individuals.
 Sexual assault, harassment, or any other unwelcome verbal or physical sexual activity,
including the support of assistance of such activities.
A student, while properly enrolled at the University, will have the right to … freedom from sexual
harassment … (and) access to the university Ombudsman for consultation in matters of personal and
school issues and concerns.
Student Ombudsman
ombudsman@uvu.edu
(801) 863-7237
Office located in SC 107.
References:
 Student Rights and Responsibilities, Sanctions, and Grievances, UVSC Policy # E-6.2
 Sexual Harassment and Consensual Relationships and Grievance, Policy # C-3.10
 Under the “New Student” tab on the UVU School of Education website, click on “Ombudsman
Policy” or go to: http://www.uvu.edu/policies/
See Also:
Alpine School District: Policy # 4097 (ref. Procedure # 4097, ref. Rules and Regulations # 4097)
“Alpine School District is committed to the maintenance of an environment which is free from
any form of sexual harassment; an environment in which employees are allowed to work free
from unwanted conduct or communication of a sexual nature; one which is in compliance with
State and Federal laws dealing with this form of discrimination.”
Nebo School District: Employee Discrimination and Harassment Policy Statement, File # GBEB
Provo School District: Licensed Policy and Procedure Handbook, Section 11-4: Sexual Harassment, p.
57
The is an example of a district level policy: “(Name of District) is committed to the maintenance of an
environment which is free from any form of sexual harassment; an environment in which employees
are allowed to work free from unwanted conduct or communication of a sexual nature; one which is in
compliance with State and Federal laws dealing with this form of discrimination.
UVU Secondary Education Student Teaching Handbook Fall 2015
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SCHOOL OF EDUCATION
Accessibility Services
1.
General Policy Statement
In accordance with The Americans with Disabilities Act, and Section 504 of the Vocational Rehabilitation
Act of 1973, Utah Valley University will implement procedures both in spirit and letter of the law to ensure
equal access to educational opportunities for individuals with disabilities.
2.
Confidentiality
Disability and disability-related information will be kept in confidential files according to the
confidentiality FERPA provisions of GRAMA and the ADA. Information may be shared on a need-toknow basis
3.
Establishment of Eligibility
a.
It is the student’s responsibility to inform Accessibility Services Department (ASD) of the need for
academic adjustments, accommodations, or auxiliary aids. ASD will represent the University in
determining the nature and extent of authorized adjustments, accommodation, or aids.
4.
b.
It is the responsibility of the student to provide adequate documentation of medical, psychological,
learning, or other disabilities. This should be done in a timely manner. ASD will provide a form
outlining what documentation is needed.
c.
Students should provide ASD with a signed and dated Release of Information authorization so that
ASD can contact physicians or others regarding their information as it relates to the student’s
requests and needs. Failure to provide a release of information may affect service provision.
d.
If the documentation is outdated or does not provide the information needed to document a
disability, the student may be required to provide updated documentation.
e.
Individual learning styles, academic problems, or test difficulty or anxiety do not in themselves,
constitute a disability and as such do not require academic adjustments or accommodations.
Student Responsibilities
a.
It is the individual student’s responsibility to request academic adjustments, accommodations, or
auxiliary aids from ASD. Student requests should be made at least two weeks prior to the needed
academic adjustments, accommodations, or auxiliary aids; for text on tape, interpreters or more
extensive accommodations, at least six weeks.
b.
It is the responsibility of the student requesting academic adjustments, accommodations, or auxiliary
aids to provide ASD with appropriate documentation of the medical and/or psychological diagnosis
(ICD 10 or DSM-IV-TR) and any additional diagnosis which verifies capabilities and functional
limitations and supports his/her request for a specific accommodation.
UVU Secondary Education Student Teaching Handbook Fall 2015
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c.
Students should sign a Release of Information form to be kept in their confidential file.
d.
Students are required to meet with an ASD counselor each semester for a case review to determine
academic adjustments, accommodations, or auxiliary aids for that semester. Accommodations or
academic adjustments, authorized for eligible students, will be based on documentation of functional
limitations and capabilities, and the learning or educational requirements of the university.
e.
Upon student request, ASD will provide each student with an Accommodation Letter(s), which
authorizes academic adjustments, accommodations, or auxiliary aids for that semester. These letters
are updated each semester. Letters from previous semesters are not valid.
f.
Students are responsible for the delivery of the Accommodations Letter(s) to designated faculty
member(s).
g.
All students, including students with disabilities, must meet the conduct and performance standards
required of all students at Utah Valley University.
h.
If the students feel they have experienced discrimination, they may avail themselves of UVU’s
grievance procedure for students by contacting Accessibility Services, LC 312 (863-8747). For more
information go to http://www.uvu.edu/asd/
5. Authorized Accommodations
a.
If based upon a review and assessment of a student’s documentation the student is determined to be
eligible under The Americans with Disabilities Act, appropriate academic adjustments,
accommodations, or auxiliary aids for an educational setting will be authorized by ASD.
b.
Accommodation needs may change over time and a prior history of accommodation itself, does not
warrant the continued provision of a similar accommodation.
c.
Accommodations or academic adjustments for eligible students, authorized by Federal law and
regulation, will be based on documentation of functional limitations and capabilities, and the
learning, educational, or other requirements of the University.
d.
The determination for authorizing accommodations rests with ASD.
e.
ASD may refuse consistent with Federal and State law and regulation to provide requested
accommodations, academic adjustments, or auxiliary aids if it constitutes an undue burden on the
University.
f.
ASD may at its discretion and based upon the facts of a particular situation authorize temporary
accommodations, auxiliary aids, or services pending receipt of documentation.
g.
Not all requested accommodations will be granted.
Source: UVU Accessibility Services Department, Resource Guide, 2001.
USU Accessibility Services Department, Room LC 312, office: 801/863-8747.
UVU Secondary Education Student Teaching Handbook Fall 2015
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SCHOOL OF EDUCATION
Senior Project
During your student teaching assignment you will complete a senior project. The purpose of this project is to help you continue to
understand the teaching/learning process and to demonstrate your skills and abilities as a teacher.
Your project will involve teaching a unit, which will include planning, teaching, assessing, evaluating learning and teaching, and reflecting
on the teaching/learning process.
Completion of the Senior Project is a requirement for graduation and licensure through the School of Education at Utah Valley University.
Directions and scoring guides are included. Suggested page lengths are also included with each section.
General Format for all responses:
Start a new page for each section
Please use bold headings for each section in your responses
12-point font
Font: Similar to Times New Roman or Garamond
Single Space -- Double space between paragraphs
Include graphics and or charts where requested
1. Contextual Factors
Discuss relevant issues regarding the student population of your class and how these may affect the teaching-learning process. In your paper
discuss:

Community/district, school, and classroom factors and how this information will help me plan my instruction.
o Geographic location, description of the community and school population.
o Socio-economic profile (main type of employment, number of students on free or reduced price lunch); race/ethnicity,
other cultural considerations of the community.
o Classroom and school factors such as room/building arrangement, availability of learning resources, technology,
classroom/school rules, grouping patterns, scheduling, etc.

Student characteristics
o Age, gender, race/ethnicity, special needs, culture, language, achievement levels

Prior learning that may influence the development of your learning goals, instruction and assessment; knowledge students already
have about the subject.

Implications for instruction: (How does this information help me plan my lesson? What information has implications for
meeting student needs?)
o Discuss the students’ prior learning and one other contextual factor listed above and how these influence your teaching and
instructional planning.
o Be specific
Requirement: Written response
Suggested length: 2+ pages
CONTEXTUAL FACTORS:
Indicator
Expectation
With few exceptions, comprehensive understanding of:
Community and school
-community, classroom, and student characteristics;
classroom, student
-student skills and prior learning that may affect learning
characteristics
Implications for
instruction
Provides specific implications for instruction and assessment based on student individual differences and
community, school, and classroom characteristics.
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2. Instructional Planning: Goals, Objectives, Instruction, and Assessment



Choose learning goals and objectives that are appropriate for grade level, student readiness, and CORE requirements. The goals
and objectives should also be influenced by the student and classroom characteristics from the contextual factors section of your
unit.
Design your instructional plan (a unit with a minimum of 5 lesson plans) to be taught in your student/intern teaching classroom.
Use multiple instructional methods and strategies.
Design assessment plans to monitor student progress toward learning goal(s). Use multiple assessment methods and approaches to
assess student learning. Assessments should be conducted at appropriate times during instruction and at appropriate intervals.
These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks,
personal communication, etc.
Section 1: Plans
 Unit Instruction Plan/Overview:
o Create an outline or chart to summarize your goals, objectives, instructional plan and assessments.
 Lesson and Assessment Plans:
o Use the UVU School of Education Lesson plan form.
o Make sure that all instruction, activities and assessments and materials support your goals and objectives for the lesson and
the unit.
o Include all lesson plans in your submission. Also include any worksheets, handouts, etc. you plan to use in your lessons.
o Based on your goals and objectives, plan your assessment for the unit. You need three types of assessment in your plan:
pre-assessment, formative, and summative (before, during, and after).
o Include scoring guides or rubrics for each assessment tool, along with copies of assessments (tests, questions, etc.),
prompts and or directions to complete tasks for assessment, and criteria for judging student success (scoring guides/
rubrics, rating scales, checklists, answer key, etc.)
Section 2: Written Discussion
 Discuss
o Why your learning goals are appropriate in terms of prerequisite knowledge, skills and other student needs.
 Discuss
o How you will evaluate your learning goals and how you will determine ongoing student progress throughout your
instructional unit.
o How you will determine if students meet criteria for mastery (standards of performance).
Requirement: Unit Instruction Plan/Overview; lesson and assessment plans, assessment instruments, scoring rubrics/keys, written
discussion.
Suggested Length: Unit plan (1+ page); lesson plans (will vary); assessments and rubrics (will vary); written discussion (1+ page)
INSTRUCTIONAL PLANNING:
Indicator
Expectation
Goals/Objectives
All goals and objectives are:
-appropriate for needs of all students;
-clearly stated as learning outcomes
-aligned with state/local standards
-with few exceptions, all content appears to be accurate
Instructional Design:
Accuracy
-all learning goals are covered in the design.
Instructional Design:
Alignment
Instructional Design:
-with few exceptions, all instruction:
-follows a logical sequence
Sequence, Structure
-is based on accepted pedagogical practice,
-appears to be useful in moving students toward achieving the learning goals.
-with few exceptions, clearly suitable to students varied learning needs
Instructional Design:
Suitability
-significant variety with a clear contribution to learning.
Instructional Design:
Variety
UVU Secondary Education Student Teaching Handbook Fall 2015
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3. Instructional Decision-Making/Analysis of Student Learning
Section 1, Instructional Decision-Making: Provide examples of instructional decision-making based on students’ learning or
response to instruction.
 For two instructional situations from your unit, respond to the following (approximately ½ page single-spaced for each):
o Choose a time when the students’ learning or response to instruction caused you to modify your original instructional plan.
o Describe the student learning or response that caused you to rethink your plans. Cite specific evidence to support your
answers. This may come from assessments (please don’t use pre-assessment for this response), or from student responses
during your instruction.
o Describe what you did and explain why you thought this would improve student learning and progress toward reaching your
learning goals and objectives.
o Describe how your instructional decision worked (or didn’t), and what you would do in a similar situation in the future.
Section 2, Analysis of Student Learning: Analyze all of your assessment data, Pre-, Formative, and Post-, to determine students’
progress toward the unit learning goals. Describe the effect on student learning that transpired during instruction for the whole class, a
subgroup, and an individual.
 Whole class (Describe the instruction given to the whole class)
o Create a table or chart of the data* for your whole class (use pseudonyms, initials or numbers for the students – not full
names) on the assessment measures from your unit (*Note: This can be done easily in Microsoft Excel).
o AND/OR provide a summary of qualitative data (i.e., anecdotal records, etc.) for your whole class on any assessment
measures that did not result in quantifiable scores.
o Summarize what the data showed concerning the progress your whole class made toward your learning goals and objectives.
Use three sub-paragraphs, describing Pre-Assessment performance, Formative Assessment performance, and PostAssessment performance for the whole class.
o Create a graph* of the Pre- and Post-assessment data for the entire class. You may also include Formative data in the graph if
you wish (*Note: This can be done easily in Microsoft Excel).
o Include scans of student work – artifacts of at least the Pre- and Post-Assessments (though you may include other artifacts as
well) for a representative sample of your class (2-3 lower functioning, 2-3 average functioning, 2-3 higher functioning –
black out the names!) These scans may be included in a file labeled “Student Work” or “Student Artifacts,” OR you may
insert them into the text.

o
o
o
o
o

Sub-group (Describe the learning of the sub-group receiving the instruction)
Select a group characteristic (language, socio-economic status, special needs, etc.) to analyze.
Provide a rationale for why you chose this characteristic to form subgroups. Suggestion – you wanted to look at performance
based on English as a first language vs. English as a second language, etc.)
Indicate on the above table or chart of the data which students in the class are part of your selected sub-group (e.g., lower
socio-economic groups vs. higher socio-economic groups etc.).
AND/OR provide a summary of qualitative data (i.e., anecdotal records, etc.) for the selected sub-group on any assessment
measures that did not result in quantifiable scores.
Summarize what the data showed concerning the progress the selected sub-group made toward the learning goals. In other
words, compare results describing Pre-Assessment performance, Formative Assessment performance, and Post-Assessment
performance for the selected sub-group - using three sub-paragraphs.
Individual (Describe the learning of the student receiving the instruction)
o Select one student. Use a pseudonym, first initial, or number for this student.
o Explain why it is important to understand the learning of this individual.
o Use data from all assessment measures to draw conclusions about the progress of this student on the learning goals. Describe
Pre-Assessment performance, Formative Assessment performance, and Post-Assessment performance for the selected student
– using three sub-paragraphs.
o (No graphic representation is necessary for this section.)
Required: Written discussion, assessment results, charts and graphs, scans or pictures of student work/artifacts (black out student
names).
Suggested length: Discussion, charts and graphs (2-3 pages); student artifacts (will vary)
UVU Secondary Education Student Teaching Handbook Fall 2015
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INSTRUCTIONAL DECISION MAKING & ANALYSIS OF STUDENT LEARNING
Indicator
Expectation
Instructional Decision
-with few exceptions, all
-modifications of the instructional plans are made to address individual student needs;
Making
-modifications in instruction are congruent with learning goals;
-modifications are informed by the analysis of student learning/performance, best practice, or contextual
factors;
-includes explanation of why the modifications would improve student progress.
Analysis of Student
-with few exceptions, all
-interpretations are meaningful, and appropriate
Learning/ Data
-conclusions are drawn from the data.
Interpretation
-analysis of student learning includes complete evidence of the impact on student learning in terms of
Analysis of Student
number of students who achieved and made progress toward each learning goal.
Learning/ Evidence of
impact on student
learning
4. Reflection and Self-Evaluation
Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and
identify future actions for improved practice and professional growth.
 Success:
o Select one learning goal/lesson where your students were most successful.
o Provide possible reasons for this success. Consider your goals, instruction, and assessment along with other relevant
classroom characteristics.
 Improvement:
o Select one learning goal/lesson where your students were least successful.
o Provide possible reasons for this lack of success. Consider your goals, instruction, and assessment along with other
relevant classroom characteristics.
o Discuss what you could do differently in the future to improve your students’ performance.
 Possibilities for professional development:
o Describe at least two professional learning goals that emerged from your insights and experiences with this unit.
 For example, redesigning instructional goals, objectives, instruction and/or assessment; classroom
management; instructional planning, etc.
o Identify two specific steps you will take to improve your performance in each of the critical areas you’ve identified.
Required: Written response
Suggested length: 1 ½ to 2 pages, approximately ½ page for each of the 3 sections
REFLECTION AND SELF-EVALUATION:
Indicator
Expectation
-effectively uses “Analysis of Student Learning” section
Interpretation of
to explore and explain multiple reasons for successful student outcomes.
student learning/
Successes
-effectively uses “Analysis of Student Learning” section
Interpretation of
to explore and explain multiple reasons for unsuccessful student outcomes.
student learning/
Improvements
-provides explicit and meaningful discussion of personal professional goals and
Implications for
-describes specific steps to meet these goals.
future teaching/
Professional
Development
UVU Secondary Education Student Teaching Handbook Fall 2015
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SCHOOL OF EDUCATION
Student Teacher/Intern Required Documents
(Note: All documents must be received by the Secondary Department Secretary or your student teaching grade
will be NC “no credit” until they have been received.)
Student Teacher/Intern
Cooperating Teacher
University Supervisor
Cooperating Teacher
Formative Evaluation
University Supervisor
Formative Evaluation
Check  Date
Check 








Date
Summative Evaluation
Summative Evaluation
Check  Date
Check 


Date
Honorarium
Check 
Date

Curriculum Vitae
Check 
Date

Student Teaching Guide Reviewed
By Cooperating Teacher
at www.uvu.edu/education
Check 
On-Line Disposition
Check 
Date
Date


UVU Secondary Education Student Teaching Handbook Fall 2015
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Information, Policies, & Procedures the Intern Needs to Know
Classroom
Students with special needs – Who are they? What are their needs? What help is available?
Teaching schedule
Does the intern have a discipline plan ready? Has administration approved it?
Review procedures booklet from classroom management I/Finalize procedures
Grading policy
Homework policy
Disclosure document
Computer and network access
Department
Department goals or focus
Department collaborative efforts- Are there curricular areas where the department has common assessments, units or
procedures?
Textbooks and other resources
Budget
School
New teacher meeting expectations
Student handbook with answers to the following:
 School rules
 Absence/tardy procedures
Faculty handbook with answers to the following:
 Audiovisual equipment
 Copy center guidelines
 Attendance procedures
 School /district behavior rules
 Bell schedules
 Emergency safety codes and procedures
 Contract hours and after hour procedures
 Personal leave, sick leave, & bereavement leave
 Substitute teacher procedures
 Lesson plan format and expectations
 Evaluation procedures
 Custodial services – What they’ll do and what you should do?
 Media center use
 Textbook procedures
 School calendar
 Lunch procedures
 Purchasing procedures – legislative money
 Record keeping procedures
 Supply policies
 Technology use policies
 Testing expectations – standardized tests, end of course tests
District
District goals or areas of focus
Payroll and benefits information
Teaching contract information
UVU Secondary Education Student Teaching Handbook Fall 2015
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Community/State
State core curriculum
Contextual factors—socioeconomics, parental
support, demographics, etc.
School boundaries
Application for Internship (Fall Only)
Secondary Education
Name: __________________________________
Phone: _______________________
UVID: __________________________________
Major: _______________________
Personal Email Address: __________________________________
School Year: 20____ - 20_____
(Note: Please attach this form to your Request to Student Teach form)
Internship Guidelines
1. This form is due at the time the Request to Student Teach form is submitted. The deadline is the 3rd Friday in January. All
internship candidates must be found eligible for student teaching.
2. All course work (except Classroom Management II) MUST be completed by April prior to the internship.
3. Students may NOT solicit schools and/or principals for possible internship positions. Intern placements are coordinated
between the partnership districts and the secondary field coordinator with input from the secondary education faculty as
well as the content area faculty.
4. Application is not a guarantee of placement. An internship is not the best option for every student and the School of
Education cannot guarantee or predict internship availability.
5. Attendance at a Secondary Internship Orientation is mandatory to be considered for an internship. Notification of the
orientation will be sent via email.
6. The Department of Secondary Education reserves the right to impose a limit on the number of internships available. The
Department also reserves the right to impose additional requirements on any proposal for an internship and to modify this
policy at any time.
7. The school at which the intern is placed will name a qualified mentor teacher who will be responsible for creating a
successful environment for the assigned intern. The mentor teacher will evaluate the intern four times during the first
semester. A summative evaluation will also be completed.
8. Departments at UVU will also evaluate their content area interns four times during the first semester. A summative
evaluation will also be required for each intern.
9. If the instance arises that the intern is not performing satisfactorily during the first semester, the student will be required to
undergo more formative evaluations during the second semester.
10. If selected as an intern, the student must teach the entire school year and complete the senior portfolio before graduating
from UVU.
I have read and understand the requirements for an internship in the Secondary Education Program at
Utah Valley University. I agree to abide by the guidelines of the Secondary Education Internship Program
and the University while enrolled.
________________________________________________________________________________________
Signature
Printed Name
Date
UVU Secondary Education Student Teaching Handbook Fall 2015
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Department of Secondary Education
~ Policy on Internships ~
1. This form is due at the time the Request to Student Teach is submitted. The deadline is the 3rd Friday in
September and the 3rd Friday in January. All internship candidates must be found eligible for student teaching.
2. Students may not solicit schools and/or principals for possible internship positions. Intern placement and
selection will be determined by the partnership district, content area departments, and the Secondary Education
Selection and Retention Committee. Interns will be chosen from a pool of acceptable applicants.
3. Application is not a guarantee of placement. An internship is not the best option for every student and the
School of Education cannot guarantee or predict internship availability.
4. The Department of Secondary Education reserves the right to impose a limit on the number of internships
available. The Department also reserves the right to impose additional requirements on any proposal for an
internship and to modify this policy at any time.
5. The school at which the intern is placed will name a qualified mentor/teacher who will be responsible for creating
a successful environment for the assigned intern.
6. Departments at UVU will evaluate the intern four times during the first semester.
7. If the instance arises that the intern is not performing satisfactorily during the first semester, licensure will be
withheld and the student will be required to re-submit a request to student teach and re-register for student
teaching (EDSC 4850).
8. If selected as an intern, the student must teach the entire academic year and complete the senior portfolio before
graduating from UVU.
I have read and understand the requirements for being an intern in the Secondary Education Program at
Utah Valley University. I agree to abide by the policies of the Secondary Education Internship Program and
the University while enrolled.
_____________________________________________________________________________________________
Signature
Printed Name
Date
UVU Secondary Education Student Teaching Handbook Fall 2015
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Request for Intern
Intern Name:
Principal:
School:
E-mail:
School Address:
Phone:
District:
We recommend that interns not teach more than 5 periods on an A/B schedule. On a traditional 7 period day the load should not exceed 5
classes. We also recommend that the mentor’s schedule be created with time allowed both for observing and collaborating with the intern.
Please indicate the subject and grade level the intern will Please indicate the subject and grade level the intern will be
be expected to teach for each period.
expected to teach for each period.
A/B Schedule
Subject
7 Period Schedule
Grade
Subject
A1:
1:
A2:
2:
A3:
3:
A4:
4:
B1:
5:
B2:
6:
B3:
7:
B4:
8:
UVU Secondary Education Student Teaching Handbook Fall 2015
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Grade
Mentor Plan
Mentor Teacher’s Name:
School:
1. Does the mentor teacher have at least three years of successful teaching experience and a level 2 license?
Yes _____
No _____ (If “No” please explain.)
2. Will the mentor teacher and the intern have a common preparation/released period? (Don’t schedule both the
teacher and the intern on the same preparation period for both days.)
Yes _____
No _____ (If “No” please explain.)
3. Will the mentor teacher have an additional preparation/released period to observe and evaluate the intern?
Yes _____
No _____ (If “No” please explain.)
4. Describe your mentoring plan for this proposed intern position. Include such things as collaboration, classroom
management, curriculum mapping, instructional support, integration of technology, etc.
Principal’s Signature:
UVU Secondary Education Student Teaching Handbook Fall 2015
Date:
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