Elementary
Teacher Education Program (TEP)
Field Handbook
2014-2015 Cohort
College of Education
University of Washington
211 Miller Hall, Box 353600
Seattle WA 98195-3600
(206) 543-1755; FAX (206) 221-3296
1
Cover:
Stained glass window above the northeast entrance to Miller Hall
Miller Hall – Who was W. Winlock Miller Jr.?
In 1954, the UW Regents renamed Education Hall in honor of their senior member,
W. Winlock Miller. The son of a prominent jurist and political figure from the days of the
Washington Territory, Miller received his education as a lawyer but spent the greater
portion of his life administering the family estate. He joined the Washington Board of
Regents in 1913.
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University of Washington Elementary Teacher Education Program
2014-15 Field Handbook
Table of Contents
Overview
University Personnel Contact Information
Elementary TEP Active Partner Schools
ELTEP Program Vision
Conceptual Framework & Program Themes
TEP Timeline—By Quarter
CFP Strand
Professional Expectations & Policies
page 4
page 5
page 6
page 7-9
page 10-11
page 12-13
page 14-19
Quarter Two—Autumn:
2nd Quarter Autumn Field Requirements—by role
1st Observation Information
Sample Letter Home to Families
Information for 2nd Qtr. Field Placement – Cooperating Teachers
Site Liaison/Coordinator Monthly Meetings
page 20-21
page 22
page 23
page 24
page 25
Quarter Three—Winter:
3rd Quarter Winter Field Requirements—by role
Winter Quarter Suggested Timeline
page 26-28
page 29-30
Quarter Four—Spring:
4th Quarter Spring Field Requirements—by role
page 31-33
Resources for Co-Teachers and Teacher Candidates:
Lesson Planning Elements and Guidelines
Menu of Co-Teaching Strategies & Examples
Observation resources:
*Sample UW formal observation form
*Indicators for UW formal observation form
Appendix
A- Table 1: Alignment with State & National Standards
B- Co-Teaching Worksheet
C- Video Waiver & Policy
D- Guide for Cooperating Teachers
E- Informal Observation Checklist #1
F- Informal Observation Checklist #2
G- Informal Observation Checklist #3
H- Informal Observation Checklist #4
I- ELPEP Site Coordinator Role at a Glance
J- Quarterly Assessment Overview & Rubric
page 34-36
page 37
page 38
page 39-45
page 46-47
page 48-49
page 50-51
page 52
page 53
page 54
page 55
page 56
page 57
page 58-64
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University Personnel Contact Information
Office of Teacher Education
(206) 543-1755
Kevin Shionalyn
Program Assistant
TEPinfo@uw.edu
Michael Nielsen
Certification Officer
mnielsen@uw.edu
Patrick Sexton
Managing Director
pgsexton@uw.edu
Jill Heiney-Smith
Lead Coach
jillh2@uw.edu
Jen Lindsay
Director
jll@uw.edu
Should you have any questions or comments, please contact:
Office of Teacher Education
University of Washington
Miller Hall 211, Box 353600
Seattle, WA 98195-3600
TEPinfo@uw.edu
Office (206) 543-1755; Fax (206) 221-3296
We will identify the best person to respond to your inquiry.
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Elementary TEP Active Partner Schools
School
Principal
email
Site Coord.
Email
Address
Arbor Heights
Christy
Collins
cacollins@seattleschools.org
Cate Simmers
cpsimmers@seattleschools.org
3701 SW 104th St.
Seattle, WA 98146
Bryant
Dan Sanger
kafox@seattleschools.org
Kevin
Gallagher
kggallagher@seattleschools.org
3311 NE 60th St.
Seattle, WA 98115
Jane Addams
Debbie Nelsen
dnelsen@seattleschools.org
Laura Mah
llmah@seattleschools.us
11051 34th Ave NE
Seattle, WA 98125
Lake Hills
TBA
edlundh@bsd405.org
Clare Duffy
duffyc@bsd405.org
14310 SE 12th Street
Bellevue, WA 98007
Lowell
Marion Smith
mjsmith1@seattleschools.org
Toni O'Neal
tdoneal@seattleschools.org
1058 E Mercer Street
Seattle, WA 98102
Parkwood
Ann Torres
ann.torres@shorelineschools.org
Carla StromSalmon
carla.salmon@shorelineschools.org
1815 N. 155th Street
Shoreline, WA 98133
Rainier View
Anitra
PinchbackJones
Sahnica
Washington
alpinchback@seattleschools.org
Julia Matthews
jmmatthews@seattleschools.org
11650 Beacon Ave S
Seattle, WA 98178
smwashington@seattleschools.org
Chris Robert
cjrobert@seattleschools.org
9430 30th Avenue SW
Seattle, WA 98126
Sand Point
Daniel
Warren
djwarren@seattleschools.org
Molly Smith
mksmith@seattleschools.org
6208 60th Ave NE
Seattle, WA 98115
Sanislo
Bruce Rhodes
bjrhodes@seattleschools.org
John Apostol
jpapostol@seattleschools.org
1812 SW Myrtle Street
Seattle, WA 98106
Sherwood
Forest
Allison Deno
denoa@bsd405.org
Carol Stern
sternc@bsd405.org
16411 NE 24th St,
Bellevue, WA 98008
South Shore
TBA
kdscarlett@seattleschools.org
Kristin Nichols
klnichols@seattleschools.org
3528 S. Ferdinand St.
Seattle, WA 98118
White Center
Heights
Anne Reece
anne.reece@highlineschools.org
TBA
Wing Luke
Davy Muth
dmuth@seattleschools.org
Monica Sylver
Roxhill
10015 6th Ave. SW
Seattle, WA 98146
mssylver@seattleschools.org
3701 S. Kenyon St.,
Seattle, WA 98118
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ELTEP Program Vision
ELTEP’s vision is to foster early career teachers’ capacity to integrate richly contextualized knowledge of
culture, community, and identity with pedagogical and content knowledge and practice.
We acknowledge that education cannot be reduced to disciplinary parameters but must include attention
to power, history, self-identity and the possibility of collective agency. As such, we take an alliance
building approach with families, schools, and communities to collaboratively transform inequitable
institutional practices.
Fostering early career teachers’ capacities and alliance building includes:



A social justice orientation which entails critical self-reflection and action to address inequities in
communities, schools, and classrooms, shaped by race and socioeconomic status as well as by
gender, sexual orientation, language, immigration status, (dis) ability, and religion.
Systems and structures that support the complex work of teaching through collaborative inquiry in
partnership with schools, communities, and families.
Social, emotional as well as intellectual dimensions of equitable teaching and learning.
Developing and enacting this vision requires generous, deliberative, participatory on-going conversations
that acknowledge and honor the multiplicity of expertise across boundaries.
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Conceptual Framework & Program Themes
Teacher Education Program
1(a) The Unit has a comprehensive set of learner expectations for each preparation
program. Learner expectations reflect professional, state, and institutional
standards.
The expectations for TEP teacher candidates are organized in terms of 5 program themes:
a) content knowledge, pedagogy and assessment,
All candidates are expected to demonstrate strong subject matter knowledge, a
comprehensive understanding of state curriculum frameworks, and a repertoire of
skills related to planning, teaching and evaluating student learning outcomes.
b) social relationships and classroom management,
Candidates are expected to understand principles of social development, and to be
able to plan, implement and evaluate strategies for creating a positive classroom
climate for learning.
c) student identity, language and culture,
Candidates are expected to understand the importance of (p-12) students’
individual, familial, and cultural values and experiences, and to be able to design
learning experiences that access personal and community resources for learning;
d) equity and inclusion,
Candidates are expected to understand the importance of equity and inclusion for
education in a democratic society, and to be able to design and evaluate learning
experiences which teach (p-12) students to play an active role in establishing
classroom norms and practices that support the active participation of all students
in valued roles, activities and settings.
e) inquiry, collaboration and professionalism.
Candidates are expected to understand the professional and ethical responsibilities
of public school teachers, and to appreciate the value of inquiry and collaboration as
tools for solving educational problems. They are expected to continuously evaluate
their own work in terms of its effects on their (p-12) students, and to actively seek,
and contribute, to the knowledge of their colleagues.
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We understand all of these expectations for candidate outcomes to operate in a highly
dynamic set of social contexts, including those related to the cultural values and practices
of diverse communities, as well as state and federal policy. Perhaps most fundamentally,
we interpret all of these programmatic themes to be centered ultimately on questions of
student learning—that is, we understand these, and other ideas we use to organize our
work, to function as tools for impacting the social, cognitive and academic development of
students in public school classrooms. Figure 1 depicts relationships among these five
program themes, and their joint focus on p-12 student learning:
Figure 1: Teacher Education Program Themes
Candidate expectations as organized by the conceptual framework above are linked
explicitly in Table1 (Appendix A) to relevant national standards (NTASC), and state
knowledge and skills standards (Standard V).
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TEP TIMELINE—By Quarter
2014-15 Elementary Cohort
SUMMER TERM
 Courses in Culturally and Linguistically Responsive Teaching, PE, Issues of Abuse,
Classroom Management, Social Foundations, Literacy and Social Studies methods,
and Vision and Integration Seminar for Programmatic Support and CFP
(Community, Family, Politics Strand).
 School placement at Roxhill Elementary with rising first-fourth grades.
AUTUMN TERM
 Back to School Experience August 25 – September 19.
 Full time in schools Monday-Friday.
 Assist Cooperating Teacher with back to school duties and begin building
relationships with students and staff.
 Possible home visits (with cooperating teacher or designated school staff).
 As part of your CFP work, begin working to understand the community and families
that support the students in your assigned school.
 Complete assignments (for coursework0 in Math, Literacy, Classroom Management
and Teaching and Learning.
September 22 – mid December
 Teaching Candidates attend UW coursework Monday-Thursday on campus and in
partner schools where some courses are taught.
 TCs in schools on Fridays.
 UW coursework in Math and Literacy methods, Differentiated Instruction for Special
Education students, Teaching and Learning, Classroom Management and Vision and
Integration Seminar for Programmatic Support and CFP. Assignments from these
courses involving work with individual students and small groups.
 Begin Action for Inquiry project.
Mid-December - Last contracted day before Winter Break (at your placement school)
 Work to understand where the students are in the curriculum.
 One observation by UW Coach with a small group.
 Planning and preparing to teach small groups more regularly starting in January.



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WINTER TERM
January – mid-March
 UW courses in Math, Literacy and Science methods, Culturally and Linguistically
Responsive Teaching, Classroom Management and Vision and Integration
Seminar/CFP. Courses are two days per week with assignments beginning with
small groups-moving toward whole class instruction.
 TCs in schools three days per week and begin whole-class co-teaching, as CT and
Coach deem appropriate.
 3 formal observations by UW Coach, involving CT in at least one.
 TCs continue working on the Inquiry for Action project.
SPRING TERM—FULL TIME STUDENT TEACHING
Mid-March to Last Contracted Day of Your District
 TCs follow each school’s spring break schedule, not the UW’s schedule.
 TCs complete final credit of the Classroom Management course.
 Full time Co-Teaching—TCs are full-time on the teachers’ contracted schedule
Monday-Friday.
 At least 4 formal observations by Coach. Informal and formal observations by Coach
and CT.
 TCs become “Lead Teacher” in the co-teaching model, doing all planning and major
instruction throughout the day. CT assumes the role of teaching individuals and
small groups, and also observes the TC to provide feedback.
 TC continues and completes the Inquiry for Action project.
 Required edTPA (Teacher Performance Assessment) occurs well into April, based
on MSP, spring break and curricular demands in each classroom. *The exact
schedule is to be negotiated between each TC/CT/Coach Triad.
 TCs spend 2 days on campus to complete the edTPA—dates TBD.
 TC plans and presents the Inquiry project to demonstrate growth in one area
throughout the year and to prepare for the Professional Growth Plan.
 TCs begin conducting job searches.
 After passing all coursework, formal observations, edTPA and Inquiry
Presentations, TCs earn Residency Certificate and Master’s in Teaching.
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Community, Family, Politics (CFP) Strand
What we are working towards:
The goal of the CFP strand is to prepare effective teachers who:
 see students as members of families and cultural communities;
 work to connect their classroom to community knowledge, community leaders, and
community organizations;
 recognize that schools are political institutions with a multitude of stakeholders; and
 are able to work with colleagues, families, communities, and other stakeholders to create
equitable and humane classrooms and school environments;
 see their role as teachers as part of the broader constellation of work in communities.
What informs this work:
The CFP strand is primarily grounded in these two concepts:
“Community teachers”: “Community teachers draw on richly contextualized knowledge of culture,
community, and identity in their professional work with children and families in diverse urban
communities. Their competence is evidenced by effective pedagogy in diverse community settings,
student achievement, and community affirmation and acknowledgement of their performance.
Community teachers have a clear sense of their own cultural, political, and racial identities in
relation to the children and families they hope to serve. This sense allows them to play a central
role in the successful development and education of their students” (from Peter Murrell, Jr., 2001, p.
4).
“Teaching against the grain”: “Prospective teachers need to know from the start that they are a
part of a larger struggle and that they have a responsibility to reform, not just replicate, standard
school practices.” It is the responsibility of teacher education programs to support teachers to do
this work. (from Marilyn Cochran-Smith, 1991, p. 280).
What we will ask of you, as teacher candidates and future teachers:
Throughout the year, in the Field-Based Vision and Integration Seminar and in other courses, the
CFP strand will push you to think and act beyond the walls of the classroom and into surrounding
neighborhoods and communities of your placement school. The CFP strand stresses partnerships
between your fellow teacher candidates, your UW instructors and faculty, parents and community
members, other educators, and the students we teach. Through these relationships, we will work
towards a better understanding of our role in creating positive change through collaboration and
humility.
As referenced in the Murrell quotation, to “know thyself” is critically important in this work. We
will ask you to engage in continuing to understand your identity and the role your experiences have
had in shaping your conceptions of teaching and learning.
Additionally, we will use a set of questions to help guide our work. By focusing on the questions
below, we will begin to develop our understanding of what it means to work as a community
teacher.
1) What is a community teacher and why would I want to be one?
2) How do I go about building networks to help me understand, engage, and respond to
students and the communities they are a part of and the politics that inform my practice?
3) What can I take part in doing to further develop my understanding of the communities I
teach in?
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4) How can I sustain myself, and the practices that are part of being community teacher,
during this program and in my own practice?
How we define community, family, and politics
Community consists of (but is not limited to) after-school programs; organizations serving
particular racial, ethnic, linguistic, or religious groups; parent groups; neighborhood organizations;
social and healthcare workers. Family consists of people who care for a particular child. For the
purposes of the strand, politics refers to the institutions and interactions that have as their aim the
crafting or changing policy and/or practice of schooling. ‘Politics’ might be found at the center of
staff meetings concerning curriculum, of school board meetings related to school assignment, of
public deliberations about ballot initiatives or elections.
How this work is manifested into your coursework and student teaching time (a
brief quarter by quarter breakdown):
In addition to what is described below, the CFP is also integrated into other courses and
assignments in the Summer, Autumn and Winter Quarters.
Summer Quarter
During the summer quarter you will engage in many opportunities to get to know the community
surrounding Roxhill Elementary School. You will have an opportunity to meet with families,
community members, and walk the streets and visit the parks where the students you work with
live and play.
Autumn Quarter
In the September Experience, and through Autumn quarter, much of the work you engaged in with
your fellow teacher candidates at Roxhill (e.g. community walks, talking with families, etc.) now
happens in the surrounding neighborhood of your placement school and the school itself. You will
work with your University of Washington coach and the other candidates placed at your school to
not only get to know the community within the school, but the community that surrounds it, the
people who contribute to it and the politics that inform it. This quarter culminates in a collaborative
project amongst the candidates placed at one school. Candidates at a school site create a poster and
share it during a ‘poster session’ with the rest of the cohort, instructors, coaches and faculty.
Winter Quarter
As you spend more time in your placement schools, you learn even more about the systems and
structures that are in place. You will develop a project to inquire, act and reflect on issues, which
might seem peripheral, compared to the center stage of teaching but are essential to building a
responsive and reflective practice. This Inquiry and Action Project can encompass many topics. A
few examples are: What can I do to build strong relationships with after school providers? How can
I provide multiple and various opportunities to include families in our classroom? What are the
politics that contribute to school policies or district agendas that also influence how and what I
teach? Through a series of outlined steps, you will articulate an inquiry, develop a plan of action,
and implement the plan during the rest of winter and into the spring quarter.
Spring Quarter
Being in your school placement every day lends itself to more opportunities to implement the work
of being a community teacher. You will continue implementing your Inquiry and Action Project,
culminating in a presentation to your peers, school and community members. We will recommend
that any work you present should be a marriage between practice and elements of the CFP (e.g.
utilize a school garden for subject integration between math, science in literacy while bringing in
community pea patch participants to share their expertise and recruiting parents to come into the
classroom to support the work and also share what they know about growing plants).
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Professional Expectations & Policies
University of Washington Masters in Teaching Program
Essential Professional Attributes and Responsibilities
The University of Washington College of Education teacher preparation leads to a Masters
in Teaching and state certification. The education of a teacher requires assimilation,
integration and application of complex knowledge and skills along with development of
appropriate professional, behavioral, and social dispositions needed to become both an
independent and collaborative teacher in any public or independent school in the State of
Washington.
Essential attributes, as distinguished from academic standards, refer to those physical,
cognitive and behavioral abilities required by the faculty for satisfactory completion of all
aspects of the Master's in Teaching curriculum and for the development of professional
dispositions. They are the intellectual, communication, social, emotional, behavioral and
attitudinal aspects of the performance of a teacher. Essential attributes are prerequisites
to acquiring, integrating and applying the knowledge and skills of a teacher and to meeting
the performance expectations of the Master’s in Teaching program as described in the
Teacher Education Handbook.
Students enrolled in the Masters in Teaching Program
 must have the ability to master, assimilate and apply complex information in the form
of lectures, small group work, written materials, and other applicable teaching formats.
The student must be able to reason and make decisions appropriate for a classroom
teacher and at a level determined by the faculty.

must be able to communicate effectively in written and oral English in order to
communicate concepts, assignments, evaluations, and expectations with members of
the learning community such as faculty, students, parents, and staff. Interpersonal,
listening and responding skills must be at a level sufficient for the teacher education
student to understand and respond appropriately to different perspectives represented
in diverse university and school classrooms. A teacher education student must use
appropriate communication skills enabling him/her to seek, receive and follow
supervision in university coursework and in field experiences.

must have emotional stability and persistence required for full utilization of intellectual
abilities. He/she must be dependable and be able to work calmly and flexibly under
stress, e.g., work under time constraints, concentrate in distracting situations, make
timely subjective judgments and ensure students’ safety at all times.
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
must have the stamina to work a teacher's contracted day and perform extended
additional duties of a classroom teacher such as parent conferences, Open Houses and
other school related activities.

must be able to organize time and materials, prioritize tasks, perform and supervise
several tasks at once, and adapt to changing situations in order to develop skills to
assess and attend to the needs of all his/her students.

must act in a professional manner that demonstrates integrity, responsibility, tolerance
and respect for self and others. He/she must treat all with compassion, dignity, and
respect. The student must be able to work collaboratively with other students, school
and university faculty, parents and the school community.

must be able to complete satisfactorily all required courses in the program at a level
deemed appropriate by the faculty, as well as meet eligibility requirements for a
teaching credential including a negative criminal background history as provided by
state law.
These essential attributes identify the requirements for admission, retention and
graduation of applicants and students in the Masters in Teaching program. Graduates are
expected to qualify for a Master’s degree and certification in the state of Washington.
The University of Washington endeavors to select applicants who have the ability to
become highly competent teachers. As an accredited teacher education program, the
curriculum adheres to the standards and guidelines of pre-service program outlined in the
Washington Administrative Code (WAC). Within these guidelines, the Teacher Education
faculty has the freedom and ultimate responsibility for the selection and evaluation of its
students; the design, implementation, and evaluations of its curriculum; and the
determination of who should be recommended for a degree and state certification.
Admission and retention decisions are based not only on prior satisfactory academic and
performance achievement, but also on a range of factors that serve to ensure a candidate
for degree can demonstrate the essential attributes required in the Masters in Teaching
program.
As an aspiring teacher, you have accepted the responsibility to adhere to the highest ethical
standards. A Washington State “Code of Conduct” and State Professional Standards guide
your actions and you should familiarize yourself with them.
http://www.k12.wa.us/ProfPractices/CodeConduct.aspx
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The following responsibilities should also guide you as you work with students, faculty and
staff in the schools, with your peers in ELTEP, and with the faculty and staff of the program.
The College of Education, as part of the University of Washington, is committed to the
principle of equal opportunity. The College does not discriminate on the basis of race,
color, creed, religion, national origin, gender, sexual orientation, age, marital status,
disability, and disabled veteran or Vietnam era veteran status. The essential attributes have
been developed in compliance with the American Disabilities Act (PL 101-336), and when
requested, the university will provide reasonable accommodations to otherwise qualified
students with disabilities.
Responsibilities to Students
As a teacher candidate in ELTEP you will be interacting with students in schools
throughout your program. As you are learning to teach you will be exposed to information
and situations in which there may be concern for the health, safety, privacy, or
psychological wellbeing of these students. Your responsibilities to all the students you
encounter, whether they are in your direct charge or not, include the following:
Treat all students with dignity.
All students must be treated with dignity and respect at all times regardless of their
race, color, creed, gender, age, disability, sexual orientation, political or religious
belief, or social, cultural, or linguistic status.
 Students, including those with disabilities, must be allowed to participate on an
equal basis in any program or activity for which they are qualified.
 Students must be free from harassment by teachers or other students.
 Students must have physical privacy - including freedom from unwanted or
punitive touching or physical restraint. If any student needs physical guidance
or assistance in performing any activity, the assistance must be provided in the
most dignified and private manner possible.
 Students and their families have the right to be referred to in respectful
terminology when discussing race, religion, disability, or any other social or
physical characteristics.
 Students should be corrected for academic or disciplinary problems in a
respectful, non-punitive manner and not subjected to humiliation in front of
peers or staff.
Maintain privacy and confidentiality.
All students and their families have the right to privacy and to confidentiality of all
records, verbal and written information, or information from a third party. While
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you may need to know certain private information for the purpose of your own
academic learning or in order to prepare appropriate instruction, this information is
not to be shared with others outside the academic or school community except as
required by law.
 When sharing information within the school community, make sure you are
doing so with the ultimate benefit of the students in mind. Gossip is never
appropriate.
 Written information should be shared only in the most limited distribution
possible to attain your goal. Be especially cautious in using email or social media
to convey information about students. Email, Twitter and Facebook are
considered public media. Treat anything you write on email and social media as
though it were publicly available.
 Information shared with fellow teacher candidates and faculty through papers
and classroom documents or discussions should avoid personal identifiers that
might enable someone to connect the information with a specific student, family,
teacher, or school.
Safeguard the physical and emotional safety of students.
Do not engage in any activity that could reasonably be thought to jeopardize the
health, safety, or wellbeing of students. Check school policies on safety during field
trips and investigations.
 If you have questions or concerns about a situation, ask your mentor teacher,
principal of the school, ELTEP Director or Program Manager. If you see or hear
something which threatens the physical or emotional health or safety of a
student OR if you witness an event that threatens the health or safety of a
student you must report this to the proper authorities at once. In cases of
imminent danger know and follow school emergency policies. Know and
follow your school’s policy on the appropriate person to notify. Keep a record of
when, how, and to whom you have talked about the situation. Examples of
situations that may fall under this principle are:
o Suspected child abuse.
o Weapons on campus.
o Physical or sexual contact among students or between students and
adults.
o Drugs, alcohol, or tobacco being offered to students by adults or other
juveniles or being consumed by minors on school premises.
o Sexual harassment or harassment based on disability, sexual orientation,
race or religion.
o Derogatory name-calling or other verbal or physical humiliation.
 Students who threaten to do themselves or others bodily harm are always to be
taken seriously and reported to the proper authorities immediately.
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Where a student’s health or safety is threatened, individual confidentiality
cannot be respected.
You are obligated by law to report these matters to the proper authority. You should
tell the student about your obligation if your knowledge of his or her situation has
come about because they have confided in you.
Attendance Policy
Attendance - TEP students are expected to attend all University classes, field assignments,
and collaborative connection sessions. If an emergency arises that necessitates missing
any class, or field placement, the TEP student should immediately notify the persons
involved: the Site Coordinator, Cooperating Teacher, University Supervisor, and Teacher
Education Professor. Irregular attendance will have implications for program completion.
Students’ work or coaching responsibilities cannot interfere with university class or field
attendance.
Guidelines for Leave of Absence or Withdrawal from the College of
Education
Students may request a leave of absence for personal, academic, or health related issues or
as an intervention to allow time to manage an issue of concern. If a student’s application
for a Leave of Absence is approved, the leave is granted for one year. In exceptional
circumstances, a student may apply for a second, and final, leave. The Director of Teacher
Education may set criteria related to the student’s return from the leave of absence. If no
criteria are set, the student may return from the leave and is responsible for following
registration timetables and for obtaining interviews for field placements with the
Administrative Field Coordinator. If criteria have been set for return from a leave and they
are not met, the Director may recommend that the student continue on leave, be advised to
withdraw, or be dismissed from the program.
To withdraw from the College of Education and the Graduate School, inquire in the Office of
Teacher Education where someone will lead you through the process. Withdrawals are
most commonly related to a decision that teaching is not the best career path, inability to
complete the program for personal reasons, or for unsatisfactory work in university or field
coursework.
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Guidelines for Consideration for Reinstatement
Students who have been on leave and wish to be considered for reinstatement must submit
a petition for readmission to the Director of Teacher Education at least one academic
quarter prior to the beginning of the quarter for which readmission is requested. The
student should also make an appointment with the Administrative Field Coordinator to
arrange for up to two interviews for a field placement. The petition for readmission must
address the issues that lead to the request for leave of absence. If the petition to return to
the Teacher Education Program is approved, the Director of Teacher Education may set
criteria related to reinstatement. In addition, students must check their status with the
Office of Student Services to determine if they will need to reapply to the University. Upon
approval of the petition and reinstatement of active status, add codes for the appropriate
courses will be issued.
Guidelines For Participation in Social Media
Before your first day at any school or community-based site, each UW student should
review his/her Facebook and Twitter accounts and remove anything that could be
considered unprofessional. Do not “friend” or communicate with any student or parent
using a social media tool.
Teacher Strikes or Walkouts
Any University of Washington student assigned to a school district where a teacher strike
occurs shall not report to the student teaching assignment until the conclusion of the strike.
The University cannot and must not be responsible for assigning any student into a strike
situation. This policy should not be considered either as support of, or opposition to, any
strike activity.
If, as the result of strike activity, a student's field experience is substantially shortened,
every reasonable effort will be made by the University to enable students to meet
established course requirements for credit. Under these circumstances, it may be
necessary to reduce the number of credits for the field experiences.
19
2nd Quarter Field Requirements—by role
ELTEP, Autumn Quarter begins August 25th
Each Teaching Candidate (TC) in the Teacher Education Program (TEP) will report to their
assigned school site as early as August 25th. TCs will work in schools M-F during the “Back
to School Experience” on the teachers’ contracted schedule.
Starting September 22, TCs will attend classes at school sites and on campus MondayThursday and report to their assigned field site on Fridays. TCs will begin their CFP work
connected to the field placement.
TEP Student Responsibilities
During Back to School Experience:
1. Assist CT with classroom set-up and projects to prepare for the students’ arrival.
2. Attend staff meetings, trainings and planning sessions with your CT.
3. Attend meetings with the Site Coordinator, UW cohort in your building, and UW
Coach.
4. Along with CT, send a letter to parents/caregivers that introduces yourself and
your preparation for this work.
5. Assist with assessments, as determined by your CT and Site Coordinator.
6. Thoughtfully observe instruction, taking notes and reflecting on the teaching
practices you see modeled by your CT.
7. Meet regularly with your CT to debrief and reflect on your learning and the
needs of your students. Discuss expectations for campus/field assignments with
your CT in order to effectively complete them.
8. Complete field-based assignments from your university courses.
9. Work with individuals and small groups (as determined by your CT) to support
student learning.
10. Possible home visit with CT or other designated staff person.
End of September-December:
1. Attend your school site on Fridays and continue working with individuals and
small groups.
2. Begin building your lesson planning skills and demonstrate knowledge of the
Common Core Standards.
3. Identify and begin to frame an Inquiry for Action project question.
4. Attend university coursework on campus and at partner schools and complete
course assignments.
5. Arrange your first observation with your university coach. Prepare a lesson plan
and submit it to your coach in advance for feedback.
6. Complete the Autumn quarter Formative Assessment to be provided to your
coach.
7. Complete the Context for Learning form for the edTPA.
20
Cooperating Teacher Responsibilities
1. Collaborate with the TC to set up your classroom, get to know your students and
review assessment data.
2. Assist the TC in sending a letter home to families/caregivers that introduces
him/her and how you will work together.
3. Meet regularly with the TC to reflect on your students and your teaching
practice. Share lesson planning strategies, management ideas, curriculum goals,
assessment tools, and information about students.
4. Arrange for him/her to work on a regular basis with small groups and
individuals.
5. As part of your mentoring work with the TC, observe and offer feedback on
his/her teaching. Provide encouragement and positive reinforcement as well as
suggestions for improvement as needed.
6. Take time to confer briefly with the University Coach when s/he is in the
building. If issues arise between visits from the Coach, make contact with
him/her to discuss a resolution.
7. Keep in contact with the Site Coordinator in your building.
8. Discuss the possibility of making a home visit with your TC.
9. Complete the Autumn quarter Formative Assessment, to be provided by your
coach.
Site Coordinator Responsibilities
1. Arrange meetings with building cohort of TEP students to reflect and share ideas
on topics such as management, strategies for beginning class, assessment,
working with building specialists and parents, etc.
2. Check on the professionalism and progress of each TC in his/her placement.
Provide an opportunity for CTs to contribute input regarding their TCs.
3. Attend scheduled Site Coordinator meetings (on UW campus or a school site)
and communicate any relevant information to the CTs.
University Coach Responsibilities
1. Meet with the CTs and TCs early in the quarter to discuss responsibilities and
expectations for the quarter.
2. Provide resources to the TC to help guide their observations and work with
students.
3. Provide CTs and Site Coordinators with university resources to support their
work with the TC.
4. Maintain close communications with the CT, TCs and Site Coordinator. Help
solve field-based problems and notify the TEP office when issues arise.
5. Complete the Autumn Quarter Formative Assessment.
21
1st Observation Information
November/December 2014
To help prepare you for the observation process, we will have one “practice” observation
this quarter. This observation will not be scored or graded, but will give you a chance to
plan and teach a lesson and get feedback from your coach.
Observation guidelines:
o Your lesson should be approximately 15-25 minutes. So that you can really
focus on pacing and classroom management, choose something that is not
too content-rich.
o Plan your lesson around work with a small group or an individual student—
not the whole class.
o You must submit your lesson plan to your CT and coach for feedback at least
24 hrs. in advance. There is not a required format, but you must include a
rationale, lesson objective(s) tied to standards, assessment,
instructional plan, and differentiation. Please let your coach know if you
would like a template.
o Coaches will take notes to help guide the debriefing conference after the
lesson. This first time, we will be looking for clear communication of the lesson
objective, instruction that supports the learning of the objective, and classroom
management.
o Following the observation, we’ll have a conference to discuss the lesson and
any other questions or concerns about your field experience. Hopefully, your
cooperating teacher will be able to attend the conference with us.
TCs and Coaches will work together to schedule the observation.
22
Sample Letter Home to Families
Hi Families,
My name is Ralph Macchio. I will be the teaching intern with Mr. Gallagher this year.
I’m sure many of you are excited as the school year starts and your child begins
Kindergarten. It may be that you and your child are experiencing a similar mix of emotions
as I am, excitement, nervousness, and wonder. I spent the last year teaching preschool.
Knowing that I would spend this year working in Kindergarten, I couldn’t help but feel
similar to the way the Pre-K kids felt. They were excited to meet new people, and to do new
things, but they were anxious for the next big step and a strange new place. Still, I am sure
this year will be great. It will be exhilarating to see these children grow throughout the
year.
I will be here at MLK Elementary quite a bit during the first month of school. I am
very excited to be co-teaching with Mr. Gallagher. During the latter part of fall I will spend
more time at the University of Washington studying how to be a teacher. Much of the
coursework involves learning educational techniques and theories in addition to things
about school that one might not usually think about every day. During this time I will
probably be visiting MLK once every week or two near the end of the school day. I am
trying to think of creative ways to stay connected with the class while I will be away. I may
record book readings and jokes to continue the co-teaching process with Mr. Gallagher.
During December and January I will begin spending more time at MLK again to continue
crafting my teaching practice. To complete the teacher certification process, I will spend
much more time at MLK during the latter half of the school year.
You might like to know a little bit about my background. I grew up in Seattle and
graduated from Western Washington University where I studied psychology. While
teaching preschool, working in after school programs, summer camps, and coaching and
refereeing youth sports I realized how rewarding it is to help children learn and develop.
I’ve always enjoyed working with kids. They make me laugh, and their creative minds
always keep me thinking.
I am grateful for this opportunity. I realize I have an important role to play in
helping these children continue to grow into intelligent, creative, caring people. I feel
fortunate to be part of such a great school and community.
Sincerely,
Ralph Macchio
23
Information for 2nd Qtr. Field Placement - Cooperating Teachers
Autumn 2014
Thank you so much for your willingness to give your time and energy to help prepare new teachers!
We really hope that having a teaching candidate in your room will be a benefit to the many demands
on you, so please put your student to work in whatever capacity you see fit! They are anxious to
start working with students and will have MANY questions for you. Please schedule weekly
meetings with your Teaching Candidate (TC) to make sure that you cover everything. Here’s what
you can expect from your TC this quarter:
This is the first school/field experience for our TEP students. They have had one quarter of
coursework. They’ve had very little lesson planning practice and are not prepared to teach
whole class or content-rich lessons. Later in the quarter they will be required to plan and
teach one lesson to an individual and/or small group, to be observed by the UW Coach. The
TC will work with you to plan lessons that complement what you’re working on in the
classroom.
Please help establish the TC as a co-teacher. They shouldn’t be sitting in the back observing all day
long, but should interact with the students and assist you whenever possible.
In addition:



The TCs will have quite a few projects for their UW classes, so they will need both time and
access to students on a regular basis to complete this work. We understand how
demanding the curriculum and schedule is, so please do what works for you and your
students. Most of their assignments are due September 22.
For the formal observation: It is the responsibility of the TC to schedule a time that is
convenient (and helpful) to you. After the lesson the University Coach will conference with
the students for up to an hour. You are welcome (but not expected) to attend and provide
feedback. The TC must provide a written lesson plan for each lesson s/he teaches, whether
s/he is being observed or not. Plans must be submitted to you in advance for your feedback
prior to teaching.
In December, TC and CT will each reflect on TC growth, using an End of Quarter Formative
Assessment, to determine readiness to move on and assume more responsibility.
For your reference:
Elementary TEP Honoraria 2014-15
All honoraria are on a per student/per quarter basis
Quarter
Cooperating Teacher
Site Coordinator
Autumn Qtr. 2
$50
$25
Winter Qtr. 3
$175
$50
Spring Qtr. 4
$300
$50
24
Site Liaison/Coordinator Monthly Meetings
Autumn 2014
During the autumn we ask that each building site coordinator bring the teacher candidates
together for a monthly meeting. These meetings are a place where they can both reflect
and share about their experiences in your building, as well as get valuable building-specific
information and questions answered. The information below will serve as suggestions for
how to conduct the autumn meetings. You may also have ideas you wish to share with other
site coordinators and the UW.
Starting the meeting:
Some site coordinators have found it helpful to start with a reflective question such as:
“As you work to understand each student as a learner, can you identify some important
information about an individual that has helped you be more successful in helping them
learn?” Other site coordinators start their meetings with a “Wows and Wonders” kind of
reflection. “Wow, I am so impressed by the subtle ways my CT turns negative behaviors
around. I wonder how I will be able to do that when I am the lead teacher!”
Possible meeting topics:
October/November/December
 planning and conducting parent conferences
 classroom management plans in the building
 specific content curriculum adoptions
 human resources available in the building and at the district level
At your December meeting, you may wish to ask the TCs to brainstorm a list of topics that
they would like to start discussing in January.
Staying in touch with the CTs in your building:
Please stay in regular communication with the Cooperating Teachers with personal checkins or via email weekly to ensure that appropriate progress is being made. Notify the coach
if there is any concern expressed by the CT.
Thank you again for your time and energy in collaborating with the UW to develop
the next generation of teachers.
25
3rd Quarter Field Requirements—by role
ELTEP, Winter Quarter
Each Teaching Candidate (TC) in the Teacher Education Program (TEP) will work
Wednesday through Friday in his/her assigned building with the Cooperating Teacher
from last quarter. When not at the school site, the TC will be attending campus courses
and continuing their Action for Inquiry project. TCs will begin by working with small
groups. As the quarter progresses, TCs will take on increasing co-teaching responsibility to
demonstrate readiness for full-time co-teaching.
TEP Student Responsibilities
1. Work on a regular basis with small groups. As the quarter progresses, assume
increasing responsibility for management of the whole class.
2. Plan and confer at a regularly scheduled time each week with the Cooperating
Teacher. Discuss expectations for campus/field assignments with your CT in
order to effectively complete them.
3. Continue to strengthen your lesson planning skills and demonstrate knowledge
of the Common Core Standards. Submit all lesson plans to the CT at least one
day prior to teaching, or as requested by your CT. Written plans are required for
all lessons you teach.
4. Arrange for your University Coach to observe you three times this quarter.
Prior to each observation, prepare a lesson plan and submit it to your Coach in
advance for feedback.
5. Attend weekly meetings with the cohort in your building, as arranged by the Site
Coordinator.
6. Keep a record of parent/guardian contacts using the Parent/Guardian contact
form provided by your University Coach.
7. Keep current lesson plans and reflections in a notebook available at all times for
your University Coach and CT.
8. Complete all campus/field assignments and attend all Field Based Seminars.
Continue to accumulate a working collection of documents, student work and
other artifacts that demonstrate your positive impact on student learning and
professional growth. Follow school district policy in using student work.
9. In order to advance to full-time student co-teaching, all TCs must earn a “3”
in the following three categories of the formal observation form: planning,
instruction and assessment. If a student is not meeting expectations at the end
of the quarter, a conference of university and school personnel will be held to
review performance and to determine the appropriate course of action.
10. Complete the Quarterly Assessment and meet with your TC and Coach to identify
“grows and glows.”
26
Cooperating Teacher Responsibilities
1. Assist the TC in organizing a tentative co-teaching schedule for the quarter.
Arrange for him/her to work on a regular basis with small and large groups.
2. Meet with your TC at a regularly scheduled time each week. Share lesson
planning strategies, management ideas, curriculum goals, assessment tools, and
information about students.
3. Review and provide feedback on all lesson plans in advance of the TC’s teaching.
Assist the TC in developing his/her own style of teaching.
4. Allow the TC increasing responsibility, progressing to co-planning and coteaching for two full consecutive days.
5. Evaluate your TC’s student progress through informal observations and at
weekly conferences. (Please see the CT guide in this handbook for observation
resources.) Provide encouragement and positive reinforcement as well as
suggestions for improvement as needed.
6. Take time to confer briefly with the University Coach when s/he is in the
building. Plan to attend at least one formal observation and conference with the
Coach and TC. If issues arise between visits from the Coach, make contact with
him/her to discuss a resolution.
7. Keep in contact with the Site Coordinator.
8. Complete the 3rd Quarterly Assessment. Take part in the end of quarter
conference with the Coach and TC to ensure consensus on the student’s
readiness for full-time co-teaching.
Site Coordinator Responsibilities
1. Arrange meetings with building cohort of TEP students to reflect and share ideas
on topics such as management, strategies for beginning class, assessment,
working with building specialists and parents, etc.
2. Check on the progress of each TC in his/her placement. Provide an opportunity
for CTs to contribute input regarding their TCs.
3. When possible, informally observe the TEP students in your building to provide
feedback and support. (Please see the CT guide in this handbook for observation
resources.)
4. Attend scheduled Site Coordinator meetings (on UW campus or a school site)
and communicate any relevant information to the CTs.
University Coach Responsibilities
1. Meet with the CTs and TCs early in the quarter to discuss responsibilities and
expectations. Give students copies of the Parent/Guardian Contact form.
2. Provide instruction and support in lesson planning. Review plans prior to each
observation and give feedback.
27
3. Maintain close communications with the CT, TCs and Site Coordinator. Try to
have personal, written or telephone contact with the CT after each observation.
Help solve field-based problems and notify the Elementary Program Coordinator
when necessary.
4. Formally observe at least three lessons and schedule a conference as soon
as possible following each lesson. One formal observation should be made
with the CT. Explain your scoring on the formal observation form and work with
TCs to meet expectations in planning, instruction and assessment in order to
begin full-time co-teaching.
5. Provide suggestions for documents and artifacts that the TC may want to include
in his/her working notebook.
6. Arrange and lead the 3 way conference with the CT and TC at the end of the
quarter to review the Quarterly Formative Assessment and reach consensus
about the student’s readiness to begin full-time co-teaching.
28
Winter Quarter Suggested Timeline
for Teaching Candidate on Assuming Teaching Responsibility
**This is a guide. Each TC progresses at his/her own pace and the CT, TC and Coach will
work together to determine the best schedule for everyone.
Date
% TC Should Be the Lead Co-Teacher
Early-mid January
1-3 lessons per week, graduating to whole
class. TC can start leading daily class
routines.
Late January-Mid February
In addition to routines, TC can take one
subject to teach on Thursdays and Fridays,
other lessons as agreed upon.
Mid to late February
TC is lead co-teacher 50% of the day on
Thurs and Fri.
Late February to Early March
TC is lead teacher 50-75% of the day on
Thurs and Fri.
Early March
TC is lead teacher 50-100% of the day (or
as agreed upon by CT, Coach and TC).
Minimum of Four Weeks in the Spring (not TC is lead co-teacher for each full week.
necessarily consecutive if testing, edTPA or TC takes spring break with your school.
breaks interfere)
Mid-Late May
TCs on campus for 2 days (TBD) week to
work on edTPA.
Late May until the last contracted day in
June for your district
CT and TC continue to co-teach.
Because TCs are not there Monday and Tuesday, it is understood that Wednesday could be
more of a TRANSITION / catch-up day, and the TC might not teach as many lessons. Also,
an important caveat is to remember that the TCs have many UW assignments THAT REQUIRE
IN-CLASS TIME TO COMPLETE (e.g. WORKING WITH A STUDENT OR TAKING A MATH
SURVEY WITH A GROUP) and won’t always be able to take on full responsibility in any given
week. Please keep an open dialogue about the workload and make adjustments to the
schedule above as needed.
_________________________________________________________________________________________________
Suggestions for planning:
 Communication between the TC and CT is critical for co-teaching. Make
arrangements to have regular and ongoing co-planning conversations.

Start with outlines and move towards implementation.

CTs: PROVIDING the curricula for upcoming weeks to your TCs so they can begin
planning WOULD HELP EXPEDITE THE PROCESS. They can make copies from the
manuals and give them back to you.
29

TCs should make lesson plan templates for routine lessons in the class. Those can
then be simply added/adjusted on any given day.
_________________________________________________________________________________________________
It might also be helpful to make a list of RESPONSIBILITIES / TASKS (jobs) in your
classroom, and discuss how the TC will gradually take them over (with your
support!). Here is an incomplete sample list (please add to it!):
Attendance
Transitions (both taking students to specialists, recess, etc. and also transitions between
subjects)
Parent communication (newsletters, phone calls, handling questions, etc. in person)
Team meetings (IEPs, etc.).
30
4th Quarter Field Requirements—by role
ELTEP, Spring Quarter
Each Teaching Candidate (TC) in the Teacher Education Program (TEP) will be in their fulltime co-teaching position in their assigned buildings Monday-Friday on the teachers’
contracted schedule. TCs will begin their full-time co-teaching role as deemed appropriate
by their UW coach and CT. The TC will assume the lead in the co-teaching responsibilities
for planning and instruction. There will continue to be two teachers working in the
classroom in a co-teaching model to benefit the K-6 students. TCs will take the spring
break of their assigned school, not the UW’s spring break.
TEP Student Responsibilities
1. Assume the lead co-teaching responsibility for planning, instruction,
classroom management and assessment. Assume as much responsibility for
communicating with parents/guardians as is permitted by the school. For
example: newsletters, calls home, arranging for volunteers, participating in
conferences, etc. Discuss all parent/guardian contacts with your CT for approval
before you make the contact. Continue to keep a record of your contacts in the
form given to you by your UW Coach.
2. Plan and confer at a regularly scheduled time each week with the Cooperating
Teacher. Share your lesson and unit plans in advance for approval and input as
well as to discuss the co-teaching responsibilities. Keep weekly and daily unit
and lesson plans in an organized file or notebook and make it available at any
time for your UW Coach and the CT.
3. Arrange for your University Coach to observe you no fewer than three (in
cases more Observations will be necessary, as determined by CT and
Coach). Prior to each observation, prepare a lesson plan and submit it to
your Coach in advance for feedback.
4. Attend meetings with the cohort in your building, as arranged by the Site
Coordinator.
5. Continue to accumulate a working collection of documents, student work, and
other artifacts that demonstrate your positive impact on student learning and
professional growth. Follow school district policy in using student work and
taking photos.
6. Toward the end of April, plan a 3-5 day teaching event in your assigned
edTPA subject area. Consider your spring break, MSP dates, curricular
demands, etc. to determine the best week to focus on your edTPA.
Complete all planning, filming, and as much of the writing as you are able.
7. Attend two writing days (TBD) on campus to support you in the completion
of your edTPA.
8. Continue to collaborate and communicate with your cohort and UW faculty as
well as your CT, Coach and other building personnel for support and ideas, as
you work to meet the needs of the students in your classroom.
9. Complete your Inquiry for Action project and Professional Growth Plan to
demonstrate your growth in one area.
31
Cooperating Teacher Responsibilities
1. Assist the TC in assuming the lead role in the co-teaching responsibility of
planning, instructing and managing all aspects of the classroom. Determine
units and lessons to be taught for the full-time responsibilities and help the TC
determine which co-teaching strategies will most benefit the K-6 students.
2. Meet with your TC at a regularly scheduled time each week to approve plans,
discuss management and curriculum goals and student assessments. Help guide
the TC in making the parent/guardian contacts such as newsletters, phone calls,
emails, conferences, etc.
3. Review and provide feedback on all lesson plans in advance of the TC’s teaching.
Observe the TC’s instruction and provide written feedback as often as possible.
4. Take time to confer briefly with the University Coach when s/he is in the
building. Plan to attend at least one formal observation and conference with the
Coach and TC.
5. Keep in contact with the Site Coordinator. Notify the TEP office if you have
concerns or questions that concern the program and/or your TC.
6. Write a final narrative that will serve as a recommendation for your TC.
(Your UW Coach will provide information on how to construct the narrative.)
Have a final conference with the UW Coach after full-time co-teaching to review
your TC’s summative evaluation.
Site Coordinator Responsibilities
1. Arrange meetings with building cohort of TEP students to reflect and share ideas
on topics such as management, planning, developing strategies for engaging
students, analyzing student work and adjusting plans accordingly, etc. Guide the
TCs in taking on all aspects of a faculty member in your building including
meetings, conferences, activities, etc.
2. Check with each CT on the progress of all TCs in your building during full-time
co-teaching. Inform the UW Coach and/or the Lead Coach Jill Smith at
jillh2@uw.edu if there are questions or concerns.
3. When possible, informally observe the TEP students in your building to provide
feedback and support. This could also be a more formal written observation
when you feel it is appropriate.
4. Help TCs arrange a formal interview with the building principal. It is also helpful
toward the end of the term to an opportunity for mock interviews with a
building administrator.
5. Attend scheduled Site Coordinator meetings (on UW campus or a school site)
and communicate any relevant information to the CTs.
32
University Coach Responsibilities
1. Meet with the CTs and TCs early in the quarter to discuss responsibilities and
expectations and to schedule observations.
2. Maintain close communications with the CT, TCs and Site Coordinator. Try to
have personal, written or telephone contact with the CT after each observation.
Help solve field-based problems and notify the Elementary Program Coordinator
when necessary.
3. Formally observe three or more lessons and schedule a conference as soon
as possible following each lesson. One formal observation should be made
with the CT. Explain your scoring on the formal observation form and work with
TCs to meet expectations in planning, instruction and assessment. After each
observation, discuss student work for that (or a previous) lesson and assess the
student’s ability to analyze student work for subsequent planning. Attach copies
of student work with lesson plans and observation paperwork. Make one final
observation after the full-time co-teaching experience.
4. Provide suggestions for documents and artifacts that the TC may want to include
in his/her working notebook. Monitor the organization of daily and unit plans at
each visit and give feedback.
5. Help the student plan a time for their 3-5 day edTPA teaching event.
6. Write a final narrative at the end of the term for the TC. Give the CTs guidance in
writing their letters. These cannot be completed until the TC can be
recommended for certification.
33
Lesson Planning Elements and Guidelines
Required Lesson Plan Elements
For formal observations, we do not require you to use a particular format, but each plan
must include the following elements:









Long Term Goals/Standards (include Common Core Standards)
Immediate Lesson Objectives/Learning Targets/Teaching Point
Kid-friendly Objectives
Assessment—Formative and Summative
Rationale & Student Descriptions
Academic Language—Identify the Key Language Demand & Language Functions of
the Lesson
Materials/Technology Needed
Instructional Plan
Accommodations, Modifications and Extensions
Elementary TEP Lesson Plan Guidelines
Lesson plans are critical to successful lessons. They guide instruction by helping you focus on
essential learning outcomes and how you will judge if students have learned. All lesson plans,
regardless of the format, have a set of common characteristics. Below are the parts of a lesson
plan we want you to use, and examples of questions to ask yourself as you plan. Some
instructors may add specificity under the main headings but all UW instructors and UW coaches
will use these general headings.
Overall, as you plan your lesson, thinking carefully through the following questions will help
you meet the needs of your students:
1. Who are the students I am going to teach?
2. What do they need to know or be able to do? i.e. What will I teach them?
3. What would be the best way to teach that to this particular child or group of
children? i.e. How will I teach them and engage them in learning?
4. Are there any behavior or classroom management concerns I should address?
5. How will I know what was learned by whom?
6. What will I do next?
34
Long Term Objective
Identify the aligned Common Core Standards that will be addressed.
Lesson Objectives
Think about what you want the student(s) to be able to do or to know at the end of
the lesson. Focus on important skills, strategies, conceptual understandings,
knowledge, etc. Be sure to state the objectives in behavioral terms: How will you
know the students learned what you taught?
Kid-friendly objectives use the language that students will be able to access in order
to participate in their own learning. Students should be able to explain what they
learning target is (in their own words) when asked. When students have the
opportunity to articulate their progress towards the learning targets, this is called
“student voice.”
Assessment
At the end of the lesson, what formal and informal indicators of student learning will
you use that are aligned with your instructional objective/target? What will you
hear and see students do that will let you know what students have understood and
learned? How will you engage students in discussing and assessing their own
learning?
Rationale
Why is this lesson important? How are the objectives/targets related to prior
learning and/or future learning objectives?
Student Descriptions
What are these students’ strengths and funds of knowledge? What that the student
already do well? What does the student already know? What is the student still
learning to do? Where might more practice be necessary? What is important to
consider about these students academically, socially, culturally, linguistically? How
will this influence my planning and teaching?
Academic Language
What is the key academic language demand of this lesson? What kinds of supports
will you need to include so that all learners can access the lesson through language?
Identify vocabulary and also the students’ strengths and needs in relation to the
language demands.
Materials/Technology Needed
What materials do I need? The students need? Are the materials appropriate for
students’ different needs and for accomplishing the learning?
Instructional Plan
What instructional strategies, activities, and interactions will you use to enable
students to meet the learning goals? How will you introduce the lesson and engage
35
students? What vocabulary and academic language do the students need to know to
succeed in this lesson? How will you model, explain, coach, demonstrate? How will
you make the abstract concrete and the implicit explicit? What will the students say
and do? How will they practice? How will you engage them in thinking and talking
about their understanding and learning? How will you monitor student learning and
provide feedback during the lesson? How will you close the lesson? How will
students assess their learning?
Accommodations and Modifications
How have you adapted the lesson to meet learning needs of different students?
Consider the needs of the whole class, individual learners with IEPs (and those
without but with particular needs), ELL learners, and subgroups of learners that
have been identified through your assessment analysis.
Reflection
How did the lesson work? What do you think students learned or did not learn?
How was the lesson you planned different from what you actually taught? What
might you change next time you teach this lesson? What do you need to reteach?
What might be next lessons/learning’s for these students?
36
Menu of Co-teaching Strategies and Examples
STRATEGY
DEFINITION/EXAMPLE
One teach, one
observe
One teacher has primary instructional responsibility while the other gathers specific observational information on students or the
(instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing
specific behaviors. It is important to remember that either (teacher candidate or cooperating teacher) could take on both roles.
EXAMPLE: One teacher can observe students for their understanding of directions while the other leads.
Teacher candidate has primary instructional responsibility while the cooperating teacher might be working with individual/small
Solo Teaching
group of students outside the classroom. The CT might also leave the classroom and return for debriefing afterwards (or at a
convenient time).
EXAMPLE: The teacher candidate leads the class and videotapes while the CT leaves the room to follow up on student concern; later
debriefs with TC by viewing portions of the video.
One teach, one An extension of one teach, one observe. One teacher has primary instructional responsibility while the other assists students’ with
their work, monitors behaviors, or corrects assignments. Often lending a voice to students or groups who would hesitate to
drift
participate or add comments.
EXAMPLE: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t
understand or are having difficulties.
Co-teaching pair divide the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a
Station
designated amount of time at each station – often independent stations will be used along with the teacher led stations.
Teaching
EXAMPLE: One teacher might lead a station where the students play a money game and the other teacher could have a mock store
where students purchase items and make change.
Each teacher instructs half the students. The two teachers are addressing the same instructional material, the greatest benefit to this
Parallel
approach is the reduction of students to teacher ratio.
Teaching
Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on the
economy.
This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those
Supplemental
students who need the information and/or materials extended or remediated.
EXAMPLE: One teacher may work with students who need reteaching of a concept while the other teacher works with the rest of the
students on enrichment.
Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same
Alternative
(Differentiated) for all students however the avenue for getting there is different.
EXAMPLE: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc.
The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out
of the bag with the story.
Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team
Team
teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader –
Teaching
as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.
EXAMPLE: Both instructors can share the reading of a story or text so that the students are hearing two voices; both instructors can
engage in a debate; taking opposing sides.
The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the student in the classroom.
Adapted from OSPI Assessment Conference (2010)
37
38
39
40
41
42
43
44
45
Appendix A
Table 1: Alignment of Candidate Expectations with State and National Standards
TEP Program Themes
a) content knowledge,
pedagogy, assessment
NTASC Standards
The teacher understands the
central concepts, tools of inquiry,
and structures of the discipline he
or she teaches and can create
learning experiences that make
these aspects of subject matter
meaningful for students. (Std 1)
The teacher understands how
children learn and develop, and
can provide learning opportunities
that support a child’s intellectual,
social, and personal development.
(Std 2)
The teacher understands and uses
a variety of instructional strategies
to encourage student development
of critical thinking, problem
solving, and performance skills.
(Std 4)
The teacher plans instruction
based upon knowledge of subject
matter, students, the community,
and curriculum goals. (Std 7)
The teacher understands and uses
formal and informal assessment
strategies to evaluate and ensure
the continuous intellectual, social,
and physical development of the
learner. (Std 8)
b) social relationships,
and classroom
management
The teacher uses an understanding
of individual and group motivation
and behavior to create a learning
environment that encourages
positive social interaction, active
engagement in learning, and selfmotivation. (Std 5)
Standard V
Standard 5.1: Knowledge of Subject
Matter and Curriculum Goals
A. Content driven. All students develop
understanding and problem-solving
expertise in the content area(s) using
reading, written and oral communication,
and technology
B. Aligned with curriculum standards and
outcomes. All students know the learning
targets and their progress toward meeting
them.
C. Integrated across content areas. All
students learn subject matter content that
integrates mathematical, scientific, and
aesthetic reasoning.
Standard 5.2: Knowledge of Teaching
A. Informed by standards-based
assessment. All students benefit from
learning that is systematically analyzed
using multiple formative, summative, and
self-assessment strategies.
C. Influenced by multiple instructional
strategies. All students benefit from
personalized instruction that addresses
their ability levels and cultural and
linguistic backgrounds..
D. Informed by technology. All students
benefit from instruction that utilizes
effective technologies and is designed to
create technologically proficient learners.
5.3 B. Classroom/School centered.
Student learning is connected to
communities within the classroom and the
school, including knowledge and skills for
working with others.
The teacher uses knowledge of
effective verbal, nonverbal, and
media communication techniques
to foster active inquiry,
collaboration, and supportive
interaction in the classroom. (Std 6)
46
c) student identity,
language and culture
The teacher understands how
students differ in their approaches
to learning and creates
instructional opportunities that are
adapted to diverse learners. (Std
3)
The teacher fosters relationships
with school colleagues, parents,
and agencies in the larger
community to support students’
learning and well-being. (Std 10)
Standard 5.3: Knowledge of Learners and
their Development in Social Contexts
A. Learner centered. All students engage
in a variety of culturally responsive,
developmentally, and age appropriate
strategies.
B. Classroom/School centered. Student
learning is connected to communities
within the classroom and the school,
including knowledge and skills for
working with others.
C. Family/Neighborhood centered.
Student learning is informed by
collaboration with families and
neighborhoods.
d) equity and inclusion
The teacher understands how
students differ in their approaches
to learning and creates
instructional opportunities that are
adapted to diverse learners. (Std 3)
D. Contextual community centered. All
students are prepared to be responsible
citizens for an environmentally
sustainable, globally interconnected, and
diverse society.
(5.3)B. Classroom/School centered.
Student learning is connected to
communities within the classroom and the
school, including knowledge and skills for
working with others.
C.Family/Neighborhood centered.
Student learning is informed by
collaboration with families and
neighborhoods.
e) inquiry, collaboration
and professionalism
The teacher is a reflective
practitioner who continually
evaluates the effects of his or her
choices and actions on others and
who actively seeks out
opportunities to grow
professionally. (Std 9)
The teacher fosters relationships
with school colleagues, parents,
and agencies in the larger
community to support students’
learning and well-being. (Std 10)
D. Contextual community centered. All
students are prepared to be responsible
citizens for an environmentally
sustainable, globally interconnected, and
diverse society.
Standard 5.4: Understanding Teaching as
a Profession
A. Informed by professional
responsibilities and policies. All students
benefit from a collegial and professional
school setting.
B. Enhanced by a reflective, collaborative,
professional growth-centered practice. All
students benefit from the professional
growth of their teachers.
C. Informed by legal and ethical
responsibilities. All students benefit from
a safe and respectful learning
environment.
47
Appendix B
CO-TEACHING WORKSHEET
Critical conversations to empower the best possible working relationship
Discuss the preferred method of communication for both of you--calls home, calls to cell
phone, email, text, etc. Make sure you have each other’s information.
o What works best for ongoing communication
(co-planning, scheduling, etc.)? _______________
o What works best for last-minute notices such as illness? _______________
Discuss your parameters around the hours you work. Teaching Candidates are required to
be at school during the CT’s contracted hours, and we have recommended that they follow
each CT’s personal work hours. However, TCs do have a lot of coursework this quarter and
teachers sometimes need time to catch up on work, so each pair will need to be in regular
touch about the schedule.
o Parameters discussed:
If you haven’t set a regular meeting time each week to plan and/or check in and reflect,
please do so now.
o DAY/TIME: _______________
Some CTs appreciate having a boundary around work time/quiet time in the classroom
that is “interaction free.” Discuss and decide if this would be beneficial to you both.
o Check when discussed: ________
For each CT: Aside from work time, what is sacred in your classroom in terms of routines,
physical spaces, organization, etc.?
o Notes from your discussion:
48
For each CT: Regarding daily lesson planning, discuss: 1) how much detail you need to see
in the plan (keep in mind that the TC is required to use the elements listed in the
handbook), and 2) how far in advance do you want to see lesson plans?
o Notes from your discussion:
For each CT: If your TC wants to try a different instructional method or strategy, how does
s/he go about it in your classroom? What are the boundaries within the curriculum and
your own comfort level with this subject? Are there any “untouchables” in terms of
revising the curriculum? Note: Faculty members and coaches will be at your table and can
participate in this discussion.
o Notes from our discussion:
For each CT: How do I access IEPs and any other plans in place to serve specific students in
our class?
o Notes from our discussion:
For each TC and CT: What is the ideal way for you to receive feedback? Do you prefer
written notes, setting an official feedback time, or casual conversation?
o Notes from our discussion:
Follow Up Questions
49
Appendix C
Video Waiver & Policy
The form on the next page is to be used to obtain parental permission for
classroom video-taping during All Quarters.
During beginning Summer quarter, you will receive the UW COE policy on
videotaping. Every candidate must read and sign a statement indicating that
she or he has read and understands the policy. When you begin Autumn
quarter you will re-do this form with a new set of children in a new school. If
you have not received the written policy in Autumn, be sure to obtain it from
the TEP office.
50
UNIVERSITY OF WASHINGTON
SEATTLE, WASHINGTON 98195-3600
Date ____________________
Dear Student and Family Members:
This letter is to provide you notice that students at __________________ (name of
school) may be photographed and/or videotaped by a University of Washington
teacher candidate. The purpose of the photographs and videos is to support
candidates’ learning and preparation to become certified teachers during the course
of the 2012-2013 school year. Video may also be used for the education of future
teacher candidates and to improve teacher preparation at the University of
Washington.
Video will also be used for the state-mandated Teacher Performance Assessment.
All teachers certified in Washington after January 2013 must pass this national
assessment. Video will be kept secure and only be accessible for assessment and
learning purposes.
If you do not want videotapes of your child participating in classroom activities to
be used for candidate learning and candidate performance assessment purposes,
please sign and return the form below.
Sincerely,
Patrick Sexton, Managing Director, Teacher Education
College of Education, University of Washington
If you do NOT want your child to be photographed or videotaped, please complete this
form and return it to your child’s teacher.
 Please do not photograph or videotape my child while participating in classroom
activities even if the photograph or videotape is to be used for candidate
learning purposes.
______________________________________________
PRINT Child’s full name
_______________________________________________
PRINT Parent/Guardian’s full name
_______________________________________________
Parent/Guardian’s signature
51
Appendix D
Guide for Cooperating Teachers
Autumn Quarter
Things to make sure you model/discuss this quarter:











Planning—how you do it and how you’ll work with the TC to plan
How you use and adapt the grade-level curriculum
Make sure s/he knows the daily routines and how you transition from one to the
next, as well as how you adapt the routine when there are assemblies, holiday
parties, etc.
Assessments: both formal and informal—your classroom systems as well as the
building, district and state systems
Grading—how you actually determine grades/scores as well as how your own
record-keeping system works
Contact w/ parents
Working w/ parents and para-educators
Working w/ specialists
How you work w/ students on IEPs, ELL students
Individual behavior modification plans/contracts, if any
Teaching social skills in class/or working through individual social conflicts w/
students
Discussions to have:




How will the TC maintain or modify your classroom management system/style so
that everyone is comfortable?
How do you decide how long to spend on a particular learning objective/concept
before you move on?
Share practical tricks you’ve developed for adapting lessons and activities so that
the range of all learning needs are being met.
How do you find balance and maintain your personal life while still being successful
in this demanding job?
Later in the Quarter…Specific things to watch for as your TC teaches: (add to this!)







What habits might be developing—like calling the students “guys” (often the interns
are unaware of these)
Style of communication with the students (for example: too positive/cheerleader,
shaming, etc.)
PACING—how to know when to move on to the next segment of your lesson
Clarity of instruction
Good use of questioning skills
Ability to adapt to student feedback and incorporate it into “teaching moments.”
Classroom management—what works and what doesn’t. Pay particular attention to
targeting of certain students
52
Appendix E
**The following checklists can be used by CTs, colleagues and administrators for informal
observations. Feel free to use them in whatever way works for you!
Informal Observation Checklist #1
Standard Short Form
Name
Date
Class Observed
Time
Exceeds
Meets
Needs
Not
Unacceptable
Expectations Expectations Improvement
Observed
Planning
Objectives are clear and obvious to students
Lesson aligned with standards
Intentionally planned for differentiation
Methods
Uses multiple instructional strategies
Employs other tools/ instructional aids
Engages all students
Manages classroom procedures
Teacher-Student Interaction
Solicits student input using varied questioning
strategies
Involves a variety of students
Manages student behavior
Observer’s Signature _________________________________________
Suggestions to improve the lesson and words of encouragement/praise on back.
53
Appendix F
Informal Observation Checklist #2
Teacher Focus___________________________________________________________
TEP Student ____________________________________
Date _________
Lesson Subject: _____________________________
CT _______________
Lesson Title: ______________________________________ (Attach lesson plan)
Please rate TEP student in the following areas:
1= Needs Improvement 2= Emerging Skill 3= Meets Standard 4= Area of Excellence
Professional Appearance
1
2
3
4
Voice Volume
1
2
3
4
Eye Contact
1
2
3
4
Clarity of Speech
1
2
3
4
Proximity/Movement to Students
Questioning Skills
1
1
2
2
3
3
4
4
Monitoring Student Progress
(during activity)
Knowledge of Lesson
1
2
3
4
1
2
3
4
Transitions/Pacing
1
2
3
4
Rapport with Students
1
2
3
4
1
1
1
2
2
2
3
3
3
4
4
4
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
Classroom Management
During Lesson
During Work Time
Overall presentation
Lesson Plan
Rationale & Alignment
Instructional Plan
Assessment
Content Development
Observer’s Signature _________________________________________
Suggestions to improve the lesson and words of encouragement/praise on back.
54
Appendix G
Informal Observation Checklist #3
Student Focus
Subject: _______________Objective: __________________________
________________________________________________________
Date: ________________________Time: ______________________
Yes
No
N/A
A positive learning climate for all students.
Evidence of differentiation for all students.
Students work and collaborate in pairs or groups.
When asked, students can tell the purpose of what they are
doing.
Hands-on materials, manipulatives used.
Evidence of higher level questioning is present.
All students are actively involved in the lesson.
Presentation was clear to all students.
Evidence of assessment/feedback is present.
Classroom management was effective.
TC responded to all students.
Observer’s Signature ________________________________________________
Suggestions to improve the lesson
Words of encouragement/praise
55
Appendix H
Informal Observation Checklist # 4
General Overview
TEP Student: ____________________________________ CT _________________________
Date: _______________ Time: __________ Subject: ________________________________
I. Use of Instructional Time: ___Materials Ready ___Students on Task
_____________________________________________________________________________________________
_________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________
II. Student Behavior/Classroom Management
___Obvious Rules ___Clear procedures ____Frequent monitoring ___ Positive Climate
_____________________________________________________________________________________________
_________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________
III. Instructional Presentation:
__Review ___Lesson Goal ___Brisk pace ____ Relevant Examples/Questions ____ Closure
_____________________________________________________________________________________________
_________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________
IV. Instructional Monitoring:
___Obvious standards ___Circulates to monitor tasks ____Assesses Progress and Understanding ____Good Questions
___Questions all students
_____________________________________________________________________________________________
_________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________
V. Instructional Feedback:
____In-class work ____ out-of-class work ____ affirms correct answers ____sustaining feedback
_____________________________________________________________________________________________
_________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________
TEP Student Signature:_______________________________________
Mentor Signature:_____________________________________________
56
Appendix I
ELTEP Site Coordinator Role At A Glance
2nd Quarter (Autumn)
Site Coordinator Responsibilities:
a. Welcome TEP students and introduce them to other professionals in the building.
b. Conduct a group meeting to orient students to your building and discuss the culture of your
school.
c. Assist the CTs in matching each TC to an appropriate year-long placement.
d. Meet regularly with the cohort of TCs at your school to discuss puzzles of practice, issues
and concerns and to offer support.
e. Assist interested students in completing home visits with their CT or another professional
in the building.
f. Communicate concerns regarding TEP student(s) to the Coach and/or the Lead Coach Jill
Smith at jillh2@uw.edu.
3rd Quarter (Winter)
Site Coordinator Responsibilities
a. Arrange monthly meetings with building cohort of TEP students to reflect and share ideas
on topics such as management, strategies for beginning class, assessment, working with
building specialists and parents, etc.
b. Check on the progress of each TC in his/her placement. Provide an opportunity for CTs to
contribute input regarding their TCs.
c. When possible, informally observe the TEP students in your building to provide feedback
and support. (Please see the CT guide in this handbook for observation resources.)
4th Quarter (Spring)
Site Coordinator Responsibilities
a. Arrange monthly meetings with building cohort of TEP students to reflect and share ideas
on topics such as management, planning, developing strategies for engaging students,
analyzing student work and adjusting plans accordingly, etc. Guide the TCs in taking on all
aspects of a faculty member in your building including meetings, conferences, activities, etc.
b. Check with each CT on the progress of all TCs in your building during full-time co-teaching.
Inform the UW Coach and/or Jill Smith at jillh2@uw.edu when there are questions or
concerns.
c. When possible, informally observe the TEP students in your building to provide feedback
and support. This could also be a more formal written observation when you feel it is
appropriate.
d. Help TCs arrange a formal interview with the building principal. It is also helpful toward
the end of the term to provide an opportunity for mock interviews with a building
administrator. Please assist TCs in getting letters of recommendation from the principal and
their CTs.
e. Attend scheduled meetings for site coordinators, and communicate any relevant
information to the CT
57
Appendix J
UNIVERSITY OF WASHINGTON TEACHER EDUCATION PROGRAM
QUARTERLY ASSESSMENT OVERVIEW AND RUBRIC
OVERVIEW
The University of Washington College of Education teacher preparation leads to a Masters in Teaching
and state certification. The education of a teacher requires assimilation, integration and application of
complex knowledge and skills along with development of appropriate professional, behavioral, and social
dispositions needed to become both an independent and collaborative teacher in any public or
independent school in the State of Washington.
EVALUATING PRE-SERVICE TEACHER PRACTICE & PROFESSIONAL STANCE
This Rubric and Assessment Process serves as a frame for professional growth and demonstration
of performance over the course of ELTEP. Specifically, this tool aims to:
 Focus and frame evidence based discussion and analysis of teaching and learning.
 Guide reflection and written assessments (formative and summative) by Cooperating
Teachers, ELTEP faculty, Coaches and TCs for refining planning, instruction, assessment,
and reflection around specific, goal oriented feedback.
All teachers, novice and expert alike, benefit from specific, goal oriented feedback, tied to
observable evidence. The candidate’s growth and development rests significantly on the candid,
professional, and clear evaluation - tied to evidence - and communication of her/his performance by
all program supports.
The 1-4 Continuum below reflects expected growth in the teacher candidate’s practice and
professionalism over the course of the ELTEP year. The ELTEP Standards for practice and
professionalism are aligned with the Washington Teaching Standards-Based Benchmarks. We aim
to describe a continuum of practice: from the performance of a novice teacher candidate during
Summer and Fall (quarters 1 & 2), to the performance of a well prepared and highly skilled, yet
still beginning teacher, ready for certification by the end the ELTEP year in the Spring (4th
quarter).
We expect to see a range of ratings throughout the 4 quarters of ELTEP; however the overall expectations
are as follows:
1. Every quarter:
a. Professional Attribute Standards are met: You will see on the Assessment Rubric,
these standards are to be maintained throughout the year (so, there should be a
preponderance of “Meeting” each quarter. You will set goals for professionalism
specifically, as noted on the form below.
b. Candidate (TCs), Cooperating Teacher (CTs), and Coach are in agreement that
adequate growth is evident across standards. You will identify strengths and
growth areas each quarter.
58
2. By the end of 3rd Quarter (Winter): Candidates must demonstrate “generally consistent and
reliable performance” across the ELTEP Standards in order to assume to role of Lead
Teacher in the ELTEP Co-Teaching Model (4th Quarter Full Time Student Teaching).
3. By the end of 4th Quarter/before earning certification: Candidate is predominately
demonstrating consistent, purposeful, and well-timed performance for all standards with
respect to all subject areas.
TIMEFRAME:
Candidates (TCs), Cooperating Teachers (CTs), and ELTEP Coaches will use this Rubric in the
following ways four times over the course of the ELTEP year. Timeframe/due date (a window
within which to complete quarterly assessments) will be marked on the ELTEP Calendar for
TC/CT/Coach. Coaches will remind CTs of due date.
1. 1st Quarter/Summer, TC Self Reflection: TCs begin to practice giving and receiving feedback
to and from peers during the summer experience. They will also receive feedback throughout
from Teacher Educators (Cooperating Teachers and Instructors).
a. TCs will reflect upon their professionalism (relevant attributes to summer).
b. Choose one area where TC felt success or strength (a “glow”) to reflect upon from the
summer experience, citing examples and commentary.
c. Choose one area of challenge (a “grow”) to reflect upon from the summer experience,
citing examples and commentary.
2. After the back-to-school experience: TC, CT, and Coach Reflections will guide debriefing
conversation at the back-to-school experience at a mutually agreed upon time (not a 3-way
meeting).
a. TC, CT, and Coach each will reflect upon TC Professionalism.
b. TC/CT/Coach will use TC Summer Self Reflection in considering “grows” and “glows”.
3. In December: TC, CT, and Coach Reflections will guide debriefing conversation at the back-toschool experience at a mutually agreed upon time (not a 3-way meeting).
a. TC/CT/Coach each will reflect upon TC Professionalism.
b. TC/CT/Coach will reflect on all aspects with regards to small group instruction, in
addition to Professionalism.
4. End of 3rd (Winter) Quarter/PRIOR TO full time co-teaching: 3 way meeting planned at a
mutually agreed upon time, arranged by the TC.
a. TC/CT/Coach each will reflect upon TC Professionalism.
b. TC/CT/Coach will reflect on all aspects with regards to small group instruction, in
addition to Professionalism.
5. End of 4th Quarter/Spring: Before earning certification: TC, CT, and Coach Reflections will
guide debriefing conversation at a mutually agreed upon time (not a 3-way meeting).
a. TC/CT/Coach each will reflect upon TC Professionalism.
b. TC/CT/Coach will reflect on all aspects with regards to small group instruction, in
addition to Professionalism.
59
DESCRIPTION of the 1-4 SCALE OUTLINING A CONTINUUM OF GROWTH
1/ BEGINNING STANDARDS: The novice teacher candidate’s performance shows signs of development.
Yet, it is typically inconsistent and variable in achieving anticipated outcomes. Small segments of
independent and successful practice are performed regularly. The candidate’s performance requires strong
guidance and extensive support, and relies substantially on the cooperating teacher’s plans, assessment tools,
practices and guidance.
2/ APPROACHING STANDARDS: The teacher candidate’s performance is steady and episodes of
independent and successful practice are more frequent and longer in duration. The candidate’s performance
may require regular guidance and support, and continues to rely on suggestions and feedback from the
cooperating teacher and supervisor. The candidate’s practice may still be variable in achieving anticipated
outcomes.
3/ MEETING 3rd Quarter (Winter) STANDARDS (READINESS FOR 4th QUARTER/Full Time
Student Teaching): The candidate’s performance is generally consistent and reliable. Performance is more
commonly linked to anticipated outcomes. The candidate successfully organizes multiple, related lessons.
The candidate’s performance indicates readiness to assume increased responsibility for daily instruction with
continued support from a cooperating teacher, university supervisor or mentor.
4/ MEETING 4th Quarter (Spring) STANDARDS (Ready to Graduate, Earn MIT and state
Certification): The candidate’s performance is typically consistent, purposeful, and well-timed. The
candidate successfully organizes series of related instructional segments over significant periods of times.
Performance is more firmly linked to anticipated outcomes. The candidate’s performance indicates readiness
to assume the regular, daily responsibilities as a teacher of record.
OTHER: List any concerns regarding this student, specifically if:
(1) you have insufficient evidence to evaluate the candidate’s performance at this time, or
(2) you have special concerns or questions about the candidate’s performance on this standard at this time.
60
UNIVERSITY OF WASHINGTON TEACHER EDUCATION PROGRAM
QUARTERLY ASSESSMENT RUBRIC
UW Teacher Candidate:______________________
Cooperating Teacher:___________________________ Coach: ______________________
School: ____________________________Grade Level:_________________________
Quarter: ____________________________(1st/Summer; 2nd/Fall; 3rd/Winter; or 4th/ Spring)
Instructions:
1. Please rate each dimension, using the 1-4 Scale above and include evidence.
2. Then give an overall score that indicates the preponderance of evidence.
Planning
1/Beginning
2/Approaching
3/Meeting in Winter
4/Meeting in Spring
Creates lesson plans that have aligned objectives, instruction, and assessment
Creates lesson plans that are appropriate for the students in their classroom
Uses knowledge of student(s) to intentionally plan strategies for differentiated
instruction, which includes social, emotional, and academic strengths, cultural and
linguistic differences, and classroom management supports.
Plans for differentiated and equitable instruction based on varied strengths/needs
within the classroom, as well as attention to students’ academic language needs and
supports.
Lesson plans demonstrate a solid understanding the content being taught
Creates lessons that build upon prior knowledge, learning, and cultural assets
Evidence/Comments:
Instruction
1/Beginning
2/Approaching
3/Meeting in Winter
4/Meeting in Spring
Demonstrates relationship and rapport with students
Manages student behavior through positive and culturally responsive interactions.
Utilizes multiple and appropriate instructional strategies
Demonstrates appropriate pacing
Demonstrates appropriate content knowledge
Provides appropriate supports for every student during instruction, including academic
language needs and supports, EIP, and extensions.
Elicits and facilitates student responses that build and extend student learning
Instruction demonstrates an incorporation of students’ prior knowledge, learning styles,
cultural and linguistic needs are considered.
Monitors student learning throughout the lesson taking into account cultural and
linguistic needs of the diverse array of students/families in classroom context.
Evidence/Comments:
61
Assessment
1/Beginning
2/Approaching
3/Meeting in Winter
4/Meeting in Spring
Monitors student learning during and after instruction
Analyzes student work and proposes appropriate next steps
Able to define criteria used to assess student learning
Provides opportunities for students to self-assess
Provides feedback to students to guide future learning
Assessment shows appropriate differentiation to include students’ individual needs.
Written and Oral Reflection: Engages in constructive, on-going dialogue that
demonstrates a desire to learn and grow in his/her practice.
Evidence/Comments:
Professionalism Essential Attributes
Essential Attributes, as distinguished from academic standards, refer to those physical, cognitive and
behavioral attributes required by the ELTEP for satisfactory completion of all aspects of the Master's in
Teaching curriculum and for the development of professional dispositions. These are the intellectual,
communication, social, emotional, behavioral and attitudinal aspects of the performance of a teacher.
Essential attributes are prerequisites to acquiring, integrating and applying the knowledge and skills of a
teacher.
Part 1: Quarterly Essential Attributes: The essential attributes outlined in the first table identify the
requirements for admission, retention and graduation of applicants and students in the Masters in
Teaching program. The expectation is that you are meeting the preponderance of these professional
attributes each quarter. If you are not consistently and reliably meeting these professionalism attributes,
a conference with the ELTEP Director and appropriate supports (UW Faculty, Coach, or CT, depending
on issue) will take place to determine a plan of support.
Instructions for Part 1:
1. Highlight/Circle each dimension (1-9) that the TC is consistently and reliably meeting in the
quarter you are in when assessing (as TC, this is a self assessment, or you are assessing as Coach
or CT).
2. CT: you may put “N/A” if this attribute does not pertain to the field/your work.
3. Highlight/Circle the overall rating (Ex.: “Meeting 1st Q/Summer” if the TC is meeting the
preponderance of the 9 dimensions below).
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Part 2: Essential Attributes on a Continuum: The essential attributes outlined in the second table identify
attributes we expect you will improve upon over the course of the 4 quarters, with practice and feedback.
These are to be rated, with evidence, with the expectation being that by the end of 3rd quarter, you are
“meeting” for 3rd quarter, which connotes “generally consistent and reliable” performance. By the end
of 4th quarter in Spring, the expectation is that you are “typically consistent.”
Instructions for Part 2: Similar to Standards of Planning, Instruction, and Assessment, please use
the continuum scale of 1-4 above and include explanatory commentary with your rating.
1st Q/
Meeting Summer
Part 1: Quarterly Essential Attributes
2nd Q/
3Q/
4Q/
Meeting Fall
Meeting in Winter
Meeting in Spring
Please Note: if TC is not meeting a particular dimension, be sure to
provide specific evidence-based feedback in commentary, so TC can work
towards improvement with clear guidance.
1. Demonstrate reasoning and make decisions appropriate for a
classroom teacher and at a level determined by the faculty.
2. Demonstrate the emotional stability and persistence required for
full utilization of intellectual abilities.
3. Demonstrate capacity to work calmly and flexibly under stress
(e.g., work under time constraints, concentrate in distracting
situations, make timely subjective judgments and ensure students’
safety at all times).
4. Demonstrates reflective, collaborative, and growth-centered
practice:
 Interpersonal, listening and responding skills must be at a
level sufficient for the teacher education student to
understand and respond appropriately to different
perspectives represented in diverse university and school
classrooms.
 Receives and responds to feedback professionally (e.g. from a
stance of openness and inquiry, non-defensive manner).
5. Act and present self in a professional manner that demonstrates
integrity, responsibility, tolerance and respect for self and others
(includes dress, timeliness, demeanor, etc.).
6. Collaborates with students, school and university faculty, parents
and the school community in a pro-active and respectful manner.
7. Complete all required courses in the program at a level deemed
appropriate by the faculty, as well as meet eligibility requirements
for a teaching credential including a negative criminal
background history as provided by state law.
8. Use appropriate communication skills enabling him/her to seek,
receive and follow supervision in university coursework and in
field experiences and resolves conflicts with direct, constructive
communication, face to face with individual. See ELTEP Conflict
Resolution Policy.
9. Treat all with compassion, dignity, and respect.
Evidence/Comments:
Meeting
Professional
Essential Attributes
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Part 2: Essential Attributes on a Continuum
1/Beginning
2/Approaching
3/Meeting in Winter
4/Meeting in Spring
1. Demonstrate the ability to master, assimilate and apply complex information in
the form of lectures, small group work, written materials, and other applicable
teaching formats.
2. Demonstrate effective communication in written and oral English in order to
communicate concepts, assignments, evaluations, and expectations with
members of the learning community such as faculty, students, parents, and staff.
3. Demonstrate stamina, maturity, persistence, and flexibility required of a
professional teacher throughout the teacher's contracted day as well as perform
extended additional duties of a classroom teacher such as parent conferences,
Open Houses and other school related activities.
4. Organize time and materials, prioritize tasks, perform and supervise several
tasks at once, and adapt to changing situations in order to develop skills to
assess and attend to the needs of all his/her students.
Evidence/Comments:
OVERALL PERFORMANCE
List 3-5 strengths relative to practice and professionalism the TC has demonstrated during this
quarter:
List 1 to 2 areas for growth relative to practice and professionalism for which the TC will focus in
the near term/next quarter:
OTHER: List any concerns regarding this student:
Use this assessment to guide the three-way conversation prior to advancing to Full Time Student
Teaching in 4th Quarter. The time frame outlined above outlines other times when Coach and CT can use
this assessment as a checkpoint to discuss progress, check in about goals and set new ones.
CT Signature: _____________________________
Date: ______________
TC Signature: _____________________________
Date: ______________
Coach Signature: _____________________________
Date: ______________
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