Spring 2013-Fall 2013
Arizona State University
Mary Lou Fulton Teachers College
Office of Clinical Experiences
iTeachAZ SENIOR YEAR RESIDENCY HANDBOOK
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Dear Teacher Candidate:
Welcome to your Senior Year Residency (SYR). This handbook provides an overview of the student
teaching requirements and procedures. You should read this guide CAREFULLY and keep it handy
for reference during your Senior Year Residency.
You are required to have the following items prior to beginning your student teaching:
1. A valid Department of Public Safety (DPS) IVP fingerprint clearance card and a copy of the
card on file with the Office of Student Services (OSS).
2. Mary Lou Fulton Teachers College ID Badge, available from the Office of Clinical Experiences
on your campus.
3. Private reliable transportation.
Some districts require completion of a secondary background check or additional paperwork
before beginning student teaching. Check this website http://mytc.asu.edu/district-clearancerequirements to see if your assigned district has additional requirements.
We also recommend that students consider purchasing personal liability insurance prior to
beginning student teaching. This insurance may be purchased through an insurance agency or
through a professional educator’s group. The Arizona Education Association (AEA)
www.arizonaea.org or the Arizona Professional Educator Association (APE) www.AZPE.org offer
liability coverage to members.
Questions concerning specific student teaching requirements should be directed to your Site
Coordinator.
Have a great semester!
Office of Clinical Experiences Staff:
Downtown and West Campus – Debbie Robinson, Director of Office of Clinical Experiences
Debbie.Robinson@asu.edu
Polytechnic Campus – Toni Aguirre, Coordinator of Office of Clinical Experiences
Toni.Aguirre@asu.edu
Tempe Campus – until Jan. 31, Mary Jo Stegge, Coordinator of Office of Clinical Experiences
MJStegge@asu.edu . After Jan. 31, contact Christy Swingle at Christine.Swingle@asu.edu.
Tk20 Support Staff
Email: Tk20Support@asu.edu
Phone: (602) 543-5358
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DEFINITION OF TERMS USED IN iTEACHAZ SITES
ASU ID Badge - The Teacher Candidate is required to wear a Mary Lou Fulton Teachers College ID
badge while in the school unless the district requires the Teacher Candidate to obtain a district/school ID.
Teachers College ID badges can be secured at the Office of Clinical Experiences at Polytechnic, Tempe,
and West campuses.
Fingerprint Clearance - Teacher Candidates must have a valid Department of Public Safety (DPS)
fingerprint clearance card and submit a copy of the card to the Office of Student Services (OSS) before
beginning student teaching. Teacher Candidates are responsible for notifying the Office of Clinical
Experiences and the Office of Student Services if their DPS fingerprint clearance card has been
suspended or revoked.
Lab Fee - A fee assessed by ASU when a student registers for an internship or student teaching. This lab
fee pays for some administrative costs, materials, mailings, mileage of supervisors, etc. (Lab fees are
subject to change with Board of Regents approval.)
Liaison - An individual from the Office of Clinical Experiences who secures placements in which interns
complete required clinical experiences. Site Coordinators submit placement information to liaisons for
entry into Tk20.
Mentor Teacher (MT) - An in-service teacher who has more than three years of experience and has
demonstrated the ability to improve the academic achievement of the students with whom he/she works.
Office of Clinical Experiences (OCE) - Formerly known as the Office of Professional Field Experiences
(PFE), OCE coordinates placing ASU students in the iTeachAZ program for internships and student
teaching. The office also collects and houses data on student placements.
Site Coordinator/University Supervisor - ASU faculty members assigned to coach and evaluate
Teacher Candidate progress. Site Coordinators/University Supervisors are certified by the National
Institute for Excellence in Teaching on administration of the TAP rubric (explained below). This is a four
day training which requires a passing score on a rubric usage test and yearly recertification.
Student Teaching Triad - Teacher Candidates work with and under the direction of a Mentor Teacher
and Site Coordinator. The Mentor Teacher provides the Teacher Candidate with day-to-day direction in
the classroom and supports the Teacher Candidate’s development of teaching competencies. The
University Supervisor/Site Coordinator supports both the Mentor Teacher and the Teacher Candidate
through coaching, communication of policies and procedures, and co-evaluation of the Teacher
Candidate.
TAP Rubric - An instructional rubric designed by the National Institute for Excellence in Teaching as
part of the TAP System. The rubric was developed to assess practicing teachers in the field. A score of 3
indicates proficient teacher performance. A score of 5 indicates exemplary teacher performance. Teachers
College has adopted this rubric for use in the coaching and evaluation of Teacher Candidates (TCs).
Teacher Candidates are expected to develop increasing levels of proficiency throughout the teacher
preparation program. Scores of 2 (approaching proficiency) are developmentally appropriate and expected
during internships and the first semester of student teaching. Scores of 3 (proficient) are expected by the
end of student teaching. TCs are evaluated on 8 of the 19 TAP indicators. The 8 indicators include: (1)
Standards and Objectives, (2) Presenting Instructional Content, (3) Activities and Materials, (4) Academic
Feedback, (5) Teacher Content Knowledge, (6) Teacher Knowledge of Students, (7) Instructional Plans,
and (8) Managing Student Behavior.
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Teacher Candidate (TC) - A Teacher Candidate is a student in the Teachers College who has passed all
academic requirements and is approved to enter the final semesters (Terms 7 & 8) of the teacher
preparation program which includes student teaching.
Tk20 - Tk20 is an online data management system for all student activities related to teacher certification.
Students enrolled in ASU’s teacher certification programs are required to subscribe to Tk20 to complete
evaluations for courses, internships and student teaching. Mentor Teachers submit progress reports in
Tk20 and Site Coordinators submit feedback from Walkthroughs, Performance Assessments and
Professionalism reviews in Tk20.
TEACHER CANDIDATE PLACEMENT PROCESS
Applying to Student Teach: All students must attend a Planning to Student Teach meeting and
complete an Application to Student Teach in the semester preceding the student teaching semester. These
meetings take place in February for students entering student teaching (Term 7) in the fall and in October
for students entering student teaching (Term 7) in the spring.
Approval to Student Teach: The Office of Student Services approves/disapproves progression to
student teaching based on academic progress. Eligibility to progress into student teaching requires the
following:
 Completion of a student teaching application in Tk20 by the designated deadline
 Cumulative ASU GPA of 2.5 or higher
 Completion of all required coursework with a grade of “C” or higher
 Satisfactory completion of all required internships
 Review of academic record and approval by the Office of Student Services (Students who have a
Performance Improvement Plan (PIP) in place must have successfully met all criteria of the PIP
and be in good standing.)
Student Teaching Assignment: The Office of Clinical Experiences works with Site Coordinators and
district partners to assign Teacher Candidates to highly qualified mentor teachers.
Mentor Teacher Selection: Mentor Teachers complete an application to host a Teacher Candidate.
Mentors are selected to host a Teacher Candidate based on years of teaching experience, documented
success in raising student achievement, and mentoring experience. All Mentor Teachers complete a
mentoring workshop focusing on the TAP rubric and coaching strategies.
District Background Checks: Many districts require Teacher Candidates to complete additional
background checks. All Teacher Candidates are required to complete, if applicable, district required
background checks or paperwork prior to beginning the student teaching placement. Requirements for
each district are located at http://mytc.asu.edu/district-clearance-requirements. Teacher Candidates must
submit required documentation to the school district prior to beginning student teaching.
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CHANGES IN A STUDENT TEACHING PLACEMENT
The Teacher Candidate’s placement will be changed only if:
 the placement is not appropriate based on the student’s program requirements.
 the school is located more than 40 miles one-way from the student’s campus of
admission/affiliation.
 the school/district recommends a different Mentor Teacher.
Illness: If the Teacher Candidate becomes ill during the semester, he/she may be eligible for an
Incomplete or Medical Withdrawal. The Office of Student Services and the Office of Clinical
Experiences work cooperatively with the student to determine eligibility for an Incomplete or Medical
Withdrawal. If the student is granted an Incomplete or Medical Withdrawal, he/she must complete a new
Student Teaching Application/ Placement Request in Tk20 upon returning to the Professional Teacher
Preparation Program.
Incompatibility/Mentor Teacher declines- No fault of the Teacher Candidate: If a Mentor Teacher
withdraws from his/her mentoring duties due to illness or other unforeseen circumstance, the Site
Coordinator will work with the District and Office of Clinical Experiences to make arrangements for a
new placement. If the match between the Teacher Candidate and Mentor Teacher is deemed uncongenial,
the Site Coordinator will work with the Director of the Office of Clinical Experiences to make
arrangements for a new placement.
Student leaves placement on own accord: If a Teacher Candidate chooses to leave a clinical experience
placement on his/her own accord before contacting the Office of Clinical Experiences or the Office of
Student Services, he/she will receive a failing grade (E) in student teaching for the semester. A second
student teaching placement will not be secured during the semester in which the Teacher Candidate was
assigned a failing grade (E).
STUDENT TEACHING CLINICAL REQUIREMENTS
Student Teaching Clinical Requirements: Teacher Candidates are required to participate in their
assigned classroom 4 days per week, following their Mentor Teacher’s contract hours.
Dates for Clinical Experiences (see calendar below): Teacher Candidates with a spring-fall schedule
will begin the clinical experience component of student teaching in the spring on the first day of ASU
classes; for the fall they report on the date new teachers begin. The last day of clinical experience/student
teaching in both the spring and fall semesters is the Friday following reading day as scheduled in the
university academic calendar.
Fall, Winter and Spring Breaks. Teacher Candidates follow ASU’s winter break schedule as published
in the university academic calendar. They follow the calendar of the district to which they are assigned
for fall and spring breaks and holidays.
Teacher Candidate Evaluation Requirements: Site Coordinators will complete a minimum of 4
informal walkthrough observations and 2 formal Performance Assessments per semester. Site
Coordinators will complete additional walkthroughs for Teacher Candidates in need of additional support.
Mentor Teachers will complete 7-8 progress reports per semester. All evaluations are entered into Tk20
with Site Supervisors, Teacher Candidates and Mentor Teachers having access to data.
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NOTE: SITE COORDINATORS PROVIDE TEACHER CANDIDATES WITH A DISTRICT CALENDAR
AND NOTIFY THEM OF DATES FOR FALL AND SPRING BREAKS WHERE APPROPRIATE.
SPRING 2013 Calendar
Note: The calendar is tentative and is subject to change. Performance Assessment dates listed below are approximate and are
scheduled by the Site Coordinator in collaboration with the Teacher Candidate (TC) and Mentor Teacher (MT). Dates will
vary due to Spring/Fall Break schedules. * During week-long breaks, a progress report is NOT due (7 Progress Reports will
be completed). The Site Coordinator completes 4 (minimum) walkthrough’s per Teacher Candidate during the semester.
2013 Date
Item Due
Completed By
January 7
Prior to Jan 7: Completion of Online Training
Teacher Candidates return from ASU’s winter break; ASU
Spring semester classes begin and mandatory Orientation
begins.
Walkthrough
Progress Report
Walkthrough
PERFORMANCE ASSESSMENT CYCLE #1
TC and Mentor Teacher
January 14
January 21
January 21February 28
January 28
February 4
February 11
February 18
February 28
February 25
March 4
March 10-17*
March 11*
March 18*
March 25*
March 25-April 26
April 1
April 8
April 15
April 22
April 26
April 30
May 3
May 6-13
Walkthrough
Progress Report
Walkthrough
Walkthrough
Progress Report
Walkthrough
PERFORMANCE ASSESSMENT #1 DATA ENTERED INTO Tk20
Walkthrough
Progress Report
Walkthrough
ASU Spring Break; TC’s follow district calendar for break
Walkthrough
Progress Report
Walkthrough
Walkthrough
PERFORMANCE ASSESSMENT CYCLE #2
Walkthrough
Progress Report
Walkthrough
Walkthrough
Progress Report
Walkthrough
PERFORMANCE ASSESSMENT #2 DATA ENTERED INTO Tk20
ASU classes end
LAST DAY OF STUDENT TEACHING
SUPERVISOR EVALUATION DUE
MENTOR TEACHER EVALUATION DUE
TIME CARD DUE TO SITE COORDINATOR
Final Grades Due
Site Coordinator
TC and Mentor Teacher
Site Coordinator
Site Coordinator, TC and Mentor
Teacher
Site Coordinator
TC and Mentor Teacher
Site Coordinator
Site Coordinator
TC and Mentor Teacher
Site Coordinator
Site Coordinator
Site Coordinator
TC and Mentor Teacher
Site Coordinator
Site Coordinator
TC and Mentor Teacher
Site Coordinator
Site Coordinator
Site Coordinator
TC and Mentor Teacher
Site Coordinator
TC and Mentor Teacher
Site Coordinator
Site Coordinator
TC and Mentor Teacher
Site Coordinator
Site Coordinator
ALL TC’s
TC and Mentor Teacher
TC
TC
Site Coordinator
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Fall 2013 Calendar
Note: The calendar is tentative and is subject to change. Performance Assessment dates listed below are approximate and are
scheduled by the Site Coordinator in collaboration with the Teacher Candidate (TC) and Mentor Teacher (MT). Dates will
vary due to Spring/Fall Break schedules. * During week-long breaks, a progress report is NOT due (7 Progress Reports will
be completed). The Site Coordinator completes 4 (minimum) walkthrough’s per Teacher Candidate during the semester.
2013 Date
Item Due
Completed By
Varies by Site
Mandatory Orientation- first day NEW teachers report to the Site Coordinator, TC and MT
district. See district calendar and Site Coordinator.
August 22
First day of ASU Classes
August 26
Walkthrough
Site Coordinator
Progress Report
TC and Mentor Teacher
August 29-Oct 4
PERFORMANCE ASSESSMENT CYCLE #1
Site Coordinator, TC and Mentor
Teacher
September 3
Walkthrough
Site Coordinator
September 9
September 16
September 23
September 30
October 1
October 4
October 7*
October 12-15
October 14*
October 21*
October 21-December 9
October 28*
November 4
November 12
November 18
November 25
December 2
December 9
December 13
December 16-20
December 17
TBD
December 23
Walkthrough
Progress Report
Walkthrough
Walkthrough
Progress Report
Walkthrough
Apply for Graduation; https://students.asu.edu/graduation
PERFORMANCE ASSESSMENT #1 DATA ENTERED INTO Tk20
Site Coordinator
TC and Mentor Teacher
Site Coordinator
Site Coordinator
TC and Mentor Teacher
Site Coordinator
TC
Site Coordinator
Walkthrough
Progress Report
ASU Fall Break; TC’s follow district calendar for break
Walkthrough
Walkthrough
PERFORMANCE ASSESSMENT CYCLE #2
Site Coordinator
TC and Mentor Teacher
Walkthrough
Progress Report
Walkthrough
Walkthrough
Progress Report
Walkthrough
Nov 28-29 THANKSGIVING RECESS
Site Coordinator
TC and Mentor Teacher
Site Coordinator
Site Coordinator
TC and Mentor Teacher
Site Coordinator
TC, Mentor Teacher, Site
Coordinator
Site Coordinator
TC and Mentor Teacher
Site Coordinator
TC
TC and Mentor Teacher
TC
TC
TC
Walkthrough
Progress Report
PERFORMANCE ASSESSMENT #2 DATA ENTERED INTO Tk20
LAST DAY OF STUDENT TEACHING –ALL TC’s
SUPERVISOR EVALUATION DUE
MENTOR TEACHER EVALUATION DUE
TIME CARD DUE TO SITE COORDINATOR
Last day to make up student teaching hours due to absences,
if necessary
Commencement
College Convocation
Final Grades Due
Site Coordinator
Site Coordinator
Site Coordinator
TC
TC
Site Coordinator
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PROGRESSION OF TEACHING RESPONSIBILITIES
The Mary Lou Fulton Teachers College has adopted a co-teaching model for its student teaching
experiences (see description of co-teaching below). Teacher Candidates are required to be actively
engaged in all elements of the classroom beginning the first week in the placement and should assume
teaching responsibilities as outlined below.
Week
Weeks 1-4
Weeks 5-9
Weeks 10-15
Weeks 16-20
Weeks 21-30
and beyond
Week
Weeks 1-3
Weeks 4-6
Weeks 7-9
Week 10-15
Single Placement Senior Year Residency Progression (EED & BLE)
Co-Teaching Strategies
Teacher Candidate Responsibility
One Teach, One Observe; One Teach,
Assume partial responsibility for leading
One Assist; Alternative Teaching
classroom routines (attendance, bell work,
dismissal, etc.)
Any of the above strategies as well as
Station Teaching, Parallel Teaching, and
Team Teaching
Any co-teaching strategy appropriate for
the subject areas being taught
Any co-teaching strategy appropriate for
the subject areas being taught
Any co-teaching strategy appropriate for
the subject areas being taught
Co-plan and lead small group activities
Co-plan and lead in one subject area/class
period
Co-plan and lead in two subject areas/class
period
Co-plan and lead in three subject
areas/class period
Co-plan and lead all subject areas/periods
Dual Placement Senior Year Residency Progression (ECD and SPE/EED)
Co-Teaching Strategies
Teacher Candidate Responsibility
One Teach, One Observe; One Teach,
Assume partial responsibility for leading
one Assist; Alternative Teaching
classroom routines (attendance, bell work,
dismissal, etc.)
Co-plan and lead small group activities
Co-plan and lead in one subject area/class
period
Any of the above strategies as well as
Station Teaching, Parallel Teaching, and
Team Teaching
Any co-teaching strategy appropriate for Co-plan and lead in two subject areas/class
the subject areas being taught
period
Any co-teaching strategy appropriate for Co-plan and lead in all subject areas/class
the subject areas being taught
period
Repeat for Second Placement
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CO-TEACHING STRATEGY DEFINITIONS & EXAMPLES
Strategy
One Teach,
One
Observe
One Teach,
One Assist
Station
Teaching
Parallel
Teaching
Alternative
Teaching
Team
Teaching
Definition/Example
One teacher has primary responsibility while the other gathers specific observational
information on students or the lead teacher. The key to this strategy is to focus the
observation – where the teacher doing the observation is observing specific behaviors.
Example: One teacher can observe students for their understanding of directions while the
other leads.
An extension of One Teach, One Observe. One teacher has primary instructional
responsibility while the other circulates to check for understanding, assists students with their
work, or monitors behaviors.
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.
The co-teaching pair divides the instructional content into parts. Each teacher instructs one of
the groups, groups then rotate or spend a designated amount of time at each station – often an
independent station will be used along with the teacher led stations.
Example: One teacher might lead a station where the students play a money math game and
the other teacher could have a mock store where the students purchase items and make
change.
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy. The
greatest benefit to this approach is the reduced student to teacher ratio.
Example: Both teachers are leading a ‘question and answer’ discussion on specific current
events and the impact they have on our economy.
This strategy allows one teacher to work with students at their expected grade level while the
other teacher works with those students who need the information and/or materials retaught,
extended, or remediated.
Example: One teacher may work with students who need re-teaching of a concept while the
other teacher works with the rest of the students on enrichment.
Well -planned, team- taught lessons exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are actively
involved in the lesson. From a students’ perspective, there is no clearly defined leader – as
both teachers share the instruction, are free to interject information, and are 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.
The strategies are not hierarchical – they can be used in any order and/or in any combination to best
meet the needs of the P-12 students in the classroom. (with adaptations from) Copyright 2011, St. Cloud
State University, Teacher Quality Enhancement Center Research Funded by a US Department of
Education Teacher Quality Enhancement Grant
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TEACHER CANDIDATE EVALUATION
Evaluation of Teacher Candidates is based on evaluation of teaching performance and professionalism
throughout the student teaching experience. Please see the TAP rubric and the Teachers College
Professionalism rubric in the syllabus for your student teaching course.
Evaluator Training: All Site Coordinators participate in training on the TAP Teaching Skills,
Knowledge, and Responsibilities Performance Rubric and must pass the TAP Certified Evaluator
Performance Test to become certified TAP evaluators. Evaluators must take and pass the certification
test annually in order to be recertified.
TAP training for Teacher Candidates and Mentor Teachers: All Mentor Teachers and Teacher
Candidates receive training on the use of the TAP rubric prior to the start of the Senior Year Residency.
NOTE: The TAP instructional rubric is designed for in-service teachers. The highest levels on the scale
(4-5) represent truly exceptional performance attained by a small percentage of the most expert and
effective teachers in any given system. Teacher Candidates are expected to score an average of 3 on the
TAP rubric by the end of the Senior Year Residency.
PERFORMANCE ASSESSMENT PROCESS
Teacher Candidates are formally evaluated four times per year by the University Supervisor/Site
Coordinator and the Mentor Teacher. Progress Reports, completed by the Mentor Teacher, and
walkthroughs, completed by the Site Coordinator, are formative assessments used to support Teacher
Candidates’ growth in overall teaching performance between Performance Assessments.
Formal observations of teaching performance are preceded by a pre-conference meeting between the Site
Coordinator and the Teacher Candidate and are followed by an in-depth post-conference meeting in
which the Site Coordinator provides specific, actionable feedback to the Teacher Candidate in areas of
refinement and reinforcement identified during the performance assessment.
Pre-Conference: Teacher Candidates submit lesson plans to the Mentor Teacher and Site
Coordinator/University Supervisor 72 hours in advance of the observation. Both the Mentor Teacher
and Site Coordinator should review the lesson plan and provide the Teacher Candidate with
suggestions/strategies/questions designed to improve the lesson.
Formal Observations: The Site Coordinator/University Supervisor, Mentor Teacher and Teacher
Candidate schedule Performance Assessments on a mutually agreeable date, with the first PA occurring at
approximately week 4, and the final assessment occurring at the end of the semester. After each
Performance Assessment, the Site Coordinator and Mentor Teacher score the Teacher Candidate’s lesson
on a 1-to-5 scale using the TAP rubric. Teacher Candidates also score their own teaching using the TAP
rubric and bring their self-evaluation to share at the post-conference. This practice promotes a reflective
attitude toward professional performance and gives Teacher Candidates a structured way to gauge growth
in effective teaching practices.
Post-Conference: Site Coordinators meet with Teacher Candidates within 48 hours after an observation
has taken place to conduct a post-conference where the lesson is analyzed. Teacher Candidates are
provided with detailed feedback on one area for reinforcement and one area for refinement, each of which
is tied to a specific indicator on the TAP Rubric.
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During the post conference, Site Coordinators and Teacher Candidates analyze how a particular strength
of the lesson contributed to student learning and discuss how the Teacher Candidate can continue to
build on that area of strength in future lessons (reinforcement). They then analyze an element of the
lesson that could be improved to maximize student learning and discuss how the Teacher Candidate can
work to strengthen his/her practice in the identified area of refinement.
It is expected that the Site Coordinator provide the Teacher Candidate with clear evidence,
including specific examples from observed practice to document areas of reinforcement and
refinement.
Follow-up Support: Site Coordinators and Mentor Teachers provide Teacher Candidates with follow-up
support after the post conference by conducting walkthroughs (4 minimum per semester)/on-the-spot
coaching, demonstration lessons, or modeling teaching strategies in university coursework.
Bi-weekly Progress Reports: Mentor Teachers complete a Bi-Weekly Progress Report for each Teacher
Candidate beginning the second full week of the semester. Site Coordinators should remind Mentor
Teachers and Teacher Candidates to complete the form together, during the regularly scheduled “Weekly
Coaching Meetings”.
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WEEKLY COACHING MEETING AGENDA
It is the Teacher Candidate’s responsibility to meet with his/her Mentor at least once each week. During
this meeting, Teacher Candidates and Mentor Teachers should:
1. Complete the Progress Report
 Site Coordinators will remind Teacher Candidates to ask Mentor Teachers to complete biweekly progress reports in Tk20 beginning the second week of the semester.
 Mentors and Teacher Candidates should discuss overall progress in teaching and
professional responsibilities.
 Mentors and Teacher Candidates should discuss areas of refinement and reinforcement.
2. Update Teacher Candidate Timecard
 Teacher Candidates will record the number of days absent/present each week.
 Mentor Teachers should initial the timecard each week.
 Teacher Candidates will submit a copy of the timecard to Site Coordinators during each
round of Performance Assessments and at the end of the semester.
3. Discuss “Progression of Teaching Responsibilities”
 Teacher Candidate and Mentor Teacher should discuss lesson plans for upcoming week and
review co-teaching strategies to be used.
 Clarify the role(s) that each teacher will play in planning and delivering instruction.
4. Discuss Upcoming Calendar and Course Assignments
 Teacher Candidate will preview the iTeachAZ program and school/district calendars to
identify any changes to the regular schedule (ex: mandatory ASU meetings, school
assemblies, parent conferences, faculty meetings, professional development).
 Teacher Candidates will preview upcoming course assignments with Mentor Teacher.
PROFESSIONALISM
Mary Lou Fulton Teachers College measures Teacher Candidates’ professional dispositions via the
Teachers College Professionalism Rubric. The rubric is based on the work of Charlotte Danielson. Site
Coordinators use information from progress reports from mentor teachers, walkthrough data, and in-class
participation and attendance to determine professionalism scores. Teacher Candidates must achieve a
performance rating of Applying or higher on rows A-C and Emerging or higher on Row D of the Mary
Lou Fulton Teachers College Professionalism Rubric at the first Performance Assessment (PA) and at
each PA thereafter to progress to Term 8.
TEACHER CANDIDATE TIMECARD
Teacher Candidates must complete a timecard during each semester of the Senior Year Residency (see
Appendix A). Mentor Teachers should sign the timecard during weekly coaching conferences with the
Teacher Candidate. Teacher Candidates submit the completed timecard to the Site Coordinator as
verification of attendance during student teaching. The Site Coordinator enters attendance data into Tk20
as indicated on the SYR calendar above.
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APPENDIX A
POLICIES AND FORMS
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MARY LOU FULTON TEACHERS COLLEGE
iTeachAZ STUDENT TEACHING ATTENDANCE POLICY
Teacher Candidates are allowed no more than 3 absences per semester during student teaching. Excessive
absenteeism will result in an assignment of a grade of “E” for student teaching.
Students with excessive absences due to illness or other extreme circumstances may be eligible for a
medical or compassionate withdrawal from student teaching. In these cases, the student should contact
their academic advisor within the Office of Student Services to develop an appropriate course of action.
The Office of Student Services and the Office of Clinical Experiences will work cooperatively with the
student to determine eligibility for a medical withdrawal. If the student is granted a medical withdrawal,
he/she must complete a new Student Teaching Application/ Placement Request in Tk20 upon return to the
program.
Documentation of absences: Teacher Candidates must complete the “Absence Request/Verification
Form” when they are absent for a day or any part of a day. Once completed, this form should be signed
by the Mentor Teacher and submitted to the Site Coordinator/University Supervisor. The expected
timeline is 5 days in advance of a planned absence or within 24 hours of return from an unplanned
absence. Absences should be documented when Mentors complete the Progress Reports and when
Teacher Candidates update their timecards.
Prioritizing student learning: When Teacher Candidates are absent for any reason, they are expected to
take whatever steps are possible to ensure that student learning is not interrupted. This includes sending
the mentor teacher lesson plans and preparing materials in advance when possible.
Planned absences: Teacher Candidates are expected to notify their Mentor Teacher and Site
Coordinator/University Supervisor five school days prior to a planned absence. (e.g., jury duty)
Unplanned absences: Teacher Candidates should call their Mentor Teacher at school prior to the start of
the contract day and call the Site Coordinator/University Supervisor as early as possible in the case of an
unplanned absence (ex: illness, emergency). If Teacher Candidates are paired, they should also call their
partner Teacher Candidate. Teacher Candidates are expected to submit verification of unplanned absence
within 24 hours of return to school.
Arriving late/Leaving early: Arriving late or leaving early will count as a half day absence. Teacher
Candidates should provide advance notification and document partial day absences using the procedure
below.
Missed ASU course time: Absences that occur on an ASU course day may result in additional
consequences to grades earned in those classes. Please refer to individual course syllabi for information
specific to each course.
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Absence Request/Verification Form
Teacher Candidate Name:
Mentor Teacher Name:
School:
District:
Site Coordinator/University Supervisor:
Sick
Vacation
Bereavement
Military
Maternity/
Other
Jury Duty
Paternity
Reason for absence:
Dates of absence
Current absence
From: __________
____ days OR ____ hours (if < full day)
To: __________
Total absences to date
_____ days
Teacher Candidate Signature:
Date:
Mentor Teacher Signature:
Date:
Approved
Not approved
Comment:
Site Coordinator/University Supervisor Signature:
Date:
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MARY LOU FULTON TEACHERS COLLEGE
UNDERGRADUATE STUDENT PROFESSIONAL IMPROVEMENT PLAN PROCESS
(PIP)
A Professional Improvement Plan (PIP) is a tool designed to support students who may be in danger of
not progressing in their major/academic plan. The PIP outlines specific action steps a student must
complete in order to maintain or return to good standing within their major/academic plan. There are three
reasons for making a PIP referral:



Poor academic standing (i.e. ongoing academic deficiencies across coursework)
Issues regarding professionalism (classes or clinical experience)
Academic integrity violation (plagiarism, cheating, etc.)
The following outlines the steps to be taken in completing the PIP process.
Step A
1) A discussion of concerns should take place with the student. This discussion includes:
a) reasons and examples of the problem
b) asking the student if there are outside factors that are hindering his/her progress and
success
c) submission of an Academic Status Report (as appropriate)
2) The instructor works with the student to solve problems by offering examples of support that can
be given by the instructor or by other departments within the college.
3) The instructor should make written notes of meeting(s) with the student and submit a copy to the
Director of the Office of Student Services (OSS). If the issue(s) are resolved no further action is
necessary.
4) If the concern is about a possible violation of the ABOR Student Code of Conduct
(http://students.asu.edu/srr/code) the instructor notifies the student, the Assistant Division
Director and the Director of OSS.
If the student continues to struggle with the issue(s) then the following steps are taken:
Step B
1) The instructor submits a Professional Improvement Plan Referral (http://mytc.asu.edu/facultystaff-resources) to the student’s campus Assistant Division Director and Director of OSS.
2) The instructor notifies the student that a PIP referral has been submitted and that he/she may be
contacted by OSS to schedule a follow-up meeting. The instructor provides the student a link to
the Retention and Continuation Policy.
3) The Director of OSS and Assistant Division Director review the referral to determine if additional
information is needed.
4) The Assistant Division Director and/or Director of OSS will determine what steps need to be
taken next.
5) The Director of OSS monitors progress as specified in the PIP and notifies the student, Division
Representative and appropriate college personnel, as needed.
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Note: All communication regarding a student’s progress is confidential. If email is used, names and
ASU ID numbers cannot be included in the subject line.
Assistant Division Directors:
Tempe/ARTs:
West/Rural/District Based:
Poly/BLE/ESL:
Director of OSS:
Martha Cocchiarella; Martha.Cocchiarella@asu.edu
Cory Hansen; Cory.Hansen@asu.edu
Pam Harris; Pamela.J.Harris@asu.edu
Erica Mitchell; Erica.Mitchell@asu.edu
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DISMISSAL FROM CLINICAL EXPERIENCE:
STUDENT TEACHING AND/OR INTERNSHIP
All teacher candidates enrolled in the Mary Lou Fulton Teachers College must follow the ASU
Student Code of Conduct, the Teachers College Retention and Continuation Policy, as well as all
policies/procedures established by the local education agency, school district, and/or school in
which they are engaged in clinical experience, which include student teaching and internships.
In the event of request for dismissal from an internship or student teaching placement for unprofessional
behavior, the Office of Clinical Experiences will notify the teacher candidate and Office of Student
Services (OSS) in writing of the reason(s) for the requested dismissal within three working days. The
teacher candidate will be required to attend a meeting with the Assistant Division Director, the Director of
the Office of Student Services and other college representative as determined by the Assistant Division
Director to discuss the reasons for request for dismissal from the internship or student teaching
placement.
If it is determined that the allegations of a code of conduct violation for unprofessional behavior resulting
in the request for dismissal from the school/district are warranted, one or all of the following actions may
result. The teacher candidate:





will be dismissed from the internship or student teaching placement.
will receive a failing grade (E) for the internship or student teaching course*.
will not be assigned another internship or student teaching placement during the same semester in
which the teacher candidate was assigned a failing grade**.
may not withdraw from the internship/clinical experience course or student teaching course. If a
withdrawal is processed by the Office of the Registrar, the grade will be administratively changed
to an (E).
must withdraw from all courses that require concurrent enrollment with internship or student
teaching.
*If a teacher candidate wishes to appeal the (E) grade, s/he can follow the grade grievance process as
outlined on the Teachers College website. The first step in the grade grievance process is to meet with the
Assistant Dean of Clinical Services.
** If a Teacher Candidate is dismissed from an internship or student teaching placement and/or assigned a
failing grade, he/she may submit a petition for consideration to the Office of Student Services (OSS) to
repeat the internship or student teaching in the semester following dismissal.
If a Teacher Candidate submits a petition to OSS for consideration to repeat the internship or student
teaching and concurrent coursework for the semester following the dismissal, the Teacher Candidate must
show evidence in the petition of how they plan to resolve the situation or circumstances which resulted in
the removal from the internship or student teaching.
If the petition is approved, the Teacher Candidate will be required to meet with the Assistant Division
Director and the Director of Student Services to develop a Professional Improvement Plan (PIP) outlining
expectations for continued professional growth and academic development.
In the event that the teacher candidate violates the rules, policies, or procedures for conduct established by
the school, district, local education agency, ASU, Teachers College, and/or the law while on a PIP for
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unprofessional behavior, the teacher candidate will be disqualified from the iTeachAZ program. Teacher
Candidates who are disqualified may not petition to continue in their current academic plan, but may be
eligible to pursue other degree options within Teachers College (i.e., Educational Studies) or within other
colleges at ASU.
A Teacher Candidate may appeal any decision to the Teachers College Student Issues Committee
resulting from a request for dismissal from the internship or student teaching. The appeal must
include the reasons for dismissal or disqualification and a clear rationale for why reinstatement
should be permitted.
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Student MUST complete this section
Semester: Fall □
Spring □
Year: ___________
Campus of Admission: DPC □ Poly □ Tempe □ West □
TEACHER CANDIDATE TIMECARD
STUDENT NAME (Last, First, M.I.):
ASU Affiliate ID #:
Program:
DLL
ECD
EED
Dual Cert (EED/SPE)
Student Information:
Student’s Email:
Address ______________________________________________________________________________________________________
City ___________________________________
State______
Zip____________
Phone (
) _______ - ___________
Mentor Teacher’s Name:
Placement Information:
District
Classroom Grade Level or Subject:
School
Site Coordinator’s Name:
Address
City ___________________________________
State_______
Zip ____________
Phone (
) ______ - __________
Teacher Candidates should follow the Mentor Teacher’s Contract Hours
1
2
3
4
5
6
7
Number of Days Absent
Number of Days Present
Mentor Teacher’s Initials
Teacher Candidate Signature:
Date:
Site Coordinator Signature:
Date:
8
9
10
11
12
13
14
15
16
17
TOTAL
18
19
NOTES:
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