EDC 433: STUDENT TEACHING IN THE ELEMENTARY SCHOOL (SECTIONS 700 SERIES)
Spring 2016
Instructor:
Email:
Telephone:
Office:
Web Site:
Office Hours:
Sharon Brennan, Ed.D.
sharon.brennan@uky.edu
(859) 257-1857
104 Taylor Education Building
http://education.uky.edu/OFE
Conducted via email while abroad
Course Objectives
The primary objective of this course is to provide you with the opportunity to develop, refine, and demonstrate the
competencies necessary for effective teaching practice in the elementary classroom. Another important objective is to help you
build globally-minded strategies and develop an understanding of cultures different from your own so that you can effectively
serve as a leader in 21st century schools. Specific attention will be given to the Kentucky Teacher Standards (KTS) and your
ability to show entry level teacher mastery of KTS. Emphasis is placed on research, reflection, learning, and leading by
applying the theories and methods learned in university courses in real classroom settings under the direction of a
cooperating teacher and a university supervisor. During the semester, you will be required to observe, assist, teach, and
evaluate in a variety of situations in the school(s) where you are assigned.
The course will address the four themes of the conceptual framework for the UK professional education unit: research,
reflection, learning, and leading. You will be given the opportunity to review, analyze, discuss, and apply research from diverse
perspectives in education, including professional scholarship and practitioner inquiry, in order to reflect on your own practices as
you study, observe and practice in P-5 schools. Reflection will also be integrated into your experiences through the production
of written essays and analyses of observation and teaching experiences to help you take advantage of the analytical and
problem-solving skills that comprise critical professional reflection of your teaching. This course emphasizes the commitment of
the professional education unit to assure that graduates move into their professional lives equipped for life-long learning as
educators who will be active in leading colleagues in their schools, districts, and professional organizations. The ultimate
goal in addressing these four themes is to produce leaders who work together to improve student learning among diverse
populations and improve education in Kentucky and beyond.
Note: This syllabus is designed for completion of the requirements for the international portion of the course. Those who complete
a local placement will follow guidelines specifically designed for their experience and will be determined on an individual basis in
consultation with me.
Course Texts: Note: These texts do not have to be printed; the links may be accessed on your device.
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https://2b.education.uky.edu/ocp/wp-content/uploads/sites/28/2015/05/CPSP-Guide-for-Partners-in-Student-Teaching.pdf
http://education.ky.gov/teachers/PGES/TPGES/Pages/Kentucky-Framework-for-Teaching.aspx
http://education.ky.gov/teachers/PGES/Pages/PGES.aspx
Course Requirements
EDC 433 represents a full course load for undergraduate students- 12 credits (the equivalent of 4 three credit courses). Student
Teachers will have two placements of approximately 8 weeks each.
Kentucky’s Educational Professional Standards Board has adopted for statewide implementation a co-teaching approach to
mentoring. As a student teacher, you and the cooperating teacher will actively work together in all aspects of instruction for the
beginning of the placement period including planning, organization, delivery, and assessment of instruction. Seven strategies as
adapted from St. Cloud University’s (Minnesota) training material serve as the framework for the co-teaching approach. These
strategies include:
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One teach; one observe- One has primary instructional responsibility while the other gathers data regarding teaching
and/or learning.
One teach; one assist- One has primary instructional responsibility while the other assists students with their work,
monitors behaviors or corrects assignments.
Station teaching- 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 other teacher led stations.
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Parallel teaching- Each teacher instructs half the students. The two teachers address the same instructional material and
present the material using the same teaching strategy.
Supplemental teaching- This strategy allows one teacher to work with students at their expected grade level while the
other teacher works with the students who need the information and/or materials retaught, extended or remediated.
Alternative (differentiated) teaching- The two teachers use different approaches to teaching the same information.
Team Teaching- Both teachers are actively involved in teaching the lesson by sharing the instruction in a fluid way as
deemed appropriate for the situation.
In order to receive a passing grade in this course, you must successfully complete specified ssignments with accompanying
written work as appropriate during the placement including:
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Professional Growth Plan (PGP)- You must create and update a PGP during your student teaching placements. The
PGP will be created during the orientation session on January 5 th and updated with each of your cooperating teachers
during the placement periods.
Cooperating Teacher Introduction: You are expected to introduce your cooperating teacher to your university-based
supervisor within the first two weeks of each placement period. You may do this via email by sending a note to the
university-based supervisor with the cooperating teacher and the university course instructor on the copy line.
Recording Instructional Days and Activities: At the end of each week of each placement, you must document our
instructional days in the classroom and the type of co-teaching activities in which you have been involved for each
instructional days. These must be recorded on OTIS.
Teaching Schedules outlining Long Range Plans- An outline of the schedule outlining long range teaching plans of
your responsibilities. This should be developed with the cooperating teacher during the first week of each placement and
given to the university supervisor as well as the course instructor as a reference. Responsibilities should increase each
week as you progress through the placement period.
Observation Reports- You will complete two observation reports for each placement period – one based on an
observation of the classroom to which you are assigned and the other of another classroom. See observation report
guidelines for a detailed description of this requirement.
Lesson Plans- You are expected to develop a minimum of 2 formal lesson plans during each of your international
student teaching placements. One plan must be interdisciplinary and one must include the use of technology.
Lesson plans should be sent to me via email and uploaded on OTIS. Lesson plans should be submitted to the cooperating
teacher for approval at least 24 hours in advance of the scheduled time to teach the lesson. Formal plans should follow
the PGES format (templates can be found on EPSB website and COE website- WORD version recommended
Solo Weeks- Each student teacher must successfully complete two weeks of solo teaching. This experience covers five
consecutive days of teaching the whole class without the assistance of the cooperating teacher. The cooperating teacher
and the supervisor are required to review plans and the solo outline, prior to the first day of the solo experience.
Guidelines for the reflection are attached.
Technology- You are expected to focus on incorporating instructional technology in your teaching throughout the
semester. Evidence that technology has been used to provide learning experiences for students should be evident in your
Professional Portfolio.
Mid-term Performance Evaluation- You and each of your cooperating teachers should complete the mid-term
performance evaluation independently and then meet to compare and discuss the results.
Final Performance Evaluation: At the end of each placement period, your cooperating teacher must complete the final
performance evaluation through OTIS online. For your international placement(s), you will need to work with your
cooperating teacher(s) to ensure that the evaluation for that placement is recorded in OTIS.
Student Teaching Notebook- You should keep a notebook during your student teaching placements with your teaching
schedule, lesson plans, PGP and any other information you would like your school-based supervisors to review. This
notebook should be at kept school and available for the university supervisor’s review.
Professional Portfolio- This is the culminating project for the course and is submitted at the end of the semester in a
binder and also on OTIS. It is a continuation of the portfolio which began in EDC 329, practicum, and is now a final
product. This final version should show growth and include all new entries from student teaching or should be updated
to show growth (i.e management plan template will be used). The portfolio must reflect the KTS and the Framework for
Teachers Domains and all entries will be drawn from all teaching experiences while in the professional block. Guidelines
are attached.
Student Voice Survey- This will be completed during the intermediate placement and placed in the notebook and on
OTIS, with an analysis of the results and a reflection. A sample of a student voice survey is available on EPSB website;
however, you can create your own version by using Persuasive Writing, making a multiple choice activity, creating your
own survey, etc.
Debriefing Session and Exit Interview- At the end of the semester, you will participate in an exit interview with the
course instructor as well as other teacher educators and peers. During this session you will reflect on your student
teaching experience and present one artifact from your portfolio. This artifact is considered a “signature piece” because it
represents an initiative you have undertaken that exemplifies your growth. This is the time to reflect upon the entire
semester and receive feedback on the Professional Portfolio and evaluations.
Student Teaching Perception Evaluation: You must complete this evaluation which is available on the Office of
Clinical Practices website. You can access it at: https://www.coe.uky.edu/OFE/Online/ST/evaluations/stueval/
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Individually Tailored Assignment:
If you are completing both the primary and intermediate placements abroad, you are expected to complete one of the tasks listed
below. You must send a note to the assigned university-based supervisor via email before the end of week two of your first
placement identifying which task you wish to complete, explaining why you have chosen that task, and outlining how you will
complete the task including when you will complete it. It may be completed in either the primary or intermediate placement.
If you are completing one placement locally, you must also complete one of the tasks below. You may complete the task during
your international or local placement. You must send a note to the assigned university-based supervisor via email before the end
of week two of your first placement identifying which task you wish to complete, explaining why you have chosen that task, and
outlining how you will complete the task including when you will complete it.
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Learning Centers and Student Work Display- Centers and a bulletin board or hallway/door display (including student
work) should be completed for each of the eight week placements. These are due by the last week of each placement and
must be uploaded to OTIS. The Student Work Display should be photographed and uploaded on to OTIS (and linked to
KTS).
Instructional Unit- This unit should relate to a pertinent curricular topic, lasting one to two weeks. It should be planned
with the assistance of the cooperating teacher and reviewed by the university supervisor. You will complete one unit in
each of your 8 week placements. You will then choose one of the units to include under Standard 2 in the Professional
Portfolio to be scored. Guidelines for the unit and a scoring rubric are included in the syllabus.
Critique of Videotaped Lessons- Videotape two instructional segments (dates on calendar) during the placements and
provide written critiques using the attached checklist. Discuss the taped lesson with the cooperating teacher. Guidelines
for recording may be found in the course text.
Leadership/Professional Growth Project- Each student teacher will plan and implement a leadership activity to be
completed during one of your eight week placements. It should serve as the artifact for KTS 10/Domain 4 in your
professional portfolio. This project must be approved at the start of the placement with the cooperating teacher and
school principal. There is not a specific format for writing up the project because of the variation and uniqueness of each
project.; however, when writing It up for the portfolio please be sure to include the following in a narrative format:
a. Purpose of project
b. Duration of project
c. Impact seen from project/success of project
d. Include any photos or documentation (newsletters, flyers, etc.) from project
Note: The cooperating teacher, university supervisor and/or course instructor may request that you complete other tasks at his/her
discretion.
Professional Standards and Attendance Policy
Students are expected to adhere to university policies and state regulations regarding professional and ethical conduct. Any
violation in these codes may result in failure of student teaching and/or dismissal from the program.
Please be mindful that we are guests in the elementary classrooms and schools that host us. Be sure to dress and speak
appropriately at all times. Establish and maintain professional communication with the school and university staff and the
community. Since you will often be exposed to confidential information, you must honor the codes of confidentiality. High
professional standards must be upheld at all times in terms of attendance; dress; interactions with
students/parents/teachers/principals/university supervisors/and other school personnel; confidential and respectful treatment of
observations and information; and completion of materials and requirements in a timely manner and professional form. Do not
use regular school time for personal or course use that takes your attention away from the classroom experiences.
Student teachers are expected to be at school every day that the school is in session including records days and professional
development days. You are expected to attend faculty meetings and participate in the life of the school as a regular faculty
member. This includes following the arrival and departure times required of the teachers in the building. There will be times
when you are expected to arrive early or stay longer to assist your cooperating teacher.
All absences (excused and unexcused) in excess of two days must be made up. The accumulation of four tardies/early
departures will result in an unexcused absence. In the event of absence, the student teacher must contact the cooperating teacher
and the university supervisor before the school day begins. You are also expected to contact the university supervisor if you arrive
late or leave early. It is the student teacher’s responsibility to make arrangements to make up missed days.
Attendance must be recorded weekly on OTIS (weekly attendance report), along with checking off all co-teaching strategies
utilized during that particular week of teaching.
Excused absences: S.R.5.2.4.2
 Serious illness
 Illness or death of family member
 University related trips
 Major religious holidays (257-2754 religious liaison)
 Other circumstances you find to be “reasonable cause for nonattendance”
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Evaluation and Grading Procedures
During the student teaching semester, you will be observed by your university supervisor and cooperating teacher. The
cooperating teacher provides continuous informal feedback throughout the placement and should complete a minimum of two
formal observations (per eight week placement) with written feedback prior to each solo week. The cooperating teacher also
completes midterm and final evaluation forms provided on OTIS by the university. The university supervisor completes a final
evaluation. This information, along with the successful completion of all items listed under course requirements, is used to
determine the final grade. The course is offered on a pass/fail basis only. Satisfactory work must be demonstrated in order to
receive a passing grade. Also, students must follow attendance guidelines and complete days missed in excess of two. A failing
grade will be recorded for any student who does not meet the standards outlined in this syllabus.
Evaluations will be ongoing throughout the student teaching experience. Problems with attendance, punctuality, and
professionalism will result in the development of a written Action Plan and review of status by the College of Education
Elementary Program Faculty.
Midterm evaluations should be completed separately by you and your cooperating teacher after the first four weeks of each
placement. Both are completed on OTIS.
Final evaluations are completed by the cooperating teacher for each of the eight week placements. These are also completed on
OTIS. The university supervisor completes a final evaluation at the end of the placement period.
As described in the course requirements, you will participate in the debriefing session and exit interview at the end of the
semester. This session represents the culminating event of the entire professional block experience. This is a time to present and
highlight your experiences and growth throughout your time in the elementary program, and to demonstrate full implementation of
the Kentucky Teacher Standards.
Standards Associated with this Course:
Kentucky Teacher Standard
Standard 1: The teacher demonstrates applied content
knowledge
Standard 2: Designs and plans instruction
Standard 3: Creates and maintains learning climates
Standard 4: Implements and manages instruction
Standard 5: Assesses and communicates learning results
Standard 6: Demonstrates the integration of technology
Standard 7: Reflects on and evaluates teaching and
learning
Standard 8: Collaborates with colleagues, parents,
others
Standard 9: Evaluates teaching and implements
professional development
Standard 10: Provides leadership within school,
community and profession
PGES Domains
1A, 1B, 1E, 2B, 3A, 3C, 3E
1A, 1B, 1C, 1E, 1F
1C, 2A, 2B, 2C, 2D, 2E, 3A, 3C, 3E, 4B
1B, 1C, 1D, 2A, 2C, 2D, 2E, 3A, 3C
1B, 1C, 1D, 1F, 3B, 3D, 3E, 4C
1D, 3B, 3C, 3D, 4B, 4C, 4F
4A, 4B, 4E
4C, 4D, 4F
4D, 4E
4D, 4E, 4F
COE Functional Skills and Dispositions:
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Communicates appropriately and effectively
Demonstrates constructive attitudes
Demonstrates ability to conceptualize key subject matters, ideas, and relationships
Interacts appropriately and effectively with diverse groups of colleagues, administrators, students and parents in
educational settings
Demonstrates a commitment to professional ethics and behavior
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Tentative Assignment Schedule
Note: Due dates for assignments may be modified to accommodate special circumstances.
Assignments will be submitted via email and recorded on OTIS; performance evaluations will be submitted via OTIS.
Week 1:
 Announce arrival at site and briefly describe first impressions of your new environs via email.
 Share the PGP you created with CT.*
 Share program material and procedures with CT.
 Help CT complete EPSB mandated supervisors’ training (Parts A & B).
Week 2:
 Submit Observation Report #1.
 Share Long Term Teaching Schedule Outline with CT and send to UBS
 Submit lesson plan (Parts 1 & 2) using format provided on the link.*
 Introduce your cooperating teacher to your university-based supervisor via email.
Week 3:
 Submit reflection using COST Participation questions in COST packet.*
(Part 2: Emerging Perceptions)
Week 4:
 Submit mid-term performance evaluation for you and CT.**
Week 5:
 Submit lesson plan (Parts 1 & 2) using format provided on the link.*
 Submit the student voice survey reflection either now or in week 12.*
Week 6:
 Complete first solo teaching experience.
 Review PGP and Self Assessment & Reflection; revise as needed; share with CT.
Week 7:
 Help your CT complete final performance evaluation and submit.**
 Submit Observation Report #2.*
 Send a thank you note to your CT, the school principal and the external supervisor.
Week 8:
 Review PGP; revise as needed and share with CT.
 Share program material and procedures with CT.
 Assist CT with completing EPSB mandated supervisors’ training if needed (Parts A B).
 Introduce your cooperating teacher to your university-based supervisor via email.
Week 10:
 Submit reflections using COST Participation questions in COST packet.*
(Part 3: End of Experience Perceptions and Logistical Information.)
 Submit Observation Report #3.
 Submit lesson plan (Parts 1 & 2) using format provided on the link.*
Week 11:
 Submit mid-term performance evaluation for you and CT.**
Week 12:
 Submit lesson plan (Parts 1 & 2) using format provided at the end of the syllabus.*
 Submit the student voice survey reflection if you did not do so in week 5.*
Week 13:
 Complete solo teaching experience.
 Review PGP; revise as needed; share with CT and submit.*
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Week 14:
 Help your CT complete final performance evaluation and submit.
 Submit Observation Report #4.
 Send a thank you note to your CT, the school principal and the external supervisor.
 Complete and submit the UK and EPSB Program Perception Evaluations.
Week 15: Participate in the debriefing session and exit interview.
Note: Asterisk (*) indicates that requirement should be submitted via email; double asterisk (**) indicates requirement should be
submitted via OTIS online.
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Teaching Schedule Outlining Long Range Plans
Long Range Plans
Placement:________________
Week One
Week Two
Week Three
Week Four
Week Five
Week Six
Week Seven
Week Eight
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Guidelines for Observation Reports
You will conduct two observation reports during each placement period. The first will be a report of the classroom in which
you have been assigned and the second will be a report of another classroom, preferably at another grade level. You should
submit each report in the week indicated on the course schedule.
Note: The reports are listed on the tentative schedule as 1 and 2 for the first placement and 3 and 4 for the second placement.
Observation of Assigned Classrooms: (Reports 1 & 3)
During the first week of your placement, record your observations, perceptions, reflections, regarding the classroom, teaching
practices and curriculum. Then, create a formal, narrative, word processed observation report focusing on your impressions
of the classroom climate, management and discipline, teaching practices, and the students as a group and individually. Use
the following guidelines to create your report.
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Describe the physical and organizational aspects of the classroom. How is the room organized; what advantages
and/or disadvantages do you see to this arrangement? How does the physical arrangement promote or discourage
teacher/student interactions? Does it allow for cooperative learning? What emergency procedures are in place for
the classroom and school?
Reflect on classroom management and discipline.
What instructional practices does your cooperating teacher use? How does she/he integrate technology into his/her
teaching? Is there evidence of interdisciplinary lessons? Describe how technology and/or interdisciplinary instruction
is evident? How are the individual needs of students met? What assessments (formative and summative) are being
used to guide instruction?
Describe what students are doing? Are they actively engaged in learning? What have you noticed about their
friendships and their relationships with one another and the teachers? How do you see yourself interacting with this
group of children?
Observation of Other Classrooms: (Reports 2 & 4)
Toward the end of each placement, visit another classroom preferably at another grade level or even another school. You may
visit for a half or whole day or visit less time if necessary. While there, record your observations, perceptions, reflections,
regarding the classroom, teaching practices and curriculum. Then, create a formal, narrative, typed observation report
focusing on classroom climate, management and discipline, teaching practices, and the students as a group and individually.
Use the following to create your report:
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Describe the physical and organizational aspects of the classroom. How is the room organized; what advantages
and/or disadvantages do you see to this arrangement? How does the physical arrangement promote or discourage
teacher/student interactions? Does it allow for cooperative learning? What emergency procedures are in place for
the classroom and school?
Reflect on classroom management and discipline.
What instructional practices does your cooperating teacher use? How does she/he integrate technology into his/her
teaching? Is there evidence of interdisciplinary lessons? Describe how technology and/or interdisciplinary instruction
is evident? How are the individual needs of students met? What assessments (formative and summative) are being
used to guide instruction?
Describe what students are doing? Are they actively engaged in learning? What have you noticed about their
friendships and their relationships with one another and the teachers? How do you see yourself interacting with this
group of children?
What is your biggest “take away” from the visit?
Guidelines for Developing an Exit/Interviewing Portfolio
Your teaching portfolio is a compilation of your best work assembled in a notebook or binder. It includes carefully selected
samples of your work which reflect your ideas, practices, and ability to analyze your teaching. It provides an excellent vehicle
for documenting your teaching experience and that you have successfully met the Kentucky Teacher Standards. The ten
artifacts selected should be uploaded onto OTIS and labeled by the standard to which they are tied. Both the artifacts in the
notebook and on OTIS should include a thorough explanation/reflection as to why they are linked to each standard. The
professional binder must be created around the four domains from the Framework for Teachers. (Note: All ten artifacts will
be on OTIS, but the binder will showcase four of these and be presented as the TPGES domains.)
The following areas should be represented in the domain binder:
1. Table of Contents
2. Resume/Letters of Recommendation/Evaluations
3. Philosophy of Education
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4.
Evidence for each of the four Framework For Teachers Domains
*Comments on the philosophy statement: In order to be an effective, reflective teacher it is very important to be able to express
your reasons for becoming a teacher and explain what you hope to accomplish as a professional. The philosophy included should
be brief (1-2 pages); yet capture the essence of your beliefs. The following questions are intended to help guide, not constrain
your thinking.
 What do you see as the most important aims of formal schooling?
 Why do you want to be a teacher?
 What is effective teaching?
 What kind of teacher-student relationship do you prefer?
 What do you want your students to achieve while in your classroom?
General Notes:
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The portfolio should be professionally tabbed and organized by the domains.
If you include student work or photos, do not include last names.
At the beginning of each standard (both in the notebook and on OTIS), include an explanation of how this artifact is
linked to that standard. Templates to use with the domain binder are on CANVAS.
Gather your evidence all semester. Also, remember this is a portfolio of your best work while in the entire professional
block- from entry, to midpoint, to exit.
If you choose to use your EDC 323 Management Plan as an artifact, you must update it with the template provided on
CANVAS, showing how your philosophy has changed after this third semester in the professional block. This is a
continuation of the changes you made in practicum.
The portfolio will be presented during the Exit Interview to a panel of educators. You should be able to discuss your
most significant growth area and able to present both the unit and PGP.
The leadership standard is required for one of the two eight week placements. All student teachers should plan and
implement a leadership project within the assigned classroom or within the school. Students are expected take on a lead
role or collaborate on a project with other student teachers and teachers in the school setting. Examples of leadership
projects include: planning and implementing literacy or math night, Girls on the Run coach, planning and leading a
canned food or coat drive, coaching robotics, or collaborating to coach Academic Team. The possibilities are endless and
should be discussed and planned with your cooperating teacher and the school principal. *This will be an excellent
artifact for KTS 10 on OTIS and Domain 4 in your binder. Refer to page 4 of the syllabus for more information on the
narrative.
All artifacts should be from the student teaching semester. If an artifact from previous semesters is used, such as the
management plan, it has to be updated with the provided template used in EDC 322.
To submit the portfolio on OTIS, you load the artifacts as you always do; however, you then hit EXIT and it will place all
pieces into the portfolio section.
Scoring Rubric for Elementary Teaching Portfolio
CATEGORY 4
The portfolio contains all important components and
communicates ideas clearly both within the portfolio
and in the oral presentation.
The portfolio artifacts demonstrate in depth
understanding of the relevant concepts and/or
processes needed in teaching and learning.
Where appropriate, the student offers insightful
interpretations and extensions of effective teaching
and assessment.
The teacher candidate presents portfolio artifacts
effectively and demonstrates a clear understanding of
KTS and the Framework For Teaching Domains.
CATEGORY 3
CATEGORY 2
The portfolio contains most important components
and is communicated and presented clearly.
The portfolio artifacts demonstrate a basic
understanding of major concepts of teaching.
The portfolio contains some important components
and communicates those clearly.
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The artifacts suggest gaps in the conceptual
understanding of teaching and learning.
The portfolio shows minimal understanding of
necessary components.
CATEGORY 1
The portfolio artifacts lack evidence of
concepts/processes necessary in effective teaching
and learning.
No portfolio submitted
CATEGORY 0
Score: _____4
_____3
____2
______1
______0
Note: An overall rating of two or below will require the portfolio to be revised and resubmitted for review.
Student Teacher signature and date:__________________________________________________________________
University-based Supervisor signature and date:________________________________________________________
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Guidelines for Completing Video Critiques
During the semester you video two of your lessons and reflect upon your teaching after viewing the recording. For these weekly
logs, please address the following. Do not give just a yes/no response, but be sure to state evidence seen on the recording:
 What types of questioning did you use? (factual, recall, open ended, compare/contrast)
 Did the students participate and were they engaged?
 Did you see a pattern to student involvement? Did you call on a variety of students and was there a pattern to who
responded?
 How did you access prior knowledge?
 How did you connect the lesson to real life experiences?
 Were materials ready and accessible?
 Did you give clear directions? Did you provide sufficient modeling?
 Were transitions within the lesson smooth?
 Where did you position yourself during the lesson? Did you circulate? Did you use proximity control?
 How did you respond to undesirable behavior?
 Did you see student behavior on the tape that you had not noticed while teaching the lesson? If so, what was it and why
do you think you missed it?
OTIS Entries Checklist:
The following list should be used to check that all assignments are uploaded in a timely fashion:
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Record of instructional days with co-teaching activities
Observation reports
Video critiques
Learning centers
Student work display photos
PGP (updated through final check)
Lesson plans including reflections
Portfolio artifacts/entries (all ten KTS artifacts should be uploaded and marked as EXIT)
Four midterm evaluations (two by the student teacher, two by the cooperating teacher)
Two final evaluations (one by each cooperating teacher)
Formal observations (by the cooperating teachers and external supervisors)
Role Definitions:
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The cooperating Teachers (CT) is your classroom-based supervisor with whom you work each day.
The external/university supervisor (EUS) is the site based supervisor who may represent the school administration (e.g.,
principal) or representative from the site-based cooperating university.
The university-based supervisor (UBS) is the supervisor with whom you correspond via email throughout the placements
that are completed in the international site. This is the primary university-based coach who may or may not serve as the
course instructor.
The course instructor is the person whose name appears with contact information on the first page of the syllabus. That
person provides overarching supervision, reviews assignments and determines the course grade.
The student advisor is the person in the Office of Clinical Practices (OCP) who guides you through the application
process and coordinates logistics during and after the placement period.
Important Reminder:
You are expected to participate in a debriefing session and exit interview at the end of the
semester when you return to campus. The session will be scheduled via email.
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