Center for Bilingual/ESL Education Student Teaching Supplemental Handbook 502 Yates Street Science Hall, Rm. 328 Box 19777, Arlington, Texas 76019 Phone Number: (817) 272-3099 Fax: (817) 272-5157 CBEE Contact Personnel Phone: 817-272-3099 / Fax: 817-272-5157 Dr. Luis A. Rosado Dr. Carla Amaro Lic. Lidia Morris Program Director Assistant Professor Coordinator/Clinical Instructor 817-272-7567 817-272-3346 817-272-0713 rosado@uta.edu amaro@uta.edu lidiam@uta.edu Stephanie D. Bell Administrative Assistant 817-272-3099 sdbell@uta.edu Table 1 Student Teaching–Summary of Required Documentation Documents Description Timelines 1. UTA Candidate Schedule form 2. Resume 3. Educational philosophy in English See format in the Forms section. See example in the Forms section. Description of their educational philosophy and its application for the teaching of English language learners One every week, beginning with the first week of class at UTA. Placement I Week I Week 3 Week 2 4. Weekly Reports 5. Lesson Plans and Observations (Seven lesson plans, one for each official observation.) Lesson plan requirements Two lesson (2) plans for the Cooperating Teacher and two (2) for the UTA Field Supervisor Placement II Submitted electronically on Monday. Lesson plans are due 48 prior to the delivery of the lesson. Lesson plan requirements Two lesson (2) plans for the Cooperating Teacher and one (1) for the UTA Field Supervisor One after each formal evaluation 6. Seven Lesson Self-reflection Form- electronic 7. Student Teaching Official Evaluations (An evaluation is done after each of the seven observations) Immediately after each evaluation. Placement I (Cooperation Teacher 1) Teacher Observation Record Form- Electronic Teacher Observation Record Form- Electronic Placement II (Cooperation Teacher 2) Teacher Observation Record Form- Electronic Teacher Observation Record Form- Electronic Placement I (UTA Field Supervisor1) Teacher Observation Record Form- Electronic Teacher Observation Record Form- Electronic Placement II (UTA Field Supervisor) Teacher Observation Record Form- Electronic 2 Student Teaching Handbook- Fall 2014 EDUCATIONAL PRINCIPLES Professional Development and Assessment System (PDAS) Evaluation Criteria In addition to the Standards for Teachers in Texas, students have to become aware of the system used to appraise teachers in Texas. Both the standards and the Professional Development and Assessment System (PDAS) are used to assess performance of in-service teachers in Texas. A synopsis of the PDAS follows. Domain 1 The students are actively engaged in learning that is at a high cognitive level, promotes self-directed behavior, contains an interdisciplinary content, and is relevant to life applications. Domain 2 The goals, objectives, content, and strategies are aligned with TEKS, correlate with prior learning in other disciplines, relate to the interests of students, engage students in critical thinking and problem solving, utilize available technology, and pertain to life applications. Domain 3 The academic progress of students is monitored and assessed. The assessment is aligned with the TEKS, instructional goals, objectives, and strategies, is appropriate for the varied characteristics of students, and provides opportunities for students to receive specific constructive feedback. Domain 4 The teacher effectively manages student discipline, instructional strategies, time and materials. Domain 5 The teacher communicates effectively with parents, staff, community members, and other professionals. Domain 6 The teacher correlates professional development opportunities with prior performance appraisal, the TEKS, the needs of students, and the goals of the campus and district. The teacher works collaboratively toward the improvement of academic performance for all students. Domain 7 The teacher complies with national, state, district, and campus requirements. Domain 8 The goals, objectives, content, and strategies are aligned with the STAAR objectives for social studies, science, reading, writing, and mathematics. 3 Student Teaching Handbook- Fall 2014 EXAMINATIONS FOR THE CERTIFICATION OF EDUCATORS Information and Policies Texas law requires all individuals seeking educator certification to pass examinations in the areas in which they seek certification. The purpose of these examinations is to ensure that each educator has the necessary academic content and professional knowledge to perform in Texas public schools. The Texas Examination of Educator Standards (TExES) was developed for this purpose. Visit the SBEC website to get information to prepare for the certification examinations: http://texes.ets.org/prepMaterials/ System to Clear Students to Take TExES Examinations Students seeking EC-6 Bilingual or EC-6 ESL Certifications will be authorized to take the TExES examinations following the process that follows: Table 2 TExES Timelines Tests TExES 190 Bilingual Target Language Proficiency Test — Spanish proficiency TExES 191 Generalist EC-6 Examination Content Listening, speaking, reading and writing Number of items: 4 sections T Time: 3.5 hours Certification Bilingual Only ELA, mathematics, social studies, science, fine arts, health, and P.E. Number of items: 140(15) Time 4-5 hours All EC-6 Students TExES 160 The Pedagogy and Professional Responsibilities Examination EC6 TExES 164 Bilingual Supplemental TExES 154 ESL Supplemental Designing and implementing instruction, assessment, classroom management, and roles and responsibilities. Number of items: 90(10) Time: 4-5 hours All EC-6 Students Four (4) Competencies- 70 Questions Time:4-5 hours Bilingual Only 10 Competencies- 70 Questions Time: 4-5 hours ESL Only 4 Student Teaching Handbook- Fall 2014 UTA CANDIDATE SCHEDULE (To be submitted during the Week 1 of the Student Teaching) Identify the type of Experience: Student Teaching (X) First Assignment ( ) Second Assignment ( ) Candidate_______________________________ School/District______________________ Candidate Home Phone: ( ) _____ - ______ Work Number ( ) ____ -_______ E-mail _____________@______________ Cell Phone: Cooperating Teacher 1. ___________________ Cooperating Teacher 2:__________________ Grade: _____ Placement 1: Number of Identified ELLs _________________ Email: ___________________________ ( ) ______________________ Number of non-bilingual students____________ Grade: ______ Placement 2: Number of Identified ELLs _________________ Email: ___________________________ Number of non-bilingual ___________________ Room number _________________________ Time:____________________ School Telephone # ______________________ Prep/Conference Principal ____________________________ Phone number ___________________________ Fax number _____________________________ *Please attach a school district calendar to this form with holidays and no school days identified. I am currently enrolled in ______ hours at the University of Texas at Arlington. Please list the courses in progress: Course ____________________________ Time Day(s) __________ M T W Th F S Building ________ Room # ________ ____________________________ __________ M T W Th F S ________ ________ ____________________________ __________ M T W Th F S ________ _______ MONDAY TUESDAY WEDNESDAY THURSDAY Period/Time Subject 5 Student Teaching Handbook- Fall 2014 FRIDAY LESSON PLAN REQUIREMENTS On the next several pages, you will find the standard lesson plan format. The following guidelines apply to preparation of lesson plans. For REQUIRED Formal Evaluations of Lessons Student teachers are required to complete a lesson plan for all lessons that will be formally evaluated by the Cooperating Teacher(s) and/or Field Supervisor(s). The proposed lesson plan has to be submitted to the appropriate evaluator 48 hours prior to the evaluations. Once the lesson is delivered, student teachers are required to complete the Lesson Reflection Form included in this handbook. It is required that student teachers share it with the Cooperating Teacher/UTA Field Supervisor and submit it on line. For Lessons not being evaluated If student teachers begin to have sustained responsibility for classes, the Cooperating Teacher may decide to allow him/her to use an abbreviated lesson plan used by the school. This choice is up to the discretion of the Cooperating Teacher, and will be agreed upon by the Cooperating Teacher and the student teacher prior to conducting the lesson. *If there are any questions, please feel free to contact the personnel from the Bilingual/ESL Education Program at 817-272-3099. 6 Student Teaching Handbook- Fall 2014 LESSON PLAN FORMAT—ENGLISH Candidate _____________________ UTA Field Supervisor_________________ Date____________ Cooperating Teacher ________________________________School___________________________ School District _______________________Grade ________ Subject __________________________ ________________________________________ __________________________ Approval to teach lesson (Cooperating Teacher) Approximate Length of Lesson ______ Beginning: ___________ Date Ending: _____________ I. SUBJECT____________________________________________GRADE____________________ II. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________ III. ENGLISH LANGUAGE PROFICIENCY STANDARS (ELPS) __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________ IV. CONTENT OBJECTIVE(S) __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________ V. LANGUAGE OBJECTIVES (FROM ELPS) __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________ VI. MATERIALS—RESOURCES (3 TO 5) __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________ VII. KEY VOCABULARY (5 OR MORE) __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________ VIII. INSTRUCTIONAL DELIVERY 1. Introductory activity (Focus) 7 Student Teaching Handbook- Fall 2014 __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________ 2. Procedure _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________ 3. Assessment _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________ 4. Reteaching _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 5. Closure _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________ IX. ENRICHMENT AND EXTENSION __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________ 8 Student Teaching Handbook- Fall 2014 LESSON PLAN FORMAT—SPANISH Candidato _____________________UTA Supervisor ________________________ Fecha_________ Maestro/a Cooperador/a _____________________Escuela ________________ Distrito__________ ____________________________________ ______________ Aprobación del Maestro/a Cooperador/a Duración de la lección _____ Hora que Empezó_______ Date Hora que Terminó_________ I. ASIGNATURA_____________________________GRADO ESCOLAR__________________ II. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________ III. OBJECTIVO(S) DE CONTENIDO _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________ IV. MATERIALES—RECURSOS (3 A 5) _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________ V. VOCABULARIO CLAVE (5 O MÁS) _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________ VI. PRESENTACIÓN DEL CONTENIDO 1. Introducción o Enfoque ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ 2. Procedimiento ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ 9 Student Teaching Handbook- Fall 2014 3. Evaluación ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ 4. Re-enseñanza ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ 5. Cierre ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ VII. Enriquecimiento y extensión _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________ 10 Student Teaching Handbook- Fall 2014 CLASSROOM OBSERVATION REFLECTION FORM (To be completed by Candidates – Observation of the Cooperating Teacher during instruction) Name ________________________ Grade Level _________ Subject __________________ Date of Lesson ___________________ Actual Length of Lesson ______________________ You will observe lessons taught by the Cooperating Teacher and write an observation reflection following the guidelines below. 1. 2. 3. 4. Respond to each question below the four categories on a separate piece of paper. This document must be typed using regular font. After completing your reflections, e-mail the document to your UTA Supervisor. Bring a hard-copy to seminar. These questions are designed to help you focus during an observation. GENERAL REFLECTION Overall, how successful was this lesson? CLUSTER 1: PLANNING AND PREPARATION FOR LEARNER-CENTERED KNOWLEDGE AND INSTRUCTION How was knowledge of content and pedagogy (TEKS objectives) demonstrated? How was knowledge of students demonstrated? How were the instructional goals and objectives (curriculum appropriateness) utilized? How was knowledge of materials, resources and technology demonstrated? How coherent was instruction (transitions noted and subject material integrated) delivered? How was student learning (informal, formal, verbal, written, participation or visual) assessed? CLUSTER 2: CLASSROOM ENVIRONMENT THAT PROVIDES EQUITY, EXCELLENCE, AND INSTRUCTION How was an environment of respect (body language, tone, manners) created? How was a culture for learning (stated objectives and agenda, and reviewed prior knowledge) established? How were classroom procedures (delegated to students, instructions stated clearly) managed? How was student behavior (expectations posted, consistent, verbal and non-verbal cues, and effective) managed? Briefly describe how the physical space (seating arrangement, location of visuals, safety, and cleanliness) is organized. CLUSTER 3: INSTRUCTION AND COMMUNICATION Did the teacher communicate clearly and accurately (usage, tone, written and oral, pace, and verbal and non-verbal cues)? How were questioning / discussion techniques (Critical thinking, logical sequence, frequency, and explanations) utilized? How did students engage in learning (frequency; whole group, small groups, individuals)? How was feedback provided to the students (positive; prompt; specific; and clear)? Did you observe flexibility and responsiveness? 11 Student Teaching Handbook- Fall 2014 Résumé As part of their professional portfolio, candidates are required to have a resume. The format that follows provides an idea how to develop it. However, candidates have to adapt the format to their particular situation. Suggestions: a. b. c. d. e. Keep resume simple and to the point. Use the traditional fonts (12 inch). Avoid cursive or any kind of font difficult to read. Avoid personal statements and the first person. Do not provide personal information, i.e., religious preference, marital status, information about children, physical descriptions or any other information that affect employment opportunities. f. Organize the document so that it is easy to read. For the main components of the resume, you may use larger font and bold. g. Check for spelling and the use of colloquial and non-standard words and expressions. See one of the formats that can be used to develop your resume. Resume Format Name Address Denton, TX 76210 Email: rmiemail8@aol.com Phone: 817-535-2273 Cellular: 682-898-2217 OBJECTIVE: To secure a full time position in EC-6 __________ Education EDUCATION: Bachelor’s degree in Child Studies with Bilingual Education University of Texas at Arlington 701 South Nedderman Drive Arlington, Texas 76019 (May 2005 Expected Completion Date) 2012 Associate Degree in Urban Education, El Centro Community College 100 Main Street, Dallas 76888 2008 High School Diploma – Cum Laude Arlington High School, Arlington, TX CERTIFICATION: Bilingual Early Childhood -4th Grade (Expected completion date) Examinations Completed: TExES 160, 192… (If you have not finished testing, indicate the number of tests passed) PROFESSIONAL EXPERIENCE: (Jobs held – beginning with current employment) 2010- Present Instructional aide, Dallas ISD – Get official address Responsibilities: 12 Student Teaching Handbook- Fall 2014 2007-2009 George’s Fast Cooking, 301 South College, Arlington, TX 76019 Responsibilities: (You can describe the responsibilities if you wish, but it is not necessary) LANGUAGES SPOKEN: Fluent in English and Spanish (If you are monolingual, do not include this section) COMMUNITY ACTIVITIES: Fall 2008 Participate in a Go Center activity to motivate students to remain in school MEMBERSHIP: 2006-Present 2006-Present Bilingual Education Student Organization (BESO) Position held: Secretary Texas Association for Bilingual Education (TABE) AWARDS AND RECOGNITIONS 2011 Paraprofessional of the Year at Jacinto City Elementary, DISD 2011-2013 Title III Scholarship (UT Arlington) 13 Student Teaching Handbook- Fall 2014 Educational Philosophy I believe that every child has the potential to learn and exceed our expectations. We as educators have the responsibility to nurture the child’s inherent love for learning and inquisitive nature. Every child has a unique way of learning therefore it is the educator’s role to adapt their teaching style to unlock the child’s learning potential. This can only be accomplished by putting the individual child’s needs first. By taking into consideration their background and abilities and matching these with the right teaching style that helps them succeed. Every child needs to be challenged and supported at all levels in order to excel. The ultimate goal for a teacher is to instill the love for lifelong learning and prepare the child for a competitive and global society. 14 Student Teaching Handbook- Fall 2014 RESOURCES FOR TEACHERS WEBSITES AERA American Educational Research Association AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. http://www.aera.net/ SBEC State Board for Educator Certification The certification board is now part of the Texas Education Agency. It is organized into four broad areas: educator preparation, assessment and accountability, certification, and investigations and enforcement. http://www.sbec.state.tx.us/ COEHP College of Education and Health Professions (The University of Texas at Arlington) Faculty and staff information, calendar of events, testing information and certification requirements www.uta.edu/COE TEA Texas Education Agency School district information, school law, curriculum and assessment (Texas Texas Essential Knowledge and Skills – TEKS), Professional Development and Appraisal System (PDAS), Texas Successful Schools Award System (TSSAS), Accountability, School Finance and Funding, Information and publications for the public. http://www.tea.state.tx.us/ TExES Texas Examinations of Educator Standards The State Board for Educator Certification has produced the following new test frameworks for the Texas Examinations of Educator Standards (TExES), the new certification examination program to begin in fall 2002. Test frameworks were developed based on SBEC-approved new educator standards. http://www.sbec.state.tx.us/stand_framewrk/TExES/texes.htm U. S. Department of Education http://www.ed.gov/ and http://www.ed.gov/index.jsp GLOSSARY Academic Learning Time (ALT) The amount of time students spend successfully engaged in acquiring new skills and information. Accommodation Adjustments that are made in instruction, duration of assignment, or environment that allow a student to succeed and understand. No changes are made to the curriculum. Admission, Review, Dismissal (ARD) A committee consisting of a parent/guardian, child, teacher, counselor, test administrator and/or school administrator to admit, review or dismiss a student to or from a special education program. 15 Student Teaching Handbook- Fall 2014 AEIS (Academic Excellence Indicator Score) The state of Texas provides information about student characteristics, student achievement, attendance and dropout trends, teacher characteristics, school and district resources, and special needs. http://www.tea.state.tx.us/perfreport/aeis/ Americans with Disabilities Act of 1990 (ADA) A civil rights law to prohibit discrimination solely on the basis of disability in employment, public services, and accommodations. At-Risk Describes a student with socioeconomic challenges, such as poverty or teen pregnancy, which may place them at a disadvantage in achieving academic, social, or career goals. Such students are deemed "At risk" of failing, dropping out, or "falling through the cracks" at school. Attention Deficit Disorder (ADD) Current term referring to a variety of symptoms that include poor attention, impulsivity, and over activity; primary difficulty seems to be the inability to focus attention on one task while responding to other events in the environment. Alternative names: ADHD; Attention deficit hyperactive disorder; Childhood hyper kinesis; or Hyperactive. There are three sub-categories of attention deficit disorder: Autism attention deficit/hyperactivity disorders: combined type attention deficit/hyperactivity disorder: predominantly inattentive attention deficit/hyperactivity disorder: predominantly hyperactivity or impulsive A complex neurological disorder that typically appears during the first three years of life. Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. The disorder makes it difficult to communicate with others and to relate to the outside world. BICS Basic Interpersonal Communication Skills, part of a theory of language proficiency developed by Jim Cummins (1984), which distinguishes BICS from CALP (Cognitive Academic Language Proficiency). BICS is often referred to as "playground English" or "survival English." Bilingual Education An education program for children whose native language is not English. Children are taught for some portion of the day in their native language, with the goal of moving them into mainstream English classes as quickly as possible--usually within two or three years. Ideally, such programs allow students to keep up academically because they can learn subject matter in their native language while they learn English. CALP Cognitive Academic Language Proficiency. According to Jim Cummins (1984), CALP is the language ability required for academic achievement in a context-reduced environment. Examples of context-reduced environments include classroom lectures and textbook reading assignments. Candidate—A participant in an educator preparation program seeking certification TAC §228.2 (3)). . Cooperating Teacher—The campus-based mentor teacher for the student teacher or clinical teacher (TAC §228.2 (6)) Criterion Referenced Test (CRT) A standardized test that is aligned with a state's academic standards and thus intended primarily to measure students' performance with respect to those standards rather than to the performance of their peers nationally. Due Process Once a state gives its citizens a right to an education, a citizen may not be deprived of this right without due process of the law (usually through a federal hearing in which the citizen has the right to answer the charges against him/her). 16 Student Teaching Handbook- Fall 2014 Education Service Center (ESC) There are 20 regional service centers in Texas to support local districts and educators. http://www.tea.state.tx.us/ESC/ English Language Proficiency Standards (ELPS) The English Language Proficiency Standards (ELPS) were approved by the State Board of Education on November 16, 2007. These standards replaced the English as a Second Language component of the Texas Essential Knowledge and Skills (ESL TEKS). The ELPS require all teachers to provide instruction to ELLs in listening, speaking, reading, and writing second language acquisition skills to the ELLs in English language arts and the content areas. Emotionally Disturbed (ED) Defined under the Individuals with Disabilities Education Act (IDEA), Public Law 101-476, as follows: (1). The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems. English for Speakers of Other Languages (ESOL) A program designed to provide a positive educational experience for non-English and limited Englishspeaking students. English as a Second Language (ESL) Courses for students from different cultures and first languages other than English. The teacher only speaks English and uses techniques that immerse the students in the English language in a non-threatening and effective manner. University supervisor A certified educator, hired by the educator preparation program, who preferably has advanced credentials, to observe candidates, monitor his or her performance, and provide constructive feedback to improve his or her professional performance (TAC §228.2 (10)). Free Appropriate Public Education (FAPE) In order to comply with the federal mandate (Public Law 102-119, known as the Individuals with Disabilities Education Act, Part B (34 CFR Parts 300 and 301 and Appendix C) that all disabled children receive a free appropriate public education, a school district must provide special education and related services at no cost to the child or her/his parents. www.fapeonline.org IDEA (Individuals with Disabilities Education Act of 1997) Formerly known as the Education for All Handicapped Children Act of 1975. Children and youth aged 3-21 who are determined through an individualized evaluation and by a multidisciplinary team (including the parent) to be eligible in one or more of 13 categories and who need special education and related services. The categories are autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment including blindness. Children aged 3 through 9 experiencing developmental delays may also be eligible. Infants and toddlers from birth through age 2 may be eligible for early intervention services, delivered in accordance with an individualized family service plan. ideapractices@cec.sped.org. 17 Student Teaching Handbook- Fall 2014 In-School Suspension (ISS) Students who violate the school rules and policies and spend a period of time during the school day completing classroom assignments isolated from their peers under the supervision of a school staff member. Internship A one academic year (or 180 school days) supervised educator assignment at a public school accredited by the Texas Education Agency (TEA) or other school approved by the TEA for this purpose that may lead to completion of a standard certificate (TAC §228.2 (12)). Individual Education Plan (IEP) Federal law mandates that the school system develop an individualized plan for each exceptional child in its jurisdiction. An IEP is written for any child who has qualified for Special Education, and a committee reviews the plan once a year. Intelligence Quotient (IQ) Shorthand for "intelligence quotient," which is a person's purported mental capacity. The most commonly used in the U.S. and U.K for adults are the Catell B, Culture Free, and Wechsler tests. Generally, scores around 100 are average, while scores below 70 indicate some degree of mental retardation. Scores are test and age dependent. Iowa’s Test of Basic Skills (ITBS) An achievement test battery which is a nationally normed test that measures a broad range of skills in various academic areas. This is a general measurement of the subjects covered. Learning Disability (LD) One or more deficiencies exhibited by a child in the essential learning processes of perception, conceptualization, language, memory, attention, impulse control or motor function. LRE - Least Restricted Environment Mainstreaming Placing Special Education students in the “regular” classroom. The number of classroom hours is individually, determined by the specific needs of each student IEP. Cooperating Teacher A colleague with advanced training and experience who by choice or designation establishes a supportive, helping and accessible environment that facilitates the natural development of professional skills of a new teacher. Modification Adaptation to the curriculum to the appropriate grade or ability level specified in the student's IEP. NABE - National Association for Bilingual Education NAEP National Assessment of Educational Progress. NAEP, known as "the nation's report card," is a national testing program administered by the National Center for Education Statistics (NCES) of the U.S. Department of Education. Since 1969, NAEP tests have been conducted periodically in reading, math, science, writing, history, and geography. The NAEP trend assessment provides comparable data over time on the achievement of 9, 13, and 17 year olds across the nation. The NAEP main assessment allows for regional and state-by-state comparisons of the educational attainment of 4th, 8th and12th grade students. NAME National Association for Multicultural Education Norm-Referenced Test A standardized test designed primarily to compare the performance of students with that of their peers nationally. Such tests do not generally measure how students perform in relation to a state's own academic standards. 18 Student Teaching Handbook- Fall 2014 Off-Campus Suspension (OCS) Students who violate the rules/code of conduct may be sent home or to an alternate campus as a consequence of their misbehavior or violation. Paraprofessional An individual who assists teachers in non-teaching tasks in the classroom; also referred to as “educational aide” or “teaching assistant.” Check with local administration to clarify duties of a paraprofessional in your classroom. PEIMS (Public Education Information Management System) In compliance with Texas Education Code, PEIMS contains only the data (student demographic and academic performance, personnel, financial, and organizational information) necessary for the legislature and the Texas Education Agency (TEA) to perform their legally authorized functions in overseeing public education. It does not contain any information relating to instructional method, except as required by federal law. Professional Development and Appraisal System (PDAS) The appraisal process and performance criteria developed by the Texas Education Agency to review educators annually or more often if needed. A teacher may be given advance notice of the date or time of an appraisal, but advance notice is not required. http://www.tea.state.tx.us/PDAS/ Pull-out Removing a child or children from regular classroom settings for either remedial or enrichment coursework. Student Teacher A student enrolled in the COEHP who works collaboratively with a Cooperating Teacher at a partner school in a student teaching practicum to acquire the necessary knowledge and skills to be an effective classroom teacher. Resource Teacher A professional educator who offers ideas to the “regular” classroom teacher for helping special education students to better adapt to the mainstream environment and works with students in areas of weakness(es) identified by the IEP. SAT 9 Stanford Achievement Test, ninth edition. Wide-scale norm-referenced assessment of English Reading, Language Skills, Math Procedures & Problem Solving, Listening, Science, and Social Studies. Scholastic Aptitude Test (SAT) A test generally administered in grades 11 and 12. The test is used as criterion for university admission. Site-Based Management (or Shared Decision Making) A philosophy of local school control which enables the principal, staff, students, and community to make significant decisions that affect the school. (SBDM committee) Speech and Language Pathologist A professional who works to remediate deviations and/or disorders of communication, which are educationally significant to the student’s ability to benefit from classroom instruction. STAAR—State of Texas Assessments of Academic Readiness. The new basic skills examinations for children in Texas public schools implemented in 2011. This instrument measures the statewide curriculum and replaces the Texas Assessment of Knowledge and Skills (TAKS). http://www.tea.state.tx.us/student.assessment/staar/ Staff Development Classes/Training offered to school employees through the school district. Classes are offered for teacher recertification and to enhance teaching techniques. A stipend may be paid for taking certain courses. State Board of Educator Certification (SBEC) This entity regulates the certification of teachers and other professional educators in Texas. Texas Higher Education Assessment (THEA) This test must be taken prior to enrolling in any college level coursework. College of Education requirements: 270 Reading, 220 Writing, and 230 Math. TEA (Texas Education Agency) The agency that sets educational policy, and regulates and manage education in the state of Texas http://www.tea.state.tx.us/ TEC - Texas Education Code - http://www.capitol.state.tx.us/ 19 Student Teaching Handbook- Fall 2014 TEKS (Texas Essential Knowledge and Skills) Districts are required to provide instruction in the essential knowledge and skills of the appropriate grade levels in the foundation curriculum. Districts are to use the essential knowledge and skills in the enrichment curriculum as guidelines for instruction. http://www.tea.state.tx.us/teks/ Title I (ESEA) The nation's largest federal education program, created in 1965 during the War on Poverty, Title I of the federal education act (Elementary and Secondary Education Act) serves remedial education programs to poor and disadvantaged children in nearly every school district in the country. Amendments to the law in 1994 were designed to tie the program to school-wide and district-wide reforms based on challenging academic standards. Title I was formerly known as "Chapter 1." Title III (ESEA) A federal program to make limited-English-proficient students proficient at the English language. The full title of this program, created in 1984, is Title VII of the Elementary and Secondary Education Act. Funding goes to alternative approaches to bilingual education, such as English immersion programs, as well as traditional instruction in a student's native language. Title IX (ESEA) Bars gender discrimination in education facilities that receive federal funds. The full name of the law is Title IX of the Education Amendments of 1972. Title IX cases, which have typically been filed at the college level, have increasingly been filed against K-12 schools for sex equity in extracurricular sports. 20 Student Teaching Handbook- Fall 2014