Bilingual Handbook Supplement - The University of Texas at Arlington

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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
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