University of West Georgia
College of Education
University Supervisor
Handbook
2014-2015
University of West Georgia
College of Education
Office of Field Based Preparation
Education Annex 209
Carrollton, GA 30118
678-839-5162
Purpose
Supervision of teacher candidates is a supportive process, which has as its goal the improvement
of the techniques and competencies related to successful teaching practices. This handbook is
designed to support University of West Georgia supervisory personnel in providing key
information in the successful development of caring, intellectual individuals who aspire to teach
in a democratic society.
Introduction
The teacher education program at the University of West Georgia has been guided by the
standards established by the Georgia State Board of Education, National Council for
Accreditation of Teacher Education, Interstate New Teacher Assessment and Support
Consortium, and the University of West Georgia conceptual framework. These accreditation
organizations recognize that the University of West Georgia meets rigorous standards of
excellence in teacher preparation and provides high quality preparation for effective teaching.
The conceptual framework defines the commitment the University of West Georgia has made in
preparing students to demonstrate the ethical and intellectual commitments needed by teachers in
a democratic society. Its ideals are integrated into every desired outcome and performance
assessment espoused by teacher education programs throughout the University, and it serves as
the foundation that supports and unites every teacher education discipline on campus.
Supervision, like teaching, is an ethical as well as an intellectual endeavor. Supervisors
responsible for preparing future teachers need to use the ideals in the conceptual framework to
examine their personal supervisory practices. The democratic conception of education informs all
aspects of teacher education at University of West Georgia. Graduates ready to meet the
challenges and rewards of serving students in a democratic society embody these ethical and
intellectual commitments of teaching and learning:
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The ethical commitments are
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Sensitivity toward the varieties of individual and cultural diversity
Disposition and ability to collaborate effectively with others
High regard for learning and seriousness of personal, professional, and public purpose
Respect for learners of all ages, with special regard for children and adolescents
The intellectual commitments are
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Wide general knowledge and deep knowledge of the content to be taught
Knowledge and appreciation of the diversity among learners
Understanding of the factors that affect learning and appropriate teaching strategies
Interest in and ability to seek out and use informational, technological, and collegial
resources
Contagious intellectual enthusiasm and courage enough to be creative
These commitments are observable in daily professional practice as outlined by the 15
indicators below:
Professional Demeanor
1. Demonstrates specialized content knowledge for teaching
2. Communicates effectively (written, verbal, nonverbal)
3. Uses effective classroom management skills to maintain safe and positive learning
environments
4. Demonstrates practice consistent with an appropriate philosophy of education
5. Seeks appropriate opportunities for professional development
Teaching and Learning
6. Plans and develops lessons to meet instructional goals and serve diverse learners
7. Differentiates instruction
8. Appropriately integrates instructional resources, including technology, into the
curriculum to support student learning
9. Uses multiple assessment strategies
10. Uses reflection to improve instruction
11. Demonstrates persistence in helping all students learn
12. Demonstrates a positive impact on student learning
Interpersonal Skills
13. Demonstrates respect for all students
14. Develops positive working relationships with others involved in the educational setting
15. Includes families in the education process
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I. Responsibilities of a university supervisor
a) Participate with other university supervisors in the study and improvement of the teacher candidate’s
experience by attending the annual university supervisors meeting sponsored by The College of
Education’s Office of Field Experiences.
b) Establish a working relationship with the cooperating teacher.
c) Establish a working relationship with the principal.
d) Clarify with the building principal questions and suggestions regarding the placements of teacher
candidates in the building.
e) Provide general guidance to teacher candidates through seminars and identification of resources to
enhance their work in the classroom.
f) Provide specific guidance to each teacher candidate through observation of work in the classroom.
i. analysis of observation: individual conferences with student, individual conferences with
cooperating teacher, and combined conference with student teacher and cooperating teacher
ii. completion of performance-based assessments
g) Provide specific help to the cooperating teacher through individual conferences and supply of materials
and resources and background information on the teacher candidate.
h) Serve as a liaison between the cooperating teacher and the University by interpreting the University
program to cooperating teachers and communicating feedback from the cooperating teacher to the
University.
i) Assign the final grade of the student teaching experience.
II. General Information
Supervision forms
Supervisors need to contact department and/or program coordinators to determine which supervision form is
appropriate for their particular program.
Evaluations
Supervisors are responsible for discussing each written assessment and the final grade with the teacher
candidate. This may be done jointly with the cooperating teacher or at a separate conference with only the
teacher candidate present.
Student Teacher Responsibilities
Please refer to the Student Teacher Handbook for information pertaining to teacher candidate responsibilities
concerning: attendance, appearance, calendar, corporal punishment, liability, outside activities,
termination/dismissal, substitute teaching, etc.
School Site Visits
For the actual school visit, the supervisor should always report to the principal’s office upon arrival. If the
principal is not in, please leave a note or a message with someone who will notify the principal that you are in
the building. This is a matter of courtesy and communication that is important in school and university
relationships. Visitors may be asked to wear identification badges.
The first visit to a school should be completed during the first two weeks and should focus on personal
acquaintance, review of necessary paperwork, discussion of a schedule for future visits, and review of the
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cooperating teacher’s plans for integrating the teacher candidate into the classroom.
The second, third, fourth, and any subsequent visits should allow for a formal observation, written feedback and
individual conferences with the teacher candidate and the cooperating teacher. If necessary, a three-way
conference may also be arranged. That decision is left to the discretion of the three people involved and will
depend, in part, upon time available as well as other working conditions. The main principle is that an
evaluation should take place for the benefit and with the involvement of the person whose work is evaluated.
Information about individual teacher candidates and cooperating teachers should be shared in a professional
manner for the sole purpose of helping to plan a desirable program. Constructive criticism should be expected
by the teacher candidate. However, verbal and written feedback should also be given whenever appropriate.
Silent communication through mutual respect and personal manner is sometimes even more significant than
words.
For the final conference, attention is focused upon major aspects of teaching that have previously been
identified as significant in judging progress. These areas may appear in a checklist or in other forms used in
appraising progress during the term. The university supervisor is responsible for translating an appraisal of the
student teacher’s progress into a grade. This is always done in consultation with the cooperating teacher. If the
student teacher is involved in a continuous, evaluative process, they will recognize the fairness of final
judgments about their progress, will understand the bases upon which these rest, and will be forewarned in all
instances of unrealistic aspirations.
Issues of concern
In keeping with the conceptual framework of all teacher education programs at the University of West Georgia,
the
following issues are mentioned to emphasize the commitment to the ethical as well as the intellectual
commitments of all teacher candidates. These issues relate to the conduct of teacher candidates and must be of
concern to all professionals involved in the preparation of our future teachers.
Laws, policies, and legislation have been developed in the following areas:
 Chemical abuse. Teacher candidates have the same responsibility as teachers in enforcing rules against
the possession and consumption of chemical substances. They need to be made aware of district policies
pertaining to these issues.
 Child abuse. Teacher candidates may be involved in recognizing signs of child abuse – physical,
neglect, emotional, and/or sexual. They need to know the proper procedures for reporting their
observations. Teacher candidates need to confide their concerns to their cooperating teacher and follow the
school district’s reporting policy.
 Harassment. Teacher candidates will need to know what the roles of educators are in recognizing and
reporting cases of harassment and how they must conduct themselves so as not to engage in harassment.
The student teacher should be required to read the school district’s anti-harassment policy that covers
harassment prohibited by federal, state, and local laws. It is important for the student teacher to know
whom to contact if harassment is directed toward him/her by other staff members or students.
 Professional conduct. Teacher candidates need to be aware that they will be held responsible for their
actions, either verbal or physical, which result in the development of an inappropriate relationship with
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their student(s). It has been legally determined that teachers and teacher candidates are considered to be in
a position of power over their students; therefore, their students are not considered able to make a
consensual decision even if they are over the age of 18.
 Blood borne pathogens. Teacher candidates need to be aware of possible occupational exposure to
pathogenic microorganisms in human blood. These pathogens include, but are not limited to, hepatitis B
virus (HBV) and human immunodeficiency virus (HIV). They need to be aware of the school district’s
Exposure Control Plan designed to eliminate or minimize exposure.
These are very dynamic areas and the university supervisor needs to be sure teacher candidates are aware of
district policies in order that any actions taken are in compliance with the law and with school policy.
Due process for all Teacher candidates
It is very important that all supervisors and cooperating teachers follow the policy of due process for all Teacher
Candidates. Although due process is the right of every Teacher Candidate and constitutes appropriate
supervisory practice, it becomes especially critical in cases involving an appeal of a grade or dismissal of a
Teacher Candidate from a teaching placement.
The following list summarizes the essential practices deemed necessary to ensure due process (Long, 1983):
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Clinical education students must be provided a specific and complete statement of requirements and
expectations.
The teacher candidate must be provided a specific description of the competencies by which he or she will
be evaluated, detailing the processes to be employed.
Supervisor practice at both the school and college level must be consistent with published policy available
to the student teacher in advance.
Orientation of students should provide, in writing, supervisor and institutional requirements.
Supervisory observations should be frequent, comprehensive, recorded, and followed up.
Conferences should be held after observations and include a detailed written summary, with copies retained
by teacher candidate and supervisor.
Adequate conferring time must be provided throughout the program.
Evaluation must be within the context of improvement of state competencies.
Grades awarded relate directly to the stated criteria for those grades.
Supervisors should maintain continuing, factual, objective, written records on each student teacher they
supervise, and the student teacher should always receive a copy.
Teacher candidates should be informed in advance of the steps that will ensure due process for them.
It should be made clear that clinical experiences are courses within the curricular framework of the
University and, as such, removal from student teaching does not require a full hearing if it is for academic
reasons.
Every effort should be made to let the teacher candidate participate in decisions made about them and to
know the data upon which those decisions were made.
Teacher candidates may continue as long as they complete established requirements and demonstrate at
least the stated minimum levels of competence.
Teacher candidates may be removed from the school if it is determined that the pupils assigned to the
setting are suffering from their presence.
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The possibility of serious problems arising is remote, but supervisors need to be sure that due process is
followed when necessary.
Long, B.E. (1983). Ensuring due process in clinical education experiences. The Teacher Educator, 19(3), 29-32.
Concerns about a Teacher Candidate’s Performance
Teacher candidates may encounter difficulties once they begin teaching. They may not progress as quickly as
they should, may not complete assigned responsibilities and may not demonstrate appropriate professional
behaviors. Whatever the reason, university supervisors need to communicate with the cooperating teacher as
soon as possible. Often, additional attention provided at an early stage is all a teacher candidate requires. The
following are suggestions for remediation:
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Teacher candidates should maintain an advanced lesson planning and preparation schedule of at least one
week prior to the implementation.
Lesson plans should be reviewed prior to the teacher candidate being allowed to implement their lesson.
Focus on providing one or two critical concerns at a time and provide examples of best practices in those
areas.
Clarify and restate expectations in areas of concern and provide specific directions and deadlines.
Encourage the teacher candidate to reflect on his/her teaching and make adjustments accordingly.
Share professional development resources.
Require the teacher candidate to observe another teacher modeling specific instructional strategies.
Have the student teacher video record a lesson or activity and require them to provide a self-assessment of
their teaching performance.
In more critical situations, the University supervisor, the cooperating teacher, program faculty, and the teacher
candidate need to work together on an appropriate plan of action. Use the Disposition Concerns form
(Appendix A) as a remediation tool to help concerns be resolved. Act immediately if you think that action needs
to be taken; waiting too long may narrow the options available. Contact your coordinator to assure that you
follow the University of West Georgia policy if you are considering the withdrawal of a teacher
candidate. All placement changes must be made in accordance with the teacher candidate withdrawal policy.
Student Teacher Withdrawal Policy
The preparation of teachers is a responsibility jointly shared by faculty and administrators of the University of
West Georgia and its public school partners. This commitment involves ensuring that the teacher candidate is
well prepared for the teaching experience, that the cooperating teacher models effective teaching practices and
demonstrates appropriate supervision skills, and that the placement site itself reflects the knowledge base of the
specific licensure program. Collaboration between the University and the public schools is necessary to ensure
successful classroom placements and also in making changes that might be necessary during those placements.
There are many factors involved in making student teaching placements and many reasons that contribute to one
placement being more or less appropriate than another. If a placement is not working out, the decision to
terminate that placement must be a group decision. The decision-making process must focus on those actions
that are best for all concerned and not on placing blame. Participants in the process include the: teacher
candidate, cooperating teacher, university supervisor, building principal, university program coordinator, and
the Office of Field Experiences. Dependent upon individual circumstances, a remediation plan may be designed
if a new student teaching site were deemed appropriate.
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Procedures
When withdrawal is being considered because of concerns related to performance of the teacher candidate, the
cooperating teacher, university supervisor, and teacher candidate should meet to develop a plan of action. This
plan needs to:
(1) identify the specific concerns of all participants
(2) develop appropriate strategies and evaluation criteria to address those concerns
(3) set a realistic timeline for review of the action plans. The University supervisor must keep the building
principal and the University program coordinator apprised of these actions.
If the concerns of all parties are not addressed satisfactorily during the designated time period, a conference
should be set up with the university supervisor, teacher candidate, program coordinator, and cooperating teacher
to determine the next course of action. This action could be the development of a second plan using the
guidelines previously listed, the termination of the placement, or the recommendation of withdrawal from the
teacher education program. The building principal should be informed of this meeting and be included if
termination of the placement is being considered.
Final recommendation for termination of a placement needs to include a determination of the teacher
candidate’s next steps. Dependent on individual circumstances, this may include the option to repeat the entire
student teaching experience at a later date or to follow the procedure for appeal.
There may be placement situations that require immediate action because the safety of one or more participants
is in question or because the interests of one or more participants are in jeopardy. In this instance, any of the
involved parties may request that the teacher candidate not participate in classroom activities until the final
determination of a plan of action has been made. The outlined procedures should then be scheduled as
expeditiously as possible.
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Appendix
Disposition Concerns Form and Sample
University Supervisor Resources
Dispositions Concerns Form……………………………………………….. Resource 1
Dispositions Rubric………………………………………………………… Resource 2
Documentation of Student Conference……………………………………. Resource 3
Teacher Candidate Information Sheet……………………………………...Resource 4
Teacher Candidate Weekly Schedule………………………………………Resource 5
Observation Instrument……………………………………………………. Resource 6
FERPA……………………………………………………………………... Resource 7
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Resource 1
Disposition Concerns
Disposition concerns are very important for teacher candidates as disposition becomes increasingly important to the
development of collaboration skills and other professional behaviors. Concerns need to be identified early and problems
need to be resolved as soon as possible. All teacher candidates will be evaluated on the following disposition indicators*,
but only those candidates who have engaged in behaviors that suggest a negative disposition should be reported.
Disposition Indicators:
Collaboration Issues: The ability to work together, especially in a joint intellectual effort. Honesty/Integrity:
The ability to demonstrate truthfulness to oneself and to others; demonstrate moral excellence and
trustworthiness.
Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and others.
Preparation and Punctuality: Respect and seriousness of intent to be prepared and punctual.
Emotional Maturity: The ability to adjust one’s emotional state to a suitable level of intensity in order to
remain engaged with one’s surroundings.
Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better
decisions in the future.
Flexibility: The willingness to accept and adapt to change.
Responsibility: The ability to act independently, demonstrating accountability, reliability and sound judgment.
Verbal and Written Communication: The ability to communicate with various audiences through clear and
organized verbal and written communication.
Student’s Name (please print)
UID#
Major
Explanation of Concern(s):
This concern has been discussed with the teacher candidate. My signature verifies that I am aware of the
document’s contents and existence.
Faculty/Staff Signature
Faculty/Staff Name (please print)
Send a copy of this report to:
Student Signature
Department
Date
The Office of Field Based Preparation
University of West Georgia
ED Annex, Suite 209
Carrollton, GA 30118
Adapted from materials created and used by the Special Education Department, Illinois State
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Resource 2
Dispositions Rubric
If the behavior was not observed, please use N/A.
6801a8c01beaad
Dispositions
Criterion
Performance Rating
Unacceptable (1)
Developing (2)
Proficient (3)
Exemplary (4)
Professionalism:
1
Punctuality
NA
The candidate is
frequently absent or
late to class and fails
to contact instructor.
The candidate
provides no reason for
absence. The
candidate does not
make up missed work
or breaks agreements
for missed work.
2
The candidate is occasionally
absent or late to class and
contacts instructor after
absence. Make-up work is
submitted, but may be late or
incomplete.
3
The candidate
adheres to the
excused absence
policy and contacts
the instructor prior to
absence. The
candidate makes up
missed work as per
agreement with the
supervisor or
instructor.
4
The candidate arrives on time
and does not leave early and
attends every scheduled day or
makes up time for excused
absences. In non-emergency
situations, the candidate reports
absences in advance and
provides documentation.
Professionalism:
1
Preparation
NA
The candidate is
consistently not
prepared and on time
with assignments,
materials, and
presentations.
2
The candidate demonstrates
no more than four instances
when not properly prepared
and on time with assignments,
materials, and presentations.
3
The candidate
demonstrates two or
fewer instances when
not properly prepared
and on time with
assignments,
materials, and
presentations.
4
The candidate is always
properly prepared and on time
with assignments, materials,
and presentations.
Professionalism:
1
Professional
Demeanor
NA
The candidate
disregards the dress
code and/or
appearance is below
professional standard.
The candidate fails to
take corrective action
when prompted.
2
The candidate violates school
dress code and/or
appearance is occasionally
below professional standards,
or must be given a second
reminder about dress and/or
appearance.
3
The candidate most
often abides by
UWG/school dress
code. The candidate
responds positively to
first reminder about
professional dress
and appearance.
4
The candidate sets example for
others by always abiding by
UWG/school dress code. The
candidates appearance is
always professional in all
aspects.
Professionalism:
1
Responsive and
The candidate
Adaptive
responds to feedback
with a defensive or
NA
dismissive attitude
and fails to apply
feedback to correct
behavior or
performance.
2
The candidate occasionally
demonstrates a lack of
receptivity to feedback,
constructive
criticism/supervision and/or
fails to implement suggestions
promptly.
3
The candidate is
receptive to feedback,
constructive criticism,
and supervision and
attempts to implement
most suggestions.
4
The candidate is receptive to
feedback, constructive
criticism/supervision; adjusts
performance
promptly/appropriately. The
candidate engages in
conversation with teachers to
discuss own strengths and
weaknesses.
Professionalism:
1
Ethical and
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2
The candidate fails to The candidate may
3
The candidate
4
The candidate demonstrates
Score
Honest
NA
demonstrate ethical
behavior (e.g. violates
confidentiality,
misrepresents time
spent in the clinical
setting, imposes
personal values).
inadvertently engage in
behavior or display an attitude
that does not meet
expectations in a professional
setting (i.e. sharing
information with a colleague
who has no interest in the
situation). However, the
candidate responds to
corrective feedback positively
and promptly implements
corrections.
demonstrates ethical
behavior, maintains
confidentiality, and
demonstrates honesty
at all times. The
candidate does not
impose personal,
religious, or political
beliefs.
ethical behavior, maintains
confidentiality, and
demonstrates honesty at all
times. The candidate does not
impose personal, religious, or
political beliefs. The candidate
separates personal
circumstances and professional
responsibilities.
Communication:
1
Verbal
Communication
NA
The candidate
demonstrates very
serious verbal errors
(profanity, gestures)
and/or repeated
errors. The candidate
responds
inappropriately (i.e.
defensively) to or
disregards feedback.
2
The candidate frequently
varies from conventional
standards. The candidate is
open to feedback but
sometimes fails to implement
specified corrections.
3
The candidate
consistently meets
conventional
standards with
isolated instances of
errors. The candidate
varies communication
for the audience and
purpose. The
candidate responds
positively to and
implements
corrections.
4
The candidate presents
information to various
audiences in a way that they
can understand. The candidate
conveys ideas clearly with
organized details that support
the main idea. The candidate
consistently exceeds
conventional standards in verbal
communication.
Communication:
1
Written
Communication
NA
Belief that all
can Learn:
Respects
Individual
Differences
NA
The candidate
produces written work
that rarely, if ever,
meets conventional
standards. The
candidate responds
inappropriately to
correction, disregards
or fails to implement
corrections.
1
The candidate
behaves in ways that
convey low
expectations for
student achievement
and participation (i.e.
displays
discriminatory or
intolerant behavior
toward students,
makes disparaging
remarks, promotes
stereotypes).
2
The candidate produces
written work that is frequently
disorganized or has obvious
and frequent errors in
grammar and/or spelling. The
candidate responds positively
to correction but does not
always implement corrections.
2
Although the candidate
maintains high expectations
for student achievement,
he/she may give preferential
treatment to some students or
exclude others from learning
opportunities.
3
The candidate
produces written work
with few or minor
instances of
organizational,
grammatical and/or
spelling errors. The
candidate responds
positively to feedback
and implements
corrections.
3
The candidate
establishes and
maintains high
expectations for
student achievement
and participation. The
candidate
demonstrates an
appreciation of
diversity by
communicating
respect for all
learners.
4
The candidate produces written
work consistently characterized
by appropriate organization,
grammar, and spelling. The
candidate adjusts tone and style
according to the audience.
4
The candidate establishes and
maintains high expectations for
student achievement and
participation. The candidate
communicates with learners and
their families using appropriate
tone, voice and response.
Fairness:
1
Equity in all
Settings
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2
3
The candidate ignores The candidate realizes that all Candidate
existing cultural and
students have the capacity to demonstrates an
4
Candidate recognizes that
students enter classrooms with
NA
other differences or
considers differences
as unimportant. Plans
and delivers
instruction under the
presumption that the
dominant cultural
norms work equally
for everyone.
learn and that it is the
teacher’s responsibility to
create an environment where
each learner uses that
capacity. However, the
candidate does not always
know how to modify the
environment so that all
students are successful.
understanding of the
difference between
equal, all students
treated the same, and
equitable, providing all
students the learning
opportunities they
need to achieve the
same outcomes.
different background and
experiences that lead to varying
skills and knowledge. The
candidate creates equitable
learning opportunities that
include multiple perspectives
and experiences that lead to the
same outcomes for all students.
Collaboration:
1
Interactions with
The candidate
Others
frequently does not
participate in
NA
collaborative efforts as
expected. Rarely
demonstrates energy
and enthusiasm. Fails
to communicate
clearly and
consistently with
teacher, supervisor,
and others as
appropriate or
indicated.
2
Candidate understands the
importance of working with
other stakeholders in the
learning environment and
participates in opportunities to
collaborate only when
explicitly invited to do so.
3
The candidate meets
expectations for
collaboration with
others and
participates to an
appropriate degree for
the level of her/his
responsibility.
Participates with
enthusiasm and
values perspectives of
others.
4
The candidate demonstrates a
value for the input and concern
of all stakeholders in the
learning environment. The
candidate participates actively
with others to meet the needs of
students. The candidate is
courteous, enthusiastic, and
respectful in interactions with
others.
Total Score:
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Resource 3
Documentation of Student Conference
(May be used by Program Coordinators to resolve disposition concerns.)
Student:
Other Participants_
Concern:
Plan:
Student Signature
Date:
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Faculty Signature
Resource 4
UNIVERSITY OF WEST GEORGIA TEACHER
CANDIDATE INFORMATION SHEET
Name
Date
Last
First
Student UID #
Middle
E-mail
Phone
ILSTU
Student Teaching Address
Area Code
City/Zip
Student Teaching School(s)
Name of School
Address (Street, City, Zip)
Subject(s)/Grade level(s)
Supervising Teacher(s) _
College Supervisor
List school telephone number(s) where you and the Cooperating Teacher can be reached:
SCHOOL VACATION CALENDAR
Please list below the dates of school vacations, institute days, school assemblies, field trips, or any other times when your school will
NOT be in session during our term of student teaching.
DATE
ACTIVITY
Mail this student information sheet to your University Supervisor at the end of your first week of student teaching.
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Resource 5
UNIVERSITY OF WEST GEORGIA
TEACHER CANDIDATE WEEKLY SCHEDULE FOR STUDENT TEACHING
CHECK (  ):
ART____
ECED____
Student’s Name
Phone:
ENGL____
FORL____
MUSC____
PHED____
SEED____
SPED____
_______________________________________________________________
Email:
Schedule for the week beginning (date):
*SCHOOL VACATION – list below the dates of school vacations, institute dates, school assemblies, field trips, etc.
for next week, if any.
ACTIVITY_
ACTIVITY_
Period
Time
1
2
3
4
5
6
7
8
9
10
11
12
13
14
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Monday
DATE
DATE
Tuesday
Wednesday
Thursday
Friday
After School Activities Related to
Student Teaching
15
16
Directions:
1. Plan weekly schedules in conference with your cooperating teacher. You may use both sides of this sheet.
2. A schedule should be planned one week in advance of every week spent in the school
3. Write in the appropriate spaces the activities scheduled for each period in the week, such as
observations, teaching, conferences, group work, and any other activity related to student teaching.
4. Remember to indicate above any dates/hours when you will NOT be teaching or school will not be in session.
Please email these forms to your university supervisor each week
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Resource 6
Observation Instrument
Candidate Information
University of West Georgia
College of Education
Teacher Candidate:
Date:
Choose date
School:
Grade:
Observer:
Indicators
LESSON DESIGN
Unacceptable Developing Proficient Exemplary
Standards are posted and clearly
articulated to students
Learning goals are clearly stated and
measurable
Lesson plan is organized and logically
sequenced
Notes:
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Rich Text Formatting
Not
Observed
◢
INSTRUCTIONAL DELIVERY
Unacceptable Developing Proficient Exemplary
Lesson opening engages students and
clearly communicates expectations
Presentation of material is clear,
organized, and error-free
Lesson has balance of instructional time
with student participation
Uses a variety of strategies to present
material: Direct instruction-- Guided
Instruction--- Inquiry--- Student
Directed--- Technology--- Visual Aids--Manipulatives
Asks open-ended, higher-order-thinking
questions: Remembering--Understanding--- Applying--- Analyzing-- Evaluating--- Creating
Differentiates instruction: Remediation-- Modification--- Accommodation--Enrichment--- Problem-solving
Provides adequate “wait time” before
calling on/ responding to students
Gives reinforcement and feedback that
encourages student engagement
Lesson has guided practice and
independent practice
Effective transitions between activities
Lesson closing encourages students to
explain key points of lesson and its
relevance
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Not
Observed
ASSESSMENTS
Unacceptable Developing Proficient Exemplary
Not
Observed
Informal/Formative (ex: questioning
during instruction, teacher observation)
Formal/Summative (ex: quizzes,
homework assignments, journals,
projects)
Diagnostic (ex: reading inventory,
running records) used for determining
student level
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CLASSROOM MANAGEMENT/PROFESSIONALISM
Unacceptable Developing Proficient Exemplary
Attends to all areas of the classroom
Redirects off-task behavior in a
consistent and timely manner
Challenges students to do their best
during activity and throughout lesson
Uses correct syntax, spelling and
grammar throughout lesson and
materials
Models appropriate vocabulary and
sentence structure
Uses appropriate tone and voice levels
Maintains a professional appearance
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Not
Observed
Other Information
Professional Growth Plan:
Yes
No
Comments:
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Observer:
Date:
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Resource 7
The Family and Educational Rights Privacy Act of 1974
(FERPA)
WHAT IS FERPA?
FERPA, the Family and Educational Rights and Privacy Act of 1974, is a federal law that sets forth
requirements regarding the privacy of student records. It allows students to view and request
correction to their education records. FERPA also limits what information can be disclosed about a
student’s record.
WHAT ARE EDUCATION RECORDS?
Under FERPA, education records are any records, files, documents, or other material which contains
information directly related to a student and is maintained by the institution, or a person acting on
behalf of the institution. The following items are not considered education records – medical records,
law enforcement records, employment records (unless employment is conditional upon individual being
a student, i.e. Teaching/Graduate Assistants), alumni records and sole possession documents. An
example of a sole possession document would be a private note maintained by a staff member who is
the maker of the note and kept in his/her sole possession and not accessible to others. It is designed to
aid the memory of the maker. If the note is shared with another person, it is probably no longer
considered sole possession. Once shared, the note could be considered part of the student education
record. Sole possession documents do not include items such as grades, grade books or student
evaluations.
WHAT IS DIRECTORY INFORMATION AT THE UNIVERSITY OF WEST GEORGIA?
Directory information at the University of West Georgia includes the following: student’s name, address
(local & home), telephone listing (local & home), electronic email address, date and place of birth,
major field of study, dates of attendance, grade level, enrollment status (e.g. undergraduate or
graduate, full-time or part-time), participation in officially recognized activities or sports, weight or
height of members of athletic teams, target graduation date, degrees, honors and awards received, and
the most recent educational agency or institution attended. Unless a student has placed a request on
file to withhold directory information with the Office of the University Registrar then, at its discretion,
the University of West Georgia may provide directory information in accordance with the provisions of
FERPA.
WHAT IS NON-DIRECTORY INFORMATION AT THE UNIVERSITY OF WEST GEORGIA?
All information that does not fall under directory information that is directly related to a particular
student is considered non-directory information; including but not limited to: University Identification
Number, Social Security Number, grades, GPA (semester and cumulative), class schedule, number of
hours enrolled and/or earned and class rank.
WHAT SHOULD I SAY ABOUT A STUDENT THAT HAS RESTRICTED THEIR INFORMATION TO SOMEONE
OUTSIDE THE INSTITUTION?
If a student has restricted the directory information on their record and a faculty or staff member is
asked about the student by an outside entity, they should respond as they normally would if the
individual in question never attended the University, ‘I have no information on that individual.’
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WHEN CAN FACULTY OR STAFF SPEAK TO PARENTS ABOUT A STUDENT RECORD?
Faculty and staff should not speak to parents without the student first signing a FERPA Waiver. Explain
that federal law (FERPA) requires the institution to hold education records as confidential unless the
student signs this release.
CAN FACULTY AND STAFF SHARE PERSONAL OBSERVATIONS REGARDING THE STUDENT?
It is important to first check if the student’s record is restricted. As long as the student’s record is not
restricted, observations regarding the student can be shared so long as they do not contain nondirectory information. For example, you cannot report that Reggie Redbird has received an A in your
class. However, you can offer the personal observation that Reggie Redbird is a hard worker.
WHERE CAN I FIND OUT MORE ABOUT FERPA?
You can find out more information regarding FERPA by visiting the following website:
US Department of Education:
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
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