Education Professionally Immersed in Co-Teaching
HANDBOOK
Northeastern State University
College of Education
Office of Clinical Education
100 N. Grand Avenue
Tahlequah, OK 74464
Office: 918-444-3708
FAX: 918-444-3727
Revised Fall 2013
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OVERVIEW & PROGRAM OUTLINE
EPIC Program
 One academic school year divided into 4 quarters --- (approximately 130 instructional days;
August through early May).
o Candidates begin in August when certified teachers are required to report.
o Candidates will follow the same daily schedule of the assigned clinical faculty for the
duration of the academic year; 1st day to last day.
o Candidates will spend a minimum of 3 days per week with the assigned clinical faculty for
weeks 1 through 18. (When NSU coursework is complete, TC will work closely with CF
until end of semester.)
o Candidates will spend a minimum of 4 days per week with the assigned clinical faculty for
weeks 18 through 22.
o Candidates will spend 5 days per week with the assigned clinical faculty for weeks 23
through 32.
 Week 1 – 18 (3 days on site 2 days in coursework)--- candidates will complete between 12 and 16
credit hours of supporting coursework facilitating instructional competence in specific content
areas. Courses may be taught in any combination of the following: online (blended), face-to-face
at the University site, or face-to-face at the school site. Instruction of courses will be delivered by
University faculty with input and collaboration of clinical faculty. Time spent on site will
concentrate on a “co-teaching” model of instruction.
NOTE: Co-teaching will involve most if not all of the below strategies:
o One teach, one observe
o One teach , one assist
o Station teaching
o Parallel teaching
o Supplemental teaching
o Alternative or differentiated teaching
o Team teaching


Week 18 – 22 (4 days on site 1 day in coursework or “debriefing” environment) --- candidates will
devote time on site fully engaged in the co-teaching model accepting more of the lead teacher role.
During the off site time, candidates will meet with their cohort to collaborate, debrief, and discuss
learned methodologies of teaching (pedagogy) and management of classroom environments that
emphasize best practices specific to their area of certification interest.
Week 23 – 32 --- candidates should accept most of the teaching responsibilities of a classroom
teachers functioning as the lead teacher in the co-teaching model.
NOTE: Candidates, although having most of the responsibility of classroom instruction, should not be left alone in
the classroom for extended periods of time. The co-teaching model should still be employed to maximize student
learning.
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Success of EPIC depends on the candidate learning, sharing, and implementing best practices for the
following:
1. Classroom management.
2. Lesson planning---both short and long term scope and sequence.
3. Pedagogy for specific major.
Working closely with clinical faculty and University faculty learned theory will translate into active
practice. Building habits of mind, candidates should be better prepared to begin teaching our children.
Additional Tasks completed during EPIC
 Checkpoint #2 (competencies 1, 4, 5, 6, 10, 11, 13, & 14)
 Pre-Internship II and full internship seminar attendance
 Learning Project timeline (could still be completed during 3rd quarter (week 19 – 22))
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SECTION 1
Education Professionally Immersed in Co-teaching
INFORMATION
NSU Conceptual Framework: The College of Education at Northeastern State University prepares professional
educators to be teaching scholars, educational leaders, and developers of human potential. This concept is
implemented by a curriculum based upon the following:
EDUCATORS AS TEACHING SCHOLARS
Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically
on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars
use appropriate communication skills. They know how to facilitate authentic learning and they encourage P-12
students to be critical, creative thinkers with the ability to be lifelong learners.
EDUCATORS AS EDUCATIONAL LEADERS
Educational leaders serve as advocates for children/adolescents and families; they understand the political nature of
teaching; and they are able to inspire and motivate others by modeling effective communication skills, professional
demeanor, and professional attitudes.
EDUCATORS AS DEVELOPERS OF HUMAN POTENTIAL
Educators who are developers of human potential are committed to the philosophical position that the development
of human potential is their fundamental task.
CREDIT HOURS: EPIC will span one academic year (fall/spring & spring/fall) 27-30 credit hours (14
hrs. internship, 13-16 hrs. coursework requisite of major).
PREREQUISITES: All admission requirements to teacher education must be complete in order to be
considered as an EPIC teacher candidate. Interviews and applications for EPIC will be completed early in
October for spring placement and early in March for fall placement.
PURPOSE: The EPIC program offers senior teacher education students majoring in English, Early
Childhood, Elementary, Math, Science, Social Studies, and Special Education at Northeastern State
University (NSU) a 32-34 week (2 semesters) experience in a public school setting.
GOAL: The goal of EPIC is to provide professional growth for all participants through collaborative
partnerships between NSU Teacher Education programs and selected school districts. Utilizing the “coteaching” model will enable all participants to simultaneously focus on improved classroom learning for
children, preparation of teacher candidates, professional development of current teachers, and inquiry into
improved practice.
OBJECTIVE: EPIC is designed as an opportunity for candidates to implement the knowledge, skills,
and dispositions learned throughout the teacher education program and to explore other models in the
development of their teaching style. Therefore, the major objective of the EPIC program is to provide
experiences that will assist candidates in becoming skillful, creative teachers capable of assuming full
responsibility for the direction and guidance of the learning activities of students. During the internship,
teacher candidates will practice and apply all aspects of NSU’s conceptual framework and become
immersed in the expected responsibilities and duties of the classroom teacher.
Course Objectives: EPIC candidates will be able to:
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1.
Experience the real world of students, schools, communities, and the teaching profession formulating
and verbalizing knowledge of:
a. Individual differences among students such as interests, values, cultural and socio-economic
background;
b. Behavior patterns of students;
c. Classroom conditions which are varied and appropriate;
d. Cultural diversity concepts.
2.
Analyze, evaluate, and apply knowledge and skills learned to teach in real classroom situations
including the ability to:
a. Diagnose and interpret students' needs, problems, and growth and development patterns
characteristic of the group taught;
b. Conceive and plan instruction by setting goals, devising lessons to achieve specific behavioral
objectives, and selecting curricular materials;
c. Conduct instruction using many different strategies including individual, small group or large
group instruction, co-teaching, parallel teaching, techniques for questioning and discussion,
and appropriate technology;
d. Evaluate instruction employing a variety of processes and instruments to ascertain whether
students learned what was taught and use results to redesign instruction;
e. Manage the classroom by organizing the classroom environment, structuring activities for
productive learning, and unobtrusively managing on and off task behavior;
f. Exhibit professional scholarship and behavior;
g. Promote interaction with students, colleagues, administrators, parents, and others in effective,
productive ways;
h. Use school and community resources,
i. Employ strategies to utilize data in grouping students for learning activities;
j. Develop instructional goals and objectives appropriate to student needs and learning modes;
3.
Assume, with supervision, partial and then full responsibility for classroom teaching.
4.
Identify with the teaching profession gaining a sense of the range of responsibilities associated with a
competent professional demonstrating the ability to:
a. Differentiate among the appropriate roles and responsibilities of students, teachers,
administrators, paraprofessionals, and parents;
b. Work effectively as a member of an educational team;
c. Participate in school programs and activities which contribute to student and faculty
development;
d. Support professional organizations in education.
e. Develop an understanding of the school community.
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REQUIREMENTS:
Beginning with the assigned school site’s opening day in the fall semester, teacher candidates begin the
EPIC program. Teacher candidates will gradually be integrated into the clinical faculty’s classroom
transitioning to becoming the lead teacher in the co-teaching model.
During the EPIC experience, teacher candidates will have the opportunity to demonstrate their content
knowledge, teaching skills, and professional dispositions by working collaboratively with clinical faculty
to develop teaching units that build on the strengths, needs, and prior experiences of their students.
Within the framework of EPIC, candidates will produce a teacher work sample; Learning Project.
Through this teacher work sample, candidates will demonstrate and document their performance as
teaching scholars who build on content and pedagogical knowledge to “create an environment conducive
to learning in the classroom.” This document will reflect their ability to serve as educational leaders who
demonstrate the process of subject matter inquiry in their classrooms and advocate learning for all
students. Finally, the learning project will clearly show evidence of the candidate’s ability to inspire
students fostering growth and academic achievement as a developer of human potential through the
specific evaluation of learning goals and objectives.
NOTE: All elements listed are further explained in the Learning Project section of this packet. Please remember that written
lesson plans are needed for all lessons taught, not just those included in the Learning Project.
Portfolio Requirements:
e-Portfolio: The Learning Project is the final set of competency artifacts which are uploaded and
submitted for assessment according to the timeline and directions in the e-portfolio handbook and
calendar as well as field coordinator’s instructions. The Final Checkpoint is the validation of portfolio
completion.
Seminar Requirements:
Candidates are expected to attend all seminars spaced throughout the year; 3 Pre-II seminars and 6 full
intern seminars. Seminars will cover a variety of subjects including legal issues, Common Core, Teaching
and Leadership Evaluation, Learning Project, ePortfolio requirements, assessment, certification
requirements, testing requirements, graduation, placement, diversity and multicultural education,
professional interviewing skills, No Child Left Behind, Mental Health and Substance Abuse, and a
teacher job fair. Our final seminar of the year is designed to meet two purposes; 1) a group exit interview
and 2) a motivational presentation from a renowned educator, such as the Oklahoma Teacher of the Year.
POLICIES
GRADING:
Evaluation of the candidate’s teaching is an integral part of the process of learning to teach. During the
full internship, evaluation is a cooperative process in which the candidate, clinical faculty, and university
field coordinator exchange views as to the effectiveness of the teaching procedures implemented.
During the course of the EPIC experience, assigned clinical faculty will complete the following:
 Four Lesson Observation; one each quarter (two per semester) via Chalk & Wire.
 Professional Habit Inventories; one each quarter (two per semester) via Chalk & Wire.
 EPIC 1st & 2nd Quarter Evaluation documenting strengths and areas of improvement (paper
form). Note: Modified version of Pre-II Final Evaluation in Pre-II Handbook.
 Teacher candidate-Intern Evaluation; mid-term & final end of 3rd and 4th quarter via Chalk &
Wire.
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During the course of the EPIC experience, assigned university coordinator will complete the following:
 Four Lesson Observation; one each quarter (two per semester) via Chalk & Wire.
 Document candidate progression and performance end of each quarter (paper).
 Discuss candidate progression and performance with clinical faculty and candidate end of
each quarter.
Grades for first semester (1st and 2nd quarter):
Teacher candidates will be enrolled in various NSU courses requisite of their respective major. These
courses must be passed with a “C” or better to maintain GPA requirements for NSU’s Teacher Education
Program. During this semester, candidates will also enroll in EDUC 4032 which is a “PASS / FAIL”
class.
Grades for second semester (3rd and 4th quarter):
Teacher candidates (Full Interns---EPIC Candidates) are responsible for enrolling in one of the following
12 credit hour blocks:
Early Childhood or Elementary Education Majors
EDUC 4044
Elementary Intern Teaching
EDUC 4054
Elementary Intern Teaching
EDUC 4172
Assessment & Evaluation
EDUC 4252
Seminar
Secondary Education Majors (English, Math, Science, Social Studies)
EDUC 4064
Secondary Intern Teaching
EDUC 4074
Secondary Intern Teaching
EDUC 4172
Assessment & Evaluation
EDUC 4252
Seminar
Special Education Majors
EDUC 4054
Elementary Intern Teaching
EDUC 4074
Secondary Intern Teaching
EDUC 4172
Assessment & Evaluation
EDUC 4252
Seminar
The final grade for EDUC 4172 and EDUC 4252 will be an “A”, “B”, or “C” letter grade filed by
the university field coordinator.
The final grade for EDUC 4032, 4044, 4054, 4064, &/or 4074 will be "PASS", "FAIL", or
"INCOMPLETE", and will be filed by the university field coordinator.
NOTE: At the close of the EPIC experience / internship, clinical faculty and the university field coordinator will discuss
candidate’s performance prior to completion of the final Teacher Candidate Evaluation. All portfolio artifact assignments must
be completed satisfactorily. If at any time throughout out the EPIC experience / internship, the university field coordinator,
clinical faculty, or Director of Clinical Education has cause to believe that the performance, professionalism, or other
contributing factors preventing satisfactory progression, a plan of improvement may be written. A conference between the
candidate, university field coordinator, clinical faculty, and Director of Clinical Education will be held to devise the
improvement plan to assist the candidate.
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Timeline of Field Observations / Assessments
Type of Assessment
Description
Due
Periodic Feedback
Oral / written comments of discussion
Ongoing
Dispositional Observations
Professional Habits Inventory followed by discussion of
assessment with teacher candidate; assessed through Chalk
& Wire by Clinical Faculty.
1st & 2nd Quarter Evaluation
Internship Evaluation (formative) followed by discussion
with teacher candidate.
Observation of Lesson by
Clinical Faculty & University
Coordinator
Observation / Evaluation of the Lesson followed by
discussion with teacher candidate; assessed through Chalk
& Wire by Clinical Faculty.
Teacher Candidate-Intern
Evaluation
Mid-term and final evaluation followed by discussion with
teacher candidate; assessed through Chalk & Wire by
Clinical Faculty.
Between
Week 7-9,
Week 16-18,
Week 25-27,
Week 32-34
End of Week 8 & 17
Between
Week 4-5,
Week 16-17,
Week 25-26,
Week 32-34
End of Week 22 & 32
Note: NSU Field Coordinators and content area faculty (as applicable) will also observe and evaluate all
EPIC candidates. Candidates will be contacted by their coordinator / faculty observer to establish
observation times.
ATTENDANCE:
Candidates are responsible for regular attendance. Advance notice of an absence should be the option of
choice when possible. However, in an emergency situation when an absence cannot be avoided, the
school, clinical faculty, and university field coordinator are to be notified as soon as possible. In both
situations, candidates are required to complete the Absence Form and give this to the field coordinator. It
is also the responsibility of the candidate to coordinate the make-up time with the clinical faculty and field
coordinator. All absences are to be reported to the Office of Clinical Education by the university
coordinator. Professional absences require documentation to be waived.
DISABILITY STATEMENT:
Under University policy, the federal Americans with Disabilities Act (ADA), and state laws, students with
qualified disabilities are entitled to reasonable accommodation unless the accommodation would pose an
undue hardship upon the University. Students with disabilities who need special accommodations must
make their requests by contacting the Coordinator of Student Disability Services, at 918-444-2120.
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SECTION 2
GUIDELINES AND RESPONSIBILITIES of Teacher Candidates
NSU EPIC candidates should:
1.
Approach the internship as a full-time job.
2.
Maintain punctual and daily attendance. Candidates will follow the school’s schedule
regarding holidays, break times, and other calendar requirements.
3.
Dress in attire that reflects a professional demeanor. Candidates should avoid dressing in the
same manner as their students. They should not wear jeans, shorts, or sweats except for
special circumstances or events.
4.
Develop cooperative relationships and strive for maximum learning while developing
competence and confidence.
5.
Be flexible and helpful.
6.
Be open to and expect constructive feedback.
7.
Comply with local school rules, guidelines, policies, and procedures.
8.
Be responsible, reliable and trustworthy.
9.
Maintain a professional relationship with the students, staff, and administrators.
10. Exhibit professional and ethical behavior; this is standard behavior for all student teachers.
Candidates should refrain from discussing any student, teacher, or school in a negative way.
Problems or issues may be discussed at an appropriate time, with the University Field
Coordinator or the Director of Clinical Experiences.
11. Integrate into teaching duties and participation in class instruction with the exclusion of
substitute teaching. Candidates should not serve as substitutes or coaches during the regular
school day.
12. Implement co-teaching strategies with assigned clinical faculty and write lesson plans for
each lesson taught.
13. Upload all artifacts and the Learning Project into e-Portfolio in a timely manner.
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CLINICAL FACULTY GUIDELINES
Qualifications: Three (3) full years completed teaching experience required; certification in current
teaching area.
Clinical Faculty should:
1.
Provide information to acquaint the candidate with all facets of the school.
2.
Acquaint candidate with specific classroom activities.
3.
Offer constructive feedback. As a general rule, candidates should not be corrected in front of
students since this tends to decrease their effectiveness.
4.
Give supervision in all phases of the teaching process.
5.
Allow candidates to experience as much of the total role of a teacher as can be provided using
the co-teaching model.
6.
Cooperate with the university field coordinator in coordinating and evaluating the candidate’s
activities in the school.
7.
Recognize that the co-teaching model is a learning experience.
8.
Establish rapport with the candidate.
9.
Assist in guiding the development of lesson plans and learning project.
10. Support the creativity of the candidate.
11. Provide weekly scheduled conferences for feedback and discuss evaluations.
12. Encourage candidates to try a variety of instructional strategies that utilize the co-teaching
model with coordinator guidance and input.
13. Work as a teaching team utilizing the co-teaching model.
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UNIVERSITY FIELD COORDINATOR GUIDELINES
Field Coordinators should:
1.
Confirm placement, clinical faculty qualifications and verify placement appropriateness.
2.
Consult with the clinical faculty to determine appropriate level of responsibility for candidates
at various times throughout the internship experience supporting and encouraging the coteaching model.
3.
Provide a communication link between the school site and the university.
4.
Formally observe each candidate a minimum of two (2) times during each semester. More
visits may be necessary as needs arise.
5.
Document each visit and provide regular feedback to candidate.
6.
Cooperate with clinical faculty and be responsible for coordinating and evaluating candidate’s
activities in the school.
7.
Submit the final grades for internship.
8.
Recognize that the co-teaching model is a learning experience.
9.
Establish rapport with the candidate.
10. Assist in guiding the development of lesson plans and learning project.
11. Support creativity by the candidate.
12. Encourage candidates to try a variety of instructional strategies that utilize the co-teaching
model with clinical faculty guidance and input.
13. Assess portfolio work submission in a timely manner.
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SECTION 3
LEARNING PROJECT
Overview
During the 3rd quarter of the co-teaching model experience, teacher candidates will have the opportunity to
demonstrate their content knowledge, teaching skills, and professional dispositions by developing a teaching unit that
builds on the strengths, needs, and prior experiences of their students. Through this performance assessment,
candidates will document their performance as teaching scholars who build on their content and pedagogical
knowledge to “create an environment conducive to learning in the classroom.” This document will reflect their ability
to serve as educational leaders who demonstrate the process of subject matter inquiry in their classrooms and
advocate learning for all students. Finally, the learning project should document the candidate’s ability to inspire
students and foster growth and academic achievement as a developer of human potential through the specific
evaluation of learning goals and objectives.
Learning Project Assignment
The learning project contains several sections identified by research and best practice as fundamental to improving
student learning. Each section includes the task, prompts (directions), and rubrics that define various levels of
performance on the section. Your project will be evaluated by the rubrics supplied. The prompts are given to guide
you in documenting the sections and your performance as you construct and implement a teaching unit during your
full internship experience.
As part of the experience, you are required to design and teach a comprehensive unit. (NOTE: Candidates in split
placements – Early Childhood and Special Education -- must complete the learning project assignment based on their
3rd quarter placement.)
Planning Phase: Before you teach the unit, you will describe the contextual factors, identify learning goals based on
state and/or district standards, create an assessment plan to measure student performance before, during, and after
instruction, and plan for the instruction. This section should be reviewed and approved by your clinical faculty
member prior to delivery of the unit.
Delivery and Reflection Phase: Throughout the delivery of the Learning Project unit, review and reflect on each
day’s events and make notes. Candidates should record personal insights, student interactions, teaching adjustments,
and challenging moments. After you teach the Learning Project unit, you will analyze student learning and then
reflect upon and evaluate your teaching as related to student learning using these notes as a source of information.
Format Information
A) Narrative Length: A suggested page length for each element of the Learning Project is given in the directions
for those sections. You have some flexibility of length across the sections, but the total length of your
Learning Project (excluding attachments and references) should not exceed 20-25 word-processed pages,
double-spaced in 12-point font, with 1-inch margins.
B) References and Credits (not included in total page length). If you referred to another person’s ideas or
materials in any part of the Learning Project, you should cite these in a separate section at the end of that
section under References and Credits. You should use American Psychological Association (APA) style.
C) Appendices (not included in total page length): Include clearly labeled attachments as directed in section
prompts.
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D) Anonymity. In order to ensure the anonymity of students in your class, do not include any student names or
identification in any part of the unit narratives.
E) You will upload each section of the Learning Project into e-Portfolio according to the dates indicated in your
packet. The link for the Learning Project is on the main table of contents.
The Learning Project and Your E-Portfolio
Several sections of the learning project will fulfill artifact requirements for your e-portfolio. This is the only time that
you can use an artifact to fulfill more than one requirement in your NSU teaching portfolio. While you always have a
choice of artifacts to use to demonstrate your competency; successful assignments of the Learning Project will satisfy
competencies 7, 8, & 15.
All Learning Project elements are also submitted under a separate tab on your table of contents page.
The Learning Project Timelines
All sections of the learning project will be uploaded into the appropriate section of the electronic portfolio according
to the timeline below of your PDS experience during the 3rd quarter. Your coordinator MAY also ask you to provide
a hand-written copy for him/her.
Full Intern Seminar 1
Contextual Factors
Full Intern Seminar 2
Planning for Instruction (competency 7 [InTASC std. 7])
Assessment (competency 8 [InTASC std.6])
Design for Instruction (competency 15 [OK std. 15])
Full Intern Seminar 3
Instructional Decision-Making
Analysis of Student Learning
Full Intern Seminar 4
Reflection / Self-Evaluation
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SECTION 4
ASSESSMENTS and FORMS
Note: Clinical Faculty, University Coordinators, and peers will
make required assessments online via Chalk & Wire.
 Teaching Lesson Observation (all majors)
o Elementary majors have an additional assessment
 Professional Habits Inventory
 Internship Evaluation (mid-term & final)---All majors
o Special Education majors have an additional
evaluation for mid-term
o Special Education & Early Childhood have an
additional evaluation for final
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Assessment and Evaluation
Clinical faculty will formally assess and evaluate the teacher candidate with whom they are working.
All assessments will be completed via Chalk & Wire as “external assessors.” A brief description of
each, and of its place in the assessment and evaluation process, is given below.
Professional Habits Inventory (PHI) Assessment
Assessment of teacher candidate’s Professional Habits is completed via Chalk & Wire. This
assessment is used for the first of two formal assessments of the teacher candidate’s work with
students and performance in the classroom. Clinical Faculty mentoring teacher candidates with 8week placements should complete only one assessment. It is to be completed approximately four
weeks after the teacher candidate’s time with the clinical faculty per timeline on page 6 & 7.
Please set aside a block of time to review the assessment and comments with the teacher candidate.
This first assessment is intended to serve two purposes:
1. This will be a formative exercise, giving the teacher candidate an opportunity to identify
areas of strength and weakness in classroom performance. Given such information early, the
teacher candidate will be able to work with you intelligently toward improving in areas
considered to be weaker.
2. This will become a data baseline against which the performance of the teacher candidate can
be compared after further classroom experience. With such a data baseline it will be possible
to document improvement and continued growth on the part of the teacher candidate. That
comparison, as much as the specific details on either of the two observations, will act as a
basis for determination of the teacher candidate’s final grade.
Teacher Candidate Mid-Term & Final Internship Evaluation
The Mid-Term Evaluation is to be completed half way through the teacher candidate’s time. Clinical
Faculty mentoring teacher candidates with 8-week placements should complete only one evaluation.
Mid-Term Evaluation is an assessment of the overall degree of maturation of the teacher candidate
toward becoming a professional educator.
The first evaluation is intended to serve two purposes:
1. This will be a formative exercise, giving the teacher candidate an opportunity to identify
areas of strength and of weakness. Given such information early, the teacher candidate will
be able to work with you intelligently toward improving in areas considered to be weaker.
2. This will become a data baseline against which the performance of the teacher candidate after
further classroom experience can be compared. With such a data baseline it will be possible
to document improvement and continued growth on determination of the teacher candidate’s
final grade.
Please set aside a block of time to review the evaluation with the teacher candidate. The clinical
faculty should review the Midterm Evaluation with the teacher candidate before the teacher candidate
turns it in to his/her coordinator per timeline page 7. It will become part of the teacher candidate’s
permanent file in the Clinical Education Office.
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Observation/Evaluation of the Lesson
The Teacher Candidate Observation/Evaluation of the Lesson has been adapted from the Oklahoma
Teacher and Leader Effectiveness (TLE) Observation and Evaluation system. It is designed to give
the teacher candidate quality feedback on lessons he/she teaches.
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NOTE: This unit/lesson plan is a template which will provide ideas for either unit plans or
lesson plans. Use this format only if your NSU methods instructor does not provide you with a
Unit guide. You should delete instructional information within parenthetical marks before
submitting as a completed assignment.
Teacher Candidate
Major
Date
Clinical Faculty
Placement Grade / Subject
School Site
District
UNIT/LESSON PLAN GUIDE
GRADE LEVEL: ___________________
SUBJECT: _____________________
COMPOSITION OF CLASS:
Male_____ Female_____
Number of Special Needs Students ELL_____ 504_____
Total_____
IEP_____
THEME/TITLE OF UNIT______________________________________
TITLES OF INDIVIDUAL LESSONS:
1.
2.
3.
4.
5.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Common Core State Standards (What do you want students to know and be able to do
after participating in this unit?)
List the Learned Society Specialized Professional Association Standards (SPA standards
specific for your major) that are addressed in this unit and what you will do to address
these standards.
How will you answer the student question; “Why do we need to know this material?”
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1. METHODOLOGY / INSTRUCTIONAL STRATEGIES / ACTIVITIES
(may include, but not limited to the following)
What instructional strategies/methodologies will you use? (check all to be used)
Constructions/Modeling
Library/Internet Research
Cooperative Learning
Peer Editing
Class Discussion
Field Study
Problem Solving
Role Play (Simulation)
Experiment
Videotape
Inquiry/Guided Discovery
Student Presentations
Hands-On Activity
Demonstration
Journaling
Lecture
Oral History
Mock Trial
Guest Speaker
Field Trip
Computer Assisted Instruction
Group Activities
Guided Practice
Independent Practice
Other(list)
Other(list)
Place checkmarks in the boxes reflecting the strategies chosen in each lesson designed to
accommodate various learning styles:
LP #1
LP #2
LP #3
LP #4
LP #5
visual
tactile
auditory
kinesthetic
global
analytic
Place a checkmark in the appropriate boxes reflecting the level(s) of Bloom’s Taxonomy
covered in each lesson:
LP #1
LP #2
LP #3
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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LP #4
LP #5
2. ADAPTATIONS FOR STUDENT DIFFERENCES
What accommodations and adaptations to instructional strategies/methodologies will you
use for students with special needs? (check all to be used)
Specific Learning Disability
Speech/Language Impairment
Mental Retardation
Emotional Disturbance
Autism
Traumatic Brain Injury
Other Health Impairments (ADD,
ADHD, Epilepsy, Diabetes, etc…)
Multiple Disabilities
Hearing Impairments
Orthopedic Impairments
Developmental Delay
Visual Impairment
Deaf-Blindness
3. TECHNOLOGY UTILIZED List the lesson number(s) in which these were used:
Technology:
Videotape
Overhead Projector
Distance Learning/Webcast
Smart Board
Digital Camera/Video
CD/DVD
Computer
Internet
Assistive Technology
Tape Recorder
Other
Lesson Plan(s) Number(s):
4. RESOURCES AND MATERIALS: List resources and materials needed by both teacher
and students:
Teacher
Lesson:
Student
Lesson:
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5. EVALUATION / ASSESSMENT: What assessment/evaluation strategies will you
incorporate? List the lesson(s) in which these were used:
Pre-test
Observation
Peer Evaluation
Checklist
Portfolio
Journals
Essay Exam
Group Presentation
Objective Test
Concept Mapping
Contract
Rubric
Performance
Scored Discussions
Oral Presentation
Other:
6. ALIGNMENT: Is there proper alignment among the objectives, content knowledge,
methodology, and assessment? Explain.
7. REFLECTION: Reflection will be a part of each lesson. The following should be
considered once the lesson has been taught and appropriate assessment data collected.
a. To what extent did students learn what you intended? What is the evidence?
b. Did you do anything differently than what you planned? If so why?
c. If you were going to teach this lesson again, what would you do differently? Why?
d. Identify a group or individual who did well with the lesson. Based on the data, what variables
could account for this (attendance, reading levels, ELL, etc.)? What might you do in the future
to ensure their continued success?
e. Identify a group or individual who had difficulty with this lesson. Based on the data, what
variables could account for this? What interventions could you use to help the student/s achieve
lesson objectives?
20
NOTE: This template provides a basis for lesson planning, but is purposefully generic to accommodate a
variety of programs and developmental levels. Faculty and/or programs may require additional
information. You should delete instructional information within parenthetical marks before
submitting as a completed assignment. Candidates are encouraged to consult their assignment guide
and directions!
NSU LESSON PLAN TEMPLATE
CANDIDATE NAME / DATE
LESSON TITLE
UNIT TITLE (unit to which this lesson relates):
GRADE LEVEL
TIME ALLOTED:
CONTEXTUAL FACTORS / STUDENT CHARACTERISTICS:
Gender: Male
Female
Students w/exceptional learning needs:
Total # Students
IEP
504
Language diversity (please explain):
Socio-economic considerations (please explain):
Race / ethnicity considerations (please explain):
UNIT LEARNING GOAL (unit to which this lesson relates):
SPECIFIC LESSON OBJECTIVES (*Classroom Management Domain #1--Preparation):
What do you want your students to know and be able to do after instruction?
ALIGNMENT OF LESSON OBJECTIVES TO STATE (& NATIONAL) STANDARDS:
(Instructional Effectiveness Domain #7-8—Literacy & Common Core Standards)
1. Identify Common Core standards that align to this lesson:
2. Identify National and Learned Society Specialized Professional Association (SPA)
objectives/standards that align to this lesson (when applicable):
LESSON ASSESSMENT (*Classroom Management Domain #5—Assessment Practices)
1. Pre-Assessment of Student Knowledge & Skills
How will you assess students’ prior knowledge and skills?
2. Formative Assessment (*Instructional Effectiveness Domain #13--Adjusts Based on
Monitoring)
How will you monitor students’ understanding during instruction?
3. Post Assessment (*Instructional Effectiveness Domain #16--Student Achievement)
How will you assess students’ understanding at the end of the lesson?
21
INSTRUCTIONAL DESIGN (Classroom Management Domain #1 & #4, Preparation &
Lesson Planning)
1. Introduction/Set Induction/Hook
Describe how you will interest and involve your students so that they are motivated to
learn.
2. Instructional Procedures (*Instructional Effectiveness Domain #10-13—Explains Content,
Explains Directions, Models, & Monitors)
Describe what the teacher and students will actually DO as they engage in learning.
A. Adjustments/Adaptations (*Instructional Effectiveness Domain #14 & #16—Adjusts
Based on Monitoring & Student Achievement)
Describe how you will adjust your instruction to accommodate students with
exceptional learning needs, language diversity or other learning variations.
B. Guided Practice (*Instructional Effectiveness Domain #9—Involves All Learners)
Describe the type of practice students will do with your supervision.
C. Independent Practice (*Instructional Effectiveness Domain #9—Involves All
Learners)
Describe the type of practice students will do independently.
3. Closure/Summary (*Instructional Effectiveness Domain #15—Establishes Closure)
How will you end the instruction, summarize, or help students connect the lesson’s
concepts to previous or future learning?
RESOURCES AND MATERIALS (including technology)
SUPPLEMENTARY / ENRICHMENT ACTIVITIES
REFLECTION
This part of the lesson plan should be completed once the lesson has been taught and appropriate
assessment data collected.
1. To what extent did students learn what you intended? What is the evidence?
2. Did you do anything differently than what you planned? If so, why?
3. If you were going to teach this lesson again, what would you do differently? Why?
4. Identify a group or individual who did well with the lesson. Based on the data, how
would you account for this (attendance, reading levels, language diversity, and
cognitive abilities)? What might you do in the future to ensure their continued
success?
5. Identify a group or individual who had difficulty with this lesson. Based on the data,
how do you account for this (attendance, reading levels, language diversity, and
cognitive abilities)? What interventions / modifications could you use to help the
students achieve lesson objectives?
22
NSU College of Education
Clinical Education
Absence Report
All absences must be immediately reported to the clinical faculty and the university
coordinator.
Teacher Candidate
Major
Placement Grade / Subject
School Site
District
Date
Absent
Time
Absent
Reason
Clinical Faculty
Signature
Comments:
Teacher Candidate Signature / Date
Clinical Faculty Signature / Date
23
CLINICAL EXPERIENCE ACTIVITY RECORDS
The Clinical Experience Activity Record is used to record the attendance of the teacher candidate
in the host classroom(s), and to document the extent of involvement of the teacher candidate in
learning activities with students. This is accomplished using the forms to create a monthly
calendar/record. The teacher candidate is required to maintain an up-to-date record of his/her
involvement and to have the record available for review by the clinical faculty and/or field
experience coordinator at any time.
Directions for Completing
Label each box with date (month and day). The activity codes found on the bottom of each form
must be recorded for each day in the appropriate box. At the end of each 9-week quarter, tally
and record the days present, days absent and the total.
Forms must be signed by the teacher candidate and the clinical faculty verifying the accuracy of
the attendance and of the involvement reflected on the form before it is submitted to the field
experience coordinator. The Field Experience Activity Records will become part of the
permanent file for the teacher candidate and must be submitted before a final grade can be
assigned.
24
Field Experience Activity Record
Teacher Candidate ___________________________ School Site ___________________________ District _________________
Major ____________ Clinical Faculty _______________________________ Clinical Faculty _______________________
(Print First and Last Name)
(Signature)
Placement Grade/Subject __________________
MARK ONE: ____Pre I Internship Experience (8 days) ____Pre II Internship Experience (10 days) ____ EPIC (approx. 130 days)
_____Full Internship Experience _____ 16 week placement or _____1 st 8 weeks and _____2nd 8 weeks
Directions: Candidates will enter the proper codes and date for each day in the appropriate box.
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Code: __________
Code: __________
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Days Present __________
MG
O
T
OP
AT
Days Absent __________
Meet and Greet
Observe
Teaching
Observe Peer
Assisting Mentor Teacher
C
CC
CS
CP
SU
Conference with Mentor
Conference with Coordinator
Conference with Student
Conference with Parent
Seminar at University
_____________________________ _______________
Teacher Candidate Signature
Date
25
PM
H
PR
A
OT
Professional Meeting
Host School Holiday
Preparation Period
Absent
Other
Northeastern State University – College of Education
EPIC 1st & 2nd Quarter Evaluation
Please address the following areas in your comments below: attitude / initiative, verbal and or written
communication, and interaction with students and colleagues.
Area(s) of particular strength:
Area(s) for further growth:
Extra-Curricular Activities
EPIC candidate Comments:
______________________
Clinical Faculty (print)
_______________________________________
Clinical Faculty signature
Date
_____________________________________
EPIC Teacher Candidate (print)
_____________________________________
EPIC Teacher Candidate signature Date
____________________________________________
NSU Coordinator signature
Date
26
EPIC PROGRAM
SUGGESTED TIMELINE FOR INVOLVING THE TEACHER CANDIDATE
Component
Observation
Clinical faculty
always present
Description of Activities
Orientation to the school & classroom. Teacher candidate begins to practice
professional interactions with students utilizing co-teaching with assigned clinical
faculty
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Teacher candidate will continue to practice professional interactions with students
utilizing co-teaching with assigned clinical faculty (one or more classes or subjects)
Clinical faculty
always present
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Week 1-3
Learn layout of school
Learn routines, procedures, schedules
Learn procedures for emergencies/drills
Review school/district handbooks & other policy statements focusing on teachers
and students
Establish rapport with faculty/staff
Discuss arrival/departure & planning time
Participate in faculty meetings & professional development activities
Observe parent-teacher-student conferences
Review clinical faculty’s lesson plans
Identify instructional & classroom management strategies used by clinical faculty
Learn student’s names
Observe for individual learning strengths
Observe for student developmental levels
Learn about technology tools for teaching
Assist clinical faculty with non-instructional duties
Assist in organizing & preparing materials/supplies
Introduction to
Teaching
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32-34
Week
Placement
Work with individuals/small groups using clinical faculty prepared plans
Discuss observations of students & lessons with clinical faculty
Focus on relationships between lesson objectives & activities within lesson
Discuss student assessment & evaluation procedures
Establish a pattern for feedback with the clinical faculty
Practice using technology systems
Begin providing lesson plans for clinical faculty to critique & approve prior to
implementation
Begin co-teaching process (observe, co-teach, teach, parallel teach small groups)
Teach approved lessons (at least three distinct and separate lessons should be taught
using co-teaching model)
Align lessons with Bloom’s, CCSS, & SPA standards
Prepare assessments for lessons taught
Review long & short-term goals for instruction
27
Week 4-7
Part-time
Teaching
Clinical faculty
always present
Teacher candidate will continue to practice professional interactions with students
utilizing co-teaching for 1-3 classes with guidance and leadership from assigned clinical
faculty.
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Focus on relationships between lesson objectives and activities within the lesson
Discuss observations of students/lesson with the clinical faculty
Maintain necessary records for class or subject being taught
Assume responsibility of planning instruction as “lead teacher” in the co-teaching
model for at least two class periods or two content area preps
Additional
Involvement
Teacher candidate should accept additional classes or subjects, usually one added per
day.
Clinical faculty
usually present
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Full-time
Teaching
Shared
Teaching (CoTeaching) /
Observation
Week 8-10
Week 11-18
Assume responsibilities for long and short term planning
Assume role of “lead teacher” in co-teaching model for at least three classes or half
of day
Use technology tools for teaching, presentations, and/or record keeping
Week 19-34
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Review and, with clinical faculty’s guidance, implement an instructional approach
not previously utilized
(optional) invite building administrator to observe, evaluate, and review lesson
implementation
Assume responsibility of “lead teacher” in co-teaching model for entire day
Clinical faculty
in and out of
room as
appropriate
Begin returning teaching duties to clinical faculty to facilitate a smooth transition for the
teacher candidate’s departure
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plan for observation of other teachers in the host school
discuss observations, evaluations, strengths, and areas of improvement with clinical
faculty
prepare for closure with the clinical faculty and the students
28
Week 32-34