1
COLUMBUS STATE UNIVERSITY
COLLEGE OF EDUCATION AND HEALTH PROFESSIONS
Student Teaching Handbook
The College of Education and Health Professions Mission: “To Achieve Excellence by
Guiding Individuals As They Develop the Proficiency, Expertise, and Leadership Consistent With Their
Professional Roles.”
The College of Education and Health Professions Conceptual Framework:
The College of Education and Health Professions at Columbus State University prepares highly qualified teachers, counselors, and leaders
who promote high levels of learning for all P-12 students by demonstrating excellence in teaching, scholarship, and professionalism.
Teachers, counselors, and leaders continually acquire, integrate, refine, and model these qualities as they develop proficiency, expertise,
and leadership. COEHP faculty guide individuals in this developmental process (See complete Conceptual Framework at:
http://coehp.columbusstate.edu/conceptual_framework.php).
ADA Compliance Statement:
If you have a documented disability as described by the Rehabilitation Act of 1973
(P.L. 933-112 Section 504) and American with Disabilities Act (ADA) and would like to request academic and/or physical
accommodations, please contact Joy Norman at the Office of Disability Services in the Center for Academic Support and Student
Retention, Tucker Hall (706.568.2330). Course requirements will not be waived but reasonable accommodations may be provided as
appropriate.
All student teaching files and materials will be kept in the Office of College of Education and Health Professions Student Advising and
Field Experiences for a period of five years. The teacher candidate is encouraged to retain copies of all pertinent information associated
with his/her student teaching experience.
The material in this guide has been prepared for information purposes and does not constitute a contract between the student and the
university. The university reserves the right to make changes in policies, regulations, and programs without notice.
Revised 5/29/12
2
Table of Contents
Introduction ..........................................................................................................................3
InTASC Model Core Teaching Standards ...........................................................................3
NBPTS Core Assumptions…………………………………………………………………4
Student Teaching Policies ....................................................................................................5
Responsibilities of the Teacher Candidate ...........................................................................9
Responsibilities of the Cooperating Teacher .....................................................................13
Responsibilities of the Clinical Faculty Member...............................................................15
Evaluations of the Teacher Candidate ...............................................................................17
Certification and Graduation..............................................................................................19
Career Services ..................................................................................................................19
Appendixes.……….……………………………………………………………………… 21
A. The Model of Appropriate Practice (MAP) Developmental Progression Expectations, MAP Observation
Scoring Rubric, and Observation Report of Teacher Candidate
B. Rubric for the Evaluation of Dispositions
C. Evaluations of Teacher Candidates (Interim and Final)
D. The Code of Ethics for Educators
E. edTPA: Purpose and Requirements
F. Reflective Journal Sample Format
G. Pre-Observation and Post-Observation Questionnaires
H. Video Permission Forms
I. Professional Activities Log
J. Student Teaching Timeline
Notebook Evaluation Checklist……………………………………………………………..
Learning Focused Lesson Planning Form…………………………………………………...
3
INTRODUCTION
Student teaching is viewed as the capstone experience in Columbus State University’s teacher preparation
program. It is the period of the pre-service education program in which the teacher candidate is engaged full time
in actual classroom experiences for one entire term in a cooperating school, teaching under the guidance of a
qualified cooperating teacher and a representative from the university. The College of Education and Health
Professions has worked to infuse the conceptual framework, “To achieve excellence by guiding individuals as they
become professionals …” into all aspects of the initial educator preparation programs. The College of Education
and Health Professions will continue to act in accordance with this mission as it supports its students through the
student teaching experience until they have been inducted as full members into the teaching profession.
Teaching, scholarship, and professionalism encompass the highest standards represented in the ten (10) principles approved
in 2011 by the Interstate New Teacher Assessment and Support Consortium (INTASC) and the five (5) core assumptions of
accomplished teaching of the National Board of Professional Teaching Standards (NBPTS). The College of Education and
Health Professions has adopted these principles, which are listed below, as standards for beginning and advanced teachers.
InTASC Model Core Teaching Standards:
The Learner and Learning
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self motivation.
Content
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline
accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.
Instructional Practice
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Responsibility
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues,
other school professionals, and community members to ensure learner growth, and to advance the profession.
4
NBPTS Core Assumptions:
1.
Teachers are committed to students and their learning.
2.
Teachers know the subjects they teach and how to teach those subjects to students.
3.
Teachers are responsible for managing and monitoring student learning.
4.
Teachers think systematically about their practice and learn from experience.
5.
Teachers are members of learning communities.
Columbus State University Model of Appropriate Practice
During the 2000-2001 school year, the Educator Preparation Program (EPP) faculty created the Model of
Appropriate Practice (MAP) for teacher candidates. The MAP puts into practice the principles of the College of
Education and Health Professions Conceptual Framework. It recognizes that, with guidance from the EPP faculty,
teacher candidates must undertake and manage the process of developing an understanding about teaching and
learning for themselves. Through their coursework and field experiences, teacher candidates should gain
competence in engaging students in constructing important knowledge. The MAP Observation Scoring Rubric
specifies behaviors that should result in effective instruction. Faculty guidance of teacher candidates using the
MAP Observation Scoring Rubric will include: instructing teacher candidates, mentoring teacher candidates, and
assessing teacher candidates (see Appendix A for complete MAP).
Columbus State University Evaluation of Dispositions
Individuals who complete a Columbus State University College of Education and Health Professions Program
require knowledge, skills, and dispositions to be successful in the teaching profession. Beginning fall 2003,
Columbus State University College of Education and Health Professions implemented an evaluation system to
assess teacher candidates’ dispositions. College of Education and Health Professions faculty members believe that
the primary purpose of evaluating dispositions is to create in students the expectations for the development of
attitudes, values, and behaviors that are desirable in teachers (see Appendix B for Disposition Rubric).
LiveText
The following is the link to register for one
year: http://www.regonline.com/Register/Checkin.aspx?EventID=1133741. The registration link includes the one
year option with FEM ($60.00), in addition of $5 registration fees. Only students who are planning to graduate
within 9 months or less may purchase the one year membership for $60.00.
After purchasing a LiveText account, LiveText will send an email that contains a key code within 2 days of the
purchase. Students should follow the instructions included in the attachment to register their LiveText accounts.
5
STUDENT TEACHING POLICIES
From the beginning of student teaching to its conclusion, teacher candidates, although not members of the school
staff, are to observe the regulations and policies required of regular employees.
Attendance
***Teacher candidate involvement in the school should be the same as that of the cooperating teacher.
1. Absences/tardies are not permitted during student teaching except in extreme circumstances, such as
illness requiring medical attention or a death in the immediate family. All absences will require proper
documentation and must be submitted to the cooperating teacher and clinical faculty. More than three
absences will result in removal from the course unless the Coordinator of Student Teaching and
Department Chair for Teacher Education have approved the absences.
2. In the event of personal illness or emergency, the cooperating teacher and the clinical faculty member
MUST be notified prior to the beginning of the day. The principal must be notified if the cooperating
teacher cannot be reached. Failure to provide proper documentation will result in a loss of credit for the
course.
3. The teacher candidate must be punctual in attendance and reliable in carrying out assigned or assumed
responsibilities. If you sign in up to 15 minutes late on three occasions, this will result in a conference with
the clinical faculty member. Even one late arrival of more than 15 minutes, without proper documentation,
will result in a conference with the clinical faculty member and/or Coordinator of Student Teaching.
4. The schedule of the cooperating teacher must be followed in reporting to and leaving school, as dictated by
school policy. The student teacher is encouraged to remain beyond school hours if CSU and other
obligations permit. Attendance at faculty and PTA meetings, teacher-parent conferences, and other afterschool and evening activities is encouraged.
5. Punctual attendance at ALL scheduled seminars is required.
Attire and Appearance
Professional appearance and attire consistent with school standards are expected at all times (initial visits to
assigned schools, orientations, functions where school personnel are involved).
Calendar
Teacher candidates follow the calendar of the school district in which they are placed. Teacher candidates observe
the same holidays as the school to which they are assigned. Students are excused for additional religious holidays
when agreed upon by the cooperating teacher and the clinical faculty member.
Classroom Management (EDUF 4115)
Practical and proven techniques for effective classroom management will be demonstrated and shared in this
course. Teacher candidates will produce the following documents which will help save time and assist in managing
the classroom effectively: Unit Manager, Routines and Procedures Inventory, and Behavior Plan which will
include rules, rewards, and consequences. Using the techniques presented in this course will ensure greater student
participation as well as increased student achievement.
Conduct
Teacher candidates are representatives of Columbus State University while in the schools and are expected to act
in a professional and ethical manner appropriate to the teaching profession (see Appendix D for the Code of Ethics
for Georgia Educators).
6
Confidentiality
Teacher candidates must respect the confidentiality of all pupil records, test scores, correspondence, conversations,
and other personal matters. Students must adhere to the Code of Ethics for Georgia Educators, Standard 7:
Confidential Information. In addition, students must respect the confidentiality of the cooperating teacher and the
classroom in which he/she is placed.
Coursework
Because student teaching is so demanding of time and energy, teacher candidates are not allowed to take additional
coursework other than that which is part of the required student teaching experience. Special requests are granted
only when there are extenuating circumstances. If you believe your situation warrants special consideration, please
contact the Office of Student Advising and Field Experiences for specific instructions on how to request an
exception.
Grading
Teacher candidates are evaluated on a pass/fail basis for SPED 4485, EDCI 4485, PELM 5485, ARTE 4485,
MUSE 4485, THEA 4485 and will receive a grade of “S” (Satisfactory), “U” (Unsatisfactory) “IP” (In progress) or
“I” (Incomplete). A description of the grades is as follows:
S
U
*IP
I
Indicates that a student satisfactorily completed student teaching.
Indicates that a student did not satisfactorily complete student teaching.
A student who receives this grade may not repeat student teaching.
Indicates that a student did not make adequate progress and needs to repeat student teaching. The IP
becomes a permanent grade on the transcript. The student will have the opportunity to register and repeat
student teaching after satisfactorily completing a remediation plan. A course with an unresolved IP grade
may not be repeated.
Indicates that a student was doing satisfactory work, but was unable, due to non-academic reasons, to meet
the requirements of the course. The I will be removed from the transcript once the requirements are met. If
the I is not removed within the following 12 months, the grade will be automatically changed to a U. A
course with an unresolved I grade may not be repeated.
Please note: Grades of S, U, IP, and I do not have GPA hours and/or grade points and are not used in computing a
grade point average.
All materials borrowed from cooperating schools and/or cooperating teachers must be returned before final
grades will be assigned.
*If a teacher candidate receives a grade of IP, a remediation plan must be satisfactorily completed prior to
reapplying for student teaching. This may include extended time in the original student teaching placement, a
change of placement, additional coursework, or other forms of remediation determined by the Clinical Faculty
Member, Department Chair, and the Coordinator of Student Teaching. Only upon satisfactory completion of the
remediation plan will a second student teaching placement be arranged for the teacher candidate. Teacher
candidates who choose not to complete the remediation plan will be immediately withdrawn from the student
teaching program and assigned a grade of U.
Employment
It is the policy of the College of Education and Health Professions to discourage employment while student
teaching, however the university realizes that it may be necessary for some students to continue outside
employment during student teaching. Requests for outside work must be documented on a written form which can
7
be obtained in the Office of Student Advising and Field Experiences. Each case is reviewed individually, and
allowances are occasionally made, as long as the teacher candidate's performance in the classroom is not
compromised.
First Aid/CPR
All teacher candidates must hold current first aid and CPR certificates prior to student teaching. The certificates
must remain valid throughout the student teaching semester. Teacher candidates are required to submit copies of
their First Aid/CPR certificates to the Office of Student Advising and Field Experiences before being allowed to
register for student teaching course(s). (Please note: On-line CPR courses will not be accepted.)
Liability
As practicing professionals, students may be held liable for their actions and judgments regarding pupils. These
actions could result in litigation. Teacher candidates are required to submit proof of liability/tort insurance to the
Office of Student Advising and Field Experiences before being allowed to register for student teaching course(s).
Liability/tort insurance must remain valid throughout the student teaching semester.
Leaving School Property
It is not permissible for the student teacher to leave the school’s property during the academic day without
permission from your clinical faculty member. The student teaching experience consists of 15, full-time weeks.
Background Check
All teacher candidates must submit a recent copy (completed the semester prior to student teaching) of their
background checks from CSU’s Campus Police Department before being allowed to register for a student teaching
course(s).
School Placements
The College of Education and Health Professions works collaboratively with Partner School Systems to place
teacher candidates. Careful attention is given to place students in various settings (grade levels, diverse racial and
ethnic groups, diverse socio-economic backgrounds, etc.) throughout their pre-service field experiences. It is a
policy of the College of Education and Health Professions that students will not be placed in schools where there is
a personal connection (children/relatives presently attend/work or where the student has attended/worked). Any
changes to placements must be coordinated through the SAFE Office, communicated with the school’s
building coordinator, and approved by the school’s administration.
Seminars
All teacher candidates will participate in seminars directed by the clinical faculty member and COEHP. This will
give teacher candidates the opportunity to interact with other teacher candidates, to discuss common concerns that
arise during student teaching and to share ideas. There will be a minimum of four seminars scheduled by the
clinical faculty member. There will be an additional seminar hosted by the College of Education and Health
Professions for a total of five mandatory seminars. Missed seminars will need to be made up before a final grade
for student teaching will be assigned.
Substitute Teaching
The use of a teacher candidate as a substitute teacher is forbidden and becomes a legal issue. If a cooperating
teacher becomes ill or is absent from the classroom, it is the responsibility of the school to acquire a substitute
teacher. Financial compensation for teacher candidates is not allowed.
8
Teaching Requirements
Teacher candidates typically begin by assuming minor responsibilities during the first few days (collecting
demographics, attendance- Infinite Campus, grading, supervision, etc.). Also, the teacher candidate will begin
getting acquainted with the school’s administration, environment, policies and procedures during those first few
days. During the first two weeks, the teacher candidate will collaboratively plan with his/her cooperating teacher
and work with small groups. Beginning with the third week and continuing until the end of the student teaching
experience, the teacher candidate should: continue collaborative planning, co-teach within his/her classroom, and
eventually independently plan, teach, and assess for two weeks (see Appendix J for the Student Teaching
Timeline).
Visitation
Clinical faculty members will visit and observe teacher candidates on a regular basis at least four times during the
student teaching experience. In some cases, visits will be scheduled more frequently, depending upon the teacher
candidates’ progresses. Students must provide clinical faculty members with schedules indicating days, times,
locations of activities, and teaching activities.
Withdrawal/Removal from Student Teaching
If a teacher candidate withdraws from student teaching for academic reasons and/or is administratively withdrawn
from the student teaching program, he/she will receive a grade of IP or U for student teaching. This grade will be
determined by program faculty and will be based on the circumstances that lead to the student’s withdrawal. A
teacher candidate will be immediately removed from student teaching resulting in a loss of credit for the course
when an unethical behavior is exhibited (see Appendix D for Code of Ethics for Educators).


Grade of an IP: Indicates that a student did not make adequate progress and needs to repeat
student teaching. The IP becomes a permanent grade on the transcript. The student will have the
opportunity to register and repeat student teaching after satisfactorily completing a remediation
plan. A course with an unresolved IP grade may not be repeated.
Grade of a U: Indicates that a student did not satisfactorily complete student teaching.
A student who receives this grade may not repeat student teaching.
9
RESPONSIBILITIES OF THE TEACHER CANDIDATE
Student teaching is an exciting and demanding phase of a student’s development in the teacher education program.
The teacher candidate is invited by a school district and one of its teachers to work on improving his/her skills in
order to become a professional. The school cares about its programs, its students, and the teaching profession, and
it accepts this role with a sense of both opportunity and duty. It is important, therefore, that the teacher candidate is
cognizant of the responsibilities as well as the opportunities associated with this experience.
Note to Teacher Candidates: In the next several pages you will find an account of what Columbus State University
expects from teacher candidates. Please understand that these requirements are subject to interpretation or even to
modification according to each program. During the first meeting with your clinical faculty member, he or she will
explain any special interpretations that apply to you.
Responsibilities to the School and its Administration
1. Learn and follow the policies, regulations, and rules of the school.
2. Know the building and the location of important facilities and the guidelines for using them, including
emergency procedures.
3. Get to know the administration, faculty, and staff of the school.
4. Follow the working hours, attire, and daily routines and procedures in the school.
5. Take proper care of school equipment and property.
6. Maintain accurate and complete records.
Responsibilities to the Students
1. Learn students’ names and characteristics as quickly as possible.
2. Understand school, department/grade, and/or classroom grouping practices.
3. Identify students with special needs.
4. Serve as a role model for students.
5. Respect the confidentiality of student records.
Responsibilities to the Cooperating Teacher
1. Acknowledge the ultimate responsibility of the cooperating teacher for the classroom, and respect his/her
experience, style, and practices. Change classroom rules and regulations only after prior discussion with the
cooperating teacher.
2. Share information and ideas with the cooperating teacher in order to get to know his/her philosophy, goals,
perspectives, and methodologies in order to promote an open, cooperative, and satisfying relationship.
3. Convey a desire to learn, a willingness to cooperate, an enthusiasm for student teaching, and openness to
suggestions and criticism.
4. Volunteer for classroom and other responsibilities and duties, especially during the early days of your
experience.
5. Attend to the classroom environment, and contribute to keeping it comfortable and positive.
6. Develop (and monitor) a schedule for assuming responsibilities and duties in the classroom with the
cooperating teacher and university supervisor.
7. Demonstrate responsibility in accepting and completing assigned tasks.
8. Be thoroughly prepared for everything attempted.
9. Discuss all plans in advance with the cooperating teacher.
10. Confer regularly with the cooperating teacher regarding activities, progress, and problems.
11. Maintain clear, accurate, and complete classroom records.
Responsibilities to the Clinical Faculty Member
1. Keep the clinical faculty member informed of all activities by providing a current copy of the schedule,
sharing information regarding the school and classroom, and giving notice of unusual changes in the
routine.
10
2. Keep the student notebook accessible for the clinical faculty member at all times. Make sure the clinical
faculty member is aware of where it will be kept. This will avoid unnecessary disruptions to the
visitation process.
3. Assist the clinical faculty member in scheduling classroom visits and conferences.
4. Be open, frank, and responsive in discussing your progress and problems, and demonstrate a willingness to
follow suggestions.
5. Make sure copies of all lesson plan(s) and materials used for class activities are available to the clinical
faculty member in a timely, thoughtful, and complete manner.
6. Complete journal entries as required.
Responsibilities for Assignments and for Documenting Student Teaching Activities
Student Teaching Notebook
Teacher candidates are required to keep a Student Teaching Notebook, which will contain artifacts (forms, lesson
plans, profiles, student work, etc.). These items will be collected during the student teaching experience. The
notebook should be organized in a manner that parallels the four domains of the MAP (see checklist on p. 71).
Sections of the notebook should be indexed to include (but not limited to) the following:




Domain 1: Planning and Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
In addition to the tasks listed below, the following completed document must be included in your student teaching
notebook (see p. 67 for Prof Activities Log Form):
 Professional Activities Log
The following forms will be created in EDUF 4115: Classroom Management and must be included in the student
teaching notebook:
 Lesson Plan Template (including Strategy Bank, Management Bank, Modification Bank, and Assessment
Bank)
 Unit Manager Template
 Behavior Management Plan
 Routines and Procedures Inventory
 Behavior Focus/Intervention
1. Reflective Journal
The journal is a written documentation of your successes, failures, and/or struggles in the classroom. It is a
time to question or to react to specific incidents that have happened during the student teaching experience.
It is a time to reflect on your teaching skills and to consider alternate actions. Your clinical faculty member
will review your entries and will discuss these with you during your conferences. Your clinical faculty
member will also inform you of the specific number of entries per week that you are required to make (see
Appendix F for sample format).
2. Lesson Plans
All teachers plan. Lesson plans are the teacher candidate’s working guide, and their importance cannot be
overstressed. In your student teaching experience, you are required to prepare written, detailed plans for
each lesson you teach. You also need to link your plans to the appropriate GPS/CCGPS/QCC Objectives.
You are required to submit your plans to your cooperating teacher at least five days prior to your
lesson so that he/she may assess their value to the students and to the teaching process. (You will
receive a lesson plan template. Please use this template for all lesson plans unless your clinical faculty
member tells you differently- see lesson plan template on p. 77.)
11
Below are suggested procedures for planning during your student teaching experience:
A. The lesson must relate to what was covered in the last lesson.
B. Decide what you expect to do in this lesson. Consider the amount of time you have for the lesson.
Over plan rather than under plan.
C. Think ahead to what you are planning for the next lesson or lessons.
D. Your lesson plan needs to be so clearly outlined that you are aware of the important points you
intend to develop with the students.
E. As you write your lesson plan, decide why you are planning to teach this lesson. This is your aim or
purpose.
F. As you plan each lesson, you need to consider ways in which you can catch your students’ interests
in the content of the lesson. A short game, a new strategy, or an anecdote may accomplish this. Try
not to develop student interest to a peak and then drop it immediately to go into content. This will
result in a lack of interest in future lessons. Always develop what you begin. Students need the
satisfaction of having completed each phase of the lesson before being hurried to the next phase of
the lesson.
G. Plan your lesson so that students are involved, and you are merely a guide. Any lesson that simply
involves a question/answer technique, “round-robin” reading, or rote drill (math) is doomed. This
leads to discipline problems.
Plan your lesson to include various types of activities. Some of these are:
 Demonstrations by teacher;
 Oral reports by students;
 Short debates;
 Examination of illustrative, pertinent material on a bulletin board, etc.;
 Role-playing or dramatization;
 Viewing slides, films, CD-ROMs, videos, etc.;
 Consulting reference materials;
 Taking brief field trips, such as a trip on the school grounds, to carry out a lesson on
measurement, nature, etc.;
 Preparing thought-provoking questions while avoiding questions with “yes/no” answers.
At the upper level, strive for questions that employ critical thinking rather than straight
recall of content or facts; and
 Inclusion of cooperative learning in a variety of ways from pairs to triads to groups of
four or more.
3. edTPA
Teacher candidates in all disciplines will complete edTPA’s (Teacher Performance Assessment) during the
student teaching experience. edTPA is an authentic assessment of pre-service teachers developed by
Stanford University in collaboration with the Teacher Performance Assessment Consortium. The following
artifacts and commentary must be included in your Student Teaching Notebook:
 Task 1 (Context for Learning, Learning Segment/3-5 Lesson Plans which include additional
resources/assessments, and Commentary)
 Task 2( Commentary)
 Task 3 (Student Work Samples and Commentary)
See Appendix E for more information and refer to LiveText for the handbook and templates specific to
your discipline.
4. Video Permission Forms
In the beginning of your student teaching experience, you will need to discuss with your cooperating
teacher the requirement to videotape yourself teaching while completing your edTPA learning segment (3-5
lessons or 3-5 hours of instruction). In Appendix H, there are two forms that must be completed prior to
beginning your videotaping. The first form is to receive permission from your cooperating teacher and
the school’s principal and must be completed prior to sending the second form. The second form is to
12
receive permission from your students’ parents. Most schools have video permission forms on file;
however, you will need to receive permission by completing these forms prior to videotaping.
5. Professional Activities Log
Teacher candidates are expected to participate in school-related activities such as professional meetings
(seminars, departmental, parent conferences, IEP, PTA, etc.) and extracurricular activities (community
service events, school dances, fund raisers, carnivals, etc.). The teacher candidate will need to document at
least 30 hours of these type activities (see Appendix I for the form on which to document these activities).
Effective Teacher Candidates are:
___ on time
___ attentive
___ appropriately dressed
___ positive in interacting with students
___ positive in interacting with faculty
___ flexible
___ creative
___ patient
___ skilled in communicating
___ skilled in classroom management
___ positive role models
___ reliable
___ receptive
___ enthusiastic
___ organized
___ willing to learn/relearn
___ empathetic
___ detail oriented
___ knowledgeable
___ responsible
13
RESPONSIBILITIES OF THE COOPERATING TEACHER
The student teaching experience is a critical element of any teacher education program. Crucial to the success of
such an endeavor is the cooperating teacher. The cooperating teacher must strive to protect the interest of his/her
school and his/her students. The cooperating teacher must strive to provide the teacher candidate with
opportunities for trial and error, risk taking, and self-discovery while providing guidance, structure, order, and
support. The cooperating teacher must strive “To achieve excellence by guiding individuals as they become
professionals …”
Cooperating teachers who supervise student teachers are considered based on their degree levels and number of
years of teaching experience (minimum of three). At the end of the semester, teacher candidates will have the
opportunity to complete an evaluation instrument which will indicate that their cooperating teachers:









was available when needed.
was easy to talk with.
specified areas of strength clearly.
specified areas of weakness clearly.
provided support when needed.
provided continuous feedback.
remained tactful at all times.
accurately evaluated the teacher candidate.
modeled effective teaching behaviors/practices.
Responsibilities to the Teacher Candidate (Cooperating Teacher’s Checklist)
___ Inform and prepare colleagues, students, and parents for the arrival of the teacher
candidate.
___ Make arrangements for a desk or work area for the teacher candidate.
___ Arrange to give copies of texts and/or curriculum materials to the teacher candidate.
___ Make the school handbook, school calendar, school map, class schedule, class list,
seating chart, etc., available for the teacher candidate.
___ Welcome the teacher candidate as a colleague.
___ Introduce the teacher candidate to school faculty, administration, and staff.
___ Arrange a meeting between the principal and the teacher candidate.
___ Share information gathered for the teacher candidate.
___ Review the school handbook, calendar, policies, regulations, and rules.
___ Review policies/procedures for emergency situations (ex. fire drill).
___ Review protocol procedures within the school.
___ Review working hours, procedures to follow in case of illness or bad weather,
procurement of supplies, procedures to schedule audio-visual hardware and software,
supplemental duties, confidentiality, etc.
___ Review class schedule and student population and characteristics.
___ Review curricular materials and resources.
___ Review district, school, and/or personal classroom management policy.
___ Review personal philosophy, goals, and practices.
___ Encourage teacher candidate to attend faculty and other meetings, programs,
conferences, etc.
___ Set a tentative schedule for the assumption of duties with the clinical faculty member
and the teacher candidate.
___ Model quality planning, organization, presentation, and evaluation of lessons.
___ Assist in arranging observation of other teachers and programs.
___ Direct teacher candidate in the observation and analysis of students.
___ Review and discuss class curriculum goals and plans for weeks ahead.
___ Provide written and oral feedback to the teacher candidate on a regular basis.
14
___ Confer daily with the teacher candidate.
___ Commend the teacher candidate for specific strengths and point out areas of
weaknesses.
___ Discuss and demonstrate techniques to remediate weaknesses.
___ Encourage the teacher candidate to reflect on lessons taught.
___ Allow teacher candidate the freedom to try “something different.”
___ Confer with clinical faculty member and teacher candidate on progress and problems.
___ Complete all required forms in a timely manner.
Responsibilities to the Clinical Faculty Member and to the University
1. Provide written and oral feedback on progress and problems on a regular basis.
2. Notify the clinical faculty member of any unusual or serious problems.
3. Complete the Interim and Final Evaluations of Dispositions of the teacher candidate in addition to three
face-to-face observations using the MAP Observation Scoring Rubric. All documentation must be
submitted into LiveText.
4. Contribute to the grading process and the decision toward assigning the grade.
Teacher Candidate’s Assumption of Duties
Teacher candidates typically begin by assuming minor responsibilities during the first few days (collecting
demographics, attendance- Infinite Campus, grading, supervision, etc.). Also, the teacher candidate will begin
getting acquainted with the school’s administration, environment, policies and procedures during those first few
days. During the first two weeks, the teacher candidate will collaboratively plan with his/her cooperating teacher
and work with small groups. Beginning with the third week and continuing until the end of the student teaching
experience, the teacher candidate should: continue collaborative planning, co-teach within his/her classroom, and
eventually independently plan, teach, and assess for two weeks (see Appendix J for the Student Teaching
Timeline).
15
RESPONSIBILITIES OF THE CLINICAL FACULTY MEMBER
Note: The following section explains what CSU clinical faculty members expect of teacher candidates. Please
understand that these requirements are subject to interpretation or even modification according to each program.
During the first meeting with your clinical faculty member, he/she will explain any modifications that may apply
to you.
The clinical faculty member represents Columbus State University and the College of Education and Health
Professions. Collaboratively, the clinical faculty member and the cooperating teacher work “to achieve excellence
by guiding individuals as they become professionals …”
Responsibilities to the Teacher Candidate
1. Explain the student teaching experience – its requirements, demands, and the process.
2. Explain the responsibilities of the teacher candidate as a CSU representative.
3. Visit the school during the first week of the student’s experience; meeting the cooperating teacher and
coordinating a time to discuss the expectations/guidelines.
4. Keep the teacher candidate informed of departmental activities on campus.
5. Explain policies and procedures established for the experience.
6. Review and evaluate the teacher candidate’s notebook.
7. With the cooperating teacher and the teacher candidate, establish a schedule for the assumption of duties.
8. Develop an open and cooperative working relationship with and between the cooperating teacher and the
teacher candidate.
9. Visit the teacher candidate at least four times in a variety of classes/situations.
10. Provide oral and written feedback on a regular basis on the teacher candidate’s progress and problems.
11. Encourage the teacher candidate to reflect on the experience both honestly and thoroughly.
12. Encourage creative and unusual approaches to teaching.
13. Serve as a counselor to the teacher candidate.
14. Complete an observational sequence, which will include a pre-conference, an observation, and a postconference.
15. Complete all required forms in a timely manner.
16. Conduct at least five seminars with the teacher candidate.
At the end of the semester, teacher candidates will have the opportunity to complete an evaluation instrument
which will indicate that their clinical faculty members:
 observed (face-to-face) at least four times.
 was available when needed.
 was easy to talk with.
 specified areas of strength clearly.
 specified areas of weakness clearly.
 provided support when needed.
 provided written and oral feedback after observing.
 provided continuous feedback.
 remained tactful at all times.
 accurately evaluated the teacher candidate.
 modeled effective teaching behaviors/practices.
 conducted three way conferences with student teacher and cooperating teacher.
Responsibilities to the Cooperating Teacher
1. Provide guidelines and suggestions for the student teaching experience, if needed.
2. Work with the teacher candidate and the cooperating teacher to establish schedules.
3. Support the cooperating teacher in his/her work with the teacher candidate.
16
4. Confer regularly with the cooperating teacher regarding the progress of the teacher candidate.
5. Share written comments on observations with the cooperating teacher.
6. Work with the cooperating teacher and/or the teacher candidate to resolve misunderstandings or
disagreements that may occur.
7. Discuss the Interim and Final Evaluations with the cooperating teacher.
8. Ensure that all of the cooperating teacher’s materials have been returned.
9. Collect the cooperating teacher’s input for the final grade.
Observations of the Teacher Candidate
There will be at least four face-to-face formal observations conducted throughout the student teaching experience.
One of the four face-to-face observations will be completed through an observational sequence which will include
a pre-conference, an observation, and a post-conference. During the pre-conference, the clinical faculty member
and the teacher candidate will schedule a classroom observation and determine its purpose and its focus. During
the post-conference, the teacher candidate and the clinical faculty member will discuss the lesson noting both
strengths and weaknesses. For the fifth observation, the clinical faculty member will review and provide feedback
for one of the teacher candidate’s videos that will be submitted as part of edTPA’s requirements (please refer to
your edTPA handbook regarding video requirements).
17
EVALUATIONS OF THE TEACHER CANDIDATE
Steps for Cooperating Teachers and Clinical Faculty Members to Complete for Each Observation:
1. Familiarize yourself with the indicators on the Model of Appropriate Practice (MAP) Observation Scoring
Rubric prior to observation.
2. Take copious notes during the observation, keeping indicators from the MAP Observation Scoring Rubric
in mind.
3. Immediately following the observation, use the MAP Observation Scoring Rubric and circle the level of
performance for each indicator in LiveText.
4. Prepare comments highlighting strengths and weaknesses for each domain on the MAP Observation Report
of Teacher Candidate in LiveText.
5. Conduct a post-observation conference with the teacher candidate to discuss ratings and areas for
improvement.
Cooperating Teachers
 Formative MAP Observation Scoring Rubric and Observation Report of Teacher Candidate
---A minimum of three (3) MAPs will be completed in one semester for the teacher candidate; each
MAP is used to assess the teacher candidate’s performance for a lesson taught by the candidate. At
least one of these MAPs will be completed during the teacher candidate’s ‘solo’ teaching.
The MAP Observation Scoring Rubric and Observation Report of Teacher Candidate will be completed after
each formal observation of the teacher candidate (minimum of three) and entered into LiveText. This data will
serve as formative assessments and will assess and document the teacher candidate’s performance and growth
throughout the student teaching experience. The data will also aid the teacher candidate by identifying areas of
strengths and areas where improvements are needed (see Appendix A for MAP Observation Scoring Rubric
and Observation Report of Teacher Candidate).
 Rubric for the Evaluation of Dispositions
---Disposition Evaluations of Teacher Candidate (see Appendix C for evaluation instruments)
 Interim Disposition Evaluation: This instrument is used to document (from the beginning
of the semester to mid-term) of the teacher candidate’s performance as it relates to
dispositions. The Interim Disposition Evaluation will be completed and submitted into
LiveText at mid-term.
 Final Disposition Evaluation: This instrument is used to document (from the beginning of
the semester to the end of the semester) of the teacher candidate’s performance as it relates
to dispositions. The Final Disposition Evaluation will be completed and submitted into
LiveText at the end of the candidate’s student teaching experience.
Teacher candidates will be assessed using the College of Education and Health Professions Rubric for the
Evaluation of Dispositions, and the assessments will be entered into LiveText. The primary purpose of
evaluating dispositions is to create in students the expectations for the development of attitudes, values, and
behaviors that are desirable in teachers (see Appendix B for Disposition Rubric). A teacher candidate will be
immediately removed from student teaching resulting in a loss of credit for the course when an unethical
behavior is exhibited (see Appendix D for Code of Ethics for Educators).
Clinical Faculty Members
 Formative MAP Observation Scoring Rubric and Observation Report of Teacher Candidate
---A minimum of five (5) MAPs will be completed in one semester for the teacher candidate; each
MAP is used to assess the teacher candidate’s performance for a lesson taught by the candidate. At
least one of these MAPs will be completed during the teacher candidate’s ‘solo’ teaching.
18
The MAP Observation Scoring Rubric and Observation Report of Teacher Candidate will be completed after
each formal observation of the teacher candidate (minimum of five) and entered into LiveText. This data will
serve as formative assessments and will assess and document the teacher candidate’s performance and growth
throughout the student teaching experience. The data will also aid the teacher candidate by identifying areas of
strengths and areas where improvements are needed (see Appendix A for MAP Observation Scoring Rubric
and Observation Report of Teacher Candidate).
o MAP Evaluations of Teacher Candidate (see Appendix C for evaluation instruments)
 Interim MAP Evaluation: The clinical faculty member will collaborate with the
cooperating teacher in determining the candidate’s performance. The MAP evaluation will
be completed and submitted into LiveText at mid-term.
 Final MAP Evaluation: The clinical faculty member will collaborate with the cooperating
teacher in determining the candidate’s performance. The MAP evaluation will be completed
and submitted into LiveText at the end of the candidate’s student teaching experience.
 Rubric for the Evaluation of Dispositions
Teacher candidates will be assessed using the College of Education and Health Professions Rubric for the
Evaluation of Dispositions, and the assessments will be entered into LiveText. The primary purpose of
evaluating dispositions is to create in students the expectations for the development of attitudes, values, and
behaviors that are desirable in teachers (see Appendix B for Disposition Rubric). A teacher candidate will be
immediately removed from student teaching resulting in a loss of credit for the course when an unethical
behavior is exhibited (see Appendix D for Code of Ethics for Educators).
o Disposition Evaluations of Teacher Candidate (see Appendix C for evaluation instruments)
 Interim Disposition Evaluation: This instrument is used to document (from the beginning
of the semester to mid-term) of the teacher candidate’s performance as it relates to
dispositions. The Interim Disposition Evaluation will be completed and submitted into
LiveText at mid-term.
 Final Disposition Evaluation: This instrument is used to document (from the beginning of
the semester to the end of the semester) of the teacher candidate’s performance as it relates
to dispositions. The Final Disposition Evaluation will be completed and submitted into
LiveText at the end of the candidate’s student teaching experience.
Final Grades
Although both the cooperating teacher and the clinical faculty member confer regarding the overall evaluation of
the teacher candidate, the clinical faculty member has the official responsibility for reporting the final grade to the
Coordinator of Student Teaching and entering the final grade (see p. 23 in the Student Teaching Handbook for the
MAP Guidelines for Evaluation of Candidates’ Developmental Progress).
19
CERTIFICATION AND GRADUATION
Certification
A teaching certificate is a license to teach. The Professional Standards Commission (PSC) issues this certificate in
the state of Georgia. To be eligible for a Georgia teaching certificate, the applicant must have successfully
completed the Columbus State University’s teacher preparation program. An additional certification requirement,
but not a graduation requirement, is a passing score on the GACE II assessment test.
The teacher candidate must request that official transcripts from all colleges attended (except for the Columbus
State University transcript) be sent to the Office of College of Education and Health Professions Student Advising
and Field Experiences at:
Columbus State University
College of Education and Health Professions
Student Advising and Field Experiences
4225 University Avenue
Jordan Hall, Room 107
Columbus, Georgia 31907-5645
(Please note: The Office of the Registrar will not release the transcripts you provided upon admission to the
university.) The teacher candidate is urged to start requesting transcripts from other colleges attended during the
semester in which he/she student teaches in order to have all transcripts on file at the Office of College of
Education and Health Professions Student Advising and Field Experiences at the time of program completion.
Graduation
According to the Columbus State University Catalog, applications for graduation and graduation fees must be
submitted to the Office of the Registrar one semester prior to the anticipated semester of completion. See the
Columbus State University Catalog for more information.
CAREER SERVICES
The Center for Career Development, located at 102 Schuster Student Success Center, provides students and
alumni a number of services for the education major. You can find the most current events and opportunities by
visiting the Center or through the informative website: http//:career.columbusstate.edu.
1. Meet with recruiters on campus: Each semester employers provide information tables on campus to
connect with students. This includes local school districts and other employers interested in education
majors.
2. Careers Expo – This event is held during spring semester and is an opportunity for all education majors to
visit with school district representatives within our service area. This is particularly important for students
who will be eligible for teaching employment the following fall. Students are encouraged to attend the job
search workshops offered by the Center in order to prepare for this event.
3. Job Search Workshops: The Center offers workshops each semester to prepare students to write effective
resumes, prepare for interviewing, and to understand how to work a job fair. A schedule of the workshops
can be found on the Center’s web site. Workshops specifically for education majors are frequently offered
through professional organizations. These workshops are tremendously beneficial in preparing a strategy
for approaching the job search process.
4. Job Postings: Students can visit the Center’s online job posting system to view on-campus and off-campus
job opportunities. Employment information can be found on part-time, full-time, Federal Work Study and
Student Assistant positions.
5. Resume assistance: The Center supports the students’ need to have a professional presentation. The Center
offers resume assistance through Resume Builder, which is free to students and alumni. This software can
20
be accessed through the Center’s website. Once a resume is created, it can be posted online for school
districts nationwide to view. Also, professional staff in the Center can provide resume advice and critiquing
services.
6. School Districts’ Information: The Center houses information and current openings from many school
systems in Georgia, Alabama and other states. In addition, the Center maintains a directory of all school
systems in the United States. There is also information for students who wish to work and teach outside of
the States.
7. Serve and learn: You may be interested in volunteer opportunities for serving, learning, connecting, and
adding to your resume. The Center offers information on community volunteer needs, and hosts a
Volunteer Opportunities Fair each fall semester.
21
APPENDIXES
22
AP P E NDIX A:
The Model
Of Appropriate Practice
(MAP)
23
MODEL OF APPROPRIATE PRACTICE
Developmental Progression Expectations
Guidelines for Evaluation of Candidates’ Developmental Progress
Columbus State University
M = Meets Standard; I = In Progress; N = No Progress or Needs Improvement
Level 1
Level 2
Level 3
Level 4
(Semester 1 or Block 1)
(Semester 2 or Block 2)
(Semester 3 or Block 3)
(Student Teaching)
“Teaching Performance”
“Teaching Performance”
“Teaching Performance”
“Teaching Performance”
M = All ratings of Emerging
M = All ratings of Satisfactory M = All ratings of Satisfactory M = All ratings of
OR Emerging and 1-2 ratings
and Emerging with 10 or more OR Satisfactory and fewer than Accomplished Novice OR
of Unsatisfactory
of Satisfactory
10 Emerging
Accomplished Novice and
I = Ratings of Emerging and 3- I = All ratings of Satisfactory
I = More than 10 ratings of
fewer than 10 Satisfactory
4 ratings of Unsatisfactory
and Emerging with fewer than
Emerging OR Any ratings of
I = More than 10 ratings of
N = More than 4 ratings of
10 ratings of Satisfactory OR
Unsatisfactory
Satisfactory OR Any ratings of
Unsatisfactory
any ratings of Unsatisfactory
N = More than 2 ratings of
Emerging
N = More than 2 ratings of
Unsatisfactory
N = More than 2 ratings of
Unsatisfactory
Emerging OR Any ratings of
Unsatisfactory
Level 4:: The preservice teacher demonstrates an accomplished novice level of knowledge, skills, and dispositions necessary to facilitate
student learning with little/no assistance and supervision from a professor, cooperating teacher, and/or mentor. The preservice teacher
who meets the highest standard earns ratings of “Accomplished Novice” across all domains. The preservice teacher demonstrates the
standard consistently in a field setting and can assess the effectiveness of his/her professional decisions and actions and change them
accordingly. Preservice teachers often earn ratings of “Accomplished Novice” across the majority of domains by the end of student
teaching, prior to the recommendation for certification. There may be preservice teachers who demonstrate development at the
“Satisfactory” level who will need to continue to refine their knowledge, skills, and dispositions in their first teaching position.
Level 3: The preservice teacher demonstrates a proficient understanding of all of the knowledge, skills, and dispositions necessary to
facilitate student learning and requires limited support and guidance from the college supervisor and/or cooperating teacher. The
preservice teacher who meets the highest standard earns ratings of “Satisfactory” across all domains. The preservice teacher assesses the
effectiveness of his/her professional decisions and actions with little prompting and makes most recommended changes. Preservice
teachers often earn ratings of “Satisfactory” across the majority of domains by the end of the third semester or Block 3 of
coursework indicating readiness for the student teaching experience.
Level 2: The preservice teacher demonstrates a basic competency in most of the knowledge, skills, and dispositions necessary to facilitate
student learning and requires much direct assistance from the college supervisor and/or cooperating teacher. The preservice teacher who
meets the highest standard earns ratings of “Emerging” across all domains. The preservice teacher begins to assess the effectiveness of
his/her professional decisions and actions with prompting but there is little change in practice. Preservice teachers often earn ratings of
“Satisfactory” across the majority of domains by the end of the second semester or Block 2 of coursework, indicating readiness
for the third semester or Block 3.
Level 1: The preservice teacher is beginning to develop and demonstrates limited or unclear understandings of the knowledge, skills, and
dispositions necessary to facilitate student learning. The preservice teacher who meets the highest standard at this level earns ratings of
“Emerging” across all domains. Preservice teachers often earn ratings of “Emerging” across the majority of domains by the end of
the first semester or Block 1 of coursework, indicating readiness for the second semester or Block 2.
Unsatisfactory: The preservice teacher may exhibit a hostile or negative attitude and is resistant to feedback for improving teaching and
learning. Should any behavior of the preservice teacher result in a dangerous environment for children, the preservice teacher is removed
from the field experience or student teaching due to performance/behavior that constitutes a detriment to children or to the professional
standards of the local school or professional Code of Ethics for Educators in Georgia.
24
MODEL OF APPROPRIATE PRACTICE
Observation Scoring Rubric
Domain 1: Planning and Preparation
INDICATOR
Unsatisfactory
Candidate has little or no
1A. Demonstrates
understanding of the
Knowledge of
content.
Content
Pedagogy does not include
1B. Demonstrates
the use of best practices.
Knowledge of
Pedagogy
1C. Demonstrates
Knowledge of
Students and their
Learning
1D. Selects
Appropriate
Learning Goals
1E. Demonstrates
Knowledge of
Resources
1F. Designs
Coherent
Instruction
1G. Assesses Student
Learning for
Planning
Emerging
Candidate has some
understanding of the content.
Satisfactory
Candidate adequately
understands the content.
Accomplished Novice
Candidate thoroughly
understands the content.
Pedagogy is inconsistently
comprised of best practices
and makes little or no
connections within and
across the curriculum.
Candidate makes little or no
use of appropriate
technology or uses it
inappropriately.
Pedagogy includes some use
of best practices and
attempts to make appropriate
connections within and
across the curriculum.
Candidate makes some
attempts to use appropriate
technology.
Candidate does not build
on students’ prior
knowledge, background,
learning styles and
interest.
Does not state appropriate
learning goals and
outcomes
Incorporates inappropriate
or no resources for
planning and teaching
Candidate is able to meet the
needs of some students by
building on their prior
knowledge, background,
learning styles and interest.
Attempts to state appropriate
learning goals and outcomes
Candidate meets the needs of
most students by building on
their prior knowledge,
background, learning styles
and interest.
Clearly states appropriate
learning goals and outcomes
Attempts to incorporate
resources for planning and
teaching
Incorporates appropriate
resources, including
technology, for planning and
teaching
Components are not
aligned and do not provide
a clear structure.
Does not include
appropriate assessments
which are aligned with
stated learning goals and
outcomes; does not use
assessment data in
planning instruction
Attempt is made to align
components and provide
structure.
Attempt is made to include
appropriate assessments but
may not be aligned with
instructional goals; use of
assessment data is limited
Some components are
aligned and some structure is
evident.
Includes appropriate
assessments which are
partially aligned with
instructional goals with clear
assessment criteria and
standards; makes some use
of assessment data to plan
instruction
Pedagogy is consistently
comprised of best practices
and makes appropriate
connections within and
across the curriculum.
Candidate embraces
technology as an essential
tool for teaching and
learning, selecting and using
appropriate technological
tools that enhance student
learning.
Candidate consistently meets
the needs of all students by
building on their prior
knowledge, background,
learning styles and interest.
Clearly states appropriate
differentiated learning goals
and outcomes
Consistently incorporates a
variety of appropriate
resources, including
technology, for planning and
teaching
Components are aligned and
provide a clear structure of
the lesson.
Includes appropriate
assessments which are
aligned with instructional
goals with clear assessment
criteria and standards;
consistently evaluates and
uses assessment data to plan
instruction
Emerging
Disrespectful classroom
interactions are not
consistently addressed.
Interactions create an
environment with some
conflict that is not always
conducive to teaching and
learning.
Satisfactory
Classroom interactions are
generally respectful and
support an environment
relatively free from nonproductive conflict.
Interactions create an
environment that is
conducive to teaching and
learning.
Creates a climate that
supports learning through:
encouraging positive social
interaction while reflecting
an awareness of valuing
differences, conveying high
expectations of student
achievement resulting in
moderate student
engagement that offers ALL
students an equitable
opportunity to participate in
the learning process
Accomplished Novice
Classroom interactions are
respectful and mindful of
cultural, cognitive, and
ability differences.
Interactions encourage an
environment conducive to
teaching and learning.
Satisfactory
Classroom routines and
procedures have been
Accomplished Novice
Classroom routines and
procedures that promote
Domain 2: The Classroom Environment
INDICATOR
Unsatisfactory
Disrespectful classroom
2A. Creating an
interactions are addressed
Environment of
inappropriately.
Respect and
Classroom interactions are
Rapport
inappropriate to support
an environment for
teaching and learning.
2B. Establishing a
Culture for
Learning
Creates a climate that
interferes with learning
and positive social
interactions by valuing
some learners’ qualities
over others, conveying
low expectations of
student achievement
resulting in minimal
student engagement.
Excludes segments of the
population in the learning
process.
Attempts to create a climate
that supports learning
through: encouraging
positive social interaction,
conveying moderate
expectations of student
achievement resulting in
inconsistent student
engagement. Attempts to
include ALL students in the
learning process
INDICATOR
2C. Managing the
Learning
Unsatisfactory
Classroom routines and
procedures are either
Emerging
Classroom routines and
procedures exist but are
Creates a climate that
supports learning through:
encouraging positive social
interaction that values
differences, conveying high
expectations of student
achievement resulting in
high student engagement that
offers ALL students an
equitable opportunity to
actively participate in the
learning process.
25
Environment
nonexistent or inefficient,
resulting in the loss of
much instructional time.
2D. Managing
Student Behaviors
(attitude, conduct,
and academic)
Has not established clear
expectations, appears to be
unaware of student
behaviors, and does not
respond to behaviors in
appropriate and respectful
ways.
Makes poor use of the
physical environment,
resulting in unsafe or
inaccessible conditions for
some students. There is a
mismatch between use of
furniture/equipment and
the lesson activities.
2E: Utilizing
Classroom Space
Domain 3: Instruction
INDICATOR
3A. Communicating
Clearly and
Accurately
3B. Using
Questioning and
Discussion
Techniques
Unsatisfactory
When giving instructions,
explanations, or learning
objectives/goals the oral
and written
communication is not
clear, with grammar
and/or syntax errors, or
inappropriate language
usage.
Makes poor use of
questioning and discussion
techniques, using only
recall questions, little
meaningful discussion,
and limited student
participation.
Uses inappropriate
instructional strategies/
pacing/technology which
results in a lack of
engagement and little
learning for students
throughout lesson.
Feedback to students is
3D. Providing
very general in nature,
Feedback to
and/or is not given in a
Students
timely manner. The
quantity, frequency, and
duration of feedback do
not facilitate ongoing
improvement.
Adheres to the
3E. Demonstrating
instructional plan in spite
Flexibility and
of poor student
Responsiveness
understanding or of
students’ lack of interest.
Fails to appropriately
respond to student
questions. Assumes no
responsibility for students’
failure to understand.
Domain 4: Professional Responsibilities
INDICATOR
Unsatisfactory
Reflection is not evident
4A. Reflecting on
or limited to a summary of
Teaching
the lesson with no
3C. Engaging
Students in
Learning
applied inconsistently and
have not been established as
part of the classroom culture
resulting in some loss of
instructional time.
Establishes some
expectations and
demonstrates emerging
awareness by attempting to
respond to some behaviors in
appropriate and respectful
ways.
Creates a physical
environment that is safe, and
some essential learning is
accessible to all students.
The use of
furniture/equipment supports
most learning activities.
established and function with
little loss of instructional
time.
learning have been
established and function
smoothly, maximizing
instructional time.
Establishes clear
expectations and
demonstrates awareness by
responding to most student
behaviors in appropriate and
respectful ways.
Establishes clear
expectations and
demonstrates awareness of
student behaviors by
responding in appropriate
and respectful ways.
Creates a physical
environment that is safe, and
learning is accessible to all
students. Uses furniture and
equipment effectively as a
resource for learning.
Creates a safe, flexible
physical environment that
may extend beyond the
classroom and enhances
learning for all students
through a variety of studentcentered activities.
Emerging
When giving instructions,
explanations, or learning
objectives/goals the oral and
written communication is not
clear, with grammar and/or
syntax errors, or
inappropriate language
usage.
Satisfactory
When giving instructions,
explanations, or learning
objectives/goals the oral and
written communication is
appropriate but at times
requires further clarification.
Accomplished Novice
When giving instructions,
explanations, or learning
objectives/goals the oral and
written communication is
consistently clear, accurate
and appropriate for all
situations.
Attempts to use a variety of
questioning techniques to
probe student thinking and
understanding but has
difficulty guiding discussion
based on students’ responses.
Engages some students in
meaningful discussion and
inconsistently incorporates
wait time.
Attempts to use a variety of
instructional strategies/
pacing/technology which
results in sporadic
engagement and learning for
students throughout lesson.
Uses a variety of questioning
techniques to probe student
thinking and understanding
to facilitate student-centered
discussions. Most students
are engaged in meaningful
discussions.
Uses a variety of questioning
techniques to probe student
thinking and understanding
to facilitate student-centered
discussions. All students are
engaged in meaningful
discussions that
challenge/expand their
perspectives.
Uses a variety of
instructional strategies/
pacing/technology which
results in engagement and
learning for students
throughout much of lesson.
Understands and consistently
uses a variety of instructional
strategies/pacing/technology
which results in engagement
and learning for students
throughout lesson. .
Feedback to students is given
intermittently and/or is often
too general to provide
students with meaningful,
targeted information that
encourages ongoing
improvement.
Feedback to students is
generally timely and is
mostly targeted to specific
components of work and is
given frequently with
consideration of ongoing
improvement.
Attempts to modify the
instructional plan as a result
of some student
misunderstanding or of
students’ lack of interest. Is
inconsistent in responding to
student questions. Assumes
some responsibility for
students’ failure to
understand.
Makes spontaneous
adjustments as needed to
instructional plan with
adequate effectiveness by
responding to students’
interest and questions and
assumes responsibility for
students’ failure to
understand.
Feedback is always timely,
relevant, targets specific
aspects of students’
academic work, and is
provided with a professional
and supportive demeanor
that encourages ongoing
improvement.
Makes effective
spontaneous adjustments as
needed to instructional plan
and responds to student
interests and questions and
assumes responsibility for
students’ failure to
understand and uses
reflection to make changes in
instruction.
Emerging
Reflection is limited to
general characteristics of the
lesson and examples of how
Satisfactory
Reflection includes
characteristics of the lesson
and examples of how it can
Accomplished Novice
Reflection includes
characteristics of the lesson
and specific examples on
26
examples of how it can be
improved. Effectiveness
is based on impression of
how well the objectives
were achieved. Examples
to improve future lessons
are not provided.
it can be improved.
Effectiveness is based on
impressions of how well the
objectives were achieved.
Examples to improve future
lessons are subjective or not
provided.
System for maintaining
information on student
completion of
assignments, progress in
learning, and noninstructional activities is
ineffective or nonexistent.
Evidence of providing
information to families or
attempts to involve them
in the instructional
program is not provided.
4D. Contributing to
the School
4E: Growing and
Developing
Professionally
4B. Maintaining
Accurate Records
4C. Communicating
with Families
4F. Showing
Professionalism
how it can be improved.
Improvements are based on
the effectiveness supported
by evidence on how well the
objectives were achieved.
Specific examples to
improve future lessons are
provided.
Attempts to begin using a
system for maintaining
information on student
completion of assignments,
progress in learning, and/or
non-instructional activities.
be improved. Improvements
are general but are based on
the effectiveness of the
lesson and supported by
evidence on how well the
objectives of the lesson were
achieved. General examples
to improve future lessons are
provided.
System for maintaining
information on student
completion of assignments,
progress in learning, and
non-instructional activities is
usually effective.
Evidence of compliance with
school procedures for
communicating with families
and efforts to minimally
involve families in the
instructional program are
provided.
Evidence of regular
communication with all
families and successful
involvement of most families
in supporting the
instructional program is
provided.
Evidence of collaboration
with others is not found or
is insufficient and avoids
involvement in school
related activities.
Evidence of some
collaboration with others is
present and participates in
some appropriate school
related activities.
Evidence of consistent
collaboration with others is
present and participates in
appropriate school related
activities.
Evidence of participation
in professional
development activities is
not present or is
insufficient. No attempt is
made to seek or use
feedback to improve
instructional skills.
Evidence of
unprofessional behavior in
regard to appearance and
hygiene, punctuality in
meeting teaching
responsibilities, selfcontrol, exhibiting sound
judgment, ethical conduct,
adhering to guidelines,
professional relationships,
seeking solutions to
problems.
Evidence of limited
participation in professional
development activities is
present. Attempts to improve
instructional skills based on
feedback.
Evidence of participation in
professional development
activities is present.
Improves instructional skills
based on feedback.
Evidence of inconsistent
professional behavior in
regard to appearance and
hygiene, punctuality in
meeting teaching
responsibilities, self-control,
exhibiting sound judgment,
ethical conduct, adhering to
guidelines, professional
relationships, seeking
solutions to problems.
Evidence of consistent
professional behavior in
regard to appearance and
hygiene, punctuality in
meeting teaching
responsibilities, self-control,
exhibiting sound judgment,
ethical conduct, adhering to
guidelines, professional
relationships, seeking
solutions to problems.
Evidence of regular
communication with all
families in various ways,
successful involvement in
supporting the instructional
program, and including them
as resource persons within
the curriculum is provided.
Provides families with
information on how to
support the instructional
program.
Evidence of actively seeking
opportunities for
collaboration is present and
actively participates in
appropriate school related
activities.
Evidence of actively seeking
opportunities for
professional development
activities is present. Uses
feedback and self-reflection
leading to continuous
improvement in instructional
skills.
Evidence of role awareness
as a professional and as a
leader in the school and
community
System for maintaining
information on student
completion of assignments,
progress in learning, and
non-instructional activities is
effective and efficient.
27
MODEL OF APPROPRIATE PRACTICE
Observation Notes
Domain 1: Planning and Preparation
INDICATOR
1A. Demonstrates Knowledge of Content
Comments:
1B. Demonstrates Knowledge of Pedagogy
Comments:
1C. Demonstrates Knowledge of Students and their Learning
.
Comments:
1D. Selects Appropriate Learning Goals
Comments:
1E. Demonstrates Knowledge of Resources
Comments:
1F. Designs Coherent Instruction
Comments:
1G. Assesses Student Learning for Planning
Comments:
Domain 2: The Classroom Environment
INDICATOR
2A. Creating an Environment of Respect and Rapport
Comments:
2B. Establishing a Culture for Learning
.
Comments:
2C. Managing the Learning Environment
Comments:
2D. Managing Student Behaviors (attitude, conduct, and academic)
Comments:
2E: Utilizing Classroom Space
Comments:
Domain 3: Instruction
INDICATOR
3A. Communicating Clearly and Accurately
28
Comments:
3B. Using Questioning and Discussion Techniques
Comments:
3C. Engaging Students in Learning
Comments:
3D. Providing Feedback to Students
Comments:
3E. Demonstrating Flexibility and Responsiveness
Comments:
Domain 4: Professional Responsibilities
INDICATOR
4A. Reflecting on Teaching
Comments:
4B. Maintaining Accurate Records
Comments:
4C. Communicating with Families
Comments:
4D. Contributing to the School
Comments:
4E: Growing and Developing Professionally
.
Comments:
4F. Showing Professionalism
Comments:
29
APPENDIX B:
Rubric for the Evaluation of
Dispositions
30
COLLEGE OF EDUCATION AND HEALTH PROFESSIONS
RUBRIC FOR THE EVALUATION OF DISPOSITIONS
Disposition
Below Expectations
Meets Expectations
Exceeds Expectations
Exhibits sound judgment
and moral reasoning,
especially in relating to
and safe-guarding
students
Uses objectionable language;
relates to P-12 students as
peers; leaves the classroom
without a qualified person in
charge.
Uses no objectionable
language; relates to P-12
students in an adult and
professional manner; never
leaves the classroom without
a qualified adult in charge.
Always models language that is
exemplary and deals individually
with P-12 students who exhibit
inappropriate language;
maintains a warm but
professional attitude with
students; maintains control and
assumes responsibility for
classroom environment at all
times.
Interacts appropriately
and positively with others
Interactions with peers,
colleagues, or authority
figures are at times negative,
demeaning, sarcastic,
combative, or inappropriate.
Interactions with peers,
colleagues, or authority
figures are appropriate and
positive.
Interactions with peers,
colleagues, or authority figures
are appropriate, positive, and
respectful of differing opinions.
Treats others with
courtesy, respect and
open-mindedness
At times treats others rudely
and with disrespect. Words
or actions are insulting or
show contempt for others
Treats others with courtesy
and respect. Words and
actions are polite and
professional.
Treats others with courtesy,
respect and open-mindedness.
Listens to and shows interest in
the ideas and opinions of others.
Displays the ability to
work with diverse
individuals
Communicates an inability
or unwillingness to work
with some students, other
teacher candidates, or
teachers.
Works harmoniously and
effectively with diverse
individuals.
Displays the ability to work with
diverse individuals and may seek
opportunities to include or show
appreciation for those excluded.
Displays maturity and
independence by
following appropriate
protocol when seeking
solutions to problems
Enlists participation of
family members or other
individuals to seek solutions
on his/her behalf; fails to
identify the appropriate
personnel with whom to
address the problem; focuses
on blaming others rather than
seeking solutions.
If unable to resolve problem
independently, enlists the
help of faculty or staff in
identifying the appropriate
person to assist; follows
through with that person to
seek a resolution; uses
discretion in discussing the
problem; focuses on seeking
solutions rather than
assigning blame.
Seeks solutions independently
and/or identifies the faculty or
staff member who can assist;
addresses the problem with the
appropriate person and is
prepared with any necessary
documentation; uses discretion
in discussing the problem;
focuses on seeking solutions
rather than assigning blame.
Accepts and uses
constructive criticism
(feedback)
Is not receptive to
constructive comments and
shows no sign of
implementing change.
Is receptive to constructive
comments and implements
changes.
Is receptive to constructive
comments, implements changes,
and seeks feedback from others.
Demonstrates
enthusiasm, confidence,
and initiative
Lacks enthusiasm and
confidence in teaching and
does not take initiative.
Exhibits enthusiasm and
confidence in teaching and
takes initiative.
Is enthusiastic, confident, and
takes initiative beyond what is
expected.
Demonstrates
appropriate selfmonitoring and control of
emotions and behavior
At times visibly
demonstrates a lack of
emotional control; may
become upset, use put-downs
or display anger.
Models appropriate
emotional and behavioral
responses.
Models appropriate emotional
and behavioral responses in
difficult situations.
31
Disposition
Below Expectations
Meets Expectations
Exceeds Expectations
Demonstrates acceptable
professional appearance
and uses appropriate
hygiene
Appearance, attire and/or
hygiene are often
inappropriate.
Appearance, attire, and
hygiene are appropriate.
Is a role model of
professionalism through
personal appearance, attire, and
hygiene.
Maintains confidentiality
of records,
correspondence and
conversations
Does not maintain
confidentiality of records;
participates in gossip about
P-12 students, faculty, other
teacher candidates, or school
personnel; does not respect
confidentiality of
professional correspondence
or conversations.
Maintains confidentiality of
P-12 student records and of
professional correspondence
and conversations; refrains
from gossiping.
Maintains confidentiality of
P-12 student records and of
professional correspondence
and conversations, and does
not tolerate gossiping or
abuses of confidentiality by
others.
Prepares thoroughly and
consistently
Seldom displays a thorough
preparation of academic
materials.
Consistently displays a
thorough preparation of
academic materials.
Always displays a thorough
preparation of academic
materials and goes beyond
required criteria.
Meets deadlines
Does not consistently abide
by deadlines for
assignments, including
projects and presentations.
Consistently abides by
deadlines for assignments,
including projects and
presentations.
Always abides by deadlines
for assignments including
projects and presentations.
Exhibits a strict code of
honesty related to tests
and assignments
Has knowingly plagiarized,
cheated on a test, copied
another’s work or allowed
someone to copy.
Consistently demonstrates
behaviors that exemplify
honesty and integrity.
Documents thoroughly.
Always demonstrates
behaviors that exemplify
honesty and integrity.
Documents thoroughly.
Comments:
Clinical Faculty Signature: ________________________________________________ Date: _______________
Cooperating Teacher Signature: ____________________________________________Date: _______________
32
APPENDIX C:
Evaluations of Teacher
Candidates
(Interim and Final)
33
INTERIM EVALUATION FOR CLINICAL FACULTY MEMBERS
MODEL OF APPROPRIATE PRACTICE
Observation Scoring Rubric
Domain 1: Planning and Preparation
INDICATOR
Unsatisfactory
Candidate has little or no
1A. Demonstrates
understanding of the
Knowledge of
content.
Content
Pedagogy does not include
1B. Demonstrates
the use of best practices.
Knowledge of
Pedagogy
1C. Demonstrates
Knowledge of
Students and their
Learning
1D. Selects
Appropriate
Learning Goals
1E. Demonstrates
Knowledge of
Resources
1F. Designs
Coherent
Instruction
1G. Assesses Student
Learning for
Planning
Emerging
Candidate has some
understanding of the content.
Satisfactory
Candidate adequately
understands the content.
Accomplished Novice
Candidate thoroughly
understands the content.
Pedagogy is inconsistently
comprised of best practices
and makes little or no
connections within and
across the curriculum.
Candidate makes little or no
use of appropriate
technology or uses it
inappropriately.
Pedagogy includes some use
of best practices and
attempts to make appropriate
connections within and
across the curriculum.
Candidate makes some
attempts to use appropriate
technology.
Candidate does not build
on students’ prior
knowledge, background,
learning styles and
interest.
Does not state appropriate
learning goals and
outcomes
Incorporates inappropriate
or no resources for
planning and teaching
Candidate is able to meet the
needs of some students by
building on their prior
knowledge, background,
learning styles and interest.
Attempts to state appropriate
learning goals and outcomes
Candidate meets the needs of
most students by building on
their prior knowledge,
background, learning styles
and interest.
Clearly states appropriate
learning goals and outcomes
Attempts to incorporate
resources for planning and
teaching
Incorporates appropriate
resources, including
technology, for planning and
teaching
Components are not
aligned and do not provide
a clear structure.
Does not include
appropriate assessments
which are aligned with
stated learning goals and
outcomes; does not use
assessment data in
planning instruction
Attempt is made to align
components and provide
structure.
Attempt is made to include
appropriate assessments but
may not be aligned with
instructional goals; use of
assessment data is limited
Some components are
aligned and some structure is
evident.
Includes appropriate
assessments which are
partially aligned with
instructional goals with clear
assessment criteria and
standards; makes some use
of assessment data to plan
instruction
Pedagogy is consistently
comprised of best practices
and makes appropriate
connections within and
across the curriculum.
Candidate embraces
technology as an essential
tool for teaching and
learning, selecting and using
appropriate technological
tools that enhance student
learning.
Candidate consistently meets
the needs of all students by
building on their prior
knowledge, background,
learning styles and interest.
Clearly states appropriate
differentiated learning goals
and outcomes
Consistently incorporates a
variety of appropriate
resources, including
technology, for planning and
teaching
Components are aligned and
provide a clear structure of
the lesson.
Includes appropriate
assessments which are
aligned with instructional
goals with clear assessment
criteria and standards;
consistently evaluates and
uses assessment data to plan
instruction
Emerging
Disrespectful classroom
interactions are not
consistently addressed.
Interactions create an
environment with some
conflict that is not always
conducive to teaching and
learning.
Satisfactory
Classroom interactions are
generally respectful and
support an environment
relatively free from nonproductive conflict.
Interactions create an
environment that is
conducive to teaching and
learning.
Creates a climate that
supports learning through:
encouraging positive social
interaction while reflecting
an awareness of valuing
differences, conveying high
expectations of student
achievement resulting in
moderate student
engagement that offers ALL
students an equitable
opportunity to participate in
the learning process
Accomplished Novice
Classroom interactions are
respectful and mindful of
cultural, cognitive, and
ability differences.
Interactions encourage an
environment conducive to
teaching and learning.
Satisfactory
Accomplished Novice
Domain 2: The Classroom Environment
INDICATOR
Unsatisfactory
Disrespectful classroom
2A. Creating an
interactions are addressed
Environment of
inappropriately.
Respect and
Classroom interactions are
Rapport
inappropriate to support
an environment for
teaching and learning.
2B. Establishing a
Culture for
Learning
INDICATOR
Creates a climate that
interferes with learning
and positive social
interactions by valuing
some learners’ qualities
over others, conveying
low expectations of
student achievement
resulting in minimal
student engagement.
Excludes segments of the
population in the learning
process.
Attempts to create a climate
that supports learning
through: encouraging
positive social interaction,
conveying moderate
expectations of student
achievement resulting in
inconsistent student
engagement. Attempts to
include ALL students in the
learning process
Unsatisfactory
Emerging
Creates a climate that
supports learning through:
encouraging positive social
interaction that values
differences, conveying high
expectations of student
achievement resulting in
high student engagement that
offers ALL students an
equitable opportunity to
actively participate in the
learning process.
34
2C. Managing the
Learning
Environment
Classroom routines and
procedures are either
nonexistent or inefficient,
resulting in the loss of
much instructional time.
2D. Managing
Student Behaviors
(attitude, conduct,
and academic)
Has not established clear
expectations, appears to be
unaware of student
behaviors, and does not
respond to behaviors in
appropriate and respectful
ways.
Makes poor use of the
physical environment,
resulting in unsafe or
inaccessible conditions for
some students. There is a
mismatch between use of
furniture/equipment and
the lesson activities.
2E: Utilizing
Classroom Space
Domain 3: Instruction
INDICATOR
3A. Communicating
Clearly and
Accurately
3B. Using
Questioning and
Discussion
Techniques
3C. Engaging
Students in
Learning
3D. Providing
Feedback to
Students
3E. Demonstrating
Flexibility and
Responsiveness
Unsatisfactory
When giving instructions,
explanations, or learning
objectives/goals the oral
and written
communication is not
clear, with grammar
and/or syntax errors, or
inappropriate language
usage.
Makes poor use of
questioning and discussion
techniques, using only
recall questions, little
meaningful discussion,
and limited student
participation.
Uses inappropriate
instructional strategies/
pacing/technology which
results in a lack of
engagement and little
learning for students
throughout lesson.
Feedback to students is
very general in nature,
and/or is not given in a
timely manner. The
quantity, frequency, and
duration of feedback do
not facilitate ongoing
improvement.
Adheres to the
instructional plan in spite
of poor student
understanding or of
students’ lack of interest.
Fails to appropriately
respond to student
questions. Assumes no
responsibility for students’
failure to understand.
Classroom routines and
procedures exist but are
applied inconsistently and
have not been established as
part of the classroom culture
resulting in some loss of
instructional time.
Establishes some
expectations and
demonstrates emerging
awareness by attempting to
respond to some behaviors in
appropriate and respectful
ways.
Creates a physical
environment that is safe, and
some essential learning is
accessible to all students.
The use of
furniture/equipment supports
most learning activities.
Classroom routines and
procedures have been
established and function with
little loss of instructional
time.
Classroom routines and
procedures that promote
learning have been
established and function
smoothly, maximizing
instructional time.
Establishes clear
expectations and
demonstrates awareness by
responding to most student
behaviors in appropriate and
respectful ways.
Establishes clear
expectations and
demonstrates awareness of
student behaviors by
responding in appropriate
and respectful ways.
Creates a physical
environment that is safe, and
learning is accessible to all
students. Uses furniture and
equipment effectively as a
resource for learning.
Creates a safe, flexible
physical environment that
may extend beyond the
classroom and enhances
learning for all students
through a variety of studentcentered activities.
Emerging
When giving instructions,
explanations, or learning
objectives/goals the oral and
written communication is not
clear, with grammar and/or
syntax errors, or
inappropriate language
usage.
Satisfactory
When giving instructions,
explanations, or learning
objectives/goals the oral and
written communication is
appropriate but at times
requires further clarification.
Accomplished Novice
When giving instructions,
explanations, or learning
objectives/goals the oral and
written communication is
consistently clear, accurate
and appropriate for all
situations.
Attempts to use a variety of
questioning techniques to
probe student thinking and
understanding but has
difficulty guiding discussion
based on students’ responses.
Engages some students in
meaningful discussion and
inconsistently incorporates
wait time.
Attempts to use a variety of
instructional strategies/
pacing/technology which
results in sporadic
engagement and learning for
students throughout lesson.
Uses a variety of questioning
techniques to probe student
thinking and understanding
to facilitate student-centered
discussions. Most students
are engaged in meaningful
discussions.
Uses a variety of questioning
techniques to probe student
thinking and understanding
to facilitate student-centered
discussions. All students are
engaged in meaningful
discussions that
challenge/expand their
perspectives.
Uses a variety of
instructional strategies/
pacing/technology which
results in engagement and
learning for students
throughout much of lesson.
Understands and consistently
uses a variety of instructional
strategies/pacing/technology
which results in engagement
and learning for students
throughout lesson. .
Feedback to students is given
intermittently and/or is often
too general to provide
students with meaningful,
targeted information that
encourages ongoing
improvement.
Feedback to students is
generally timely and is
mostly targeted to specific
components of work and is
given frequently with
consideration of ongoing
improvement.
Attempts to modify the
instructional plan as a result
of some student
misunderstanding or of
students’ lack of interest. Is
inconsistent in responding to
student questions. Assumes
some responsibility for
students’ failure to
understand.
Makes spontaneous
adjustments as needed to
instructional plan with
adequate effectiveness by
responding to students’
interest and questions and
assumes responsibility for
students’ failure to
understand.
Feedback is always timely,
relevant, targets specific
aspects of students’
academic work, and is
provided with a professional
and supportive demeanor
that encourages ongoing
improvement.
Makes effective
spontaneous adjustments as
needed to instructional plan
and responds to student
interests and questions and
assumes responsibility for
students’ failure to
understand and uses
reflection to make changes in
instruction.
35
Domain 4: Professional Responsibilities
INDICATOR
Unsatisfactory
Reflection is not evident
4A. Reflecting on
or limited to a summary of
Teaching
the lesson with no
examples of how it can be
improved. Effectiveness
is based on impression of
how well the objectives
were achieved. Examples
to improve future lessons
are not provided.
System for maintaining
information on student
completion of
assignments, progress in
learning, and noninstructional activities is
ineffective or nonexistent.
Evidence of providing
information to families or
attempts to involve them
in the instructional
program is not provided.
Attempts to begin using a
system for maintaining
information on student
completion of assignments,
progress in learning, and/or
non-instructional activities.
Satisfactory
Reflection includes
characteristics of the lesson
and examples of how it can
be improved. Improvements
are general but are based on
the effectiveness of the
lesson and supported by
evidence on how well the
objectives of the lesson were
achieved. General examples
to improve future lessons are
provided.
System for maintaining
information on student
completion of assignments,
progress in learning, and
non-instructional activities is
usually effective.
Evidence of compliance with
school procedures for
communicating with families
and efforts to minimally
involve families in the
instructional program are
provided.
Evidence of regular
communication with all
families and successful
involvement of most families
in supporting the
instructional program is
provided.
4D. Contributing to
the School
Evidence of collaboration
with others is not found or
is insufficient and avoids
involvement in school
related activities.
Evidence of some
collaboration with others is
present and participates in
some appropriate school
related activities.
Evidence of consistent
collaboration with others is
present and participates in
appropriate school related
activities.
4E: Growing and
Developing
Professionally
Evidence of participation
in professional
development activities is
not present or is
insufficient. No attempt is
made to seek or use
feedback to improve
instructional skills.
Evidence of
unprofessional behavior in
regard to appearance and
hygiene, punctuality in
meeting teaching
responsibilities, selfcontrol, exhibiting sound
judgment, ethical conduct,
adhering to guidelines,
professional relationships,
seeking solutions to
problems.
Evidence of limited
participation in professional
development activities is
present. Attempts to improve
instructional skills based on
feedback.
Evidence of participation in
professional development
activities is present.
Improves instructional skills
based on feedback.
Evidence of inconsistent
professional behavior in
regard to appearance and
hygiene, punctuality in
meeting teaching
responsibilities, self-control,
exhibiting sound judgment,
ethical conduct, adhering to
guidelines, professional
relationships, seeking
solutions to problems.
Evidence of consistent
professional behavior in
regard to appearance and
hygiene, punctuality in
meeting teaching
responsibilities, self-control,
exhibiting sound judgment,
ethical conduct, adhering to
guidelines, professional
relationships, seeking
solutions to problems.
4B. Maintaining
Accurate Records
4C. Communicating
with Families
4F. Showing
Professionalism
Emerging
Reflection is limited to
general characteristics of the
lesson and examples of how
it can be improved.
Effectiveness is based on
impressions of how well the
objectives were achieved.
Examples to improve future
lessons are subjective or not
provided.
Accomplished Novice
Reflection includes
characteristics of the lesson
and specific examples on
how it can be improved.
Improvements are based on
the effectiveness supported
by evidence on how well the
objectives were achieved.
Specific examples to
improve future lessons are
provided.
Evidence of regular
communication with all
families in various ways,
successful involvement in
supporting the instructional
program, and including them
as resource persons within
the curriculum is provided.
Provides families with
information on how to
support the instructional
program.
Evidence of actively seeking
opportunities for
collaboration is present and
actively participates in
appropriate school related
activities.
Evidence of actively seeking
opportunities for
professional development
activities is present. Uses
feedback and self-reflection
leading to continuous
improvement in instructional
skills.
Evidence of role awareness
as a professional and as a
leader in the school and
community
System for maintaining
information on student
completion of assignments,
progress in learning, and
non-instructional activities is
effective and efficient.
MODEL OF APPROPRIATE PRACTICE
Observation Notes
Domain 1: Planning and Preparation
INDICATOR
1A. Demonstrates Knowledge of Content
Comments:
1B. Demonstrates Knowledge of Pedagogy
Comments:
1C. Demonstrates Knowledge of Students and their Learning
.
Comments:
1D. Selects Appropriate Learning Goals
Comments:
1E. Demonstrates Knowledge of Resources
Comments:
1F. Designs Coherent Instruction
Comments:
1G. Assesses Student Learning for Planning
Comments:
Domain 2: The Classroom Environment
INDICATOR
2A. Creating an Environment of Respect and Rapport
Comments:
2B. Establishing a Culture for Learning
.
Comments:
2C. Managing the Learning Environment
Comments:
2D. Managing Student Behaviors (attitude, conduct, and academic)
Comments:
2E: Utilizing Classroom Space
Comments:
Domain 3: Instruction
INDICATOR
3A. Communicating Clearly and Accurately
Comments:
3B. Using Questioning and Discussion Techniques
Comments:
3C. Engaging Students in Learning
Comments:
3D. Providing Feedback to Students
Comments:
3E. Demonstrating Flexibility and Responsiveness
Comments:
Domain 4: Professional Responsibilities
INDICATOR
4A. Reflecting on Teaching
Comments:
4B. Maintaining Accurate Records
Comments:
4C. Communicating with Families
Comments:
4D. Contributing to the School
Comments:
4E: Growing and Developing Professionally
.
Comments:
4F. Showing Professionalism
Comments:
INTERIM EVALUATION FOR CLINICAL FACULTY MEMBERS
AND COOPERATING TEACHERS
COLLEGE OF EDUCATION AND HEALTH PROFESSIONS
RUBRIC FOR THE EVALUATION OF DISPOSITIONS
Disposition
Below Expectations
Meets Expectations
Exceeds Expectations
Exhibits sound judgment
and moral reasoning,
especially in relating to
and safe-guarding
students
Uses objectionable language;
relates to P-12 students as
peers; leaves the classroom
without a qualified person in
charge.
Uses no objectionable
language; relates to P-12
students in an adult and
professional manner; never
leaves the classroom without
a qualified adult in charge.
Always models language that is
exemplary and deals individually
with P-12 students who exhibit
inappropriate language;
maintains a warm but
professional attitude with
students; maintains control and
assumes responsibility for
classroom environment at all
times.
Interacts appropriately
and positively with others
Interactions with peers,
colleagues, or authority
figures are at times negative,
demeaning, sarcastic,
combative, or inappropriate.
Interactions with peers,
colleagues, or authority
figures are appropriate and
positive.
Interactions with peers,
colleagues, or authority figures
are appropriate, positive, and
respectful of differing opinions.
Treats others with
courtesy, respect and
open-mindedness
At times treats others rudely
and with disrespect. Words
or actions are insulting or
show contempt for others
Treats others with courtesy
and respect. Words and
actions are polite and
professional.
Treats others with courtesy,
respect and open-mindedness.
Listens to and shows interest in
the ideas and opinions of others.
Displays the ability to
work with diverse
individuals
Communicates an inability
or unwillingness to work
with some students, other
teacher candidates, or
teachers.
Works harmoniously and
effectively with diverse
individuals.
Displays the ability to work with
diverse individuals and may seek
opportunities to include or show
appreciation for those excluded.
Displays maturity and
independence by
following appropriate
protocol when seeking
solutions to problems
Enlists participation of
family members or other
individuals to seek solutions
on his/her behalf; fails to
identify the appropriate
personnel with whom to
address the problem; focuses
on blaming others rather than
seeking solutions.
If unable to resolve problem
independently, enlists the
help of faculty or staff in
identifying the appropriate
person to assist; follows
through with that person to
seek a resolution; uses
discretion in discussing the
problem; focuses on seeking
solutions rather than
assigning blame.
Seeks solutions independently
and/or identifies the faculty or
staff member who can assist;
addresses the problem with the
appropriate person and is
prepared with any necessary
documentation; uses discretion
in discussing the problem;
focuses on seeking solutions
rather than assigning blame.
Accepts and uses
constructive criticism
(feedback)
Is not receptive to
constructive comments and
shows no sign of
implementing change.
Is receptive to constructive
comments and implements
changes.
Is receptive to constructive
comments, implements changes,
and seeks feedback from others.
Demonstrates
enthusiasm, confidence,
and initiative
Lacks enthusiasm and
confidence in teaching and
does not take initiative.
Exhibits enthusiasm and
confidence in teaching and
takes initiative.
Is enthusiastic, confident, and
takes initiative beyond what is
expected.
Demonstrates
appropriate selfmonitoring and control of
emotions and behavior
At times visibly
demonstrates a lack of
emotional control; may
become upset, use put-downs
or display anger.
Models appropriate
emotional and behavioral
responses.
Models appropriate emotional
and behavioral responses in
difficult situations.
Disposition
Below Expectations
Meets Expectations
Exceeds Expectations
Demonstrates acceptable
professional appearance
and uses appropriate
hygiene
Appearance, attire and/or
hygiene are often
inappropriate.
Appearance, attire, and
hygiene are appropriate.
Is a role model of
professionalism through
personal appearance, attire, and
hygiene.
Maintains confidentiality
of records,
correspondence and
conversations
Does not maintain
confidentiality of records;
participates in gossip about
P-12 students, faculty, other
teacher candidates, or school
personnel; does not respect
confidentiality of
professional correspondence
or conversations.
Maintains confidentiality of
P-12 student records and of
professional correspondence
and conversations; refrains
from gossiping.
Maintains confidentiality of
P-12 student records and of
professional correspondence
and conversations, and does
not tolerate gossiping or
abuses of confidentiality by
others.
Prepares thoroughly and
consistently
Seldom displays a thorough
preparation of academic
materials.
Consistently displays a
thorough preparation of
academic materials.
Always displays a thorough
preparation of academic
materials and goes beyond
required criteria.
Meets deadlines
Does not consistently abide
by deadlines for
assignments, including
projects and presentations.
Consistently abides by
deadlines for assignments,
including projects and
presentations.
Always abides by deadlines
for assignments including
projects and presentations.
Exhibits a strict code of
honesty related to tests
and assignments
Has knowingly plagiarized,
cheated on a test, copied
another’s work or allowed
someone to copy.
Consistently demonstrates
behaviors that exemplify
honesty and integrity.
Documents thoroughly.
Always demonstrates
behaviors that exemplify
honesty and integrity.
Documents thoroughly.
Comments:
Clinical Faculty Signature: ________________________________________________ Date: _______________
Cooperating Teacher Signature: ____________________________________________Date: _______________
FINAL EVALUATION FOR CLINCAL FACULTY MEMBERS
MODEL OF APPROPRIATE PRACTICE
Observation Scoring Rubric
Domain 1: Planning and Preparation
INDICATOR
Unsatisfactory
Candidate has little or no
1A. Demonstrates
understanding of the
Knowledge of
content.
Content
Pedagogy does not include
1B. Demonstrates
the use of best practices.
Knowledge of
Pedagogy
1C. Demonstrates
Knowledge of
Students and their
Learning
1D. Selects
Appropriate
Learning Goals
1E. Demonstrates
Knowledge of
Resources
1F. Designs
Coherent
Instruction
1G. Assesses Student
Learning for
Planning
Emerging
Candidate has some
understanding of the content.
Satisfactory
Candidate adequately
understands the content.
Accomplished Novice
Candidate thoroughly
understands the content.
Pedagogy is inconsistently
comprised of best practices
and makes little or no
connections within and
across the curriculum.
Candidate makes little or no
use of appropriate
technology or uses it
inappropriately.
Pedagogy includes some use
of best practices and
attempts to make appropriate
connections within and
across the curriculum.
Candidate makes some
attempts to use appropriate
technology.
Candidate does not build
on students’ prior
knowledge, background,
learning styles and
interest.
Does not state appropriate
learning goals and
outcomes
Incorporates inappropriate
or no resources for
planning and teaching
Candidate is able to meet the
needs of some students by
building on their prior
knowledge, background,
learning styles and interest.
Attempts to state appropriate
learning goals and outcomes
Candidate meets the needs of
most students by building on
their prior knowledge,
background, learning styles
and interest.
Clearly states appropriate
learning goals and outcomes
Attempts to incorporate
resources for planning and
teaching
Incorporates appropriate
resources, including
technology, for planning and
teaching
Components are not
aligned and do not provide
a clear structure.
Does not include
appropriate assessments
which are aligned with
stated learning goals and
outcomes; does not use
assessment data in
planning instruction
Attempt is made to align
components and provide
structure.
Attempt is made to include
appropriate assessments but
may not be aligned with
instructional goals; use of
assessment data is limited
Some components are
aligned and some structure is
evident.
Includes appropriate
assessments which are
partially aligned with
instructional goals with clear
assessment criteria and
standards; makes some use
of assessment data to plan
instruction
Pedagogy is consistently
comprised of best practices
and makes appropriate
connections within and
across the curriculum.
Candidate embraces
technology as an essential
tool for teaching and
learning, selecting and using
appropriate technological
tools that enhance student
learning.
Candidate consistently meets
the needs of all students by
building on their prior
knowledge, background,
learning styles and interest.
Clearly states appropriate
differentiated learning goals
and outcomes
Consistently incorporates a
variety of appropriate
resources, including
technology, for planning and
teaching
Components are aligned and
provide a clear structure of
the lesson.
Includes appropriate
assessments which are
aligned with instructional
goals with clear assessment
criteria and standards;
consistently evaluates and
uses assessment data to plan
instruction
Emerging
Disrespectful classroom
interactions are not
consistently addressed.
Interactions create an
environment with some
conflict that is not always
conducive to teaching and
learning.
Satisfactory
Classroom interactions are
generally respectful and
support an environment
relatively free from nonproductive conflict.
Interactions create an
environment that is
conducive to teaching and
learning.
Creates a climate that
supports learning through:
encouraging positive social
interaction while reflecting
an awareness of valuing
differences, conveying high
expectations of student
achievement resulting in
moderate student
engagement that offers ALL
students an equitable
opportunity to participate in
the learning process
Domain 2: The Classroom Environment
INDICATOR
Unsatisfactory
Disrespectful classroom
2A. Creating an
interactions are addressed
Environment of
inappropriately.
Respect and
Classroom interactions are
Rapport
inappropriate to support
an environment for
teaching and learning.
2B. Establishing a
Culture for
Learning
Creates a climate that
interferes with learning
and positive social
interactions by valuing
some learners’ qualities
over others, conveying
low expectations of
student achievement
resulting in minimal
student engagement.
Excludes segments of the
population in the learning
process.
Attempts to create a climate
that supports learning
through: encouraging
positive social interaction,
conveying moderate
expectations of student
achievement resulting in
inconsistent student
engagement. Attempts to
include ALL students in the
learning process
Accomplished Novice
Classroom interactions are
respectful and mindful of
cultural, cognitive, and
ability differences.
Interactions encourage an
environment conducive to
teaching and learning.
Creates a climate that
supports learning through:
encouraging positive social
interaction that values
differences, conveying high
expectations of student
achievement resulting in
high student engagement that
offers ALL students an
equitable opportunity to
actively participate in the
learning process.
INDICATOR
2C. Managing the
Learning
Environment
Unsatisfactory
Classroom routines and
procedures are either
nonexistent or inefficient,
resulting in the loss of
much instructional time.
2D. Managing
Student Behaviors
(attitude, conduct,
and academic)
Has not established clear
expectations, appears to be
unaware of student
behaviors, and does not
respond to behaviors in
appropriate and respectful
ways.
Makes poor use of the
physical environment,
resulting in unsafe or
inaccessible conditions for
some students. There is a
mismatch between use of
furniture/equipment and
the lesson activities.
2E: Utilizing
Classroom Space
Domain 3: Instruction
INDICATOR
3A. Communicating
Clearly and
Accurately
3B. Using
Questioning and
Discussion
Techniques
3C. Engaging
Students in
Learning
3D. Providing
Feedback to
Students
3E. Demonstrating
Flexibility and
Responsiveness
Unsatisfactory
When giving instructions,
explanations, or learning
objectives/goals the oral
and written
communication is not
clear, with grammar
and/or syntax errors, or
inappropriate language
usage.
Makes poor use of
questioning and discussion
techniques, using only
recall questions, little
meaningful discussion,
and limited student
participation.
Uses inappropriate
instructional strategies/
pacing/technology which
results in a lack of
engagement and little
learning for students
throughout lesson.
Feedback to students is
very general in nature,
and/or is not given in a
timely manner. The
quantity, frequency, and
duration of feedback do
not facilitate ongoing
improvement.
Adheres to the
instructional plan in spite
of poor student
understanding or of
students’ lack of interest.
Fails to appropriately
respond to student
questions. Assumes no
responsibility for students’
failure to understand.
Emerging
Classroom routines and
procedures exist but are
applied inconsistently and
have not been established as
part of the classroom culture
resulting in some loss of
instructional time.
Establishes some
expectations and
demonstrates emerging
awareness by attempting to
respond to some behaviors in
appropriate and respectful
ways.
Creates a physical
environment that is safe, and
some essential learning is
accessible to all students.
The use of
furniture/equipment supports
most learning activities.
Satisfactory
Classroom routines and
procedures have been
established and function with
little loss of instructional
time.
Accomplished Novice
Classroom routines and
procedures that promote
learning have been
established and function
smoothly, maximizing
instructional time.
Establishes clear
expectations and
demonstrates awareness by
responding to most student
behaviors in appropriate and
respectful ways.
Establishes clear
expectations and
demonstrates awareness of
student behaviors by
responding in appropriate
and respectful ways.
Creates a physical
environment that is safe, and
learning is accessible to all
students. Uses furniture and
equipment effectively as a
resource for learning.
Creates a safe, flexible
physical environment that
may extend beyond the
classroom and enhances
learning for all students
through a variety of studentcentered activities.
Emerging
When giving instructions,
explanations, or learning
objectives/goals the oral and
written communication is not
clear, with grammar and/or
syntax errors, or
inappropriate language
usage.
Satisfactory
When giving instructions,
explanations, or learning
objectives/goals the oral and
written communication is
appropriate but at times
requires further clarification.
Accomplished Novice
When giving instructions,
explanations, or learning
objectives/goals the oral and
written communication is
consistently clear, accurate
and appropriate for all
situations.
Attempts to use a variety of
questioning techniques to
probe student thinking and
understanding but has
difficulty guiding discussion
based on students’ responses.
Engages some students in
meaningful discussion and
inconsistently incorporates
wait time.
Attempts to use a variety of
instructional strategies/
pacing/technology which
results in sporadic
engagement and learning for
students throughout lesson.
Uses a variety of questioning
techniques to probe student
thinking and understanding
to facilitate student-centered
discussions. Most students
are engaged in meaningful
discussions.
Uses a variety of questioning
techniques to probe student
thinking and understanding
to facilitate student-centered
discussions. All students are
engaged in meaningful
discussions that
challenge/expand their
perspectives.
Uses a variety of
instructional strategies/
pacing/technology which
results in engagement and
learning for students
throughout much of lesson.
Understands and consistently
uses a variety of instructional
strategies/pacing/technology
which results in engagement
and learning for students
throughout lesson. .
Feedback to students is given
intermittently and/or is often
too general to provide
students with meaningful,
targeted information that
encourages ongoing
improvement.
Feedback to students is
generally timely and is
mostly targeted to specific
components of work and is
given frequently with
consideration of ongoing
improvement.
Attempts to modify the
instructional plan as a result
of some student
misunderstanding or of
students’ lack of interest. Is
inconsistent in responding to
student questions. Assumes
some responsibility for
students’ failure to
understand.
Makes spontaneous
adjustments as needed to
instructional plan with
adequate effectiveness by
responding to students’
interest and questions and
assumes responsibility for
students’ failure to
understand.
Feedback is always timely,
relevant, targets specific
aspects of students’
academic work, and is
provided with a professional
and supportive demeanor
that encourages ongoing
improvement.
Makes effective
spontaneous adjustments as
needed to instructional plan
and responds to student
interests and questions and
assumes responsibility for
students’ failure to
understand and uses
reflection to make changes in
instruction.
Domain 4: Professional Responsibilities
INDICATOR
Unsatisfactory
Reflection is not evident
4A. Reflecting on
or limited to a summary of
Teaching
the lesson with no
examples of how it can be
improved. Effectiveness
is based on impression of
how well the objectives
were achieved. Examples
to improve future lessons
are not provided.
System for maintaining
information on student
completion of
assignments, progress in
learning, and noninstructional activities is
ineffective or nonexistent.
Evidence of providing
information to families or
attempts to involve them
in the instructional
program is not provided.
Attempts to begin using a
system for maintaining
information on student
completion of assignments,
progress in learning, and/or
non-instructional activities.
Satisfactory
Reflection includes
characteristics of the lesson
and examples of how it can
be improved. Improvements
are general but are based on
the effectiveness of the
lesson and supported by
evidence on how well the
objectives of the lesson were
achieved. General examples
to improve future lessons are
provided.
System for maintaining
information on student
completion of assignments,
progress in learning, and
non-instructional activities is
usually effective.
Evidence of compliance with
school procedures for
communicating with families
and efforts to minimally
involve families in the
instructional program are
provided.
Evidence of regular
communication with all
families and successful
involvement of most families
in supporting the
instructional program is
provided.
4D. Contributing to
the School
Evidence of collaboration
with others is not found or
is insufficient and avoids
involvement in school
related activities.
Evidence of some
collaboration with others is
present and participates in
some appropriate school
related activities.
Evidence of consistent
collaboration with others is
present and participates in
appropriate school related
activities.
4E: Growing and
Developing
Professionally
Evidence of participation
in professional
development activities is
not present or is
insufficient. No attempt is
made to seek or use
feedback to improve
instructional skills.
Evidence of
unprofessional behavior in
regard to appearance and
hygiene, punctuality in
meeting teaching
responsibilities, selfcontrol, exhibiting sound
judgment, ethical conduct,
adhering to guidelines,
professional relationships,
seeking solutions to
problems.
Evidence of limited
participation in professional
development activities is
present. Attempts to improve
instructional skills based on
feedback.
Evidence of participation in
professional development
activities is present.
Improves instructional skills
based on feedback.
Evidence of inconsistent
professional behavior in
regard to appearance and
hygiene, punctuality in
meeting teaching
responsibilities, self-control,
exhibiting sound judgment,
ethical conduct, adhering to
guidelines, professional
relationships, seeking
solutions to problems.
Evidence of consistent
professional behavior in
regard to appearance and
hygiene, punctuality in
meeting teaching
responsibilities, self-control,
exhibiting sound judgment,
ethical conduct, adhering to
guidelines, professional
relationships, seeking
solutions to problems.
4B. Maintaining
Accurate Records
4C. Communicating
with Families
4F. Showing
Professionalism
Emerging
Reflection is limited to
general characteristics of the
lesson and examples of how
it can be improved.
Effectiveness is based on
impressions of how well the
objectives were achieved.
Examples to improve future
lessons are subjective or not
provided.
Accomplished Novice
Reflection includes
characteristics of the lesson
and specific examples on
how it can be improved.
Improvements are based on
the effectiveness supported
by evidence on how well the
objectives were achieved.
Specific examples to
improve future lessons are
provided.
Evidence of regular
communication with all
families in various ways,
successful involvement in
supporting the instructional
program, and including them
as resource persons within
the curriculum is provided.
Provides families with
information on how to
support the instructional
program.
Evidence of actively seeking
opportunities for
collaboration is present and
actively participates in
appropriate school related
activities.
Evidence of actively seeking
opportunities for
professional development
activities is present. Uses
feedback and self-reflection
leading to continuous
improvement in instructional
skills.
Evidence of role awareness
as a professional and as a
leader in the school and
community
System for maintaining
information on student
completion of assignments,
progress in learning, and
non-instructional activities is
effective and efficient.
MODEL OF APPROPRIATE PRACTICE
Observation Notes
Domain 1: Planning and Preparation
INDICATOR
1A. Demonstrates Knowledge of Content
Comments:
1B. Demonstrates Knowledge of Pedagogy
Comments:
1C. Demonstrates Knowledge of Students and their Learning
.
Comments:
1D. Selects Appropriate Learning Goals
Comments:
1E. Demonstrates Knowledge of Resources
Comments:
1F. Designs Coherent Instruction
Comments:
1G. Assesses Student Learning for Planning
Comments:
Domain 2: The Classroom Environment
INDICATOR
2A. Creating an Environment of Respect and Rapport
Comments:
2B. Establishing a Culture for Learning
.
Comments:
2C. Managing the Learning Environment
Comments:
2D. Managing Student Behaviors (attitude, conduct, and academic)
Comments:
2E: Utilizing Classroom Space
Comments:
Domain 3: Instruction
INDICATOR
3A. Communicating Clearly and Accurately
Comments:
3B. Using Questioning and Discussion Techniques
Comments:
3C. Engaging Students in Learning
Comments:
3D. Providing Feedback to Students
Comments:
3E. Demonstrating Flexibility and Responsiveness
Comments:
Domain 4: Professional Responsibilities
INDICATOR
4A. Reflecting on Teaching
Comments:
4B. Maintaining Accurate Records
Comments:
4C. Communicating with Families
Comments:
4D. Contributing to the School
Comments:
4E: Growing and Developing Professionally
Comments:
4F. Showing Professionalism
Comments:
44
FINAL EVALUATION FOR CLINICAL FACULTY MEMBERS
AND COOPERATING TEACHERS
COLLEGE OF EDUCATION AND HEALTH PROFESSIONS
RUBRIC FOR THE EVALUATION OF DISPOSITIONS
Disposition
Below Expectations
Meets Expectations
Exceeds Expectations
Exhibits sound judgment
and moral reasoning,
especially in relating to
and safe-guarding
students
Uses objectionable language;
relates to P-12 students as
peers; leaves the classroom
without a qualified person in
charge.
Uses no objectionable
language; relates to P-12
students in an adult and
professional manner; never
leaves the classroom without
a qualified adult in charge.
Always models language that is
exemplary and deals individually
with P-12 students who exhibit
inappropriate language;
maintains a warm but
professional attitude with
students; maintains control and
assumes responsibility for
classroom environment at all
times.
Interacts appropriately
and positively with others
Interactions with peers,
colleagues, or authority
figures are at times negative,
demeaning, sarcastic,
combative, or inappropriate.
Interactions with peers,
colleagues, or authority
figures are appropriate and
positive.
Interactions with peers,
colleagues, or authority figures
are appropriate, positive, and
respectful of differing opinions.
Treats others with
courtesy, respect and
open-mindedness
At times treats others rudely
and with disrespect. Words
or actions are insulting or
show contempt for others
Treats others with courtesy
and respect. Words and
actions are polite and
professional.
Treats others with courtesy,
respect and open-mindedness.
Listens to and shows interest in
the ideas and opinions of others.
Displays the ability to
work with diverse
individuals
Communicates an inability
or unwillingness to work
with some students, other
teacher candidates, or
teachers.
Works harmoniously and
effectively with diverse
individuals.
Displays the ability to work with
diverse individuals and may seek
opportunities to include or show
appreciation for those excluded.
Displays maturity and
independence by
following appropriate
protocol when seeking
solutions to problems
Enlists participation of
family members or other
individuals to seek solutions
on his/her behalf; fails to
identify the appropriate
personnel with whom to
address the problem; focuses
on blaming others rather than
seeking solutions.
If unable to resolve problem
independently, enlists the
help of faculty or staff in
identifying the appropriate
person to assist; follows
through with that person to
seek a resolution; uses
discretion in discussing the
problem; focuses on seeking
solutions rather than
assigning blame.
Seeks solutions independently
and/or identifies the faculty or
staff member who can assist;
addresses the problem with the
appropriate person and is
prepared with any necessary
documentation; uses discretion
in discussing the problem;
focuses on seeking solutions
rather than assigning blame.
Accepts and uses
constructive criticism
(feedback)
Is not receptive to
constructive comments and
shows no sign of
implementing change.
Is receptive to constructive
comments and implements
changes.
Is receptive to constructive
comments, implements changes,
and seeks feedback from others.
Demonstrates
enthusiasm, confidence,
and initiative
Lacks enthusiasm and
confidence in teaching and
does not take initiative.
Exhibits enthusiasm and
confidence in teaching and
takes initiative.
Is enthusiastic, confident, and
takes initiative beyond what is
expected.
Demonstrates
appropriate selfmonitoring and control of
emotions and behavior
At times visibly
demonstrates a lack of
emotional control; may
become upset, use put-downs
or display anger.
Models appropriate
emotional and behavioral
responses.
Models appropriate emotional
and behavioral responses in
difficult situations.
45
Disposition
Below Expectations
Meets Expectations
Exceeds Expectations
Demonstrates acceptable
professional appearance
and uses appropriate
hygiene
Appearance, attire and/or
hygiene are often
inappropriate.
Appearance, attire, and
hygiene are appropriate.
Is a role model of
professionalism through
personal appearance, attire, and
hygiene.
Maintains confidentiality
of records,
correspondence and
conversations
Does not maintain
confidentiality of records;
participates in gossip about
P-12 students, faculty, other
teacher candidates, or school
personnel; does not respect
confidentiality of
professional correspondence
or conversations.
Maintains confidentiality of
P-12 student records and of
professional correspondence
and conversations; refrains
from gossiping.
Maintains confidentiality of
P-12 student records and of
professional correspondence
and conversations, and does
not tolerate gossiping or
abuses of confidentiality by
others.
Prepares thoroughly and
consistently
Seldom displays a thorough
preparation of academic
materials.
Consistently displays a
thorough preparation of
academic materials.
Always displays a thorough
preparation of academic
materials and goes beyond
required criteria.
Meets deadlines
Does not consistently abide
by deadlines for
assignments, including
projects and presentations.
Consistently abides by
deadlines for assignments,
including projects and
presentations.
Always abides by deadlines
for assignments including
projects and presentations.
Exhibits a strict code of
honesty related to tests
and assignments
Has knowingly plagiarized,
cheated on a test, copied
another’s work or allowed
someone to copy.
Consistently demonstrates
behaviors that exemplify
honesty and integrity.
Documents thoroughly.
Always demonstrates
behaviors that exemplify
honesty and integrity.
Documents thoroughly.
Comments:
Clinical Faculty Signature: ________________________________________________ Date: _______________
Cooperating Teacher Signature: ____________________________________________Date: _______________
46
APPENDIX D:
Code of Ethics for Georgia
Educators
47
Georgia Professional Standards Commission Educator Ethics Division
Two Peachtree Street, Suite 6000 404-232-2700
Atlanta, GA 30303-3141 800-537-5996
Fax: 404-232-2720
www.gapsc.com/ethics@gapsc.com
THE CODE OF ETHICS FOR EDUCATORS
Effective August 15, 2005
Introduction.
The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct.
The Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education
profession. The code protects the health, safety and general welfare of students and educators, ensures the citizens of Georgia a degree
of accountability within the education profession, and defines unethical conduct justifying disciplinary sanction.
Definitions
“Certificate” refers to any teaching, service, or leadership certificate, license, or permit issued by authority of the Professional
Standards Commission.
“Educator” is a teacher, school or school system administrator, or other education personnel who hold a certificate issued by the
Professional Standards Commission and persons who have applied for but have not yet received a certificate. For the purposes of the
Code of Ethics for Educators, “educator” also refers to paraprofessionals, aides, and substitute teachers.
“Student” is any individual enrolled in the state’s public or private schools from preschool through grade 12 or any individual between
and including the ages of 3 and 17.
“Complaint” is any written and signed statement from a local board, the state board, or one or more individual residents of this state
filed with the Professional Standards Commission alleging that an educator has breached one or more of the standards in the Code of
Ethics for Educators. A “complaint” will be deemed a request to investigate.
“Revocation” is the invalidation of any certificate held by the educator.
“Denial” is the refusal to grant initial certification to an applicant for a certificate.
“Suspension” is the temporary invalidation of any certificate for a period of time specified by the Professional Standards Commission.
“Reprimand” admonishes the certificate holder for his or her conduct. The reprimand cautions that further unethical conduct will lead
to a more severe action.
“Warning” warns the certificate holder that his or her conduct is unethical. The warning cautions that further unethical conduct will
lead to a more severe action.
“Monitoring“ is the quarterly appraisal of the educator’s conduct by the Professional Standards Commission through contact with the
educator and his or her employer. As a condition of monitoring, an educator may be required to submit a criminal background check
(GCIC). The Commission specifies the length of the monitoring period.
Standards
Standard 1: Criminal Acts - An educator should abide by federal, state, and local laws and statutes. Unethical conduct includes but is
not limited to the commission or conviction of a felony or of any crime involving moral turpitude. As used herein, conviction includes
a finding or verdict of guilty, or a plea of nolo contendere, regardless of whether an appeal of the conviction has been sought; a
situation where first offender treatment without adjudication of guilt pursuant to the charge was granted; and a situation where an
48
adjudication of guilt or sentence was otherwise withheld or not entered on the charge or the charge was otherwise disposed of in a
similar manner in any jurisdiction.
Standard 2: Abuse of Students - An educator should always maintain a professional relationship with all students, both in and outside
the classroom. Unethical conduct includes but is not limited to:
1. committing any act of child abuse, including physical and verbal abuse;
2. committing any act of cruelty to children or any act of child endangerment;
3. committing or soliciting any unlawful sexual act;
4. engaging in harassing behavior on the basis of race, gender, sex, national origin, religion or disability;
5. soliciting, encouraging, or consummating an inappropriate written, verbal, or physical relationship with a student; and
6. furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to consume alcohol, or
illegal/unauthorized drugs.
Standard 3: Alcohol or Drugs - An educator should refrain from the use of alcohol or illegal or unauthorized drugs during the course
of professional practice. Unethical conduct includes but is not limited to:
1. being on school premises or at a school-related activity involving students while under the influence of, possessing, using, or
consuming illegal or unauthorized drugs; and
2. being on school premises or at a school-related activity involving students while documented as being under the influence of,
possessing, or consuming alcoholic beverages. A school-related activity includes, but is not limited to, any activity sponsored by the
school or school system (booster clubs, parent-teacher organizations, or any activity designed to enhance the school curriculum i.e.
Foreign Language trips,
etc).
Standard 4: Misrepresentation or Falsification - An educator should exemplify honesty and integrity in the course of professional
practice. Unethical conduct includes but is not limited to:
1. falsifying, misrepresenting, omitting or erroneously reporting professional qualifications, criminal history, college or staff
development credit and/or degrees, academic award, and employment history when applying for employment and/or certification or
when recommending an individual for employment, promotion, or certification;
2. falsifying, misrepresenting, omitting or erroneously reporting information submitted to federal, state, and other governmental
agencies;
3. falsifying, misrepresenting, omitting or erroneously reporting information regarding the evaluation of students and/or personnel;
4. falsifying, misrepresenting, omitting or erroneously reporting reasons for absences or leaves; and
5. falsifying, misrepresenting, omitting or erroneously reporting information submitted in the course of an official
inquiry/investigation.
Standard 5: Public Funds and Property - An educator entrusted with public funds and property should
honor that trust with a high level of honesty, accuracy, and responsibility. Unethical conduct includes but is not limited to:
1. misusing public or school-related funds;
2. failing to account for funds collected from students or parents;
3. submitting fraudulent requests for reimbursement of expenses or for pay;
4. co-mingling public or school-related funds with personal funds or checking accounts; and
5. using school property without the approval of the local board of education/governing board.
Standard 6: Improper Remunerative Conduct - An educator should maintain integrity with students, colleagues, parents, patrons, or
businesses when accepting gifts, gratuities, favors, and additional compensation. Unethical conduct includes but is not limited to:
1. soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities
that financially benefit the educator unless approved by the local board of education/governing board;
2. accepting gifts from vendors or potential vendors for personal use or gain where there may be the appearance of a conflict of
interest;
3. tutoring students assigned to the educator for remuneration unless approved by the local board of education/governing board or
superintendent; and
4. coaching, instructing, promoting athletic camps, summer leagues, etc. that involves students in an educator’s school system and
from whom the educator receives remuneration unless approved by the local board of education/governing board or the
superintendent. These types of activities must be in compliance with all rules and regulations of the Georgia High School Association.
Standard 7: Confidential Information - An educator should comply with state and federal laws and local school board/governing board
policies relating to the confidentiality of student and personnel records, standardized test material and other information covered by
confidentiality agreements. Unethical conduct includes but is not limited to:
1. sharing of confidential information concerning student academic and disciplinary records, personal confidences, health and medical
information, family status and/or income, and assessment/testing results. unless disclosure is required or permitted by law;
49
2. sharing of confidential information restricted by state or federal law;
3. violation of confidentiality agreements related to standardized testing including copying or teaching identified test items, publishing
or distributing test items or answers, discussing test items, violating local school system or state directions for the use of tests or test
items, etc.;
4. violation of other confidentiality agreements required by state or local policy.
Standard 8: Abandonment of Contract - An educator should fulfill all of the terms and obligations detailed in the contract with the
local board of education or education agency for the duration of the contract. Unethical conduct includes but is not limited to:
1. abandoning the contract for professional services without prior release from the contract by the employer, and
2. willfully refusing to perform the services required by a contract.
Standard 9: Failure to Make a Required Report - An educator should file reports of a breach of one or more of the standards in the
Code of Ethics for Educators, child abuse (O.C.G.A. §19-7-5), or any other required report. Unethical conduct includes but is not
limited to:
1. failure to report all requested information on documents required by the Commission when applying for or renewing any certificate
with the Commission.
2. failure to make a required report of a violation of one or more standards of the Code of Ethics for educators of which they have
personal knowledge as soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged
breach unless the law
or local procedures require reporting sooner.
3. failure to make a required report of any violation of state or federal law soon as possible but no later than ninety (90) days from the
date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner. These reports include
but are not limited to: murder, voluntary manslaughter, aggravated assault, aggravated battery, kidnapping, any sexual offense, any
sexual exploitation of a minor, any offense involving a controlled substance and any abuse of a child if an educator has reasonable
cause to believe that a child has been abused.
Standard 10: Professional Conduct - An educator should demonstrate conduct that follows generally recognized professional
standards. Unethical conduct is any conduct that impairs the certificate holder’s ability to function professionally in his or her
employment position or a pattern of behavior or conduct that is detrimental to the health, welfare, discipline, or morals of students.
Standard 11: Testing - An educator shall administer state-mandated assessments fairly and ethically. Unethical conduct includes but is
not limited to:
1. committing any act that breaches Test Security; and
2. compromising the integrity of the assessment.
Reporting
Educators are required to report a breach of one or more of the Standards in the Code of Ethics for Educators as soon as possible but
no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require
reporting sooner. Educators should be aware of local policies and procedures and/or the chain of command for reporting unethical
conduct. Complaints filed with the Professional Standards Commission must be in writing and must be signed by the complainant
(parent, educator, personnel director, superintendent, etc.). The Commission notifies local and state officials of all disciplinary actions.
In addition, suspensions and revocations are reported to national officials, including the NASDTEC Clearinghouse.
Disciplinary Action
The Professional Standards Commission is authorized to suspend, revoke, or deny certificates, to issue a reprimand or warning, or to
monitor the educator’s conduct and performance after an investigation is held and notice and opportunity for a hearing are provided to
the certificate holder. Any of the following grounds shall be considered cause for disciplinary action against the holder of a certificate:
1. unethical conduct as outlined in The Code of Ethics for Educators, Standards 1-10 (PSC Rule 505-6-.01);
2. disciplinary action against a certificate in another state on grounds consistent with those specified in the Code of Ethics for
Educators, Standards 1-10 (PSC Rule 505-6-.01);
3. order from a court of competent jurisdiction or a request from the Department of Human Resources that the certificate should be
suspended or the application for certification should be denied for non-payment of child support (O.C.G.A. §19-6-28.1 and §19-119.3);
4. notification from the Georgia Higher Education Assistance Corporation that the educator is in default and not in satisfactory
repayment status on a student loan guaranteed by the Georgia Higher Education Assistance Corporation (O.C.G.A. §20-3-295);
5. suspension or revocation of any professional license or certificate
6. violation of any other laws and rules applicable to the profession (O.C.G.A. §16-13-111); and
7. any other good and sufficient cause that renders an educator unfit for employment as an educator.
An individual whose certificate has been revoked, denied, or suspended may not serve as a volunteer or employed as an educator,
paraprofessional, aide, substitute teacher or in any other position during the period of his or her revocation, suspension or denial for a
violation of The Code of Ethics.
50
APPENDIX E:
edTPA
Teacher Performance
Assessment
51
edTPA
Teacher Performance Assessment
edTPA is the culmination of many years of work by members of the teaching profession who have designed and refined
assessments that capture the act of teaching. These efforts began with the National Board Certification portfolio for
recognizing accomplished teaching in the early 1990s, the INTASC assessments of beginning teachers implemented in
Connecticut and elsewhere, and the Oregon Teacher Work Sampling System and the Performance Assessment for
California Teachers, designed for pre-service teachers.
edTPA was launched as a result of the growing determination by educators to create a nationally available assessment for
new entrants to teaching – designed by teachers and teacher educators to reflect the real work of teaching, to support the
learning of candidates, and to give useful feedback to programs that prepare teachers.
Beginning with 30 higher education institutions in 2009, the Teacher Performance Assessment Consortium, led by
AACTE and Stanford University’s Center for Assessment, Learning, and Equity (SCALE), set out to develop a process to
capture programs’ success at producing new teachers who are prepared to be effective in the classroom from Day 1. We
wanted a valid, reliable measure that would respect the complexity of teaching, reflect the academic knowledge and
intellectual abilities required to advance student learning, and be supported by a strong and well-trained national
community of scorers who are, themselves, school and university-based teacher educators: program faculty, supervisors,
cooperating teachers, mentor teachers, and principals who lead professional development school sites.
The result of that work is edTPA, a pre-service assessment process designed by educators. As with teaching, edTPA is not
easy. It requires teacher candidates to demonstrate the skills necessary to meet the daily challenges of classroom teaching:
planning around student learning standards, adapting plans for students based on their specific needs, implementing and
assessing instruction, developing academic language, evaluating student learning, and reflecting on how to improve
student outcomes by continuing to refine teaching plans and strategies. By focusing on the act of teaching, edTPA
complements existing entry-level assessments that focus on basic skills or subject-matter knowledge.
edTPA completed an exciting milestone in June 2012, with more than 7,000 teacher candidates in 22 states participating
in a national field test. The field test data are being used to fine-tune assessment tasks and scoring rubrics. A second field
test is scheduled for spring 2013 in 5 states with the expected participation of 4,000 teacher candidates. During summer
2013 the data will be analyzed. A field test report will be produced, which will address validity and reliability of the
assessment, and will be referenced when setting recommended passing standards for edTPA. Beginning in the 2013-14
academic year, edTPA will be available nationally through our operational partner, Pearson, which will handle the
administration of the assessment.
A number of states have already adopted or are considering edTPA for statewide use to license new teachers or for review
of teacher preparation programs. Institutions of higher education in some states have worked with policymakers to
position edTPA as part of their program approval.
None of this progress would have been possible without the support and participation we have received from the higher
education community. On behalf of all of us who are involved with edTPA, we thank those who have made so many
contributions to this initiative. We look forward to taking the next steps with you and with those who are new to edTPA.
Sharon P. Robinson
President & CEO
American Association of
Colleges for Teacher
Education (AACTE)
Raymond L. Pecheone
Executive Director
Stanford Center for
Assessment, Learning, and
Equity (SCALE)
Resource: http://edtpa.aacte.org/welcome
52
Linda Darling-Hammond
Charles E. Ducommun
Professor of Teaching and
Teacher Education
Stanford University
What is edTPA: “…a new and authentic assessment of prospective teachers developed by Stanford University
in collaboration with the Teacher Performance Assessment Consortium. The Consortium currently consists of
25 states and over 160 institutions of higher education that have, together, worked to develop this assessment
and pilot it across the country.”
One purpose of edTPA: “One of the most important challenges facing public education is to ensure that the
nation’s increasingly young and inexperienced teacher workforce is prepared to meet the academic needs of all
students. Teachers must be ready to teach, with the necessary skills needed to support student learning, from the
first day they enter the classroom.”
What are the goals of edTPA: “The primary goal of this initiative is to design, field-test, and offer at scale the
first nationally accessible pre-service teacher assessment process designed by educators to:”





Improve student outcomes;
Improve the information base guiding improvement of teacher preparation programs;
Strengthen the information base for accreditation and evaluation of program effectiveness;
Be used in combination with other measures as a requirement for licensure; and
Guide professional development for teachers across the career continuum.
What are the outcomes of edTPA: “Policymakers and the public demanded an objective and trustworthy
process to evaluate the performance of aspiring teachers before they lead an actual classroom. As the first
nationally accessible teacher performance assessment, edTPA will:”







Help candidates develop the confidence and skills they need to be successful in urban, suburban, and
rural schools.
Provide a uniform and evidence-based process that can be used across states to confirm that aspiring
teachers demonstrate their readiness for the classroom.
Measure candidates’ ability to differentiate instruction for diverse learners, including English language
learners and special education students.
Inform teacher licensure and recruitment.
Provide meaningful and consistent data that can be used to improve and update teacher education
programs and renew program curriculum.
Allow states, school districts, and teacher preparation programs to share a common framework for
defining and measuring teaching performance.
Create a body of evidence about teacher performance that will ultimately establish a national standard
for relevant and rigorous practice that advances student learning.
Resource: http://edtpa.aacte.org/about-edtpa
***edTPA Handbooks, specific to your content area, will be available through LiveText. Please read through
your handbook prior to your student teaching experience, and refer to your handbook throughout the edTPA
assessment. Your clinical faculty member will be working with you and your cooperating teacher to help
answer any questions. If you need additional assistance, please contact COEHP’s edTPA Coordinator, Pam
Wetherington at 706-568-2195 or wetherington_pamela@columbusstate.edu.
For more information: http://edtpa.aacte.org/faq
53
APPENDIX F:
Reflective Journal Sample
Format
54
COLUMBUS STATE UNIVERSITY
COLLEGE OF EDUCATION AND HEALTH PROFESSIONS
Student Teacher Reflective Journal
"To achieve excellence by guiding individuals…."
“The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions
on others and who actively seeks out opportunities to grow.”
(InTASC Principle: 9)
JOURNAL ENTRY NUMBER: _________
DATE: __________________
Please keep your journal entries in a notebook. Your clinical faculty member will review your entries and will
discuss them with you during your conferences. Your clinical faculty member will inform you of the specific
number of entries per week that you are required to make.
***All journal entries are considered professional documents. Please review/edit your entries prior to
submission.
In addition to any specific information that your clinical faculty member requests, please address the following:
 Describe any responsibilities in which you are involved. (Indicate professional experiences outside as well
as within the classroom.)
 Identify difficulties/successes in your teaching endeavors.
 Indicate how your clinical faculty member may assist you.
(If necessary, please continue on back.)
55
APPENDIX G:
Pre-Observation and
Post-Observation
Questionnaires
56
College of Education and Health Professions
Model of Appropriate Practice (MAP)
Planning Questions – Pre-Observation Conference
Teacher Candidate __________________________ Observer _____________________
School ______________________ Grade Level(s) ________ Subject(s) _____________
Topic ___________________________________________________ Date __________
DIRECTIONS TO THE TEACHER CANDIDATE: Please answer these questions concerning the
lesson to be observed on ________. Your responses will be the basis for the pre-observation
conference on ________. Return this form and your lesson plan with all supporting instructional
materials and assessment instruments/rubrics to the clinical faculty member at least _____ days
prior to the conference.
Why are your goals/objectives for this lesson appropriate for your students at this time? (Consider how the goals/
objectives address content standards, how they build on prior learning and previous lessons, how they lead to future learning, and the developmental
characteristics of your students.)
How do you become familiar with what your students already know and are able to do?
How do you become familiar with your students’ individual interests and cultural backgrounds?
Why do you believe your instructional strategies will be effective in teaching this content to these learners?
(Consider how this content fits with what has been taught previously and what will come after, multiple learning modes, students’ interests and
cultural backgrounds, individual work vs. grouping, higher-order thinking, resources available, and use of technology.)
57
Describe how you encourage students to take responsibility for their own learning and to take pride in their
work.
Describe how you convey your expectations for student achievement.
How will you make the physical environment conducive for maximum student learning?
Why have you chosen these assessment approaches? How will you make use of the results? (Consider whether the
assessment strategies effectively measure the learning outcomes you planned, how you will know if students demonstrate improvement, how the
assessment matches your instructional strategies, whether your criteria for assessment are clear to students, and what remediation you can provide, if
necessary.)
Are there any special circumstances of which the observer should be aware? (e.g., interruptions, new students, special
events, other adults in the classroom)
58
College of Education and Health Professions
Model of Appropriate Practice (MAP)
Reflection Questions – Post-Observation Conference
Teacher Candidate __________________________ Observer ____________________
School ______________________ Grade Level (s) ________ Subject(s) ____________
Topic ___________________________________________________ Date __________
DIRECTIONS TO THE TEACHER CANDIDATE: Please answer these questions
concerning the lesson that was observed on ________. Your responses will be the basis for
the post-observation conference on ________. Return this form and any additional relevant
artifacts from the lesson to the clinical faculty member at least _____ days prior to the
conference.
How successful was the lesson? Did the students learn what you intended for them to learn?
To what extent were your goals and objectives appropriate for your students?
How effective were your instructional strategies? What changes would you make in your instructional
approaches if you taught this lesson again? Why?
Evaluate the effectiveness of your oral and written communication with students. (Consider how well you communicated
learning objectives, clarity of directions, use of standard English, quality of questions and effectiveness of discussion techniques.)
Evaluate the level of student engagement in your lesson. (Consider how you presented the content/skills, the activities and
assignments for students, grouping of students, and structure and pacing of the lesson.)
How effectively did you use instructional materials, resources, and/or technology?
59
To what extent were your assessment strategies effective? What changes would you make in your assessment
approach if you taught this lesson again? Why?
To what extent was your feedback to students accurate, substantive, constructive, specific, and/or timely?
To what extent did the classroom environment contribute to student learning? (Consider your classroom procedures, your
use of physical space, and the students’ conduct.)
Did you make modifications to your lesson plan during the lesson? If so, what were they? What motivated these changes?
60
APPENDIX H:
Videotape Permission Forms
61
College of Education and Health Professions
“To achieve excellence by guiding individuals….”
Video Permission Form
_________________________ is
student teaching in your school ________________. One of the
Student Teacher Name
semester/year
requirements of this experience is for the student teacher to be videotaped teaching a lesson. Dr. Carol
Bradshaw, Coordinator of Research and Evaluation, has approved this activity with the understanding that the
videotape will be used as a means of assessing the teacher candidate’s performance. The tape will be used by
the clinical faculty member and the student teacher as an assessment tool and will be used only for educational
purposes. The student teacher understands that the contents of the tape will not be shared, used for
presentations, or used in publications. After initial permission is granted by the principal and the cooperating
teacher, it will be the student teacher’s responsibility to obtain parental permission to allow (P-12) students to
be videotaped.
_________________________________
School
_____________________________
Signature of Teacher Candidate
_________________________
Date
______________________________
Signature of Principal
_____________________
Date
____________________________
Signature of Cooperating Teacher
_____________________
Date
62
College of Education and Health Professions
“To achieve excellence by guiding individuals…”
Parental Permission Form
Dear Parent/Guardian:
A teacher candidate from the Columbus State University College of Education and Health Professions is
working in your child’s classroom this semester. One of the requirements for this experience is for him/her to
videotape himself/herself teaching a lesson. This videotape will be used as a means of assessing the teacher
candidate’s performance. The tape will focus on this individual’s teaching skills, and it will only be used for
educational purposes. In addition to the videotaped lesson, the teacher candidate is encouraged to document
students’ performances throughout the semester by using photographs. The photographs will only be used for
assessment/portfolio purposes.
Thank you for your assistance.
Sincerely,
The College of Education and Health Professions
Columbus State University
_____ I give permission for my child to participate in this activity.
_____ I do not give permission for my child to participate in this activity.
___________________________
Student’s Name
____________________________________
Parent/Guardian Signature
___________________________
Date
63
APPENDIX I:
Professional Activities Log
64
PROFESSIONAL ACTIVITIES LOG
Teacher Candidate:
School:
Date:
Grade Level:
Cooperating Teacher:
“The student teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well-being.”
(InTASC Principle: 10)
Directions to Teacher Candidate: Complete this form by documenting all activities related to Domain 4:
Professional Responsibilities (minimum of 30 total hours- professional and extracurricular activities).
Fifteen hours must be recorded for activities occurring within the school day: (Departmental Meetings,
Parent Conferences, IEP Meetings, Student Support Team Meetings, Assessment Trainings, etc.)
Date
Event
Hours
(If Applicable)
65
COOP. TCH.
Initials
Extracurricular Activities: Fifteen hours must be recorded for activities occurring after the school day.
(Professional Conferences, PTA Meetings, Faculty Meetings, Community Service Events, School Board
Meetings, School Dances, Fund Raisers, Fall/Spring Carnivals, Athletic Events, Club Meetings, Coaching
Activities, Seminars, etc.)
Date
Event
Hours
(If Applicable)
COOP. TCH.
Initials
Event
Hours
(If Applicable)
COOP. TCH.
Initials
Additional Activities:
Date
66
APPENDIX J:
Student Teaching
Timeline
67
TIMELINE FOR THE STUDENT TEACHING
EXPERIENCE
Important Note to Cooperating Teachers: This timeline is meant to be used as a
guide. It may not be appropriate for all students and/or all disciplines. Please
collaborate with the clinical faculty member to arrange a student teaching schedule
that will work best for your program and for your teacher candidate.
Week 1
Orientation- collaborative planning; simple tasks
(collecting demographics for edTPA, attendance,
Infinite Campus, grading, supervision, etc.)
Week 2
Collaborative planning and small group instruction;
begin discussion and planning for edTPA’s learning
segment
Week 3
Continue collaborative planning; begin co-teaching
model; sharing responsibilities for: opening,
closing, work sessions, and assessments for student
learning; continue discussing and planning for
edTPA’s learning segment
Weeks
4-14
Continue co-teaching model with increasing
responsibility in opening, closing, work sessions,
and assessments of student learning; this period
should include two weeks of independent
(unaccompanied) planning/teaching; refer to
edTPA’s calendar for requirements/deadlines
Week 15
Reserved for transitioning from the classroom and
completing course requirements
68
Student Teaching Notebook Evaluation Checklist
Student Teacher:
Date:
School:
Grade Level:
Domain I: Planning and Preparation
_______Accomplished Novice
_______Satisfactory
_______Emerging
_______Unsatisfactory
Student:






Notebook Contents:
Demonstrates knowledge of content _______ edTPA Task 1 (Context for Learning, Learning Segment, &
Commentary)
and pedagogy;
Has knowledge of students;
Lesson Plan Template (including: Strategy Bank, Management
Is able to select instructional goals; Bank, Modification Bank, and Assessment Bank)
Demonstrates knowledge of
Unit Manager Template
resources,
Is able to design coherent
Other (Please List):
instruction,
Assess student learning
Domain II: Classroom Environment
_______Accomplished Novice
_______Satisfactory
_______Emerging
_______Unsatisfactory
Student:





Notebook Contents:
Creates an environment of respect
and rapport
Establishes a culture for learning
Manages classroom procedures
Manages classroom behavior
Organizes physical space
Behavior Management Plan
Routines and Procedures Inventory
_______ Behavior Focus/Interventions
Other (Please List):
Domain III: Instruction
_______Accomplished Novice
_______Satisfactory
_______Emerging
_______Unsatisfactory
Student:



Notebook Contents:
Communicates clearly and
accurately
Uses questioning and discussion
techniques
Engages students in learning
_______ edTPA Task 2 (Commentary)
_______ edTPA Task 3 (Student Work Samples and Commentary)
Lesson Plans
69


Other (Please List):
Provides feedback to students
Demonstrates flexibility and
responsiveness
Domain IV: Professional Responsibilities
_______Accomplished Novice
_______Satisfactory
_______Emerging
_______Unsatisfactory
Student:






Notebook Contents:
Reflects on teaching
Maintains accurate records
Communicates with families
Contributes to school
Grows and develops
professionally
Shows professionalism
Reflective Journals
Professional Activities Log (30 Hours)
Evaluations
_______ Pre & Post Observation Conference
Other (Please List):
Comments:
___________________________________________
Signature of Clinical Faculty
Date
70
Lesson Plan Template
Name:
Grade:
Lesson
Title:
CCGPS Standard(s):
Date:
Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):
Learning - Focus
Strategies
Essential
Question(s)
1-3 BIG ideas!
How can these
questions be used
to guide your
instruction?
Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Academic
Language
What is the key
language demand?
What Academic
Language will you
teach or develop?
What is the key
vocabulary and/or
symbols? What
opportunities will
you provide for
students to
practice content
language/vocabula
ry and develop
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more
or less scaffolding (support) depending on the needs of the students.) )
Language Functions (Identify the purpose for which the language is being
used, with attention to goal and audience- the one verb from the standard; ex.
demonstrate.)
Language Vocabulary (Identify key words specific to the content area derived
from the standard- ex. drama, prose, structural elements, verse, rhythm, meter,
characters, settings, descriptions, dialogue, stage directions.)
71
fluency?
Assessment/
Evaluation
Every standard
listed above must
be assessed and
included.
Formative and
summative
assessments
should be
considered while
planning.
Questions to
consider while
planning:
How will students
exhibit an
understanding of
the lesson’s
objectives? How
will you observe
and/or provide
feedback? What
evidence will you
collect to
demonstrate
students’
understanding/mas
tery of the lesson’s
objective(s)?
Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants
of the content area speak, write, and participate.) and Language Syntax (set of
conventions for organizing symbols, words, phrases into structures.)
Assessment Plan for IEP Goals (Before lesson, as formative &
summative):
Assessment Plan for Learning Objectives (Before lesson, as formative &
summative):
Evidence of student progress and mastery (complete after lesson has
been implemented):
Materials
What resources
can be used to
engage students?
Introduction to
Lesson/
Activating
Thinking
How will you
introduce the
lesson? What is
the ‘hook’ for the
lesson to tap into
prior knowledge
72
and develop
students’
interests? This
should tie directly
into the lesson’s
objective and
standard.
***Use knowledge
of students’
academic, social,
and cultural
characteristics.
Body of Lesson/
Teaching
Strategies
What will you have
the students do
after you introduce
the lesson to learn
the standards?
Closure/
Summarizing
Strategies:
How will the
students prove
they know and
understand the
standard(s)? How
will you review the
standards and
close the lesson?
Modifications/
Differentiations
for Students’
Individual Needs
How will you
modify or
differentiate the
experiences in
your lesson to
meet students’
individual needs?
Differentiation Category: Why does the student need
modifications/accommodations?
Modification(s)/Accommodation(s):
Rationale: Why is this modification/accommodation appropriate?
***Credit for this template belongs to Tennessee State University and Columbus State University.
73