Secondary Education
Post-Baccalaureate/Graduate, 8-12
Fieldwork Handbook
Teacher of Biology, Business, Chemistry, Earth Science, English,
Foreign Language (Spanish), History, Mathematics,
Political Science/Political Philosophy, Visual Art
INITIAL LICENSE
PUBLISHED JULY 06
Secondary Education – Post-Baccalaureate
Fieldwork Handbook
Springfield College
Table of Contents
Welcome ...................................................................................................................................................... 1
Important People to Know ........................................................................................................................ 2
Section I: Program Overview.................................................................................................................... 3
Section II: Pre-Practicum Field Experience ............................................................................................ 8
Pre-Practicum Overview.................................................................................................................... 9
Springfield College Pre-Practicum Coordinator .............................................................................. 10
Springfield College Faculty Supervisor........................................................................................... 10
Supervising Practitioner .................................................................................................................. 11
Springfield College Student............................................................................................................. 12
Pre-Practicum Checklist .................................................................................................................. 14
Learning Outcomes for EDUC 585 ................................................................................................. 15
Course Requirements ....................................................................................................................... 16
Grade Requirements ........................................................................................................................ 17
Section III: Practicum Field Experience ................................................................................................ 18
Practicum Overview ........................................................................................................................ 19
Prerequisites .................................................................................................................................... 19
Practicum Routine ........................................................................................................................... 19
Springfield College Education Department Faculty Supervisor...................................................... 20
Springfield College Arts and Sciences Faculty Supervisor ............................................................. 22
Supervising Practitioner .................................................................................................................. 22
Springfield College Student............................................................................................................. 23
Other Objectives .............................................................................................................................. 23
Written Work ................................................................................................................................... 24
Daily Journal .......................................................................................................................... 24
Evidence Binder ..................................................................................................................... 25
Lesson Plans ........................................................................................................................... 25
Unit Plans ............................................................................................................................... 25
Videotape ............................................................................................................................... 25
Portfolio.................................................................................................................................. 25
Self-Evaluation Midterm ........................................................................................................ 25
Self-Evaluation Final.............................................................................................................. 25
Grading Criteria ............................................................................................................................... 26
Section IV: Forms .................................................................................................................................... 27
Rules of Professional Conduct ........................................................................................................ 28
Pre-Practicum/Practicum Observation Form ................................................................................... 29
Optional Observation & Feedback Form......................................................................................... 31
Guidelines for Preservice Performance Assessment (PPA) ............................................................ 32
Midterm Evaluation Form ............................................................................................................... 41
Preservice Performance Assessment ............................................................................................... 43
Things to Remember – Practicum Report/PPA ............................................................................... 48
Practicum Report ............................................................................................................................. 49
Practicum Time Record and Activity Report .................................................................................. 50
Evaluation of College Supervision .................................................................................................. 51
Student Evaluation of the Practicum Experience ............................................................................ 52
Supervising Practitioner Evaluation of the Practicum ..................................................................... 54
Thank You List: Supervising Persons ............................................................................................. 56
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Dear Supervising Practitioner, Faculty Supervisor and Student:
Welcome to another exciting year of partnership in pre-service teacher preparation! This edition
of the Fieldwork Handbook for the Graduate Level Initial License Program for Secondary
Teachers has evolved from previous handbooks. As we continue to refine our Graduate Level
Licensure Programs to meet the needs of our students and the changing landscape in teacher
preparation some changes have been made. These include a midterm evaluation form and MA
DOE mandated Preservice Performance Assessment.
As always, we are excited by the skills, enthusiasm and professionalism demonstrated by the
graduate students who have elected this program as their entry point into the field of education
and the level of professionalism and commitment of the public school teachers who will be
working with them. The collaborative work we do in the coming year has the potential to impact
us all. Thank you for your dedication to our profession.
While we strive to provide quality classroom instruction at Springfield College, we know that the
field experiences of our students are where the “real” learning takes place. Open communication
between supervising practitioners and faculty is critical as our students experience the challenges
of putting theory into practice. Please feel free to contact me at anytime regarding concerns and
celebrations in the coming year or if you need additional copies of this manual.
Sincerely,
Eileen Cyr
Department of Education
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IMPORTANT PEOPLE TO KNOW
OFFICE OF EDUCATOR PREPARATION
Dr. Linda Davis-Delano
Director of Educator Preparation & Licensure
413-748-3146
Eneida Gonzalez
Assistant Director
413-748-3155
Brenda deLiefde
Administrative Assistant
413-748-3155
EDUCATION DEPARTMENT
Dr. Robert Barkman
Department Chair
413-748-3734
Dr. Mary Allen – 748-3356
Dr. Maureen Burke – 788-2451
Dr. Eileen Cyr – 748 –3312
Professor Jen Johnston – 748-3296
Dr. Susan McCarthy-Miller – 748-3656
Dr. Gerald Thibodeau – 748-3663
Dr. Anna Weidhofer – 748-3296
Dr. Daniel Zukergood – 748-3354
Shelly Gosselin, Education Department Secretary – 748-3295
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SECTION I:
PROGRAM
OVERVIEW
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Section I: Program Overview
The Post-Baccalaureate/Graduate Initial Licensure Program in Secondary Education is a
Route Two licensure program for individuals pursuing the secondary license in the following
content areas: Biology, Business, Chemistry, English, Earth Science, Foreign Language (Spanish
only), History, Mathematics, Political Science/Political Philosophy, and Visual Art. All students
entering the program are required to meet the content area requirements as identified by the
Massachusetts Department of Education.
The interdisciplinary nature of this program is modeled after the Springfield College
M.Ed. in Education and Counseling that reflected the need for increased awareness of the social
and emotional issues of secondary students and the principles for creating safe and effective
schools. Educators today must not only be proficient in content area knowledge and pedagogy;
they must also be able to understand the complex social and emotional context of their learners.
With the foundation provided by the required courses, individuals completing the PostBaccalaureate/Graduate Level Licensure Program will be able to create a learning environment
that supports the positive social, emotional development and high academic standards that are
now required within public schools.
Students in the graduate level initial licensure program are required to be spend a year in
an educational environment, one semester doing a pre-practicum part-time or full-time and one
semester doing a full-time practicum experience. In each setting, a public school teacher and
college faculty member guide students to complete the requirements of the pre-practicum and
practicum field experiences. These experiences, in conjunction with the required academic
courses prepare teachers who:
1. Have the sensitivity to understand the systemic nature of social, emotional, political and
economic pressures that lead to academic success and failure.
2. Are able to create learning environments and utilize teaching strategies to challenge all
students in becoming thoughtful, respectful and productive citizens in the 21st century.
3. Will work with students, families and caseworkers to address the challenges of a changing
society.
4. Have the skills for effecting change at individual, organizational and community levels.
5. Demonstrate social responsibility and are willing to work in highly challenging and underserved communities.
Admission and Retention in the Program
Students seeking teacher licensure at the graduate level represent a diverse range of life
experience, professional and academic backgrounds. The Post-Baccalaureate/Graduate Level
Initial Licensure Program has been designed for students who meet the following entrance
criterion:
1.
2.
3.
4.
Bachelor’s degree from an accredited college or university;
Minimum undergraduate G.P.A. of 2.50;
Transcript review (teaching licensure programs only);
Commitment to the field of education as demonstrated by past experience, essays, interviews
and/or reference letters;
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5. Demonstrate other measures of academic and/or professional achievement required by
individual programs (e.g., GRE score, MTEL score, transcript review, professional
experience).
The Program Coordinator conducts a transcript review and interview before a student is
officially admitted. This review ensures that each applicant meets the Subject Matter
requirements for licensure as outlined in the Massachusetts Department of Education Licensure
regulations. If a student does not have a bachelor’s degree in one of the required disciplines, a
transcript review is completed by the Program Coordinator and designated faculty member from
the content area of the license sought. All pre-requisites identified in the transcript review
process must be met prior to doing a practicum.
In addition to having the appropriate course work, students must meet the following
criteria while in the licensure program:
1. A “B” average in all graduate level courses
2. A score of 70 or higher on the Communication and Literacy portion of the Massachusetts
Test for Education Licensure prior to completing the pre-practicum
3. Completion of a registration form and practicum application form for the Office of Educator
Preparation & Licensure to complete the teaching practicum. The practicum application must
provide evidence of:
a. completion of EDUC 585 Secondary Methods, Assessment and PrePracticum, EDUC 628 Teaching Reading and Writing in the Content Areas
and EDUC 640 Behavior Management for School Aged Children.
b. a minimum 3.00 G.P.A. for all courses taken.
c. a score of 70 or higher on the Communication and Literacy Skills Tests and the
appropriate subject test of the Massachusetts Tests for Educator Licensure
(MTEL).
d. demonstration of the personal characteristics needed to become a teacher (i.e.,
responsible, dependable, hard working, professional, committed to the teaching
profession, etc.).
e. recommendation by the Education Department.
Program Description
The professional standards for licensure have been utilized as the guide for designing the
courses for the Post-Baccalaureate/Graduate Level Initial Licensure Program. The program
combines seven courses with a full-year of supervision in a school environment. The academic
course load combined with the semester long pre-practicum, and semester long practicum
experiences provide ample opportunity for the students to become familiar with the Professional
Standards for Teaching.
One of the greatest strengths of the program is the cohort model and the learning
community that develops as students’ progress through their courses together. All students in the
Post-Baccalaureate/Graduate Initial Licensure Program in Secondary Education enter the
program in the content area of the license sought during the academic year. These field
placements may include: teaching in the content area with a waiver or provisional license;
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participating in a nine-month pre-practicum/practicum; having a paid internship; or serving as a
member of the Springfield College AmeriCorps Program in an appropriate classroom setting.
Through this nine-month field experience students complete a minimum of 75 pre-practicum
hours and 300 practicum hours under the direct supervision of a teacher with professional status
and a college faculty member.
Because each cohort entering the program participates in the field placement while taking
the academic courses, faculty members are able to establish a learning community and use the
student’s first-hand experience in a variety of settings to expand understanding of the skills and
responsibilities specific to secondary education. The cohort model, combined with academic
courses and the full year field placement provide numerous opportunities for the graduate student
to participate in self-evaluation, peer-evaluation, and discussion with faculty and public school
teachers, a critical element in becoming a reflective practitioner. These elements of the program
also allow the students: to experience the developmental stages of social and academic learning
that occurs within an academic year; test and evaluate their own teaching effectiveness based on
student progress throughout the year; and make significant contributions to the professional
climate of the school.
Course Descriptions:
EDUC 562 Introduction to Special Education: This course provides an overview of all
aspects of special education. Characteristics of students with mild to moderate special needs are
explored using a case study model. State and federal legislation that regulate special education
services provide the framework for exploring how students are screened and assessed for special
needs and how to develop and implement an Individualized Education Plan (IEP).
EDUC 585 Secondary Methods, Assessment and Pre-Practicum:
This course deepens students’ understanding of teaching and learning at the secondary level. The
theoretical emphasis of the class will focus on learning and learning style theories. The practical
emphasis focuses on when and how to implement specific teaching and assessment strategies to
support the academic development of all students. The course includes a 75 hour pre-practicum.
EDUC 628 Teaching Reading and Writing in the Content Area:
Competency in teaching science, mathematics, language arts and other disciplines requires
strong reading and writing strategies. This course provides middle and high school teachers with
a foundation in teaching reading and writing. Students learn how to teach study skills, develop
appropriate reading and writing assignments and assess reading difficulties to support lifelong
literacy and learning.
EDUC 640 Behavior Management for School Aged Children:
This course presents methods and theory on behavior management issues in today’s classrooms
and the risk factors that influence anti-social behavior. Participants learn how to develop a multimodal approach to behavior management that includes de-escalation techniques, classroom
design and management strategies, cognitive restructuring, social skills instruction community
and family involvement, establishing routines, limits and anchor points and crisis intervention.
An emphasis is placed on applied research and practical application.
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EDUC 664 Secondary Teaching Practicum:
This culminating experience gives the students the opportunity to plan, organize, and manage a
high school classroom over an extended period of time. Students complete a minimum of 300
hours at the high school level and have the chance to reflect upon their experiences through
seminar sessions held throughout the practicum. During field placement all students maintain
daily journals, develop and implement unit and lesson plans, videotape and critique their own
teaching and develop a professional teaching portfolio.
EDUC 675
Culturally Responsive Curriculum Development and Implementation for
Secondary Educators:
Students engage in the development of curricula, emphasizing design and implementation, and to
a lesser extent, evaluation. The course is grounded in multicultural education theory and the
Massachusetts Curriculum Frameworks. Students develop an understanding of the implications
of culture, strengths and developmental needs of middle and high school students on curriculum
development. The significance of racism and other forms of oppression, and their influence in
the classroom are presented in all explorations.
EDUC 671 Learning, Teaching and Technology:
This course integrates technology with meaningful learning and teaching. The goal of this course
is to demonstrate how technology helps to fulfill the new vision for learning and teaching
described by state and national frameworks. The emphasis is on designing and implementing
projects through technology that offer students the opportunity to construct new knowledge,
develop collaboration skills, apply knowledge to new situations, and integrate subjects across the
curriculum. Prerequisite: Basic computer skills.
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SECTION II:
PRE-PRACTICUM
FIELD EXPERIENCE
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Section II: Pre-Practicum Field Experience
Pre-Practicum Overview
All students in the Graduate Level Initial Licensure Program are required to be in an
educational environment. These environments may include teaching in a classroom with a
waiver or provisional license; a full-time internship within a secondary school; or being placed
part-time in a secondary school. In each of these settings, a public school teacher and one or two
college faculty members will guide students to complete the requirements of the pre-practicum
field experiences. The pre-practicum is carefully integrated into the instruction of EDUC 585
Secondary Methods, Assessment and Pre-Practicum and EDUC 628 Teaching Reading and
Writing in the Content Area in the fall semester. These courses are designed to encourage the
student to deepen his/her understanding of teaching and learning at the secondary level.
The practical emphasis of EDUC 585 Secondary Methods, Assessment and PrePracticum is to develop an understanding of when and how to implement specific teaching and
assessment strategies to support the academic development of all students. By using the teaching
pre-practicum as the experiential component of this course, students use real-life opportunities as
the basis for discussion, reflection and problem-based learning. The participatory design of the
weekly class meetings provide the setting for the student to: receive coaching and feedback on
the development of teaching and assessment skills; participate in self-assessment and reflection
to link theory, practice and research; and to develop professional and ethical standards for
teaching.
The students participate in a variety of instructional opportunities that are counted toward
his/her teaching pre- practicum. Below is the recommended sequence for the fall semester prepracticum:
Week 1- 4:
Observe classroom teacher.
Assist classroom teacher in small group and individual instruction.
Begin extra-duties, i.e. bus duty, lunch supervision (if appropriate).
Team teach lessons.
Participate as a team member (as appropriate) in some aspects of the school
routine.
Weekly meetings with supervising practitioner.
Reflective journal for faculty supervisor (done via e-mail).
Week 4-12:
Continue all Week 1-4 activities.
Begin to solo teach in content area.
Pre-approval of all lessons by supervising practitioner.
Provide typed copy of lesson plans to supervising teacher one-day prior to lesson.
Supervising practitioner should observe student and provide frequent feedback.
If possible, plan and implement community service projects or experiential
education activities that correspond with Massachusetts Curriculum Frameworks.
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Springfield College Pre-Practicum Coordinator
The Pre-Practicum Coordinator will be the faculty member teaching EDUC 585 Secondary
Methods, Assessment and Pre-Practicum. In addition to their role as the Professor of the
course, the Pre-Practicum Coordinator will be responsible for the following duties:
1. Check student records for eligibility for enrollment in their pre-practicum. Students must be
matriculated in order to enroll in the pre-practicum.
2. Assign all students to appropriate school sites.
3. Conduct all written correspondence with school officials.
4. Provide students, supervising practitioners and college supervisors with information
packets containing relevant information and forms.
5. Submit Professional Development Points to the Office of Educator Preparation for each
supervising practitioner.
6. Review evaluations/observations from college supervisors at the end of the semester.
7. Resolve problems that may occur beyond “normally expected” levels.
Springfield College Faculty Supervisor
In some cases where students are placed in a full-year teaching environment, the Springfield
College supervisor maintains his/her relationship with the student for the entire year. In other
cases, students will have two different faculty supervisors. The faculty supervisor serves as a
liaison between the college and the school. This individual will serve as a resource person to
both the supervising practitioner, the faculty member teaching EDUC 585 Secondary Methods,
Assessment and Pre-Practicum and the graduate student. He/she is required to:
1. Visit and observe the student and conference with the student and supervising teacher a
minimum of two times during the teaching pre-practicum;
2. Monitor student progress in the field placement and notifying the professor of EDUC 585
Secondary Methods, Assessment and Pre-Practicum of any issue or concerns;
3. Review the weekly student journal;
4. Complete the required Pre-Practicum/Practicum Observation Forms;
5. Review all lesson plans and unit plans developed by the student and providing feedback; and
6. Submit an end of the semester report to the Professor of EDUC 585 Secondary Methods,
Assessment and Pre-Practicum.
The faculty supervisor will receive a folder from the Program Coordinator with all required
forms within the first three weeks of the semester. He/she will be responsible for completing all
forms and returning the completed folder with a report to the professor of EDUC 585 Secondary
Methods, Assessment and Pre-Practicum. See Section IV for an overview and samples of
forms.
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Supervising Practitioner
The role of the supervising practitioner during the pre-practicum is significant. The most
difficult months of this full-time immersion program is the first semester when the student is
completing his/her pre-practicum. During this time, the student is learning the language of
teaching, experiencing new school routines as an authority figure rather than a student, learning
to develop and implement a lesson plan, and facing the reality of their career decision. Many of
our past graduate students describe their experience in the first semester as feeling like a “deer
caught in the headlights.”
The charge to the supervising practitioner is to guide students in their initiation into the
field of education. The challenge to the supervisor will be to help the student grow in wisdom
and not rebellion as they learn to meet the professional standards set by education reform, the
students and their families. There are five roles that the supervising practitioner may be
responsible for at some time during his/her relationship with the graduate student:
1. Teacher: The supervising practitioner is responsible for sharing knowledge and experience
with the student. Assisting the student in “learning the ropes” at the school and such things as
names of school administrators, layout of the facility, general policies and procedures, etc. is
critical in the first weeks of the pre-practicum. Throughout the semester, the supervising
practitioner will help the students learn to write learning outcomes, develop lesson plans,
write unit plans, understand the Massachusetts Curriculum Frameworks and the
Massachusetts Comprehensive Assessment System, and develop effective teaching and
assessment strategies.
2. Sponsor: As the sponsor of an initiate into the profession of teaching role modeling
appropriate professional behaviors is critical. The actions of the supervising teacher will
influence the professional practice of the graduate student far beyond this initial year of
training and guide the student on their journey.
3. Cheerleader: Becoming a professional educator is a radical shift in identity for most people.
During that shift there are times when a student will know they have made the right career
choice: their energy will be high; they will feel like the students are learning; and they are on
the right track. There will also be times when they want to turn and run, because the
challenge seems too great: they will question whether they have made the right choice or
whether they have what it takes. These times are filled with self-doubt and sometimes anger.
It is during these difficult times that the mentor is most important. The supervising teacher
can help the student maintain focus on the reasons they have decided to become an educator
by providing positive support and encouragement. Opportunities for the student to reflect on
the deeper meaning of being in the field of education can also be helpful.
4. Friend: If the supervising teacher teaches, sponsors, and encourages the student they will
also become a professional friend and colleague.
5. Evaluator: The purpose of the field experiences is to provide students the opportunity to put
into practice all they have been studying in their courses. It is also an opportunity for them to
develop the skills necessary to succeed as a teacher. The supervising teacher will be expected
to observe and provide direct feedback on a regular basis. Feedback should be related to the
development of effective teaching practices and professionalism.
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In addition to these roles, the supervising practitioner is required to provide the following:
1. Ongoing informal observations and specific feedback to students.
2. Formal written observations and feedback at least two times during the pre-practicum
(ideally once a month). The Pre-Practicum/Practicum Observation Form should be completed
for these observations and can help the supervising practitioner and student use the
Professional Standards for Teachers as the guide for development. Samples of this form may
be found in Section IV of this manual.
3. A minimum of one hour of conferencing with student per month. These conferences should
be directly related to the duties and responsibilities of the student and their development as a
teacher. The Pre-Practicum/Practicum Observation Form should be used as a guide for these
conferences.
4. Provide copies of the Pre-Practicum/Practicum Observation Form and feedback to the faculty
supervisor each time he/she visits.
If a student demonstrates a pattern of unprofessional behavior such as excessive lateness,
unexcused absences, inability to work within the school setting, not following policies and
procedures, or any behavior that puts the students or staff at risk of physical or emotional harm,
the supervising practitioner should notify the faculty supervisor and a conference should be
scheduled. Specific issues of concern will be discussed and outlined for the student and a memo
outlining the content of the meeting and the necessary intervention/development plan will be sent
to the Pre-Practicum Coordinator.
Springfield College Student
The graduate student participating in field experiences are expected to adhere to the rules,
regulations, and expected standards of behavior and professionalism of the school in which they
are placed. While at the assigned school they will be required to maintain the same work
schedule as their supervising practitioner. This will include preparation and grading time, and
faculty and professional development meetings. The student will be responsible for working with
the supervising practitioner and faculty supervisor to be sure the experience provides the
opportunities that will enhance his/her development as a professional.
Throughout the experience, the student will:
1. Review and implement goals and expectations with the supervising practitioner.
a. Be receptive to feedback after lessons are taught.
b. Meet with supervising practitioner frequently and for at least one hour per month.
c. Observe teaching, assessment and management styles of a variety of teachers.
d. Be a team player! Work cooperatively.
e. Participate fully in all aspects of the life of the school (as appropriate, especially if in a
full-time placement): parent conferences, IEP conferences, professional development,
faculty meetings, curriculum committees, and extracurricular events. Take the
opportunity to become a part of the school community.
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2. Be responsible for contacting the faculty supervisor to set up all required meetings and for
providing him/her with the following materials:
a. Typed lesson plans for each lesson taught/case notes.
b. A minimum of one six week unit plan/case study.
c. Weekly journals.
d. Supervising Practitioner Observation Forms (a minimum of two for the pre-practicum).
e. Other assignments determined by the faculty supervisor and supervising practitioner.
3. Contact the supervising practitioner before 6:30 a.m. on the day of the absence. Notify the
faculty supervisor by 8:30 a.m.;
4. Behave in a legal, ethical, and moral manner in the conduct of their field experience
maintaining both personal and professional integrity and avoiding any actions or involvement
in procedures not approved by qualified supervisors that would cause harm to others;
5. Respect the integrity and protect the welfare of the individuals and groups with whom they
work. They shall not misrepresent their roles or competencies to schools, agency staff,
clients, students, or others. Professional concerns or problems with others shall be discussed
with the agency or program supervisor;
6. Respect the confidentiality of information about students and their families in the course of
the pre-practicum. The student should also be aware of agency policies or guidelines related
to research or training with human subjects;
7. Avoid undertaking any activity in which competency, personal problems, or conflicts of
understanding are likely to lead to inadequate performance. If or when such a situation arises,
they shall seek assistance from the faculty supervisor or supervising supervisor to determine
the appropriate course of action;
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Pre-Practicum Checklist
1. Find out where you can keep your materials, where you should sit, what basic routines you
should follow to keep in touch with the teacher's general routine.
2. Discuss the following with your supervising practitioner and initial as reviewed.
___ I.E.P.'s
___ Homework assignments
___ Enrichment planning
___ Bulletin boards
___ Planning for parent volunteers
___ Hallway displays
___ Pictures/video policies
___ Assemblies (seating, expected behaviors, preparation for...)
___ Cleaning the classroom
___ Newsletters
___ Special education recommendations
___1 to 1 help
___ Positive reinforcement
___ Student evaluation
___ Recording reading / use of running records
___ Use of computers
___ Students' health concerns
___ Seating arrangements
___ Attendance procedures
___ Homework collection and grading
___ Notes from home
3. Establish routines with your supervising practitioner, be sure to request and/or discuss:
___ Responsibilities if student teacher is absent or late
___ Exchange phone numbers and calling times with the teacher
___ Take a tour of the building
___ Introductions to other school personnel
___ Curriculum guides and textbooks
___ School handbooks (if available)
___ School/class rules and regulations
___ Emergencies illness, first aid and safety
___ Health issues/ confidentiality
___ Fire drills
___ Supplies procedures
___ Use of school space and equipment
___ Assigned duties (list of, explanations)
___ Guidance programs, cumulative records, testing procedures
___ Support service programs
___ How to access cumulative records, testing results
___ Transportation of students
___ Blank copy of report card
___ Daily routines, schedules, school calendar
___ Class list
___ Room maintenance/clean up
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Learning Outcomes
The learning outcomes for EDUC 585 Secondary Methods, Assessment and Pre-Practicum
have been adapted from the Massachusetts Department of Education Professional Standards for
Teachers. Upon completion of the pre-practicum, students will:
1. Be able to plan curriculum and demonstrate his/her ability to:
a. Draw on content of the relevant curriculum frameworks to plan activities addressing
standards that will advance students’ level of content knowledge. (Annotated
Bibliography, Observations, Lesson Plans and Reflections, Unit Plan)
b. Identify prerequisite skills, concepts, and vocabulary that students need to know in order
to be successful in a learning activity. (Observations, Lesson Plans and Reflections, Unit
Plan)
c. Plan sequential units of study that make learning cumulative and that are based on the
learning standards in the frameworks. (Observations, Lesson Plans and Reflections, Unit
Plan)
d. Draw on results of formal and informal assessments as well as knowledge of human
development to plan learning activities appropriate for the full range of students within a
classroom. (Observations, Lesson Plans and Reflections, Unit Plan)
e. Plan lessons with clear objectives and relevant measurable outcomes. (Observations,
Lesson Plans and Reflections, Unit Plan)
f. Utilize pedagogy appropriate to the specific discipline and to the age and cognitive level
of the students in the classroom. (Observations, Lesson Plans and Reflections, Videotape,
Unit Plan)
g. Incorporate appropriate technology and media in lesson planning. (Observations, Lesson
Plans and Reflections, Videotape, Unit Plan)
2. Demonstrate his/her ability to deliver effective instruction by:
a. Communicating high standards and expectations when beginning the lesson.
(Observations, Lesson Plans and Reflections, Videotape, Unit Plan)
b. Making learning objectives clear to students. (Observations, Lesson Plans and
Reflections, Videotape, Unit Plan)
c. Utilizing engaging ways to begin a new unit of study or lesson. (Observations, Lesson
Plans and Reflections, Videotape, Unit Plan)
d. Employing a variety of teaching techniques from more teacher-directed strategies such as
direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches
such as discussion, problem solving, cooperative learning, and research projects (among
others) as they apply to the content area being taught. (Observations, Reflection Papers,
Annotated Bibliography, Lesson Plans and Reflections, Videotape, Unit Plan)
e. Measuring student achievement of, and progress toward, the learning objectives with a
variety of formal and informal assessments, and uses results to plan further instruction.
(Reflection Papers, Observations, Lesson Plans and Reflections, Unit Plan)
f. Translating evaluations of student work into records that accurately convey the level of
student achievement to students, parents or guardians, and school personnel. (Reflection
Papers, Observations, Annotated Bibliography, Lesson Plans and Reflections, Videotape,
Unit Plan)
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3. Develop an understanding of the professional and ethical responsibilities of teachers and
demonstrate:
a. Knowledge of and enthusiasm for his/her academic discipline to students. (Observations,
Lesson Plans and Reflections, Videotape, Unit Plan)
b. Interest in current research or developments in the academic discipline. (Reflection
Papers, Annotated Bibliography)
c. Collaboration with colleagues to improve instruction, assessment, and student
achievement. (Reflection Papers, Journals, Observations)
d. Reflection upon his or her teaching experience identifies areas for further professional
development. (Reflection Papers, Journals, Self-Assessments)
e. Understanding of legal and ethical issues as they apply to responsible and acceptable use
of the Internet and other resources. (Annotated Bibliography)
Course Requirements
The following assignments must be completed as part of EDUC 585 Secondary Methods,
Assessment and Pre-Practicum. Scoring rubrics for each assignment can be found in the
EDUC 585 Syllabus.
Reflection Papers
Students will be expected to complete five 3-4 page reflection papers. These assignments are
designed to challenge the student to utilize the information from the texts and Professional
Standards for Teachers. These assignments will provide an opportunity for the student to look for
real life examples of effective teaching and assessment strategies and challenge him/her to think
about how to integrate these practices into his/her repertoire.
Annotated Bibliography:
This annotated bibliography should include:
 three professional journals in your content area;
 two web sites related to state and national standards in your content area; and
 four web sites that you believe will be a resource for you as a teacher.
Annotations should provide an overview of the site and its relevance to your development as a
professional educator.
Pre-Practicum Journals and Observations:
Students will be required to submit a description of their weekly pre-practicum session with a
reflection on what they are learning. These reflections can include personal insight, new
information regarding education policy and practice, new information regarding classroom
instruction, or new and deeper understanding of students. These journals will be submitted to the
course instructor and pre-practicum supervisor. The pre-practicum supervisor will observe the
student on two occasions and provide feedback on skill development, professional demeanor and
other pertinent developmental concerns. See attached Section IV, Pre-Practicum/Practicum
Observation Form.
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Three Lesson Plans with Self-assessment
Each month, the student will be required to develop and implement one lesson plan under the
supervision of his/her supervising practitioner. This lesson plan should be a minimum of 40
minutes in duration. The lesson plan should include:
 Measurable student learning outcomes specific to the Massachusetts Curriculum
Frameworks.
 Appropriate assessment and evaluation strategies.
 Books, resources, materials, and/or Internet sites needed for student learning.
 Description or outline of the sequence of the lesson (see Lesson Planning Tool).
 Worksheets and/or handouts to accompany the lesson plan.
 Activities that incorporate cooperative learning and experiential learning.
 Activities that incorporate cultural learning styles and/or activities that are culturally
relevant for a diverse group.
 Primary sources of information, contact information.
Videotape of Teaching Practice/Lesson with Written Self-assessment
This videotape assignment can be one lesson or a collection of video clips that reflect the
student’s teaching practice.
 A written overview and assessment of the effective teaching and assessment strategies
demonstrated on the tape should be submitted with the videotape.
Unit Plan
Students will develop a three-week unit and create a variety of formative and summative
assessment tools to correspond to that curriculum unit. The unit plan should include:
Identification of the textbook that will be used in the second semester of your field placement.
 Intended Learning Outcomes (ILOs)
 Three different informal assessments (detail required)
 Two different formal assessment instruments
 Six primary sources to supplement text book
 Five sequential lesson plans
 One Unit Test
Grade Requirements
Students are expected to participate and attend all classes. Each unexcused absence will result in
a 15-point reduction of the final grade.
Reflection Papers
50 pts. 11%
Pre-Practicum Journals and Observations
25 pts
5%
Annotated Bibliography
50 pts 11%
Three Lesson Plans with self-assessment
180 pts. 40%
Videotaped lesson with self-assessment
50 pts. 11%
Unit Plan
100 pts. 22%
TOTAL:
455 pts. 100%
Completion of all assignments is required to receive a passing grade.
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SECTION III:
PRACTICUM
FIELD EXPERIENCE
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Section III: Practicum Field Experience
Practicum Overview
The practicum, EDUC 664 Secondary Teaching Practicum, is completed in the spring
semester of the program. Students participate in a minimum of 300 hours of direct instructional
responsibilities in their content area under the guidance of a teacher with a professional license.
One member of the Education Department and one member of the appropriate Arts and Science
faculty provide faculty supervision. This culminating experience gives students the opportunity
to plan, organize, and manage a high school classroom for sixteen weeks. Throughout the
practicum, students participate in a weekly seminar. The seminar is structured using a variety of
facilitation methods, including small group and class discussion, role-playing, and analysis of
case studies and clinical field experience. During field placement all students will maintain daily
journals, develop and implement unit and lesson plans, videotape and critique his/her own
teaching and develop a professional teaching portfolio.
Prerequisites
1.
2.
3.
4.
5.
Completed practicum application for the Office of Educator Preparation & Licensure
Passing scores on all required sections of the Massachusetts Test for Educator Licensure
EDUC 640 Behavior Management for School Aged Children
EDUC 585 Methods, Assessment and Pre-Practicum for Secondary Education
EDUC 628 Teaching Reading and Writing in the Content Area
Practicum Routine
Students participating in EDUC 664 Secondary Teaching Practicum have already been in a
school for one-semester. Therefore, the expectations of direct teaching responsibilities are
substantial. Outlined below are the expected routines for EDUC 664:
Week 1:
Observe all special area teachers.
Observe all classes of the supervising practitioner.
Follow through on all teacher directed activities:
one to one instruction
small group instruction
Accompany teacher to all meetings and duties.
Begin reflective journal for faculty supervisor.
Initiate weekly meetings with supervising practitioner.
Week 2:
Continue week one activities.
Plan and implement a minimum of one lesson per day.
Typed hard copy of lesson plan should be provided to the supervising practitioner
one day prior to lesson.
Supervising practitioner observes lessons and provides feedback.
Select six-week unit to plan and implement beginning Week 8
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Determine plan for division of responsibilities for the remainder of the semester.
Week 3:
Continue all previous activities.
Assume full responsibility for a minimum of one class.
Provide typed lesson plans and unit plans to supervising practitioner and faculty
supervisor.
First visit by faculty supervisor.
Week 4:
Continue all previous activities.
Assume full responsibility for 2 classes or more.
Assume full responsibility of teacher’s other supervisory duties.
Evaluate division of responsibilities with supervising practitioner.
Week 5 - 14
Student teacher should assume full responsibility of duties.
Supervising practitioner should maintain close supervision and provide feedback.
Second visit and midterm evaluation by faculty supervisor and supervising
practitioner should occur around week 9 - 10. A midterm letter grade
will be assigned.
Submit Unit Plan to supervising faculty and supervising practitioner during
Week 5.
Implement Unit Plan during Week 8.
Week 15
Transition classes back to supervising practitioner.
Final visit and final evaluation by faculty supervisor and supervising practitioner.
The student will keep an ongoing journal indicating how he or she is demonstrating the
Professional Standards for Teachers and integrating content area knowledge and pedagogical
theory and practice. A midterm and final evaluation addressing the competencies/standards for
the initial license will be utilized for this field experience. The student will present a portfolio of
their work during the field seminar at the end of the semester.
Springfield College Education Department Faculty Supervisor
The college supervisor plays an important role in mentoring the practicum student. Among the
duties of the college supervisor are the following:
1. Visit the student at each practicum site a minimum of three times. During each visit the
college supervisor should observe the student “in action,” complete at least one Practicum
Observation form, and discuss these observations with the student and the supervising
practitioner. (It is recommended that the college supervisor observe two classes and stay for
one free period).
2. On your first visit to a school, introduce yourself to the school principal; then meet with the
supervising practitioner, present him/her with your home and office telephone numbers and Email address, review his/her role in working with one of our students and answer any
questions he/she may have.
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3. Consult regularly with the supervising practitioner about the performance and progress of the
practicum student. The supervisor should review the contents of all observation reports and
discuss with the practitioner as appropriate.
4. On seminar days, meet with the student alone or as a member of a small group to discuss
successes and failures, problems and solutions, experienced during the practicum. The
supervisor is also to meet with the student on campus at the conclusion of each practicum to
discuss and evaluate the student’s performance and progress.
5. Read and evaluate all written work submitted by the student prior to each visit. The
supervisor is encouraged to give feedback to the student and discuss the quality of work.
Students should be encouraged to copy all work or keep it on a disk.
6. Complete the Midterm Evaluation Form for the midterm conference (use observations, the
evidence found on the student’s draft Preservice Performance Assessment (PPA) and the DOE
Guidelines for Completing the PPA found in this handbook, as a basis for the midterm
evaluation). The college supervisor should provide one copy of the midterm and all
observation forms to the student, one copy to the supervising practitioner, and keep one copy
for his/her own records. The contents of the observations, midterm and draft PPA should be
discussed with the student and the practitioner at the 3-way midterm conference.
7. For the final evaluation, be responsible for completing the Preservice Performance
Assessment (PPA). Review all of the evidence listed by the student on the PPA. Check the
student’s evidence binder for supporting documents. Consult with the supervising
practitioner to verify, add and/or subtract evidence from the PPA. Work with the supervising
practitioner to fill in a rating, write comments for each standard and complete the “Summary
Comments.” Get a copy of the final PPA to the supervising practitioner prior to final threeway conference (send via e-mail if possible). The contents of the PPA should be discussed
with the student and the supervisor at the final 3-way conference. The college supervisor is
responsible for submitting the signed PPA (which includes the practicum report) to the
Educator Preparation Office at the end of each practicum experience. [Please double check to
make sure the PPA is signed in all places.] A copy of the PPA will be kept in the student’s
file.
[Note: Samples of all forms can be found in this handbook.]
8. Sign the practicum report on each official visit. On the last visit, indicate whether the student
meets each of the Massachusetts teacher licensure standards by completing and signing each
page of the PPA and signing off on the practicum report. The college supervisor is
responsible for submitting the signed PPA (which includes the practicum report) to the
Educator Preparation Office at the end of each practicum experience. [Please double check
to make sure the PPA is signed in all places.]
9. After consultation with the supervising practitioner, determine the appropriate letter grade for
the practicum. Submit the final grade to the appropriate person in the EDUC department.
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10. When visiting a school, a professional appearance is a must.
11. Submit mileage and toll receipts to the Office of Educator Preparation & Licensure at the end
of each month. Record all information on the correct travel expense reimbursement forms.
The faculty supervisor will receive a folder with all required forms within the first three weeks of
the semester. He/she will be responsible for completing all forms and returning the completed
folder to the Program Coordinator and/or the Office of Educator Preparation. See Section IV for
an overview and samples of the Observation Form, the Midterm Evaluation Form and Preservice
Performance Assessment Form. Other official forms are reviewed in the Educator Preparation
Handbook.
Springfield College Arts and Sciences Faculty Supervisor
During the teaching practicum, whenever possible a Springfield College faculty member from
the Arts and Sciences Department appropriate to the license sought will be assigned to each
practicum student. This individual will visit the student teacher a minimum of one time during
the semester. This supervision may be done in collaboration with the Education Department
faculty supervisor.
Supervising Practitioner
The responsibilities of the supervising practitioner include the following:
1. Assist the student in “learning the ropes” at the school. Such things as names of school
administrators, layout of the facility, general policies and procedures, etc., are second nature
to the practitioner, but mysteries to the student.
2. Develop or obtain a schedule for the student. The schedule should allow the student to
observe and assist in classes early in the practicum experience and to gradually assume more
of the responsibilities associated with the role of the teacher, including eventual responsibility
for entire periods and units of instruction.
3. Provide continual feedback and evaluation to the student as to his/her progress during
practicum. Comments may be made in written and oral form. The practitioner is asked to
preview and to review the student’s lesson and unit plans and to discuss with the student the
design and implementation of these plans. The practitioner is requested to complete the
Practicum Observation Form once a week as a means of providing additional feedback to the
student on their performance.
4. Complete the Midterm Evaluation Form for the midterm conference (use observations, the
evidence found on the student’s draft Preservice Performance Assessment (PPA) and the DOE
Guidelines for Completing the PPA found in this handbook, as a basis for the midterm
evaluation). The practitioner should provide one copy of the midterm and all observation
forms to the student, one copy to the college supervisor, and keep one copy for his/her own
records. The contents of the observations, midterm and draft PPA should be discussed with
the student and the supervisor at the 3-way midterm conference.
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5. For the final evaluation, review all of the evidence listed by the student on the Preservice
Performance Assessment (PPA). Check the student’s evidence binder for supporting
documents. Collaborate with the college supervisor to verify, add and/or subtract evidence
from the PPA. Review the ratings and all written comments on the PPA. Suggest additions
and/or changes to the college supervisor. Sign the PPA and the Practicum Report in all places.
The contents of the PPA should be discussed with the student and the supervisor at the final 3way conference. A copy of the PPA will be kept in students’ files.
[Note: Samples of all forms can be found in this handbook.]
6. Consult regularly with the college supervisor about the performance and progress of the
practicum student, and assist the college supervisor in determining a final grade.
7. Sign the practicum report on each visit of the college supervisor. On the last visit, indicate
whether the student meets all of the Massachusetts teacher licensure standards. A copy of the
practicum report is included in this handbook.
8. In cases where the supervising practitioner and the college supervisor are unable to agree
whether the practicum student meets the five Massachusetts licensure standards, contact the
Director of Educator Preparation & Licensure and request that he/she serve as mediator, or
appoint a mediator, to resolve these differences.
Springfield College Student
The professional guidelines outlined for the pre-practicum should be maintained by the student
throughout the practicum experience. In addition to taking on increased responsibility for
planning and implementing lessons and units the graduate student should also become more
involved in leadership within the school. This leadership role can be determined with the
supervising practitioner and school administrator.
Other Objectives
During the field placement the student will attend seminar sessions. These sessions are designed
to provide students with the opportunity to:
1.
2.
3.
4.
5.
6.
7.
8.
Engage in reflective thinking and conversations about his/her teaching practice;
Identify goals for his/her practicum experience and develop a plan for meeting them;
Assess his/her role, behavior and performance in the classroom and school environment;
Construct knowledge of pedagogy and develop skills that will enhance his/her professional
development;
Integrate theory with practice and practice with theory;
Demonstrate responsible, collegial and professional behaviors;
Develop the ability to articulate how and why they practice certain pedagogical techniques;
and
Develop a professional portfolio that reflects his/her teaching and counseling knowledge,
skills and philosophy.
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Written Work
Written assignments are designed to facilitate the success of the student during practicum and to
serve as samples of the student’s work. A folder containing sample lesson plans, all observation
forms and the midterm evaluation form is retained in the Education Department Office for seven
years. The practicum report and preservice performance assessment are kept in the Educator
Preparation Office in the student’s permanent file.
All written work is to be done in Standard English, with proper grammar, spelling, and
punctuation. All written work should be done on a computer and saved. All written work should
be identified by the student’s name and type of assignment. If several assignments are submitted
at once, each should be stapled and identified.
1. Daily Journal: Students are required to maintain a daily journal and submit this to the
Education Department faculty supervisor. The journal is intended to encourage the student to
reflect on the practicum experience and to help keep the college supervisor abreast of student
progress and struggles. The journal is not intended to serve as a log of daily events. Journals
are to be written daily while teaching experiences are fresh in the student’s mind. If
convenient for both parties, journals may be sent daily via e-mail. The student is encouraged
to write about the significant happenings of the day. Reflections, problems, possible
solutions, evaluations, and emotional responses might be included. . Here are questions to
consider as you write your journal each day:
1. What did you learn today? About the students? Teaching as a profession? Yourself as a
teacher? The differences between your classes? etc.
2. What are you working on to improve your teaching? Give specific examples.
3. Are you aware of all of the students in your classroom? Do you find yourself talking to
just a few? Are you calling on the students who raise their hands first? How many
students in your class did you actually make eye contact with today?
4. What are some of the things you did really well today as a teacher?
5. Do you feel your lessons were well organized and well thought out? Did the activities
you planned go well? Did they go as you planned? Will you make changes next time?
Did you make a note of this?
6. Did students learn what you wanted? How do you know? What assessment(s) did you
use? Was it effective?
7. Do you feel confident that you know your content each day that you teach? Reflect on
what it takes for you to feel confident before you begin teaching a new lesson.
8. Are there challenges/questions that you could use help meeting/answering?
9. What stands out the most about the day? Any individual students? A particular class? The
difficulty of the content you were teaching? How easy it was to adjust your lesson to
meet the needs of all students? The fact that one activity you planned went extremely
well?
10. What did you learn that might help you become a better teacher?
Note: Supervisors and/or practicum students may want to focus their daily reflections on
different standards each week. For example, one week the practicum student could focus all
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of his/her reflections on “Standard C - Manages Classroom Climate and Operation.” Another
week the focus of reflections could be on “Standard D – Promotes Equity.”
2. Evidence Binder: All practicum documents must be put in an evidence binder (3 ring
notebook). This includes all lesson plans, unit plans, homework assignments, handouts,
observations, evaluations and selected journal entries. Supervisors will be reviewing
documents in this binder to verify all evidence cited on the PPA.
3. Lesson Plans: Each student is to prepare a written lesson plan for each lesson for which
he/she is primarily responsible. The format for the lesson plan should be determined via
consultation with the college supervisor and the supervising practitioner. All lesson plans
should be sequentially organized and filed in your evidence binder, which should be made
available to the faculty supervisors during observations.
4. Unit Plans: Each student is to prepare a written unit plan for all units of instruction for which
he/she is responsible. The unit plan must include, at a minimum, all objectives, procedures,
content (skills/activities), all handouts, and evaluation tools used. One unit plan must be
submitted to the college supervisor for evaluation.
5. Videotape: The purpose of this assignment is to give student an opportunity to observe
him/herself teaching. After watching the video, each student will write a reflection/analysis
of what he/she observed. What was positive? What needed improvement? What ideas would
improve instruction for future lessons? The videotape will be evaluated by the faculty
member facilitating the weekly seminar. A written evaluation should be submitted to the
Education Department faculty supervisor for consideration in the final grade.
6. Portfolio: Each student will be required to submit a presentation portfolio at the end of the
semester. This portfolio must show how the student has demonstrated competence in all of
the Professional Standards for Teachers. It should include such personal data as your resume
and college transcript; sample lesson plans, journals, and evaluation forms; and photos of
your work with students during student teaching and in other work related experiences with
children. It is also important to include examples of teaching and assessment strategies for the
content area of the license sought and examples of modifications you have made for inclusion
of special needs students. Students will work with the Seminar Faculty Member to define and
refine the contents of the portfolio. The portfolio will be evaluated by the Seminar Faculty. A
written evaluation should be submitted to the Education Department faculty supervisor for
consideration in the final grade.
7. Self-Evaluation at the Midterm Evaluation: Submit draft Preservice Performance
Assessment (PPA) with the evidence column filled in to the college supervisor and
supervising practitioner prior to the midterm and complete the 2-page Midterm Evaluation
Form. Samples of these forms may be found in the forms section of this handbook.
8. Self-Evaluation at the Final Evaluation: Submit an electronic copy of the Preservice
Performance Assessment (PPA) with the evidence column filled in to the college supervisor
two weeks prior to the end of each practicum experience.
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Grading Criteria
Your college supervisor in consultation with your supervising practitioner and seminar leader
will determine your letter grade. You will be graded on your performance in the following
manner:
Teaching/Instructional Performance
Written Work
Lesson Plans and Reflections
Daily Journal
Unit Plan
Videotape Assessment
Portfolio
60%
40%
Note: Students are expected to meet all professional responsibilities including attendance,
punctuality, appearance and professional relationships. Failure to fulfill these standards will have
a negative impact on your grade.
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SECTION IV:
FORMS
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Springfield College
Rules of Professional Conduct
1. The Pre-practicum/Practicum student shall behave in a legal, ethical, and moral manner in
the conduct of their field experience maintaining both personal and professional integrity and
avoiding any actions or involvement in procedures not approved by qualified supervisors that
would cause harm to others.
2. The Pre-practicum/Practicum student shall be expected to adhere to all agreed upon
requirements with regard to attendance, required clock hours, and performance of duties.
3. The Pre-practicum/Practicum student shall respect the integrity and protect the welfare of the
individuals and groups with whom they work. They shall not misrepresent their roles or
competencies to schools, agency staff, clients, students, or others. Professional concerns or
problems with others shall be discussed with the supervising practitioner and the faculty
supervisor.
4. The Pre-practicum/Practicum student shall respect the confidentiality of information about
students and their families in the course of the field placement. They also shall be aware of
agency policies or guidelines relating to research or training with human subjects.
5. The Pre-practicum/Practicum student will avoid undertaking any activity in which
competency, personal problems, or conflicts of understanding is likely to lead to inadequate
performance. If or when such a situation arises, they shall seek supervising practitioner and
the faculty supervisor to determine the appropriate course of action.
6. The Pre-practicum/Practicum will review and implement goals and expectations with the
supervising practitioner.
7. The Pre-practicum/Practicum will be responsible for contacting the faculty supervisor to set
up all required meetings and for providing him/her with all of the necessary written work.
8. The Pre-practicum/Practicum will contact the supervising practitioner before 6:30 a.m. on the
day of the absence. Notify the faculty supervisor by 8:30 am.
I fully understand and agree to abide by these rules of professional conduct.
Signed and witnessed on this date:
Student
Date
Program supervisor
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Pre-Practicum/Practicum Observation Form
Student
Grade
Code:
Focus
X = Not Observed
Observer
1 = Unsatisfactory
I.
2 = Basic
Date
/
/
3 = Proficient
Plans Curriculum & Instruction
Detailed lesson plan and activities
Learning objectives are clear, measurable and
communicated to students
Engages in creative ways to begin unit of study or lesson
II.
Delivers Effective Instruction
Pre-instructional activity sets the tone of class
Knowledge of content is evident
Guided questions that stimulate thinking and encourage all
students to respond are utilized
Instructor activates and builds on student’s prior
knowledge and experiences
Effective explanation of skills/activities
Presentation is developmentally appropriate
Instructor uses appropriate teaching strategies and
techniques
Appropriate materials, technology, and resources are
utilized
Oral and written communication is clear
III.
Manages Classroom Climate & Operation
Manages class time efficiently
Smooth transitions are evident and the flow of the lesson is
maintained
IV.
Student Engagement
Students are encouraged to achieve and excel
A positive learning environment and varied opportunities
for students to learn and achieve are provided
Student engagement is matched to objectives
V.
Supervision, Class Control, and Equity
Instructor actively monitors instruction
Emotional and physical safety issues are addressed
Instructor reacts to misbehavior appropriately
VI.
Evaluation
Ongoing assessment and feedback on student progress is
evident through assigned and checked homework and
practice that furthers learning
Student progress is measured using formal and informal
assessments
Attention is paid to significant behavior(s) and learning
differences of students
Assessment occurs during & after lessons and the lesson is
adjusted accordingly
VII.
Closure
Efficient collection of equipment and supplies
Review of learning outcomes, performance, and social
behavior
White: Supervisor
Yellow: Student
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Pre-Practicum/Practicum Observation Form – Page Two
VIII.
Summary
Areas of Strength:
Areas in need of Improvement:
The following questions and statements can be used to guide the conversations about the observed lesson and
progress toward achieving the Professional Standards for Teachers.
1.
2.
3.
4.
5.
6.
How do you find out what students know at the beginning and throughout instruction.? How do you use this
information?
Other than what has been observed, what ways are students engaged in activities (i.e., reading, listening to peers
and teacher, etc.) and opportunities to reflect on the activities? Please provide examples.
What opportunities do you provide for the students to express, clarify, justify, and/or represent his/her ideas?
How do your lessons allow students to reflect on the lesson activities?
What other teaching techniques do you utilize (both direct and less teacher-directed)? Do you find that you use
one technique more than another? If so, why? If not, why?
What teaching techniques have you found to be ineffective? Explain why.
Summary:
Student Signature: ________________________________________Date: ____/____/____
Supervisor Signature: ______________________________________Date: ____/____/____
White: Supervisor
Yellow: Student
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SPRINGFIELD COLLEGE
OPTIONAL OBSERVATION AND FEEDBACK FORM
___________________________________
Student's Name
___________________________________
School
______________________________________________________
Supervising Practitioner
__________
Grade Level
__________________
Date
____________________________________________________
College Supervisor
STUDENT & TEACHER BEHAVIORS
QUESTIONS, COMMENTS, IDEAS,
SUGGESTIONS
Observer: _______________________________________________
White: Supervisor
Yellow: Student
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The Commonwealth of Massachusetts
Department of Education
350 Main Street, Malden, Massachusetts 02148-5023
Telephone: (781) 338-3000
GUIDELINES FOR PRESERVICE PERFORMANCE ASSESSMENT
EVALUATION QUESTIONS
The following evaluation questions are to be used with the Preservice Performance Assessment Form (PPAF) by the
Program Supervisor and Supervising Practitioner.
(a) Plans Curriculum and Instruction
1: Draws on content standards of the relevant curriculum frameworks to plan sequential units of study,
individual lessons, and learning activities that make learning cumulative and advance students’ level of
content knowledge.
Evaluation Questions:
 Does documentation show evidence of activities planned as lessons in sequential units of study? (For example,
is the structure of each lesson and unit clear? Is there a focus and logic to each lesson, and are the connections
within the lessons and the transitions between lessons appropriate?)
 Are specific standards in the curriculum framework noted with page number and date of publication?
 Is there an explanation of why these content standards and units of study are being taught?
2: Draws on results of formal and informal assessments as well as knowledge of human development to
identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English
language proficiency, and range of cognitive levels being taught.
Evaluation Questions:
 Does documentation note what assessments have been used and how their results guided planning?
 Does the planned pedagogy include a rationale grounded in research and common sense?
 Does the candidate choose teaching strategies that are appropriate for the content, grade level, and range of
students being taught?
 Are the learning activities described and do they provide suitable challenges for academically advanced as well
as for those whose work is below grade level?
 Is there an explanation of how knowledge of human development and learning guided planning?
3: Identifies appropriate reading materials, other resources, and writing activities for promoting further
learning by the full range of students within the classroom.
Evaluation Questions:
 Does documentation describe the reading and other resources being planned and explain which will suitably
challenge students at each level: below grade level, learning disabled, English language learners, at grade
level, and academically advanced?
 Is there an explanation of the different writing activities selected for these different groups of students?
4: Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.
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Evaluation Questions:
 Does documentation list skills, concepts, and vocabulary needed for the topic being studied and for the different
groups of students in the class?
5: Plans lessons with clear objectives and relevant measurable outcomes.
Evaluation Questions:
 Does documentation show the objectives for each planned lesson?
 Does it describe the measurable outcomes expected?
 Is there an explanation of how the expected outcomes will be measured?
 Do the homework, learning activities, and assessments reflect the objectives described?
 Are there suitable objectives for students who are academically advanced as well as for those whose work is at
or below grade level?
6: Draws on resources from colleagues, families, and the community to enhance learning.
Evaluation Question:
 Are resources identified that may be provided by colleagues, student families, or the community?
 Does the candidate explain how the resources are going to be used and why?
7: Incorporates appropriate technology and media in lesson planning.
Evaluation Questions:
 Are the technology or media identified that will be used during the unit of study?
 How and why are technology and media used to achieve the objectives of the lesson?
 Are these uses appropriate for the discipline at the intended grade level?
8: Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students
with disabilities into general education classrooms.
Evaluation Questions:
 What information in the IEPs has been used to plan units of study?
 What strategies or materials are to be used to promote the learning of students with disabilities and why they
are expected to be effective for these students in this discipline?
(b) Delivers Effective Instruction
1: Communicates high standards and expectations when beginning the lesson:
a. Makes learning objectives clear to the student.
Evaluation Questions:
 How are learning objectives communicated to the student?
 Are the transitions from the beginning of the lesson to the body of the lesson smooth, and clear?
b. Communicates clearly in writing and speaking.
Evaluation Questions:
 Does the candidate communicate clearly in writing and speaking?
c.
Uses engaging ways to begin a new unit of study or lesson.
Evaluation Questions:
 What types of opening activities are used and what are the purposes (i.e., to stimulate prior knowledge, to frame
the lesson, or to motivate students)?
d. Builds on students’ prior knowledge and experience.
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Evaluation Questions:
 Does the candidate build on students’ prior knowledge and experience?
2: Communicates high standards and expectations when carrying out the lesson:
a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
Evaluation Questions:
 Are phonemic awareness, phonics, and vocabulary skills taught and practiced separately as well as together
with comprehension skills?
 Are materials provided for practice?
 Are decodable texts used for practicing phonics lessons?
 Are reading materials suitably challenging for students with different learning paces?
 Are provisions made to develop automaticity and fluency?
b.
Employs a variety of content-based and content-oriented teaching techniques, from more teacherdirected strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed
approaches such as discussion, problem solving, cooperative learning, and research projects (among
others).
Evaluation Questions:
 Does candidate indicate two or more teaching techniques that address the range of student skills?
 Are the teaching techniques appropriate for the objectives of the lesson and for the different groups of students?
c.
Demonstrates adequate knowledge of and approach to the academic content of lessons.
Evaluation Questions:
 See license-specific evaluation questions immediately below.
Biology/Chemistry/Earth Science - License-Specific Evaluation Questions
1. Is the candidate’s explanation of scientific concepts accurate?
2.
Does the candidate demonstrate adequate background knowledge of the scientific concepts and skills presented
at the grade level?
3.
Does the candidate refer to appropriate learning standards and skills in the Science and
Technology/Engineering Framework in developing the lesson?
4.
Does the candidate discuss the mathematical skills related to the particular science unit they are teaching?
5.
Does the candidate practice and teach students safe laboratory practices as referred to in the Science and
Technology Curriculum Framework Appendix V?
6.
Does the candidate model scientific reasoning in demonstrating or teaching scientific units?
7.
Does the candidate address student’s prior knowledge and misconceptions in science?
8.
Does the candidate model a variety of methods research, including laboratory techniques and use of
computers?
9.
Does the candidate encourage students to build essential scientific skills by conducting investigations and
experiments?
Business - License-Specific Evaluation Questions
1.
Does the candidate demonstrate adequate knowledge of the principles and concepts related to theories of
business management, macroeconomics, microeconomics, marketing and accounting?
2.
Does the candidate demonstrate adequate knowledge of the particular subject matter of the business concept
that is the focus of the lesson?
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3.
Does the candidate use or refer to contemporary primary or secondary sources to supplement the text?
4.
Does the candidate demonstrate adequate knowledge of current technology used in business and information
systems?
5.
Is the candidate able to demonstrate an interdisciplinary/integrated approach to teaching business concepts,
including entrepreneurship and human resource management?
6.
Does the candidate demonstrate the ability to discuss relevant current issues openly without inhibiting students’
views? Does the candidate encourage students to offer viewpoints that may differ from or conflict with those of
the candidate?
7.
Does the candidate introduce appropriate mathematical concepts into the learning situation?
8.
Does the candidate demonstrate an understanding of business law and other legal issues affecting business?
English - License-Specific Evaluation Questions
1.
Does the candidate demonstrate an adequate knowledge of the literary work, its genre, literary period, and
author when conducting a lesson on a particular work?
2.
Does the candidate use or refer to historically contemporary primary sources to shed light on the historical or
social context for a particular work in the course of the lesson?
3.
Does the candidate ensure that students understand the differences between a literary work and an expository
or persuasive work?
4.
Does the candidate ensure that students have determined the meaning of what an author has written before
encouraging them to interpret or evaluate it?
5.
Does the candidate require students to provide adequate evidence from a text to support their interpretations or
judgments?
6.
Does the candidate help students understand the uses of the imagination and the limitations of using personal
experience to understand a literary work?
7.
Has the candidate referred to appropriate learning standards and skills in the English Language Arts
Curriculum Framework in developing a lesson on a literary work?
8.
Has the candidate addressed recommended authors or works in Appendix A (authors and works reflecting our
literary and civic heritage) as well as in Appendix B (chiefly contemporary authors) in preparing lessons on
literary works?
9.
Does the candidate use the English language effectively in speaking and/or writing during the lesson?
10. Does he or she demonstrate knowledge of the elements in the writing process when conducting a composition
lesson?
11. Does the candidate clarify the differences between the elements of expository writing and the elements of
literary writing when conducting a composition lesson?
12. Does the candidate make useful responses to student drafts that help students improve their next draft?
Foreign Language (Spanish) - License-Specific Evaluation Questions
1.
Does the candidate demonstrate an adequate knowledge of the target language when conducting a lesson?
2.
Does the candidate use or refer to primary sources from the country in which the target language is used, in
addition to the textbook, in the course of the lesson?
3.
Does the candidate refer to appropriate learning standards and skills in the Foreign Language Curriculum
Framework in developing a lesson?
4.
Does the candidate use the target language effectively in speaking and/or writing during the lesson?
5.
Does the candidate demonstrate knowledge of stages in second language acquisition when conducting a lesson?
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6.
Does he or she demonstrate adequate knowledge of the culture, history, geography or literature of a country in
which the target language is used when conducting a lesson?
7.
Does the candidate plan and give lessons on the literary and other artistic works taught in the K-12 curriculum
of the country in which the target language is used?
History - License-Specific Evaluation Questions
1.
Does the candidate demonstrate an adequate historical knowledge of the period, event, or individual under
discussion when conducting a history lesson? Does he or she place the period, event, or individual in an
appropriate historical context? Does he or she use maps or globes when relevant to the topic?
2.
Does the candidate explain how the individual, period, or event under discussion is related to the development
of our political principles or institutions, when relevant?
3.
Does the candidate avoid presentism, that is, making moral judgments about past events, behaviors, or
decisions that reflect contemporary moral views, not those of the time of the event, behavior, or decision?
4.
Does the candidate avoid presenting his or her own views on social or political issues as the correct ones and
inhibiting a full range of student views? Does the candidate encourage students to offer views that may conflict
with the candidate’s views?
5.
Does the candidate place the topic of the lesson in an international context when relevant?
6.
Does the candidate use or refer to historically contemporary primary sources in addition to the textbook in the
course of the lesson?
7.
Does the candidate refer to appropriate concepts and skills as well as standards from the History and Social
Science Curriculum Framework in developing a lesson?
8.
Does the candidate refer regularly to maps and globes when conducting geography lessons?
9.
Does the candidate address theories and practices in economics and government appropriately into history
lessons?
10. Does he or she adequately address causes and consequences of events?
Mathematics - License-Specific Evaluation Questions
1.
Does the candidate appropriately balance activities for developing conceptual and procedural learning
activities to understand mathematics?
2.
Does the candidate use multiple representations of concepts, verbally, pictorially and symbolically, such as:
numerals or diagrams, algebraic expressions or graphics, or matrices that model a method for solving a system
of equations to help students develop a deeper understanding?
3.
Are manipulatives and concrete representations used when appropriate?
4.
Does the candidate help students to learn alternate methods of solving mathematics problems?
5.
Are students’ mathematical misconceptions identified and addressed?
6.
Does the candidate provide a clear model of mathematical reasoning when helping students solve mathematics
problems?
7.
Does the candidate know how to teach the standard algorithms for arithmetical operations and teach them to
students?
8.
Does the candidate refer to the state's grade level mathematics standards to prepare a lesson?
9.
Is the candidate's explanation of mathematical concepts accurate?
10. Does the candidate provide opportunities for students to use accurate mathematical language to talk and write
about the mathematics?
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Political Science/Political Philosophy - License-Specific Evaluation Questions
1.
Does the candidate demonstrate an adequate knowledge of the political philosopher, theory, principle,
procedure, or institution that is related to the topic of the lesson?
2.
Does he or she demonstrate adequate knowledge of the historical and international context for the political
philosopher, theory, institution, or practice related to the topic of the lesson?
3.
Does the candidate use primary sources in political philosophy, in addition to the textbook, in the course of the
lesson?
4.
Does the candidate refer to appropriate concepts and skills as well as standards from the History and Social
Science Curriculum Framework in developing a lesson?
5.
Does the candidate refer regularly to maps and globes when appropriate?
6.
Does the candidate demonstrate knowledge of the relevant aspects of history, economics, and geography in
lessons on political philosophy and practice?
7.
Does he or she adequately address the development and evolution of the political theories, principles,
institutions, and practices underlying the U.S. Constitution and Bill of Rights?
Visual Arts - License-Specific Evaluation Questions
1.
Does the candidate demonstrate an adequate knowledge of the visual art form that is the subject of the lesson,
the characteristics of its style, its historical period in visual arts, and well-known artists and cultural
institutions associated with this form, when conducting a lesson?
2.
Does the candidate demonstrate an adequate knowledge of the techniques used in painting, drawing,
printmaking, photography, film, computer, or two-or three-dimensional design during the lesson?
3.
Does the candidate refer to appropriate learning standards and skills in the Arts Curriculum Framework in
developing a lesson?
4.
Does the candidate use knowledge of materials effectively when conducting a lesson?
5.
Does the candidate demonstrate knowledge of safety in the use of materials and tools when conducting a
lesson?
6.
Does he or she demonstrate knowledge of critical responses to this visual arts form when conducting a lesson?
d.
Employs a variety of reading and writing strategies for addressing the learning objectives.
Evaluation Questions:
 Are reading and writing activities included in the body of the lesson and /or in the homework?
 Are students asked to describe, explain and justify their ideas?
e.
Uses questioning to stimulate thinking and encourages all students to respond.
Evaluation Questions:
 Does the candidate use probing questions to help students understand concepts?
 Does the candidate address questions to all students to encourage participation?
f.
Uses instructional technology appropriately.
Evaluation Questions:
 Is the candidate knowledgeable in the use of technology?
 Is there a smooth transition to and from technology use?
 Do all students have access to the technology and are they given sufficient instruction in its use?
 Is technology used as a tool to develop and reinforce knowledge and skills?
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g.
Employs appropriate sheltered English or subject matter strategies for English language learners.
Evaluation Questions:
 Do lesson plans include language objectives based on the Massachusetts English language arts standards
and where appropriate, the English language proficiency benchmarks?
 Does the candidate adapt and explain grade level content material to make them comprehensible?
 Does the candidate emphasize content vocabulary and give students regular practice in applying content
and English language knowledge?
Does the candidate’s speech model proper English usage when working with English language learners?
3: Communicates high standards and expectations when extending and completing the lesson:
a. Assigns homework or practice that furthers student learning and checks it.
Evaluation Questions:
 Does the candidate provide evidence of differential homework assignments or practice that further the learning
of students who are academically advanced as well as students whose work is at or below grade level?
 Are several examples of assignments included and a rationale provided for them?
 Are classroom sets of examples of student homework provided?
 How is student homework evaluated?
b.
Provides regular and frequent feedback to students on their progress.
Evaluation Questions:
 Does the candidate aptly summarize what students have been expected to learn at the end of the lesson (or ask
students to do so)?
c.
Provides many and varied opportunities for students to achieve competence.
Evaluation Questions:
 Does the candidate guide students to an adequate or useful conclusion to the lesson?
 Does the candidate provide examples of how student work is evaluated and how that evaluation is
communicated to students?
4: Communicates high standards and expectations when evaluating student learning.
a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety
of formal and informal assessments, and uses results to plan further instruction.
Evaluation Questions:
 Has the candidate provided examples of tests written by her/him?
 Are formal tests provided by the district identified?
 Are examples of student response papers for teacher tests provided?
 Have alternate forms of assessment (portfolios, projects, etc.) been used and copies provided?
b.
Translates evaluations of student work into records that accurately convey the level of achievement
students for parents or guardians, and school personnel.
Evaluation Questions:
 Are report cards or grades given for student learning provided?
(c) Manages Classroom Climate Operation
1: Creates an environment that is conducive to learning.
Evaluation Questions:
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
How has candidate created an environment that is conducive to learning? (For example, does the candidate
establish a positive atmosphere where students are encouraged to participate? Does the candidate have good
rapport with the students? Is the candidate patient with students?)
2: Creates a physical environment appropriate to range of learning activities.
Evaluation Questions:
 Has the candidate created a physical environment appropriate to the range of learning activities?
3: Maintains appropriate standards of behavior, mutual respect, and safety.
Evaluation Questions:
 Has the candidate maintained appropriate standards of behavior, mutual respect, and safety? (For example,
does the candidate communicate rules and procedures for classroom behavior to the students? Is the candidate
alert to student behavior at all times? Does the candidate stop inappropriate behavior promptly and
consistently? Does the candidate treat the students with respect and is that respect returned?)
4: Manages classroom routines and procedures without loss of significant instructional time.
Evaluation Questions:
 Does the candidate manage classroom routines and procedures without loss of significant instructional time?
(For example, does the candidate use appropriate time periods for checking homework, for the body of the
lesson, etc.? Are the materials needed for activities ready for distribution and is the candidate organized in
transitioning between activities?)
(d) Promotes Equity
1: Encourages all students to believe that effort is a key to achievement.
Evaluation Questions:
 Does the candidate pay as much attention to students who are academically advanced as to those whose work is
at or below grade level?
2: Works to promote achievement by all students without exception.
Evaluation Questions:
 Does the candidate provide opportunities for students to receive extra help outside of classtime?
 Does the candidate provide more challenging work on a systematic or accelerated basis for academically
advanced students?
3: Assesses the significance of student differences in home experiences, background knowledge, learning
skills, learning pace and proficiency in the English language for learning the curriculum at hand and uses
professional judgement to determine if instructional adjustments are necessary.
Evaluation Questions:
 Does student work reflect adjustments made? For example, what did the candidate do for students who may
require additional foundational knowledge or skills; or for students who have advanced knowledge or skills?
4: Helps all students to understand American civic culture, its underlying ideals, founding political principles,
and political institutions and to see themselves as members of a local, state, national, and international civic
community.
Evaluation Questions:
 Has the candidate explained what adjustments have been made for these purposes, and why?
 Does the candidate address all students as unique individuals and as Americans or potential Americans?
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

Does the candidate avoid identifying students as “representatives” of particular racial, ethnic, or gender
groups?
Does the candidate help students to see themselves and each other as American citizens? Does candidate give
special writing assignments, lessons on national symbols, songs, phrases, and Pledge of Allegiance, or special
civics lessons?
(e) Meets Professional Responsibilities
1: Understands his or her legal and moral responsibilities.
Evaluation Questions:
 Does the candidate behave in a professional manner (including punctuality, confidentiality, and carrying out all
job-related responsibilities)?
2: Conveys knowledge of and enthusiasm for his/her academic discipline to students.
Evaluation Questions:
 Is the candidate enthusiastic about his/her academic discipline during interactions with students?
3: Maintains interest in current theory, research, and developments in the academic discipline and exercises
judgment in accepting implications or findings as valid for application in classroom practice.
Evaluation Questions:
 Does the candidate take advantage of professional development opportunities provided by the school during
his/her teaching there?
4: Collaborates with colleagues to improve instruction, assessment, and student achievement.
Evaluation Questions:
 Does the candidate confer with his/her cooperating practitioner and other colleagues (including other student
teachers) about improving his/her practice?
5: Works actively to involve parents in their child’s academic activities and performance, and communicates
clearly with them.
Evaluation Questions:
 Does the candidate participate in conferences with parents (under the guidance of the cooperating practitioner)
when appropriate?
6: Reflects critically upon his or her teaching experience identifies areas for further professional development
as part of a professional development plan that is linked to grade level, school, and district goals, and is
receptive to suggestions for growth.
Evaluation Questions:
 Does the candidate provide evidence (e.g., a journal) of reflecting upon his/her practice?
7: Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and
other resources.
Evaluation Questions:
 Does the candidate communicate appropriate use of the Internet to students whenever class activities include
Internet use?
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SPRINGFIELD COLLEGE
MIDTERM EVALUATION FOR TEACHING PRACTICUM
________SAMPLE______________________
______________________
Student's Name
School
______________
Grade Level
_______________
Date
This evaluation form is to be completed independently at the middle of the practicum by the student, college supervisor and
supervising practitioner. The Preservice Performance Assessment Guidelines and the student’s draft PPA should be used to fill
out this form. The results of these evaluations should be discussed in a three-way meeting at the midterm.
......................................................................................................................................................
A: PLANS CURRICULUM AND INSTRUCTION THAT MATCH STATE FRAMEWORKS
Strengths (Evidence is clear)
Indicators 1, 4, 5 are strengths
Planning looks good on paper – lesson plans are detailed and complete, show evidence of activities planned in
sequential order, prerequisite skills, concepts and terms are listed in plans.
Objectives are clear with measurable outcomes.
Areas in need of improvement (Lack of evidence)
Indicators 2, 3, 6, 7, 8
No evidence of how student draws on results of formal and informal assessment. It is not clear that learning
activities are challenging for those who are well skilled/academically advanced or appropriate for those who are not
very skilled/ working below grade level.
No evidence of planning for English language learners. More evidence needed of use of technology or media and
references, colleagues, etc. to enhance learning. There is no evidence that information in student IEPs has been
used to plan lessons. Overall, more evidence needed to demonstrate competence in planning.
Overall Rating of this Standard:
1
1 = Does not meet Standard 2 = Meets standard 3 = Exceeds Standard
B: DELIVERS EFFECTIVE INSTRUCTION.
Strengths (Evidence is clear)
Indicators 1 a-d; 2 a, c, d, f; 3 a-c; 4 b
Observations provide clear evidence that this student is effective at delivering effective instruction, provides regular,
specific feedback to a great number of students and provides a variety of options to the students so all can succeed
to some extent. Communication is clear, very articulate, builds on prior knowledge, and asks students questions to
explain their ideas.
Demonstrates a solid knowledge of all content, this is evident through observations, lesson plans, unit plans and
journal entries. There are several examples of homework or in-class assignments that demonstrate how student
learning is promoted and checked. Progress reports and task sheets are sent home provide documentation of the
level of achievement.
Areas in need of improvement (Lack of evidence)
Indicators 2 b, e, g; 4 a
Need evidence of using two or more teaching techniques, tends to use primarily a command style. Need to employ
more strategies to meet the needs of English Language Learners and demonstrate knowledge of instructional
technology.
More examples of assessments and clear rubrics need to be provided. Most assessment is informal and not well
thought out. Need to spend more time developing rubrics so assessment is more systematic and fair.
Overall Rating of this Standard:
2
1 = Does not meet Standard 2 = Meets Standard 3 = Exceeds Standard
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Springfield College Midterm Evaluation Form - Page 2
Student:____________SAMPLE___________________________________
Date:_________/_________/ _________
STANDARD C: MANAGES CLASSROOM CLIMATE AND OPERATION.
Strengths (Evidence is clear)
Indicators 1, 2, 3
Through observation and lesson plans it is clear that an environment conducive to learning is created everyday and
that the physical environment works well with the selection of learning activities planned each day.
Journal entries provide evidence that the candidate is constantly thinking about how to deal with the plethora of
situations that occur in class. Rule and routines have been clearly established and are posted on the wall.
Areas in need of improvement (Lack of evidence)
Indicator 4
It is clear that the candidate needs to work on managing the class without losing instructional time. Too much time
is spent discussing problem behavior and disciplining each class. Lessons need to planned to minimize loss of active
learning time.
Overall Rating of this Standard:
2
1 = Does not meet Standard 2 = Meets Standard 3 = Exceeds
Standard
STANDARD D: PROMOTES EQUITY
Strengths (Evidence is clear)
Indicators 1
Through observations and journaling there is evidence that the candidate pays attention to all students and works
hard to meet the needs of everyone in class.
Areas in need of improvement (Lack of evidence)
Indicators 2, 3, 4
There is a lack of evidence showing the ability to gear lessons to meet the needs of the diverse student found in the
classes. It is not clear that the candidate is able to connect with students with disabilities and those from cultural
backgrounds different from own. This is clearly an area that needs improvement.
No basis for assessing indicator # 4 at this time.
1______ 1 = Does not meet Standard 2 = Meets Standard 3 = Exceeds Standard
Overall Rating of this Standard:
STANDARD E: MEETS PROFESSIONAL STANDARDS.
Strengths (Evidence is clear)
Indicators 1, 2, 3, 5
Professionalism is clearly a strength. Through observations and journaling it is clear that the candidate understands
legal and moral responsibilities. Enthusiasm for teaching is clear and the students know it, they respond very
favorably.
Has taken advantage of professional development opportunities in the school and participated in parent/teacher
conferences – see detail in time record.
Areas in need of improvement (Lack of evidence)
Indicator 4, 6, 7
Candidate needs to show more evidence of collaboration with colleagues.
Journals are do not provide much evidence of critical self-reflection. Look at reflection questions in fieldwork
handbook to try to enrich journal entries and provide more evidence that you truly are a reflective teacher.
Internet not used – so not evidence of indictor # 7.
1-2
Overall Rating of this Standard:
1 = Does not meet Standard 2 = Meets Standard 3 = Exceeds Standard
Recommended Midterm Grade:
B
Signature of Individual Completing Form:
_________________________________
42
Date:
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Preservice Performance Assessment for Teacher Candidates Only
Please use this assessment in conjunction with the Preservice Performance Assessment Guidelines: the rating scale
is described; evaluation questions relating to the standards A-E and license-specific questions per standard B2c
below are listed in the guidelines.
Standard A - Plans Curriculum and Instruction
Indicators
Evidence – Be Specific
1. Draws on content standards of the relevant curriculum
 Massachusetts Curriculum Frameworks were used in
frameworks to plan sequential units of study, individual
creating each lesson and Unit Plan (Grade 4, all
lessons, and learning activities that make learning
subject areas)
cumulative and advance students’ level of content
 “All lesson plans demonstrate in-depth planning
knowledge.
using multiple resources”, Dr. Cyr (midterm 2-17-05)
(Specify Curriculum Framework title, learning standards,
and concept and skills used [attach list if necessary]).
 Assessment: KWL chart was used to collect student
knowledge (1/6/05)
2. Draws on results of formal and informal assessments
 Assessment: Using white boards correctly tell the
as well as knowledge of human development to identify
time on the clock (1/11/05)
teaching strategies and learning activities appropriate to
 Had students work in groups and create 3 types of
the specific discipline, age, level of English language
graphs (1/14/05)
proficiency, and range of cognitive levels being taught.
 “Uses overheads, white boards, clocks, newspaper
information as a follow-up,” Ms. D observation
3. Identifies appropriate reading materials, other
1/11/05
resources, and writing activities for promoting further
 “dip sticking technique and white boards assessed the
learning by the full range of students within the
whole group instruction,” Ms. D obs. 1/6/05
classroom.
4. Identifies prerequisite skills, concepts, and vocabulary
needed for the learning activities and design lessons that
strengthen student reading and writing skills.
5. Plans lessons with clear objectives and relevant
measurable outcomes.
6. Draws on resources from colleagues, families, and the
community to enhance learning.
7. Incorporates appropriate technology and media in
lesson planning.


Students interpreted quotes in their own words
(1/6/05)
Students are given a vocabulary sheet after reading
the first lesson (ImL1, 2/8/05)


All lesson plans in the objectives section (Grade 4)
Unit Plan- Immigration, Division

Use of resources (2 text books) from a fellow
teaching to incorporate reading/visuals into a lesson
(ImL2,2/11/05)
Used overhead in Immigration Unit (all lessons),
Watched video on Ellis Island (Immigration
L1,2/8/05)
Used an interactive tour of Ellis Island
www.teacher.scholastic..com (ImL3,2/15/05))


8. Uses information in Individualized Education
Programs (IEPs) to plan strategies for integrating students
with disabilities into general education classrooms.


Rating:
One-on-one with student made own quizzes for math
material that she was unfamiliar with (Math lessons)
Explanation of Rating for Standard A - Plans Curriculum and Instruction
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard; 3=Exceeds the Standard; NA=Not Applicable.
Candidate’s Name: _____SAMPLE_____________________________________License: _____________________________
Program Supervisor (sign): ___________________________________________________Date: ______________________
Supervising Practitioner (sign): ________________________________________________Date: _____________________
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Preservice Performance Assessment for Teacher Candidates Only
Standard B – Delivers Effective Instruction
Indicators
Evidence – Be Specific
1. Communicates high standards and expectations when beginning
 All lesson plans list students objectives
the lesson.
 “objectives were clearly stated and addressed
a) Makes learning objectives clear to students.
throughout instruction,” Ms. D obs. 1/11/05
b) Communicates clearly in writing and speaking.
 All lessons have an instant activity to engage the
c) Uses engaging ways to begin a new unit of study or lesson.
students in the lesson of the day (hook)
d) Builds on students’ prior knowledge and experience.
 “assessed prior knowledge of telling time
through a pre-instructional activity using an
2. Communicates high standards and expectations when carrying out
overhead transparence of clock,” Ms. D obs.
the lesson.
1/11/05
a) Uses a balanced approach to teaching skills and concepts of
elementary reading and writing.
 KWL charts (1/6/05)
b) Employs a variety of content-based and content-oriented
 Cooperative Learning activities (1/14/05)
teaching techniques from more teacher-directed strategies such
 Used questions during both informing and
as direct instruction, practice, and Socratic dialogue, to less
closing the different sections of the lessons to
teacher-directed approaches such as discussion, problem
stimulate and encourage student involvement in
solving, cooperative learning, and research projects (among
the lessons (all lessons)
others).
 “Utilized guided questions to stimulate student
c) Demonstrates an adequate knowledge of and approach to
inquiry, utilized multiple modalities…,” Ms. D
the academic content of lessons. (See license-specific
(obs. 1/11/05)
questions in Guidelines, pp. 13-44).
 Simulated traveling conditions with a group
d) Employs a variety of reading and writing strategies for
activity (ImL3-2/15/05)
addressing learning objectives.
 “used hands on approach to connect to real-life
e) Uses questioning to stimulate thinking and encourages all
experiences…,” Ms. D (obs. 1/11/05)
students to respond.

Children wrote journal entries about their voyage
f) Uses instructional technology appropriately.
from their country to the US (ImL3-2/15/05)
g) Employs appropriate sheltered English or subject matter
 “She assesses prior knowledge through the use of
strategies for English language learners.
pre-instructional activities”, Ms. D (midterm 217-05)
3. Communicates high standards and expectations when extending
and completing the lesson.
a) Assigns homework or practice that furthers student learning and  Used review questions at the end of each lesson
to see if children learned the objectives (all
checks it.
lessons)
b) Provides regular and frequent feedback to students on their

Communicated with supervising teacher found in
progress.
all journal entries
c) Provides many and varied opportunities for students to achieve
 Communication with the cooperating teacher
competence.
which is found in journal entries, and observation
 Daily math quizzes are given on the previous
4. Communicates high standards and expectations when evaluating
student learning.
nights homework shows progress for students as
a) Accurately measures student achievement of, and progress
well as feed back during class discussions
toward, the learning objectives with a variety of formal and
“follow up was effective to summarize main points of
informal assessments, and uses results to plan further
lesson and required feedback from students,” Ms. D
instruction.
obs. 1/6/05
b) Translates evaluations of student work into records that
accurately convey the level of student achievement to students,
parents or guardians, and school personnel.
Rating:
Explanation of Rating for Standard B – Delivers Effective Instruction
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard; 3=Exceeds the Standard; NA=Not Applicable.
Candidate’s Name: _____SAMPLE________________________________________License: __________________
Program Supervisor (sign): ______________________________________________________Date: __________
Supervising Practitioner (sign): ___________________________________________________Date: __________
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Springfield College
Preservice Performance Assessment for Teacher Candidates Only
Standard C – Manages Classroom Climate and Operation
Indicators
1. Creates an environment that is conducive to learning.


2. Creates a physical environment appropriate to a range
of learning activities.


3. Maintains appropriate standards of behavior, mutual
respect, and safety.

4. Manages classroom routines and procedures without
loss of significant instructional time.
Rating:

Evidence – Be Specific
MLK bulletin board (BB) (1/6/05), Length of Day
Chart (daily), Line Plot, Bar Graph, Tally Chart BB
(1/21/05)
“questions redirected students to focus on lesson,”
Ms. D obs. 1/6/05
“students were on task throughout the lesson,” Ms. D
obs. 1/11/05
“Excellent time management and transition,” Dr. Cyr
(midterm 2-17-05)
Coordinated morning meeting, lunch count &
attendance daily
“Wonderful rapport with students. Develops rules
and clear expectations of students with regard to
assignments and classroom procedure. ”Ms. D
(midterm 2-17-05)
Explanation of Rating for Standard C – Manages Classroom Climate and Operation
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard; 3=Exceeds the Standard; NA=Not Applicable.
Standard D – Promotes Equity
Indicators
1. Encourages all students to believe that effort is a key to
achievement.
2. Works to promote achievement by all students without
exception.
3. Assesses the significance of student differences in
home experiences, background knowledge, learning skills,
learning pace, and proficiency in the English language for
learning the curriculum at hand and uses professional
judgment to determine if instructional adjustments are
necessary.
4. Helps all students to understand American civic
culture, its underlying ideals, founding political principles
and political institutions, and to see themselves as
members of a local, state, national, and international civic
community.
Rating:




Evidence – Be Specific
Modeling and guided practice through hands-on
cooperative learning experiences are provided
throughout the lessons for all students to experience
success.” Ms. D (midterm 2-17-05)
Even if students get the “wrong” answer I will guide
students through answers until they have had success
with the question that I asked them. (journal 2/5/05)
“guided practice, modeling of instructional strategies,
clarifying and restating concepts and using multiple
modalities for all learners to actively engage in
lesson,” Ms. D obs. 1/11/05
“Through observation and lesson plans (Immigration
Unit of Study) there is evidence that Christina is
sensitive to the cultural diversity of the classroom by
providing lessons to meet the needs of all learners.”
Ms. D (midterm 2-17-05)
Explanation of Rating for Standard D – Promotes Equity
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard; 3=Exceeds the Standard; NA=Not Applicable.
Candidate’s Name: _______SAMPLE___________________________________License: __________________
Program Supervisor (sign): ___________________________________________________Date: ___________
Supervising Practitioner (sign): _________________________________________________Date: __________
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Preservice Performance Assessment for Teacher Candidates Only
Standard E – Meets Professional Responsibilities
Indicators
Evidence – Be Specific
1. Understands his or her legal and moral responsibilities.  “Very professional. Works well with colleagues.”
Dr. Cyr (midterm 2-17-05)
2. Conveys knowledge of and enthusiasm for his/her
 “…has attended professional development
academic discipline to students.
opportunities in our district.” Ms. D (midterm 2-1705)
3. Maintains interest in current theory, research, and
developments in the academic discipline and exercises
 Did all of the research in creating the Unit on
judgment in accepting implications or findings as valid for
Immigration before teaching it (Unit Plan on
application in classroom practice.
Immigration)
 Used teacher resources from www.scholastic.com for
4. Collaborates with colleagues to improve instruction,
material for Immigration Unit
assessment, and student achievement.
 Reviewed “Immigration: Coming to America” before
showing it the 4th grade class
5. Works actively to involve parents in their child’s
 “…collaborates with the principal, cooperating
academic activities and performance, and communicates
practitioner and teaching colleagues on school
clearly with them.
projects and policies.” Ms. D (midterm 2-17-05)
 Parents were involved in the beginning of the
6. Reflects critically upon his or her teaching experience,
Immigration unit by having the children bring in
identifies areas for further professional development as
pictures of their own ancestors (homework 2-8-05)
part of a professional development plan that is linked to
grade level, school, and district goals, and is receptive to
 Conversed with previous year teachers (3rd) to see
suggestions for growth.
what prior knowledge the children already had on
immigration (journal-week4)
7. Understands legal and ethical issues as they apply to
responsible and acceptable use of the internet and other
 All journal entries to college supervisor
resources.
 Conversations with Dr. Cyr and Ms. D after
observations were made



Rating:
I used videos that were previewed and accepted by
the school librarian for Immigration Unit
Text books that were used during Immigration Unit
were approved by Ms. D and the school librarian
Credible internet sources were used when teaching
the information of immigration (midterm 2-17-05)
Explanation of Rating for Standard E – Meets Professional Responsibilities
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard; 3=Exceeds the Standard; NA=Not Applicable.
Candidate’s Name: _____SAMPLE_____________________________________License: __________________
Program Supervisor (sign): __________________________________________________Date: ____________
Supervising Practitioner (sign): _______________________________________________Date: ___________
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Summary Decision for Preservice Performance Assessment
Teacher candidate’s Preservice Performance Assessment in the practicum or practicum equivalent
meets the Professional Standards for Teachers: Yes ________ or No ________.
Candidate (sign): ______________________________________________________License: ________________
Program Supervisor (sign): ______________________________________________________Date: __________
Supervising Practitioner (sign): ___________________________________________________Date: __________
Standard
(a) Plans Curriculum
(b) Delivers Effective Instruction
(c) Manages Classroom Climate
(d) Promotes Equity
(e) Meets Professional Responsibilities
Rating (from pp. 2-5)
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard; 3=Exceeds the Standard; NA=Not Applicable.
Final Practicum Grade___________________________
Summary Comments (include phrases that could be used in a letter of recommendation):
Areas of strength:
Areas in need of improvement:
The sponsoring organization should maintain this assessment record as part of its candidate’s permanent
file. Copies do not have to be sent to the Department of Education.
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Springfield College
Things to Remember
Practicum Reports/Preservice Performance Assessment
The Educator Preparation Office will provide practicum reports to all college supervisors. The
top half will already be completed. Please review all information to ensure that it is correct.
Make any corrections (i.e., supervising practitioner's license number, professional status,
placements, etc.) directly on the form and return it to the Educator Prep Office ASAP. We will
make the corrections and return the forms to you before you get them signed.
If corrections need to be made after the forms are signed, do not write directly onto the form.
Please put the corrections on “Post-It” notes and attach to the Practicum Report.
PLEASE NOTE:
The license number and whether or not the supervising practitioner has an initial (with years of
experience) or professional license should be on the practicum report. If this is missing, please
obtain this information from the supervising practitioner and submit it to the Educator
Preparation Office. DO NOT FILL IN THE HOURS. Students must submit a time record to
the Educator Prep Office.
The practicum report should be initialed by the student, and signed and dated by the supervising
practitioner and college supervisor [please remember to use black ink] on a minimum of three
dates as evidence of three distinct meetings:
1. An initial meeting at which the standards and procedures for evaluation are explained to the
student,
2. A meeting held midway through the practicum at which the student’s progress toward the
standards are discussed, and
3. A final meeting at which the evaluation of the student is completed.
At the end of the practicum experience the supervisors indicate whether or not the student has
successfully completed the preservice performance assessment (PPA), that is whether or not
student has met all standards, and sign the bottom of the form. The practicum report and the PPA
must be filled out completely. The following is a checklist for ensuring the PPA is completed
properly.
a.
b.
c.
d.
Fill in a rating and write comments for each standard.
On each page, fill in name of license with grade level (e.g., physical education 5-12).
Both supervisors sign the bottom of each page.
On the last page, indicate whether or not (“Yes” or “No”) student met all standards, everyone
sign, fill in box with summary of all ratings, fill in a grade, and write the summary comments.
Submit the completed practicum report and preservice performance assessment form to
the Educator Preparation Office immediately following the completion of each experience
whether or not the student is recommended for licensure.
** It is not necessary to copy the practicum report or the PPA. Students will receive official copies
from the Educator Preparation Office.
If you have any questions, please call the Educator Prep Office at 748-3155.
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Secondary Education – Post-Baccalaureate
Fieldwork Handbook
Springfield College
The Commonwealth of Massachusetts
Department of Education
350 Main Street, Malden, Massachusetts 02148-5023
Telephone: (781) 338-3000
Preservice Performance Assessment for Practicum (Practicum Report)
Part I –Applicant.
1. Legal Name: _____________________________________________________2. SSN: ______________________________
3. Address:______________________________________________________________________________________________
4. Sponsoring Organization: _____________________________________Program & Level: __________________________
5. Pre-Practicum:________________________________________________________________________________________
6. Practicum Course Number: ________________________________________Credit Hours: _________________________
Course Title: ____________________________________________________________Dates: ______________________
7. Practicum Site: _ ______________________________________________________8: Levels of Students: _____________
9. Total number of practicum hours: ___________Number of hours assumed full responsibility in the role: ____________
10. Other Massachusetts licenses held if any: _________________________________________________________________
11. Have any components of the approved program been waived (see Regulations 7.03(1)(b)): Yes _________No_________
Part II –Program Supervisor
Name: ___________________________________________________________Position/Title___________________________
The Applicant completed a practicum designed by the Springfield College as partial preparation for the following license:
Applicant’s License Field-Grade Level: _____________________________________________________________________
Part III – Supervising Practitioner
Name: __________________________________________________________Position: _______________________________
School System: _____________________________________License: Initial (# yrs. experience): ______or Professional: _____
Massachusetts License #: ______________________________________Field(s): ____________________________________
Part IV – Initial 1, 2, and 3.
1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the Applicant.
Date: ______________Applicant: ______________ Program Supervisor: ________________ Supervising Practitioner: ______________
2. Meeting held midway through the practicum at which the Applicant’s progress toward the Professional Standards was discussed.
Date: ______________Applicant: ______________ Program Supervisor: ________________ Supervising Practitioner: ______________
3. Final meeting held to complete evaluation and to allow Applicant an opportunity to raise questions and make comments.
Date: ______________Applicant: ______________ Program Supervisor: ________________ Supervising Practitioner: ______________
Part V
Candidate has successfully completed the Preservice Performance Assessment (Sections: 7.03(2)(a)(4) & 7.04(2)(b)(4)(b)) Yes: ____No: ____
Program Supervisor (sign): ____________________________________________________________________ Date: __________________
Supervising Practitioner (sign): _________________________________________________________________ Date: __________________
Mediator (if necessary: see 7.04(4))(sign): _________________________________________________________ Date: __________________
49
Secondary Education – Post-Baccalaureate
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Springfield College
SPRINGFIELD COLLEGE
PRACTICUM TIME RECORD AND ACTIVITY REPORT
Record the hours expended in the practicum according to the categories described below. Please note that,
for teacher licensure, Massachusetts requires at least 150-300 clock hours at each practicum site; 135-200
clock hours of this time should consist of teaching (this means having “clear instructional responsibilities”). See the Springfield College catalogue for the specific clock hour requirement for each program.
Observing - The supervising practitioner is in charge and the practicum student is watching/listening.
(First few days)
Assisting - The supervising practitioner is in charge and the practicum student is helping by providing
individual attention, working with a small group, and performing other functions of an aide. (Begin
immediately)
Teaching - The practicum student, under the supervision of the supervising practitioner, is responsible for
planning, implementing, and evaluating all or part of a lesson. (A minimum of 135 hours of teaching is
required)
Other - The practicum student discharges other “non instructional duties” associated with the role.
----------------------------------------------------------------------------------------------------------------------------STUDENT ____________________________________________________________________
DATE
COURSE #
COURSE TITLE
SEM
HRS.
COURSE
GRADE
_______
__________
_________________________________
______
______
SITE: ____________________________________________________ GRADE LEVEL:________
COLLEGE SUPERVISOR __________________________________ FROM: _____ TO:_______
SUPERVISING PRACTITIONER
Observing
Hours
___________________________________________________
TIME RECORD
(IN HOURS)
Teaching
Hours
Other:
Assisting
Hours
Other:
Total:
OTHER DUTIES
Activity
Hours
Activity
Hours
Parent Conferences
_____
Coaching of:
_____
Cafeteria Duty
_____
Faculty Meeting
_____
Homeroom
_____
Other:
_____
Bus Duty
_____
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Secondary Education – Post-Baccalaureate
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Springfield College
Semester__________ Year________
SPRINGFIELD COLLEGE
EVALUATION OF COLLEGE SUPERVISION
College Supervisor_________________________________________________________________________________
The following items deal with characteristics of college supervisors which students feel to be important. Please
complete each item by circling the response you feel is appropriate and making comments/suggestions.
X
0
1
2
3
4
N/A
poor
fair
good
very good
excellent
1.
Number of visits
Comments:
X
0
1
2
3
4
2.
Quality of observations/visits
Comments:
X
0
1
2
3
4
3.
Expectations clear
Comments:
X
0
1
2
3
4
4.
Availability for appointments and discussions
Comments:
X
0
1
2
3
4
5.
Feedback on written work
Comments:
X
0
1
2
3
4
6.
Knowledge and experience in the field
Comments:
X
0
1
2
3
4
7.
Suggestions for evaluating and improving your
teaching/counseling/administrative skills
Comments:
X
0
1
2
3
4
Considering everything, how would you rate
your college supervisor?
Comments:
X
0
1
2
3
4
8.
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Secondary Education – Post-Baccalaureate
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Springfield College
Course # __________
Semester __________
SPRINGFIELD COLLEGE
STUDENT EVALUATION OF THE PRACTICUM EXPERIENCE
Name of Student ______________________________________ Date ___________________
School ____________________________
Supervising Practitioner _____________________
The following items deal with your practicum experience. Please complete each item by circling the
response you feel is appropriate and making comments.
1
Poor
2
Fair
3
Good
4
Very Good
5
Excellent
N/A
Not Applicable
PRACTICUM EXPERIENCE IN GENERAL
1. Three Educator Prep meetings (not EDUC/PE specific seminars)
A. Topics and information
1 2 3
B. Scheduling of meetings (length-2 hr., number-3)
1 2 3
Comments:
2. Placement Procedures
Comments:
4
4
5
5
N/A
N/A
1
2
3
4
5
N/A
3. Handbook/Other Materials
A. Expectations and requirements clearly stated
B. Informative
Comments:
1
1
2
2
3
3
4
4
5
5
N/A
N/A
4. Written Work
A. Overall requirements
B. Types of assignments
Comments:
1
1
2
2
3
3
4
4
5
5
N/A
N/A
1
2
3
4
5
N/A
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
N/A
N/A
N/A
5. Length of Practicum
Comments:
SCHOOL/SITE
1. Curriculum and Instruction
A. Meets the interests and needs of students
B. Developmentally appropriate
C. Teaching style and methods
Comments:
52
Secondary Education – Post-Baccalaureate
Fieldwork Handbook
Springfield College
2. Facilities and Equipment
A. Facilities
B. Supplies and/or equipment
C. Adequate support services and staff
Comments:
3. Supervising Practitioner
A. Feedback on written work
B. Suggestions for evaluating and improving
your teaching
C. Quality of observations
D. Overall rating of supervising practitioner
Comments:
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
N/A
N/A
N/A
1
2
3
4
5
N/A
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
N/A
N/A
N/A
PREPARATION
How would you rate your preparation at Springfield College in each of these?
1. Subject Matter Knowledge
Comments:
1
2
3
4
5
2. Standard (a) Plans Curriculum and Instruction
Comments:
1
2
3
4
5
3. Standard (b) Delivers Effective Instruction
Comments:
1
2
3
4
5
4. Standard (c) Manages Classroom Climate
and Operation
Comments:
1
2
3
4
5
5. Standard (d) Equity
Comments:
1
2
3
4
5
6. Standard (e) Professionalism
Comments:
1
2
3
4
5
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Secondary Education – Post-Baccalaureate
Fieldwork Handbook
Springfield College
SPRINGFIELD COLLEGE
SUPERVISING PRACTITIONER EVALUATION
OF THE PRACTICUM
Licensure Program/Subject________________________ Grades___________ Dates of Experience________ to________
Student Teacher _________________________________ Supervising Practitioner________________________________
How would you rate the adequacy of the Springfield College educator preparation program?
Identification of specific strengths and weaknesses and positive suggestions for program improvement
would be most helpful. Your comments are greatly appreciated!
-----------------------------------------------------------------------------------------------------------------X
1
2
3
4
did not observe
needs improvement
adequate
very good
excellent
-----------------------------------------------------------------------------------------------------------------1.
Placement procedures
Comments:
X
1
2
3
4
2.
Information and materials received from SC
Comments:
X
1
2
3
4
3.
Length of student teaching experience
Comments:
X
1
2
3
4
4.
College supervision of student teacher
Comments:
X
1
2
3
4
5.
Forms for evaluation of student teacher
Comments:
X
1
2
3
4
6.
Overall preparation of student teachers
Comments:
X
1
2
3
4
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Secondary Education – Post-Baccalaureate
Fieldwork Handbook
Springfield College
7.
Preparation of student teacher in the following standards:
1.
Subject Matter Knowledge
X
1
2
3
4
2.
Standard (a): Plans Curriculum and Instruction
(Frameworks, organization, human development,
and methodology)
X
1
2
3
4
4.
Standard (b): Delivers Effective Instruction
(Communicates standards and expectations)
X
1
2
3
4
5.
Standard (c): Manages Classroom Climate
And Operation
(Environment, standards of behavior and procedures)
X
1
2
3
4
6.
Standard (d): Promotes Equity
(Diversity and inclusion)
X
1
2
3
4
7.
Standard (e): Meets Professional Responsibilities
(Legal and moral responsibilities)
X
1
2
3
4
ADDITIONAL COMMENTS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
THANK YOU FOR YOUR ASSISTANCE
Signature of Evaluator_________________________________________ Date______________
School________________________________________________________________________
Address_______________________________________________________________________
_______________________________________________________________________
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Secondary Education – Post-Baccalaureate
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Springfield College
THANK YOU LIST: SUPERVISING PERSONS
Your Name________________________________________________ Date_______________
School________________________________________________________________________
Address ______________________________________________________________________
______________________________________________________________________
You are expected to thank those persons who have made your fieldwork experience beneficial to
you. The College wishes to know who has been helpful to you and in what way has each person
been helpful. Personal verbal ‘thanks’ are always appreciated but your written note is even more
meaningful.
Full Name (Please Print)
School
Full Name (Please Print)
School
Full Name (Please Print)
School
Full Name (Please Print)
School
Title/Position
Contribution and/or
relationship to student
Town/City
Title/Position
Contribution and/or
relationship to student
Town/City
Title/Position
Contribution and/or
relationship to student
Town/City
Title/Position
Town/City
56
Contribution and/or
relationship to student