EDEL 544 Syllabus and
Student Teaching Handbook
For UNC Teacher Candidates, UNC Supervisors, and Cooperating Teachers
Master of Arts in Teaching/Elementary Education Program, Spring 2015
Jenni Harding, Ed. D.
MAT/EEL Program Coordinator
(Greeley and Loveland Locations)
School of Teacher Education
McKee Hall #281
Greeley, CO 80639
phone: (970) 351-1029
fax: 970-351-1877
jenni.hardingdekam@unco.edu
Rosann Englebretson, Ed. D.
MAT/EEL Program Coordinator
(Colorado Springs and Denver Locations)
School of Teacher Education
UNC Center at Colorado Springs
12320 Oracle Blvd
Colorado Springs, CO 80921
Phones: 719-232-0582 or 719-598-7714
rosann.englebretson@unco.edu
Jonathan Shaw, M.A.T.
Off-Campus Program Manager (all campuses)
McKee Hall #207
Greeley, CO 80639
phone: 970-351-2897
fax: 970-351-1877
jonathan.shaw@unco.edu
Revised November 15, 2013
Gary Fertig, Ph.D.
MAT Coordinator
School of Teacher Education
McKee Hall #270
Greeley, CO 80639
phone: (970) 351-2440
fax: 970-351-1877
gary.fertig@unco.edu
Table of Contents
Coordinators’ Letter .............................................................................................................................................................................. 2
EDEL 544: Elementary Student Teaching and Capstone Seminar ........................................................................................................ 3
STUDENT TEACHER INFORMATION ........................................................................................................................................................... 3
Summary of Assignments/Requirements ............................................................................................................................................. 3
Expectations .......................................................................................................................................................................................... 4
Student Teaching Capstone Seminar .................................................................................................................................................... 4
Capstone Project Guidelines ................................................................................................................................................................. 5
Capstone Project Evaluation Rubric ...................................................................................................................................................... 6
Resources .............................................................................................................................................................................................. 8
Liability Statement pertaining to field experiences………………………………………………………………………………………………………………………….8
COOPERATING TEACHER INFORMATION ................................................................................................................................................... 9
Paperwork ............................................................................................................................................................................................. 9
Expectations .......................................................................................................................................................................................... 9
Resources .............................................................................................................................................................................................. 9
UNIVERSITY SUPERVISOR INFORMATION ................................................................................................................................................ 10
Paperwork ........................................................................................................................................................................................... 10
Responsibilities ................................................................................................................................................................................... 10
Mileage reimbursement ...................................................................................................................................................................... 11
UNC Supervisor’s Video Reflection Questions .................................................................................................................................... 11
FORMS ..................................................................................................................................................................................................... 12
Student Teaching Plan form ................................................................................................................................................................ 12
Sample of Student Teaching Plan Form .............................................................................................................................................. 12
Sample of Student Co-Teaching Plan Form ......................................................................................................................................... 13
MAT/EEL Field Assessment Form (FAF) ............................................................................................................................................... 14
Student Teacher Concern Form .......................................................................................................................................................... 15
Professional Disposition Qualities ………………….…………………………………………………………………………………………………………………………… 16
Performance Based Standards for Colorado Teachers (PBSCT)…………………………………………………………………………………………………………..17
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Coordinator’s Letter
Dear Teaching Candidates, Cooperative Teachers, and University Supervisor:
The final journey to becoming a professional educator is the student teaching experience. Each of you has critical roles
and responsibilities in making this a positive and productive learning experience. A huge thank you goes to the
cooperating teachers and UNC Supervisors who will mentor the teacher candidates into professional educators. Teacher
candidates will learn from your encouragement and feedback based on your professional expertise and insight.
This handbook will provide you with valuable information about the student teaching experience, lists of responsibilities,
and requirements.
Thank you for your time, dedication, and expertise you offer in this joint endeavor. By working together, we will
continue to provide exemplary education to future elementary teachers. Thanks again for all that you do for our teacher
candidates. Feel free call us if we might be able to assist you in anyway.
Sincerely,
Jenni Harding, Ed.D.
Rosann Englebretson, Ed.D.
Gary Fertig, Ph.D.
Master of Arts in Teaching/Elementary Education Licensure Program Coordinators
EDEL 544: Elementary Student Teaching and Capstone Seminar
EDEL 544 includes sixteen weeks of continuous field experiences with supervision by university and school faculty and
integrated seminars. S/U graded. To pass the course, students must meet all requirements below. Course objectives
are aligned with Performance-Based Standards for Colorado Teachers, found at www.unco.edu/teach/standards.html.
To pass the course, a student must meet all requirements and expectations outlined below.
STUDENT TEACHER INFORMATION
Summary of Assignments/Requirements
Assignments/Forms
Print complete copy of this handbook
Student Teaching Plan form
Where to turn it in
To Cooperating Teacher
To UNC Supervisor
Seminar, see guidelines below
Must attend all seminars (10 hours)
Reflective Journal
E-mail to UNC Supervisor (8 total)
Mid-term evaluation form (online)
Video-taping (one lesson of Capstone
Project)
Capstone project
See guidelines below
Ask Cooperating Teacher to complete and discuss with you.
Review with UNC Supervisor; do not submit or upload, but
write a reflection in Capstone project
http://iWebfolio.com
Due on
First day
By third
week
When
scheduled
When
scheduled
Eighth week
Weeks 8-12
April 10
midnight
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Assignments/Forms
Diversity Form
http://www.unco.edu/teach/forms.html
Last FAF signed by UNC Supervisor
Exit Survey
Final Evaluation form (online)
Where to turn it in
Scan and upload to your iWebfolio, Supporting Documents
section. Enter the data through self-evaluation feature.
Scan and upload to iWebfolio, Supporting Documents
section. Enter the data through self-evaluation feature.
Complete submit in LiveText
Do not complete, but remind both cooperating teacher and
UNC Supervisor to complete submit in LiveText
Due on
April 10
May 2
Expectations
1. Be at the assigned school for teacher hours (generally around 8 AM to 4 PM daily) and attend all scheduled
seminars. You must complete the required sixteen weeks for student teaching and make arrangements with the
cooperating teacher to make up any days missed.
2. Maintain professional standards for teacher candidates, both at the University and at the school. Conduct yourself in
a mature, responsible and professional manner and maintain an appropriate personal appearance. Be discrete about
and show respect to the school, the cooperating teachers, the students, and the community. See Professional
Dispositions Form for specific professional standards.
3. Wear ID badge at all times when in school setting.
4. Allow adequate time to prepare your work for the classroom. This may include planning or grading in the evenings
or weekends.
5. Plan lessons on a weekly and daily basis and submit the plans to the cooperating teacher for inspection and
recommendations prior to teaching the class.
6. Conform to the school's rules, policies, and local standards of behavior. You are a guest in the school to gain
professional development.
7. Participate in all of the activities expected of the regular classroom teacher. Duplicate your cooperating teacher's
schedule which includes arriving and leaving at appropriate times.
8. Call the school office and your cooperating teacher by 7:00 a.m. in the event you are ill and cannot be at your
assignment. Notify your supervisor via e-mail or phone on the same day.
9. Return school materials, textbooks, resource materials and student records on or before the last day of student
teaching.
10. Student teachers are expected to be at school every day during the semester during regular school hours, including
a minimum of 1 hour extra for planning (either before or after school, or split into 30 minutes before and after
school). Student teachers must alert teachers ahead of time regarding all absences and make up all missed time
during student contact hours.
11. Regularly discuss your progress and concerns with your cooperating teacher and university supervisor. A weekly
scheduled ½ hour meeting is recommended.
12. Accept constructive criticism and suggestions that assist your professional and personal growth. Anytime you are
meeting with your supervisor, cooperating teacher, principal, or anyone giving you feedback on your teaching then
bring a paper/pencil to take notes.
Student Teaching Capstone Seminar
The Capstone Seminar provides MAT/EEL student teachers with opportunities to “debrief” their experiences with one
another, make application for Colorado licensure (K-6), prepare to interview for a teaching position, and bring
meaningful closure to the licensure portion of the program.
There will be one seminar in December, one in May, one with Career Services and Teaching Licensure Officer (Ms. Vicky
Stromberger), and six other scheduled hours by your supervisor while you are in the field. All are mandatory.
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Career Service/Licensure Application Meetings: TBD
End of Semester Meetings:
 Loveland Cohort & Greeley Cohort (Loveland Campus) May 6, 2016 from 1:30-3:00 in Loveland Room TBD.
 Denver Cohort (Lowry Campus) May 4, 2016 from 1:00-2:30 room TBD.
 Colorado Springs Cohort May 4, 2016 from 4:00-5:30 at Oracle Building.
Teacher Employment Days are not mandatory but encouraged: April 7&8.
http://www.unco.edu/careers/student_alumni/fairs_events_students.html
Teacher registration is not up yet but will be up in January. (if not before) UNC teachers that pre-register will be able to
attend for free. Registration at the door will be $25.00 so there’s a definite incentive to register.
Contact Career Services for more information or registration http://www.unco.edu/careers.
Capstone Project Guidelines
UNC teacher candidates plans, implements, and assesses an integrated unit for five hours worth of instruction, which
they develop around a central theme related to the teaching and learning of mathematics, social studies and language
arts or mathematics, science, and language arts for elementary students in Colorado. Capstone Project guidelines for
teacher candidates and the rubric used to assess candidates’ performance on the unit may be found in the iWebfolio
template.
Capstone Project should:


Integrate no more than three subject areas for which there are relevant content standards. You may teach (1)
integrated language arts, mathematics and science unit or (2) an integrated language arts, mathematics and social
studies unit.
Teach and assess with a pre-assessment and post-assessment clearly defined theme or topic that will enable
elementary students to meet their local school district curriculum standards or the Colorado Academic Standards.
How to get started:
Go to http://iwebfolio.com, and if you do not have an account yet get one. Enter “UNCO” as the Affiliation Code and start
a new portfolio based on appropriate template:
Go to School of Teacher Education folder, and select “Elementary_ECE_2014” template. Complete all sections of this
Capstone Project with pictures, documents, lesson plans, graphs, etc. In most sections, attachments are not allowed:
simply click on Edit, and replace the instructions text with your own. Attachments are allowed only in Evaluative Essay
and the Supporting Materials sections.
If you have trouble pasting tables, formatting, and pictures, try using Internet Explorer and a Windows machine – it
should take care of most of the pasting problems.
Planning for Student Learning
Review your school district's curriculum standards and the Colorado Academic Standards (2009) thinking about what
you want your students to learn, know and be able to do as a result of this unit. Begin gathering student and teacher
resources and start thinking about how you will teach and assess students' learning relative to the content standards
you select. Ask yourself:
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•
•
•
•
•
What do I need to learn myself in order to teach this unit well?
What kinds of resources will I need to teach this unit?
What types and genres of children’s literature are available?
Are there artifacts, simulations, songs, photographs, etc. I could use?
What human and material resources are available in my community?
Capstone Project Evaluation Rubric
Developing
TITLE PAGE
Row 2
RATIONALE
STATEMENT
Row 3 UNIT
GOAL
Proficient
Advanced
[no points]
[no points]
Title Page contains four or fewer items of Title Page contains at least five items of
information listed under "Advanced".
information listed under "Advanced".
[5 points]
Provides reader with an incomplete
description of the community, school,
classroom setting, and student
characteristics.
Most of the "contextual factors"
effective teachers consider when
planning instruction and assessment,
differentiating instruction, and setting
appropriate learning goals are not
identified or discussed.
Curriculum standards are listed but not
discussed. Assessment does not appear
to be aligned with curriculum standards
or lesson objectives.
[3 points]
The Unit Goal is not derived from
relevant content standards or stated
verbatim from them (i.e., not in the
candidate’s own words). It appears to be
hastily written and does not accurately
describe the major concepts, skills, and
attitudes students will learn.
Row 4 LESSON
[5 points]
PLANS
Curriculum standards and lesson
objectives are not clearly aligned.
Learning activities do not support
standards-based learning or allow
students to apply new skills and content
in a meaningful context.
Only lower-order thinking skills are
emphasized. No efforts are made to
differentiate instruction and assessment
based on student characteristics
identified in the unit's Rationale
Statement.
Row 5
[3 points]
EXTENSION
Extensions are not aligned or directly
ACTIVITIES
related to content standards and unit
goal(s).
[no points]
Title Page contains all of the following:
1. Title of Unit
2. Grade level taught
3. Teacher candidate’s name
4. Cooperating teacher's name
5. Dates unit was taught
6. School and school district
[10 points]
[15 points]
Describes demographics of the local
Provides a thorough description of the
community, school, and classroom in
community, school, classroom, and all
terms of characteristic cultural, linguistic student characteristics that will affect
and socioeconomic factors.
curriculum, instruction and assessment.
Classroom and individual variables that Reflects on and explains how instruction
affect student learning are identified.
and assessment will be modified to
Changes in curriculum, instruction, and accommodate a diversity of student
assessment are explained.
differences and needs.
Strategies for pre-assessment,
Pre-assessment, formative, and
formative and summative assessment are summative assessments are aligned with
well-thought-out and aligned with major curriculum standards and lesson objectives.
content standards.
Multiple assessments are combined to
provide a comprehensive overview of
student learning that is linked to curriculum
standards.
[4 points]
[5 points]
The Unit Goal is derived from content
The Unit Goal is derived from content
standards but stated in the candidate’s standards but stated in candidate’s own
own words. It accurately describes in no words. It accurately describes in no more
more than one paragraph the major
than two paragraphs "what" students will
concepts, skills, and attitudes students
learn and "how" students will learn major
will learn.
concepts, develop skills, and acquire
attitudes.
[10 points]
[15 points]
Each lesson plan contains relevant
Curriculum standards, lesson objectives, and
curriculum standards and clearly written assessments are clearly aligned and linked to
lesson objectives; instruction is aligned specific performances and products.
with curriculum and assessments are
Multiple opportunities are provided for
aligned with instruction and learning
students to apply new learning in authentic
activities.
and meaningful contexts.
Lessons provide opportunities for
Multiple and complementary assessments
children to apply new skills and content in are used. Lesson activities support
a meaningful context. “Teacher
conceptual development and higher-order
procedures" do not obscure what
thinking for all students
students are expected to do in order to
learn.
[4 points]
[5 points]
Suggested activities would enable
Extension activities would enable students
students to internalize their learning
to further their learning relative to content
relative to content standards and unit
standards and unit goal(s).
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Developing
Activities require lower-level thinking
skills that do not involve application of
newly acquired skills, knowledge, and
attitudes to real world problems and
issues.
Row 6
INSTRUCTING
STUDENTS AND
SUPPORTING
LEARNING
Row 7
RESOURCES
Row 8
EVALUATIVE
ESSAY
Proficient
goal(s).
Extension activities require the
application of newly acquired skills,
knowledge, and attitudes that challenge
students to think at higher levels through
analysis, synthesis, and evaluation.
[20 points]
Instructional strategies for engaging
students in learning key concepts, skills,
and attitudes provide structured
opportunities for active development and
application.
These strategies reflect attention to
student characteristics, academic needs,
and learning styles.
The candidate monitors student
understanding of subject matter by
eliciting student responses that require
active thinking.
Candidate establishes a positive
classroom environment that is well
managed and conducive to learning.
Candidate responses build on student
input to guide development of skills and
attitudes in ways that enhance
understanding.
Advanced
Extension activities require higher-order
thinking and “transfer” of newly acquired
skills, knowledge, and attitudes to a variety
of unique situations and problems having
significance in the real world.
[10 points]
[25 points]
Instructional strategies for engaging
Instructional strategies for engaging
students in learning key concepts, skills
students in learning key concepts and their
and attitudes provide limited access to
relationships, skills and attitudes provide
structured opportunities for active
multiple structured opportunities for active
development and application.
development and application that transfer
These strategies do not appear to
to more than one context.
reflect attention to student
These strategies are differentiated for
characteristics, academic needs and
students in ways that clearly reflect
learning styles.
attention to diverse student characteristics,
The candidate monitors student
academic needs, and learning styles.
understanding of subject matter through
The candidate monitors understanding of
surface-level questions that do not
subject matter by eliciting student responses
require active thinking.
that require higher-level thinking and
Candidate struggled with maintaining a
decision-making.
positive classroom environment that was
Candidate establishes a positive classroom
conducive to student learning. Students
environment that supports and enhances
appeared to be off-task, frustrated or
student learning.
bored in response to instruction.
Candidate responses scaffold on students’
Candidate responses do not address
prior learning in ways that contribute to
student concerns, are inaccurate or are
understanding and facilitate the active
unlikely to guide development of
construction of knowledge.
important skills and attitudes.
[3 points]
[4 points]
[5 points]
Few resources are cited for teachers and A reasonable number and variety of
A rich variety of resources facilitate meeting
students. Some materials appear to be identifiable resources (i.e., cited) are used content standards, for example, through the
inappropriate for the developmental or to support student learning relative to
creative use of technology, children’s
other needs of students. There appears unit standards. Resources are well
literature, material artifacts, primary
to be a haphazard connection to lesson organized by type, how they will be used sources, and guest speakers. Each resource
standards and a random collection of
in the unit, by whom, and for what
serves an identifiable purpose in the unit
unrelated materials.
purposes.
and increases all students' learning.
[5 points]
[10 points]
[15 points]
Essay does not clearly communicate the Essay clearly communicates the effects of Essay clearly communicates the effects of
effects of instruction on student learning. instruction on student learning by
instruction on student learning through
Analysis of learning is not grounded in
comparing pretest and posttest results. pretest and posttest results.
assessment results tied directly to the
Analysis of assessment results is tied to Analysis of assessment results is tied to
achievement of content standards and the achievement of curriculum standards individuals’ achievement of curriculum
the unit goal(s).
and the unit goal(s).
standards and unit goal(s).
Assessment is anecdotal only;
Both quantitative and qualitative
Quantitative and qualitative data are
quantitative and qualitative data are not evidence of learning are used to evaluate combined to evaluate individual and wholeused to evaluate individual and / or
individual as well as whole-class
class achievement. Multiple assessments are
whole-class achievement.
achievement.
aligned with the content standards and
Assessments do not appear to be
Representative examples of students’ lesson objectives.
aligned with instruction, learning
work at different levels of proficiency are Assessment instruments have clear
experiences, and curriculum standards. provided to illustrate the nature and type directions and scoring procedures that
Few or no representative examples of of learning that took place relative to
facilitate valid and reliable interpretations of
students’ work are included.
curriculum standards and unit goal(s).
student learning.
There is evidence of providing students
with constructive feedback.
Representative examples of students’
work at different levels of proficiency are
provided to illustrate the kind and degree of
learning that took place relative to
curriculum standards and unit goal(s).
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Row 9
REFLECTIVE
ESSAY
Developing
[5 points]
The candidate describes, but does not
reflect on or articulate insights
concerning, how the process of unit
planning, teaching and assessing
students’ knowledge, skills, and attitudes
before, during, and after instruction
enabled him or her to meet selected
Performance-Based Standards for
Colorado Teachers (i.e., PBSCT).
Completed written reflection of
videotaped instruction and support of
student learning that did not respond
directly to prompts provided. Reflection
was poorly written, fragmented in terms
of flow of ideas, or did not address
important aspects of one’s instruction
and support of student learning.
Proficient
[10 points]
The candidate reflects thoughtfully and
clearly articulates how engaging in the
process of planning, teaching and
assessing students' knowledge, skills, and
dispositions before, during, and after
instruction enabled him or her to meet
selected Performance-Based Standards
for Colorado Teachers (PBSCT).
Using artifacts and examples of
classroom practice, candidate reflected
on all PBSCTs not directly addressed in
the thematic unit.
Advanced
[15 points]
The candidate thoughtfully reflects on and
clearly explains how planning, teaching and
assessing student learning before, during,
and after instruction enabled him or her to
meet selected PBSCT.
Self-assessment, along with feedback from
candidate’s cooperating teacher, university
consultant and university faculty, are
evident in the reflective essay.
Demonstrated insight into practice by
articulating strategies for improving
instruction and support of student learning.
Resources
STE Resources: www.unco.edu/teach/forms.html
 Classroom Management Guide
 Classroom Assessment Guide
 Lesson Planning Guide
iWebfolio resources: http://www.unco.edu/cebs/teachered/iweb.html
STE contact information: www.unco.edu/teach
Liability Statement pertaining to field experiences:
UNC purchases insurance that provides liability coverage to teacher candidates (subject coverage limitations and
deductibles of the applicable insurance policy) for claims made against the teacher candidate while s/he is acting in the
course and scope of her/his responsibilities in field experience. Such coverage is subject to limitations and exclusions for,
among other things, alleged intentional acts and other uncovered claims.
In addition, the teacher candidate, during her/his practice teaching in a school is deemed an employee of the school
district for the purposes of workers’ compensation and liability insurance as provided for other school employees.
Personal Liability
It is each teacher candidate’s choice to determine if s/he wishes to purchase additional liability coverage. Several
professional organizations, including but not limited to the Colorado Education Association, the Council for Exceptional
Children, and the National Education Association, offer personal – professional liability insurance that can be purchased
by the teacher candidate at her/his expense.
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COOPERATING TEACHER INFORMATION
Paperwork
The teacher candidate is REQUIRED to print out the entire handbook, and provide you with a copy
UNC has implemented a new, paperless data collection system called LiveText. Cooperating Teachers will receive an
email link and login information to access all required evaluations.
Required:
1. Two Field Assessment Forms (FAF) forms (included on page 14 of this handbook), signed and reviewed by you
and the teacher candidate. Submit to UNC Supervisor.
2. Mid-term Evaluation form. Discuss with student teacher. Qualtrics link sent to candidates, then forwarded to
Cooperating Teachers.
3. Final Evaluation Form. Submit by the end of semester. Submit in LiveText. IMPORTANT: The teacher candidate
will not receive a grade, unless the Final Evaluation form is submitted in a timely manner.
Optional/as needed:
1. Student Teacher Concern Form found on page 15. Please submit as soon as you realize there is a serious
problem with student attitude, pedagogy, performance, or knowledge. Make sure to discuss with UNC
Supervisor.
2. Graduate Credit for Cooperating Teacher: EDF 513 Registration form; find online at
http://www.unco.edu/teach/partners/cooperating_teachers.html. Only if you want to receive UNC graduate
credit for supervision.
Cooperating Teacher Compensation
All UNC cooperating teachers are eligible to choose between receiving 2 graduate credits for supervising a student
teacher candidate OR a $100 stipend. If you choose to receive the graduate credit (NO FEES attached), please complete
the EDF 513 Registration Form found at www.unco.edu/teach/ct.html. Due to new Federal compliance policies, you
must apply for credit by the due date listed on the form (February 1 at noon for spring semester). If we do not have a
request for credit form from you by the deadline, you will automatically receive the paperwork for payment of the
stipend at the end of the semester. Late credit requests cannot be accepted.
You may also use this mentoring experience to receive credit toward licensure renewal with the Colorado Department of
Education. If you are interested in receiving CDE credit for licensure renewal, please contact Lynette Kerrigan for a
verification form and see the instructions at cde@state.co.us.
Expectations







Prepare the students in the class for the student teacher.
Provide student teacher with resources such as a set of books/textbooks, roster, school bulletins, schedules, school
handbooks, district content standards, and curriculum guides.
Provide a work and study area or space in the classroom.
Take the student teacher around the building, and introduce to the students, the principal and other school
personnel. Allow time to visit and observe other grades/classrooms in the school.
Explain classroom and building routines, for example, fire drills, recesses, lunch, playground, attendance,
assessment, grading and report cards, etc.
Talk to your student teacher! Encourage student teacher to ASK QUESTIONS. Schedule a conference with the
student teacher once a week for a period of 1/2 to one hour. Impromptu conferences may occur daily depending on
the student teacher’s needs and the cooperating teacher’s time. Evaluate the student teacher frequently on an
informal and formal basis and share these evaluations openly with the student teacher.
Meet with the university supervisor to support the student teacher’s development. Inform the supervisor as soon as
possible if you have any concerns about the candidate.
Additional Resources at www.unco.edu/teach/ct.html
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UNIVERSITY SUPERVISOR INFORMATION
Paperwork
Note: All copies of any paperwork need to be submitted to School of Teacher Education office (McKee 216)
What
Three completed and signed FAF forms (page 14 of this
handbook or download from
www.unco.edu/teach/supervisors.html). Remind Teacher
Candidate to scan and upload the last form you signed to
iWebfolio.
Student teachers’ Reflective Journal (will be e-mailed to you)
Seminars
Collect two completed and signed FAF forms from Cooperating
Teacher.
Student Teaching Plan form
Remind Cooperating Teacher to fill out Mid-term evaluation
Capstone project
Review video with teacher candidate during Capstone Project
instruction
Final Evaluation Form submit in LiveText
Any Concern/Action Plan forms
What to do with it
Archive
Due on
End of
semester
Read and respond (8 total)
Schedule and teach ten hours of
seminars; determine topic based on
student needs and consultation with
Dr. Harding /Dr. Englebretson.
Archive
Weekly
Discuss with student teacher, ask for
corrections if necessary, archive
This will by completed online
Help students to understand, and
upload onto iWebfolio.
Discuss, using the guiding questions
below; do not collect
Complete on-line; remind cooperating
teachers do the same
Forward to Dr. Harding /Dr.
Englebretson
End of
semester
Week three
Week eight
April 10
Weeks 8-12
May 2
Immediately
Responsibilities
1. Attend the Orientation meeting.
2. Establish e-mail communication with your teacher candidates, encourage regular reflection and inquiry.
3. Visit the school on the first week of student teaching. Keep in mind; some student teachers begin before classes
start at UNC.
4. Schedule a meeting at the beginning of the semester with each of the cooperating teachers with whom you will
work.
5. Always remember to wear your UNC ID badge when visiting assigned schools and always enter the building through
the main office where you need to sign in. If you need a badge, contact Mr. Shaw.
6. As early as possible in the term, stop by the building principal’s office and introduce yourself to him/her.
7. Review and discuss Student Teaching Plan form during third week.
8. Schedule and complete at least three full lesson observations (more if needed), including a post-observation
conference. Complete three FAF forms.
9. Review video clips with student teacher; solicit self-reflection, and make sure the student teacher can reflect on her
or his own performance.
10. Schedule and teach at least two seminars. Topics should be discussed with your teacher candidates, and may
include: lesson planning, differentiated instruction, parent communication, job search, interview process, classroom
management, student assessment, etc.
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Mileage reimbursement
By the end of each month, submit mileage reimbursement requests on-line at www.unco.edu/teach/supervisors.html.
UNC Supervisor’s Video Reflection Questions
Instruction Commentary: Video Written Reflection:
Write a commentary of about four single-spaced pages that addresses the following prompts. You can address each
prompt separately, through a holistic essay, or a combination of both, as long as all prompts are addressed. Upload this
into the Capstone section “Instructing Students and Supporting Learning” using the rubric from that section with the
prompts below.
1.
Other than what is stated in the lesson plan(s), what occurred immediately prior to and after the video clips(s) that
is important to know in order to understand and interpret the interactions between and among you and your
students? Please provide any other information needed to interpret the events and interactions in the video clip(s).
2. In the instruction seen in the clip(s), how did you further the students’ knowledge and skills and engage them
intellectually in understanding the subject matter? Provide examples from the clips to show that you addressed the
needs of all students.
3. Describe the strategies you used to monitor student learning during the lesson as shown on the video. Cite one or
two examples of what students said and/or did in the video clip(s) or in assessments related to the lesson that indicated
their progress toward meeting curriculum standards at a proficient level of performance.
4. Reflect on your instruction and children’s learning in the video clip(s) discussing how the instruction and learning
reflect your philosophy of how children learn (example – Vygotsky, Piaget, etc.)
5. Explain how you scaffold (differentiation, modeling, and support of student learning) curriculum, instruction and
assessment in ways that contribute to understanding and facilitate students’ construction of knowledge.
FORMS
Student Teaching Plan form
Name:
Turn a copy in to your Supervisor by week three
Week
Plan for the week; include description toward full teaching responsibilities, lessons to be taught, etc.
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Sample of Student Teaching Plan Form
Week
1
2
3
4-6
7-13
14-15
16
Plan for the week; include description toward full teaching responsibilities, lessons to be taught, etc.
Familiarize self with students, staff, classes, and school. Participate in unit and staff meetings. Examine
textbooks and curriculum guidelines. Observe administrative and procedural tasks. Work with small
groups of students or one-on-one instruction. Take over morning routine and read aloud times. Gather
resources for lessons and units. Begin planning for thematic unit and deciding tentative dates for assessing
and teaching the unit.
Plan lessons with Cooperating Teacher (CT) and teach lessons under CT’s supervision. Continue with all of
the above from week 1). Take over one or two subject areas.
Plan and teach more lessons with CT and teach lessons under CT’s supervision. Plan and teach your very
own lessons and take over two or three subject areas. Work towards one full day of instruction. Continue
with all the above (from weeks 1 and 2).
Prepare and teach lessons daily. Add teaching responsibilities until full teaching load is reached.
Implement Capstone Project teaching.
Take full responsibility for classes. Or co-teach with the cooperating teacher if required.
Mid-term evaluation done.
Team-teach with cooperating teacher. Complete the Capstone Project; upload forms.
Visit other classrooms. Complete Exit Survey. Start job applications.
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Co-Teaching Information
Sample of Student Co-Teaching Plan Form
Week
1
2
3
4-5
6
7-8
9-13
14-15
16
Plan for the week; include description toward full teaching responsibilities, lessons to be taught, etc.
Cooperating Teacher Teaches, Student Teacher Observes. Cooperating teacher plans, teaches, assesses
and student teacher observes, gathers data, asks questions, and engages in learning. Both decide in
advance what should be observed specifically. Afterward, the teachers should analyze the information
together.
Cooperating Teacher Teaches, Student Teacher Assists. The cooperating teacher plans, teaches,
assesses and keeps primary responsibility for teaching while the student teacher circulates through the
room providing unobtrusive assistance to students as needed. The student teaching is included in the
planning.
Both Teach with Station Teaching. The content is divided and the cooperating teacher plans, teaches,
and assesses part of the curriculum and the student teacher does the same for a defined part of the
curriculum. Each teacher teaches to one group of students, then the students switch to learn from the
other educator.
Both Teach with Parallel Teaching. The cooperating teacher and student teacher plan and assess the
same information but teach a divided part of the class. While the instruction can be parallel, diversity
can be addressed with adjustment to levels of difficulty or needed accommodations in a particular
group. The same information is taught to different groups.
Both Teach with Teaming: Both the cooperating teacher and student teacher plan, assess and deliver
the same instruction to the whole group. This shared approach is both the most difficult and most
satisfying. The teachers operate much like a news team or a tag team in sharing the delivery.
Both Teach with Alternative Teaching: One teacher takes responsibility for the large group while the
other works with a smaller group. This can alternate between the cooperating teacher and student
teacher as to the large group responsibility. These smaller groups could be used for re-teaching,
assessment, review, and so on.
Student Teacher Teaches, Cooperating Teacher Assists/Observes. The student teacher plans, teaches,
assesses and keeps primary responsibility for teaching while the cooperating teacher circulates through
the room providing unobtrusive assistance to students as needed or observes to give insight and
teaching tips to the student teacher.
Both Teach with Team Teaching. Continue to team-teach with cooperating teacher. Complete the
Capstone Project; upload forms.
Visit other classrooms. Complete Exit Survey. Start job applications.
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MAT/EEL Field Assessment Form (FAF)
Class: MAT/EEL Practicum, or Student Teaching. Is this the final form? Yes , No
Teacher Candidate name:
 Bear #:
Evaluator: UNC Supervisor , OR Cooperating teacher.  Print evaluator’s name:
CRITERIA
A
CONTENT
KNOWLEDGE
Developing (1)
Errors, inability to answer some
questions, unsure of
connections.
Proficient (2-3-4)
Knows enough content to teach
classes; some content integration.
______
_____
Advanced (5)
Knowledge of content is accurate and
presented with confidence; consistently
integrates content areas 1-4.
What you observed: Literacy___; Social Studies ___; Math ___; Science ___; Art ___; Music ___; PE ___; Health ___ Content knowledge Score(s)
B
INSTRUCTION
C
ASSESSMENT
D
CLASSROOM
MANAGEMENT
E
AFFECTIVE SKILLS
F
PROFESSIONALISM
Instruction is haphazard, lacking
focus or flexibility. It does not
appear adequately planned. Poor
choice of methods and technologies.
Student learning is unlikely.
No evidence of assessment, or no
connection between assessment
and instruction.
Behavior problems in classroom
negatively affect learning. Little
control over classroom.
Instruction is coherent, occasionally
flexible, employs technology. Lesson
plan reflects diversity and is specific to
individual students’ needs. Student
learning is evident.
Periodically assesses student
performance; minor adjustments of
instruction.
Manages behavioral problems and
maintains control of the classroom at all
times.
Has difficulties relating to students;
resorts to disrespectful treatment of
students.
Lacks habits and skills to be reliable
and collegial. Effort lacks
consistency.
Works to create a healthy classroom
community where students are treated
with sensitivity and respect.
Reliable, punctual, hard-working and
collaborative. Pays attention to
building's culture, norms and traditions.
Instruction is confident, uses original lesson
plan and appropriate technology; flexible and
differentiated, focused on learning objectives.
Advanced student learning is evident.
Score
Consistently assesses student performance in
several ways; assessment drives instruction.
Score
Most discipline problems are prevented
through engaging instruction and building a
safe and tolerant classroom community. Full
control of classroom.
Consistently treats students with sensitivity
and respect.
Score
Consistently reliable, punctual, hard-working,
willing and able to collaborate. Consciously
learns and supports building’s norms and
traditions.
Score
Score
COMMENTS (continue on the back or attach another sheet if necessary)
Strengths:
Areas of improvement:
Evaluator Signature:
Date:
Teacher Candidate Signature:
Date:
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Student Teacher Concern Form
TEACHER CANDIDATE:
DATE:
SCHOOL:
The following problematic professional and/or academic concern(s) has been expressed about the above named teacher
candidate:
Action Plan to resolve the identified concern/problem(s):
Dates the Action Plan will be reviewed:
________
Signature:
University Supervisor or Coordinator
Signature(s):
Cooperating teacher, Site Coordinator, and/or Principal
Signature:
Teacher Candidate
A copy of this form should be given to the teacher candidate. The original form is placed in the teacher candidate’s
assessment file in the Elementary Professional Teacher Education Office.
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Professional Disposition Qualities (PDQ)
Teacher Candidate:
Date:
Please rate yourself/teacher candidate on the following form by selecting the column that you believe best describes
your/teacher candidate’s qualities.
Professional Behavior
Unacceptable(1)
Appropriate
(2)
Advance
(3)
Not Applicable
1.
Expects children and adolescents to learn and be successful
N/A
2.
Motivates and engages children and adolescents in learning
N/A
3.
4.
5.
N/A
N/A
6.
Produces high quality work
Demonstrates initiative suitable to the context
Conveys confidence when interacting with students, peers, and/or professionals in
small group situations
Maintains professional boundaries with all individuals
7.
8.
9.
10.
11.
Accepts evaluative feedback from peers and/or professionals
Collaborates effectively with peers
Considers all points of view and shows appreciation for diversity
Interacts positively with learners, including those from diverse backgrounds
Is well-groomed
N/A
N/A
N/A
N/A
N/A
N/A
N/A
12. Dresses appropriately for the situation
N/A
13. Arrives on time
Comments:
N/A
Interpersonal/Intrapersonal Behavior
Unacceptable
Appropriate
Advanced
Not Applicable
14. Reflects on own practices and behavior
N/A
15. Creates flexible learning environments to meet the needs of all learners
N/A
16. Monitors and changes behavior to improve teaching skills
N/A
17. Uses effective communication strategies to teach learners
N/A
18. Collaborates equally during group activities.
N/A
19. Contributes relevant information during group activities
20. Uses effective communication strategies when speaking with students, families
peers and professionals
21. Demonstrates high energy and enthusiasm when teaching
22. Demonstrates good judgment and discretion when interacting with peers and
professionals
23. Engages in the learning process
Comments:
N/A
Responsible Behavior
24. Maintains confidentiality of student information and records.
25. Conveys confidence when interacting with students, peers, and/or professionals in
large group situations
26. Prepares, organizes, and meets assignment due dates
27. Demonstrates enthusiasm for learning
Comments:
N/A
N/A
N/A
N/A
Unacceptable
Appropriate
Advanced
Not Applicable
N/A
N/A
N/A
N/A
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Performance-Based Standards for Colorado Teachers – PBSCT
Standard One: Knowledge of Literacy: The teacher shall be knowledgeable about student literacy development in
reading, writing, speaking, viewing, and listening by demonstrating the ability to:
1.1 Plan and organize reading instruction based on ongoing assessment.
1.2 Develop phonological and linguistic skills related to reading including:
• Phonemic awareness.
• Concepts about print.
• Systematic, explicit phonics.
• Other word identification strategies.
• Spelling instruction.
1.3 Develop reading comprehension and promotion of independent reading:
• Comprehension strategies for a variety of genre.
• Literary response and analysis.
• Content area literacy.
• Student independent reading.
1.4 Support reading through oral and written language development including:
• Development of oral English proficiency in students.
• Development of sound writing practices in students including language usage, punctuation,
capitalization, sentence structure, and spelling.
• The relationships among reading, writing, and oral language.
• Vocabulary development.
• The structure of Standard English.
a. Utilize Colorado Model Content Standards in Reading and Writing for the improvement of
instruction.
Standard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and
mathematics instruction by demonstrating the ability to:
2.1 Develop in students an understanding and use of:
• Number systems and number sense
• Geometry
• Measurement
• Statistics and probability
• Functions and use of variables
2.2 Utilize Colorado Model Content Standards in Mathematics for the improvement of instruction.
Standard Three: Knowledge of Standards and Assessment: The teacher shall be knowledgeable about strategies,
planning practices, assessment techniques, and appropriate accommodations to ensure student learning in a
standards-based curriculum by demonstrating the ability to:
3.1 Design short and long-range standards-based instructional plans.
3.2 Develop valid and reliable assessment tools for the classroom.
3.3 Develop and utilize a variety of informal and formal assessments, including rubrics.
3.4 Assess, compare and contrast the effects of various teaching strategies on individual student
performance relative to content standards.
3.5 Use assessment data as a basis for standards-based instruction.
3.6 Provide effective verbal and written feedback that shape improvement in student performance on
content standards.
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3.7 Prepare students for the Colorado Student Assessment Program (CSAP), Third Grade Literacy
Assessment, and other assessments of educational achievement.
3.8 Ensure that instruction is consistent with school district priorities and goals, the Colorado Model
Content Standards, and the 1999 Colorado Accreditation Program.
Standard Four: Knowledge of Content: The elementary teacher is knowledgeable, in addition to literacy and
mathematics in the following content areas: civics, economics, foreign language, geography, history, science,
music, visual arts, and physical education by demonstrating the ability to:
4.1 Utilize content knowledge to ensure student learning.
4.2 Enhance content instruction through a thorough understanding of all Colorado model content
standards.
4.3 Apply expert content knowledge to enrich and extend student learning.
4.4 Integrate literacy and mathematics into content area instruction.
Standard Five: Knowledge of Classroom and Instructional Management: The teacher is knowledgeable about
classroom practice in order to successfully manage time, communications, and record keeping procedures that will
support and enhance student learning by demonstrating the ability to:
5.1 Create a learning environment characterized by acceptable student behavior, efficient use of time, and
disciplined acquisition of knowledge, skills, and understanding.
5.2 Apply sound disciplinary practices in the classroom.
5.3 Apply appropriate intervention strategies and practices to ensure a successful learning environment.
5.4 Raise the academic performance level of a group of students, over time, to a higher level.
5.5 Understand the cognitive processes associated with various kinds of learning (e.g. critical and creative
thinking, problem structuring and problem solving, invention, memorization and recall) and ensure
attention to these learning processes so that students can master content standards.
5.6 Work in cooperation with library media and other resource specialists in providing student instruction
on how to access, retrieve, analyze, synthesize and evaluate information, and integrate these information
literacy skills into the curriculum to accomplish standards-based learning activities.
5.7 Accurately document and report ongoing student achievement.
5.8 Communicate with parents and guardians effectively in order to involve them as participants and
partners in student learning.
5.9 Communicate a variety of assessment results, and their implications to students, parents, guardians,
professionals, administrators, and the community.
Standard Six: Knowledge of Individualization of Instruction: The teacher is responsive to the needs and experiences
children bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and
innate learning abilities. The teacher is knowledgeable about learning exceptionalities and conditions that affect
the rate and extent of student learning, and is able to adapt instruction for all learners by demonstrating the ability
to:
6.1 Employ a wide range of teaching techniques to match the intellectual, emotional, and social level of
each student, and choose alternative teaching strategies and materials to achieve different curricular
purposes.
6.2 Design and/or modify standards-based instruction in response to diagnosed student needs, including
the needs of exceptional earners and English language learners.
6.3 Utilize his/her understanding of educational disabilities and giftedness and their effects on student
learning in order to individualize instruction for these students.
6.4 Teach students within the scope of a teacher's legal responsibilities and students' educational rights,
and follow procedures as specified in state, federal and local statutes.
6.5 Develop and apply individualized education plans.
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6.6 Collect data on individual student achievement and be accountable for each child's learning.
6.7 Use specific knowledge of student medical conditions and medications and their possible effects on
student learning and behavior.
Standard Seven: Knowledge of Technology: The teacher is skilled in technology and is knowledgeable about using
technology to support instruction and enhance student learning by demonstrating the ability to:
7.1 Apply technology to the delivery of standards-based instruction.
7.2 Use technology to increase student achievement.
7.3 Utilize technology to manage and communicate information.
7.4 Apply technology to data-driven assessments of learning.
7.5 Instruct students in basic technology skills.
Standard Eight: Democracy, Educational Governance and Careers in Teaching: The teacher recognizes the school's
role in teaching and perpetuating our democratic system. The teacher knows the relationships among the various
governmental entities that create laws, rules, regulations, and policies that determine educational practices by
demonstrating the ability to:
8.1Model and articulate the democratic ideal to students, including:
• The school's role in developing productive citizens.
• The school's role in teaching and perpetuating the principles of a democratic republic
8.2 Develop, on the part of the students, positive behavior and respect for the rights of others, and those
moral standards necessary for personal, family and community well-being.
8.3 Understand and respond to influences on educational practice including:
• Federal and state constitutional provisions.
• Federal executive, legislative and legal influences.
• State roles of the governor, legislature and State Board of Education.
• Local school districts, boards of education and boards of cooperative educational services.
• Non-traditional and non-public schools, including: charter schools, religious schools and home
schooling.
• Public sector input from business, advocacy groups, and the public.
8.4 Promote teaching as a worthy career and describe various career paths in education, including local,
state, national, and international options, higher education, public and private education.
8.5 Evaluate his/her own performance and access the professional development options necessary to
improve that performance.
Additional UNC Performance Standards 9 and 10:
Standard Nine - Diversity: The teacher candidate creates an inclusive learning environment for all students by
drawing upon representations from students’ experiences, knowledge, and beliefs.
9.1 Recognize and understand how students differ from one another.
9.2 Create a classroom setting that supports diversity by providing appropriate learning opportunities for
individuals with diverse backgrounds, experiences, abilities, values, and perspectives.
9.3 Develop and select curriculum and resources which enhance learning to meet the needs of all learners.
Standard Ten - Professionalism: The teacher candidate conducts him/herself in a professional manner.
10.1 Communicate respect, sensitivity, and caring toward students, colleagues, parents, and the
community.
10.2 Demonstrates appropriate professional behavior including dress, demeanor, and initiative.
10.3 Understand and apply legal and ethical practices of teaching.
10.4 Demonstrate an understanding of school reform issues.
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