Youngstown State University
Beeghly College of Education
Educating for Reflective Professional Practice in the 21st Century
Guidelines for Student Teaching
Conceptual Framework
Beeghly Hall
One University Plaza
Youngstown, OH 44555
http://bcoe.ysu.edu/gen/coe/Student_Teaching_Experience_m157.html
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2014-2015
TABLE OF CONTENTS
Beeghly College of Education Conceptual Framework ...................................................... 5
Licensure Code of Professional Conduct for Teachers ....................................................... 8
Beeghly College of Education Candidates Dispositions .................................................. 15
Candidate Performance Alert Form ................................................................................. 18
Policies During Student Teaching .................................................................................... 19
Recommended Mentoring Model and Teaching Schedule .............................................. 21
Co-Teaching ..................................................................................................................... 23
Co-Teaching Strategies and Examples ............................................................................. 24
Cooperating Teacher Information
Qualifications and Responsibilities of Cooperating Teachers ......................................... 28
Mentoring Compensation ................................................................................................. 29
Checklist for the Cooperating Teacher ............................................................................ 30
University Supervisor Information
Qualifications and Responsibilities of University Supervisor .......................................... 33
University Supervisor Guidelines ..................................................................................... 34
Evaluation Information
Evaluation Forms Description .......................................................................................... 36
Student Teaching Evaluation Criteria ............................................................................... 37
Assessment of Teacher Candidate’s Dispositions............................................................. 38
Scoring Criteria ................................................................................................................ 39
Ohio Standards for the Teaching Profession ..................................................................... 40
Ohio Standards – Examples of Evidence ......................................................................... 41
Ohio Standards – Overview: Sources and Examples ........................................................ 47
Observation and Evaluation Schedule .............................................................................. 52
Dual Placement Observation and Evaluation Schedule .................................................... 53
Outstanding Performance Award in Student Teaching ..................................................... 54
Teacher Candidate Information
Student Teaching Responsibilities and Requirements ...................................................... 56
Lesson Plan Binder Requirements .................................................................................... 61
Lesson Plan Description .................................................................................................... 62
Reflection Exercise ........................................................................................................... 63
Instructional Responsibilities Schedule ............................................................................ 64
Dual Placement Instructional Responsibilities Schedule .................................................. 66
Authorization/Waiver Form .............................................................................................. 67
Teacher Performance Assessment (edTPA)
edTPA Technology Information and Fact Sheet ............................................................... 68
Guidelines for Supporting Candidates Completing the edTPA ........................................ 73
Verification of edTPA Materials ....................................................................................... 75
Academic Language and Academic Language Objectives ............................................... 76
Wilcox CRC Camera and Renewal Policy........................................................................ 80
Video Guidelines ............................................................................................................... 82
Preparing Video Presentations for Upload ........................................................................ 84
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WEB PAGE CONTENTS
http://bcoe.ysu.edu/gen/coe/Student_Teaching_Experience_m157.html
Student Teaching Experience
Guidelines for Student Teaching handbook
Professional Development Dates
Schedules/Important Dates
Calendar
Academic Year Schedule
Seminar Schedule
Instructional Responsibilities, Observation and Evaluation Schedules
Mandatory Licensure Seminar
Observation & Evaluation Forms
Observation Form
ST Mid-term Assessment
Multi-Age ST Mid-term Assessment
ST Final Assessment & Endorsement
ECE: ST Final Assessment & Endorsement
Middle Childhood Final Evaluation
Outstanding Performance Award Form
Student Teacher Forms
ST Self Assessment Tool
Reflection Exercise
Growth Plan
Weekly Progress Log
Lesson Plan Description
Lesson Plan Cover Sheet
Lesson Plan Format 1
Lesson Plan Format 2
Lesson Plan Format 3
Student Teaching Absentee Form
Authorization & Waiver Form
Cooperating Teacher Form
Cooperating Teacher Information Form
Mentoring Compensation Information
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BEEGHLY COLLEGE OF EDUCATION
Hours for all offices: 8:00 a.m.-5:00 p.m. Monday through Friday
PHONE NUMBERS YOU MAY NEED:
Dean’s Office
Dr. Charles Howell (Dean)
Dr. Mary Lou DiPillo (Associate Dean)
Office of Student Field Experience
Mrs. Therese Kightlinger
takightlinger@ysu.edu
Certification/Licensure Coordinator
(Advisement by appointment only)
Ms. Crystal Hawthorne
330-941-3270
College of Education Advisors
(Advisement by appointment only)
Ms. Karen Henning
Mr. Jim Stipetich
330-941-3602
330-941-3268
TaskStream Information:
Information Systems Coordinator
Mr. Gene Soltis
330-941-2067
Educational Foundations, Research,
Technology and Leadership
Dr. MaryLou DiPillo (Acting Chair)
330-941-1437
Teacher Education Department
Early Childhood Education Programs
Middle Childhood Education Program
Secondary Education Programs
Dr. Marcia Matanin (Chair)
330-941-3251
Counseling, Special Education and
School Psychology Department
Dr. Jake Protivnak (Chair)
330-941-3257
Curriculum Resource Center (CRC)
Mrs. Alyssa Annico
330-941-3217
GRADUATE STUDIES
Admissions Inquiries
Dr. Sal Sanders, Associate Dean
330-941-3091
330-941-3215
330-941-3269
(fax) 330-941-1926
DEPARTMENTS
TaskStream
1-800-311-5656
*This handbook, prepared by the Office of Student Field Experiences, is designed to be used as a guide
during student teaching for student teacher candidates, cooperating teachers, and university supervisors.
Questions may be referred to the Office of Student Field Experiences.
Revised: July 2014
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BCOE CONCEPTUAL FRAMEWORK
Reflection in Action
The Beeghly College of Education is accredited by the National Council for Accreditation of Teacher
Education (NCATE); and all teacher education programs are approved by the Ohio Department of
Education. Field experiences and the culminating student teaching experience are integral parts of these
programs. Youngstown State University is accredited by the Higher Learning Commission.
At the initial level, the College’s professional education programs are defined within a conceptual
framework that articulates goals and identifies institutional standards that all teacher candidates are
expected to meet. Our Conceptual Framework, Reflection in Action, seeks to develop reflective teachers
who are:
Reasoned:
Candidates exercise rational judgment and give thoughtful consideration to their
professional activities and decisions.
Ethical:
Candidates act in a moral, legal, and principled manner in
professional practice.
Fair:
Candidates exercise democratic fairness, principled concern, and
humane care in their professional activities.
Logical:
Candidates think analytically in a deliberately consistent and
rationally defensible manner.
Effective:
Candidates apply professional knowledge in a consciously
purposeful and deliberate manner.
Critical:
Candidates use professional knowledge, objectively applying it to their own professional
actions and the professional actions of others to the benefit of their students and clients.
Technical:
Candidates attend to procedural details and optimize the use of technologies appropriate to
professional practice.
This conceptual framework functions to inform, guide, and inspire faculty and teacher candidates by
providing a central core of related ideas from which programs evolve, are explained, and are assessed.
The field experiences designed by the Beeghly College of Education provide an opportunity for teacher
candidates to implement the ideals embraced in the conceptual framework in actual classroom practice.
These field experiences take place in a variety of school and community settings that encompass cultural
and demographic diversity, as well as exceptional populations. The nature and duration of field-based
activities vary in the amount of observation and participation based on specific course and program
requirements, culminating in the clinical experience referred to as student teaching. Student teaching is a
full day commitment for sixteen weeks for all majors. All field and clinical experiences encourage the
teacher candidate to reflect on current practices both observed and experienced. An integral part of the
reflection process is the feedback that candidates receive from the College of Education faculty, school
faculty and their peers.
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BCOE Institutional Standards & Outcome Statements
R1: Reflective practice is Reasoned.
Candidates exercise rational judgment and give thoughtful consideration to their professional
activities and decisions.
Outcomes:
A. Candidates use research, theory, and wisdom of practice to inform their pedagogy.
B. Candidates apply the appropriate knowledge of assessment and evaluation to their practice.
C. Candidates utilize evaluation results for evidence-based decision-making.
D. Candidates employ reflective professional judgment across all facets of their practice.
R2: Reflective practice is Ethical.
Candidates act in a moral, legal, and principled manner in professional practice.
Outcomes:
A. Candidates apply ethical and legal practices in performing their professional
responsibilities.
B. Candidates demonstrate knowledge of education policies at the local, state and national
level for instructional decision-making.
C. Candidates value and apply the professional code of conduct particular to their area.
R3: Reflective practice is Fair.
Candidates exercise democratic fairness, principled concern, and humane care in their professional
activities.
Outcomes:
A. Candidates demonstrate professional, collaborative, and inclusive dispositions both in
their field placements and within their courses.
B. Candidates foster inclusive environments, and respect the backgrounds of and beliefs
held by their students or clients.
C. Candidates strive to meet the educational needs of all students or clients in a caring, nondiscriminatory, and equitable manner.
D. Candidates collaborate with colleagues, families and communities to ensure that all
students reach their potential.
R4: Reflective practice is Logical.
Candidates think analytically in a deliberately consistent and rationally defensible manner.
Outcomes:
A. Candidates think systematically and analytically about professional practice and
professional decision-making.
B. Candidates appropriately apply knowledge of research to their professional practice.
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R5: Reflective practice is Effective.
Candidates apply professional knowledge in a consciously purposeful and deliberate manner.
Outcomes:
A. Candidates are proficient in the procedures, techniques, and methods of their respective
fields.
B. Candidates are proficient in the content of their respective fields.
R6: Reflective practice is Critical.
Candidates use professional knowledge, objectively applying it to their own professional actions and the
professional actions of others to the benefit of their students and clients.
Outcomes:
A. Candidates evaluate their own effectiveness by giving attentive consideration to the
positive growth of their students/clients.
B. Candidates assess the needs for professional development and actively engage in
professional activities to expand their knowledge, experiences and relationships.
R7: Reflective practice is Technical.
Candidates attend to procedural details and optimize the use of technologies appropriate to
professional practice.
Outcomes:
A. Candidates effectively and appropriately integrate various technologies into their work as
teachers, counselors and administrators to maximize P-12 student learning.
B. Candidates utilize technology to enhance their own professional development.
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Licensure Code of Professional Conduct
for Ohio Educators
Adopted March 11, 2008, State Board of Education
Educators are entrusted by the public with the responsibility of providing a high-quality education to every student. Through
various roles, these professionals devote themselves to providing a safe and nurturing environment in which all students can
learn. In alignment with the Standards for Ohio Educators and the Ohio Academic Content Standards for Students, our state’s
educators strive for excellence through high expectations that they hold for themselves and their students. The professional
conduct of every educator affects attitudes toward the profession. Educators are trustees of the profession and share with the
broader community the responsibility of providing high-quality public education. Aware of the importance of maintaining the
confidence and trust of students, parents, colleagues, and the public, Ohio educators maintain the highest degree of professional
conduct for themselves and their peers. The Licensure Code of Professional Conduct for Ohio Educators serves as the basis for
decisions on issues pertaining to licensure that are consistent with applicable law, and provides a guide for conduct in situations
that have professional implications for all individuals licensed by the State Board of Education, such as teachers, principals,
superintendents, and other persons serving schools (e.g., school nurses, coaches, substitute teachers). Ohio is nationally known
as a state that produces high-quality educators and recognizes that its 250,000 practicing educators hold the fundamental beliefs
defined in the following eight principles:
1.
2.
3.
4.
5.
6.
7.
8.
Educators behave in a professional manner, realizing that one’s actions reflect directly on the status and substance of
the profession.
Educators maintain a professional relationship with all students at all times, both in and outside the classroom.
Educators accurately report information required by the local board of education or governing board, state education
agency, federal agency or state or federal law.
Educators adhere to federal, state and local laws and statutes regarding criminal activity.
Educators comply with state and federal laws related to maintaining confidential information.
Educators serve as positive role models and do not use, possess or unlawfully distribute illegal or unauthorized drugs.
Educators ensure that school property, public funds or fees paid by students or the community are used in the best
interest of students and not for personal gain.
Educators fulfill all of the terms and obligations in their employment contract.
As education is a public trust, the Ohio Department of Education pursues allegations of unprofessional conduct. By law,
educators are entitled to all due process rights, with each circumstance considered on a case by case basis to determine
appropriate action. The Licensure Code of Professional Conduct for Ohio Educators includes the presumptive range of
applicable disciplinary actions involving any individual licensed by the State Board of Education.
1. Professional Behavior
Educators shall behave as professionals realizing that their actions reflect directly on the status and substance of the
education profession.
An educator serves as a positive role model to both students and adults and is responsible for preserving the dignity and
integrity of the teaching profession and for practicing the profession according to the highest ethical standards.
Conduct unbecoming to the profession includes, but is not limited to, the following actions:
a) Failing to adhere to the Licensure Code of Professional Conduct for Ohio Educators.
b) Committing any violation of state or federal laws, statutes, or rules, although the conduct may not have resulted in a
criminal charge, indictment, prosecution or conviction. (This does not include traffic violations.)
c) Disparaging a colleague, peer or other school personnel while working in a professional setting (e.g., teaching,
coaching, supervising, or conferencing) on the basis of race or ethnicity, socioeconomic status, gender, national origin,
sexual orientation, political or religious affiliation, physical characteristics, age, disability or English language
proficiency.
d) Failing to complete a criminal background check as required by state or federal law.
e) Violating local, state or federal procedures related to the security of standardized tests, test supplies or resources.
f) Being disciplined by another state educational entity or other professional licensing board or entity for unethical
conduct.
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g) Using technology to intentionally host or post improper or inappropriate material that could reasonably be accessed by
the school community.
The disciplinary actions for violations of Principle 1 can be found on Page 14+.
2. Professional Relationship with Students
Educators shall maintain a professional relationship with all students at all times, both in and out of the classroom.
An educator’s responsibility includes nurturing the intellectual, physical, emotional, social, and civic potential of all
students and providing a safe environment free from harassment, intimidation and criminal activity. An educator creates,
supports, and maintains an appropriate learning environment for all students and fulfills the roles of trusted confidante,
mentor and advocate for students’ rights. An educator must serve as a champion against child abuse and be cognizant of
student behaviors that suggest abuse or neglect.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Committing any act of sexual abuse of a student or minor or engaging in inappropriate sexual conduct with a student
or minor.
b) Committing an act of cruelty to children or an act of child endangerment (e.g., physical abuse, mental injury, or
emotional abuse).
c) Soliciting, encouraging, engaging or consummating an inappropriate relationship with a student or minor.
d) Disparaging a student on the basis of race or ethnicity, socioeconomic status, gender, national origin, sexual
orientation, political or religious affiliation, physical characteristics, academic or athletic performance, disability or
English language proficiency.
e) Using inappropriate language, gestures or signs at any school-related activity such as racial slurs, biased, lewd or
lascivious expressions.
f) Provoking an altercation between students, or provoking or engaging in a physical altercation with students, that is not
for the purpose of ensuring the health, safety, and welfare of students.
g) Failing to provide appropriate supervision of students, within the scope of the educator’s official capacity, which risks
the health, safety, and welfare of students or others in the school community.
h) Knowingly contributing to or knowingly failing to intervene in the harassment, intimidation or bullying of a student.
i) Using technology to promote inappropriate communications with students.
The disciplinary actions for violations of Principle 2 can be found on Page 14.
3. Accurate Reporting
Educators shall accurately report information required by the local board of education or governing board, state
education agency, federal agency or state or federal law.
An educator communicates appropriate representation of facts concerning qualifications for professional practice, student
information, school board policy, and other educational matters. An educator must report, to the superintendent or
designee, conduct by a licensed educator that substantially impairs his or her ability to function professionally or any
conduct that is detrimental to the health, safety, and welfare of students.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Falsifying, intentionally misrepresenting, willfully omitting or being negligent in reporting information submitted to
federal, state, and other governmental agencies such as professional qualifications, criminal history and information
submitted in the course of an official inquiry or investigation, college or professional development credit and/or
degrees, academic awards, and employment history when applying for employment and/or licensure, or when
recommending an individual for employment, promotion or licensure.
b) Falsifying, intentionally misrepresenting, willfully omitting or being negligent in reporting reasons for absences or
leaves.
c) Falsifying, intentionally misrepresenting, willfully omitting or being negligent in reporting information regarding the
evaluation of students and/or personnel.
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d) Intentionally failing to report to superintendent or designee conduct that substantially impairs an educator’s ability to
function professionally in his or her position or any conduct that is detrimental to the health, safety, and welfare of
students.
e) Intentionally failing to make a mandated report of any violation of state or federal law.
The disciplinary actions for violations of Principle 3 can be found on Page 14.
4. Criminal Acts
Educators shall adhere to federal, state and local laws and statutes.
An educator shall not engage in criminal activity as evidenced by a criminal conviction, guilty plea, finding of guilt, or
participation in a court-ordered diversion or treatment in lieu of conviction program.
Conduct unbecoming includes, but is not limited to, the following actions:
a) A criminal offense that is an offense of violence, theft , drug abuse , or sexually-oriented offense as defined in Ohio
Administrative Rule 3301-20-01 (e.g., murder, rape, drug trafficking, kidnapping, robbery, felonious assault).
b) A criminal offense that requires an educator to meet the rehabilitation standards as defined in Ohio Administrative
Code Rule 3301-20-01 (e.g., assault, passing bad checks, fraud, domestic violence, possession of drugs).
c) A criminal offense that is not identified as an absolute bar offense or offense requiring rehabilitation pursuant to Ohio
Administrative Code Rule 3301-20-01, and the offense involves a student, a minor or an offense involving a school
district or school personnel.
d) Conveying or possessing a deadly weapon or dangerous ordnance in a school safety zone, on school premises, or at a
school-related activity unless authorized by state or federal law.
e) A criminal offense that is not identified as an absolute bar offense or offense requiring rehabilitation pursuant to Ohio
Administrative Code Rule 3301-20-01, and the offense does not involve a student, a minor, a school district or school
personnel. (This does not include traffic violations.)
The disciplinary actions for violations of Principle 4 can be found on Page 15.
5. Confidentiality
Educators shall comply with state and federal laws related to maintaining confidential information.
An educator is entrusted with information that could be misused to embarrass or damage a student’s reputation or
relationship with others. Therefore, the educator has the responsibility to keep information about students confidential
unless disclosure serves professional purposes, affects the health, safety, and welfare of students and others, is required by
law, or parental permission has been given. An educator maintains the security of confidential information such as
academic and disciplinary records, personal confidences, photographs, health and medical information, family status
and/or income.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Willfully or knowingly violating any student confidentiality required by federal or state laws, including publishing,
providing access to, or altering confidential student information on district or public web sites such as grades, personal
information, photographs, disciplinary actions, or individual educational plans (IEPs) without parental consent or
consent of students 18 years of age and older.
b) Using confidential student, family, or school-related information in a non-professional way (e.g., gossip, malicious
talk or disparagement).
The disciplinary actions for violations of Principle 5 can be found on Page 15.
6. Use, Possession, or Unlawful Distribution of Alcohol, Drugs and Tobacco
Educators shall not use, possess or unlawfully distribute illegal or unauthorized drugs. Educators shall not use alcohol
during any school activity involving students, minors or underage persons. Educators shall not use tobacco during any
school activity except in a designated area. Educators shall not furnish, provide or encourage students or underage
persons to use, possess or unlawfully distribute alcohol, tobacco, illegal or unauthorized drugs.
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An educator is entrusted with protecting the health, safety, and welfare of students at any school event. The use of alcohol,
illegal or unauthorized drugs causes impairment of professional judgment that may potentially harm others. A professional
educator must serve as a positive role model and refrain from the illegal use of tobacco on any school grounds or at any
school activity.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Being under the influence of, possessing, using or consuming illegal or unauthorized drugs.
b) Being on school premises in an official capacity (e.g., teaching, coaching, supervising, or conferencing) or at any
school activity involving students, minors or underage persons while under the influence, possessing, or consuming
alcoholic beverages.
c) Furnishing or providing tobacco, alcohol or illegal/unauthorized drugs to any student, minor or underage person.
d) Being on school premises or at any school activity involving students, minors or underage persons while using
tobacco except in a designated area.
e) Promoting the use of steroids, stimulants, or nutritional supplements to accelerate physical growth or contribute to the
control of weight loss or weight gain to enhance physical performance.
The disciplinary actions for violations of Principle 6 can be found on Page 15.
7. Accepting Compensation for Self Promotion or Personal Gain
Educators shall ensure that school property, public funds or fees paid by students or the community are not used for
personal gain. Educators shall not make decisions based upon gifts, gratuities, favors or the socioeconomic status of
parents, family members, community members or businesses.
An educator is entrusted with public funds and school property in the course of performing job duties and maintains a high
level of honesty, accuracy and accountability to ensure that institutional privileges are not used for personal gain. An
educator maintains integrity with students, colleagues, parents, families, community or businesses when accepting gifts,
gratuities or favors. To avoid bias or prejudice, an educator needs to ensure that decisions made about students or school
policy are not negatively influenced by the socioeconomic status of parents, family members, community members or
businesses.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Soliciting students or parents of students to purchase equipment, supplies, or services or to participate in activities that
financially benefit the educator without notifying the superintendent or designee and/or not in accordance with local
board policy.
b) Accepting gifts from vendors or potential vendors for personal use or gain exceeding $25.00 in value.
c) Tutoring students in one’s district for profit without notifying the superintendent or designee and/or not in accordance
with local board policy.
d) Coaching and/or promoting athletic or artistic camps, off season leagues, etc. in one’s district for profit without
notifying the superintendent or designee and/or not in accordance with local board policy.
e) Failing to account for funds related to school activities collected from students, parents, family members, community
members, staff or peers in accordance with local board policy.
f) Co-mingling public or school-related funds with personal funds or checking accounts.
g) Submitting fraudulent requests for reimbursement of expenses.
h) Using school property without the approval of the superintendent or designee and/or not in accordance with local
board policy (e.g., technology, copy machines, vehicles).
The disciplinary actions for violations of Principle 7 can be found on Page 15.
8. Commitment to Contract
Educators shall fulfill all of the terms and obligations detailed in their employment contract with the local board of
education or educational agency for the duration of the contract.
An educator knows and understands the rights and responsibilities as outlined in the employment contract and adheres to
the terms and conditions of the agreement by fulfilling responsibilities and duties required of the position.
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Conduct unbecoming includes, but is not limited to, the following actions:
a) Abandoning the contractual agreement for professional services without prior release from the contract by the Board
of Education or designee according to Ohio Revised Code 3319.15.
b) Willfully refusing to perform services and duties required by the contract except as outlined in the Ohio Revised Code
Chapter 4117.
c) Violating or interfering with due process as outlined in the contractual agreement.
The disciplinary actions for violations of Principle 8 can be found on Page 15.
DISCIPLINARY/DUE PROCESS
The State Board of Education has the authority to suspend, limit, revoke or deny licenses; issue a letter of admonishment; or
enter into a consent agreement with an applicant or licensed educator, to administer the educator discipline process in
accordance with Chapter 33 and Chapter 119 of the Ohio Revised Code and Chapter 3301 of the Ohio Administrative Code.
When an educator is reported to the Ohio Department of Education (ODE) for an allegation of unprofessional conduct made by
a principal, parent, teacher, student, superintendent, or community member the department will determine whether the State
Board of Education has jurisdiction to investigate the matter pursuant to Section 3319.311 of the Ohio Revised Code.
If it is determined that an investigation is warranted, a thorough investigation would be conducted pursuant to Section
3319.311 of the Ohio Revised Code at which time all mitigating circumstances will be fully examined to determine
whether the allegation can be substantiated. If an allegation is reported and it turns out to be a false allegation or
unsubstantiated all the information obtained in the case file will be sealed two years after the investigation is concluded in
accordance with Section 3319.311 of the Ohio Revised Code.
If the results of an investigation warrant initiating an action under Section 3319.31 of the Ohio Revised Code, an educator is
entitled to all due process rights afforded pursuant to Chapter 33 and Chapter 119 of the Ohio Revised Code and Chapter
3301of the Ohio Administrative Code.
DISCIPLINARY GUIDELINES
Upon a determination that the results of an investigation warrant the State Board of Education to impose a disciplinary action
pursuant to Section 3319.31 of the Ohio Revised Code, the State Board may impose an appropriate penalty within the
presumptive range on a case by case basis as set forth in these disciplinary guidelines unless the aggravating and mitigating
factors in an individual case warrant a penalty outside the presumptive range.
The range of disciplinary actions are presumptions and may include a letter of admonishment, consent agreement, limitation of
a license, suspension of a license, revocation of a license, or denial of a license. The terms “suspension,” “revocation,” and
“denial” shall mean any length of suspension, revocation or denial, including permanent revocation or permanent denial. A
license may be suspended or limited pursuant to a consent agreement or State Board resolution. A complete explanation of the
types of disciplinary actions can be accessed through the Department of Education’s Web site, www.ode.state.oh.us, search
keywords disciplinary actions.
The State Board may determine that a penalty outside the range of the disciplinary guidelines is more appropriate in an
individual case based upon aggravating and mitigating factors as outlined in Sections 3301-73-21 (A) (B) and Section 3301-2001 (E) of the Ohio Administrative Code, or any other factors the State Board, district or educational entity, or superintendent
considers relevant. Further, the State Board may determine not to impose a disciplinary action involving an educator’s
licensure or application for licensure based upon a local school district or educational entity appropriately addressing the
violation of the Licensure Code of Professional Conduct for Ohio Educators at the district or building level.
The Licensure Code of Professional Conduct for Ohio Educators applies to all individuals licensed by the Ohio
Department of Education. The presumptive ranges are only applicable for disciplinary actions involving an educator’s
licensure or application for licensure. The presumptive ranges are not applicable for any discipline imposed at the local level.
Possible discipline at the local level must follow all local contractual provisions, including but not limited to due process,
progressive discipline, and just cause. However, an educator who violates one or more of the principles may be subject to
discipline at both the state level and local level.
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Following are the disciplinary actions, including a presumptive range of penalties that shall apply to violations of the Licensure
Code of Professional Conduct for Ohio Educators.
DISCIPLINARY ACTIONS
1. Professional Behavior
Educators shall behave as professionals realizing that their actions reflect directly on the status and substance of the
education profession.
If an educator violates Principle 1, the presumption for the appropriate range of disciplinary action is the following:
i.
Suspension (1 day to 1 year) of a license depending upon the violation of the testing procedure;
ii.
Suspension of a license until the educator comes into compliance with the required background checks;
iii.
Letter of admonishment up to revocation/denial of a license for other acts unbecoming to the professional conduct of
educators.
2. Professional Relationship with Students
Educators shall maintain a professional relationship with all students at all times, both in and out of the classroom.
If an educator violates Principle 2, the presumption for the appropriate range of disciplinary action is the following:
i.
Revocation/denial of a license for sexual/physical abuse;
ii.
Suspension (1 day to 5 years) of a license up to revocation/denial of a license for psychological, verbal or emotional
abuse; to solicit, encourage, engage, or consummate an inappropriate written, verbal, psychological, emotional or
physical relationship with a student or minor; or inappropriate use of technology with a student.
iii.
Suspension (1 day to 5 years) of a license for disparagement, inappropriate language, physical altercations,
inappropriate supervision or harassment.
3. Accurate Reporting
Educators shall accurately report information required by the local board of education or governing board, state
education agency, federal agency or state or federal law.
If an educator violates Principle 3, the presumption for the appropriate range of disciplinary action is suspension (1 day to 1
year) of a license.
4. Criminal Acts
Educators shall adhere to federal, state and local laws and statutes.
If an educator violates Principle 4, the presumption for the appropriate range of disciplinary action is the following:
i.
Revocation/denial of a license for a criminal offense that is an offense of violence, theft offense, drug abuse
offense or sexually oriented offense as defined in Ohio Administrative Code Rule 3301-20-01;
ii.
Revocation/denial of a license for a criminal offense involving the school community or where the victim is a student
or a minor.
iii.
Suspension (1 day to 5 years) of a license up to revocation/denial of a license for all other felony criminal
acts;
iv.
Letter of admonishment up to revocation/denial of a license for all other misdemeanor criminal acts. (e.g., disorderly
conduct, trespass, assault, passing bad checks, fraud, domestic violence, possession of drugs)
5. Confidentiality
Educators shall comply with state and federal laws related to maintaining confidential information.
If an educator violates Principle 5, the presumption for the appropriate range of disciplinary action is suspension (1 day to 2
years) of a license.
6. Use, Possession, or Unlawful Distribution of Alcohol, Drugs and Tobacco
Educators shall not use, possess or unlawfully distribute illegal or unauthorized drugs. Educators shall not use alcohol
during any school activity involving students, minors or underage persons. Educators shall not use tobacco during any
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school activity except in a designated area. Educators shall not furnish, provide or encourage students or underage
persons to use, possess or unlawfully distribute alcohol, tobacco, illegal or unauthorized drugs.
If an educator violates Principle 6, the presumption for the appropriate range of disciplinary action is the following:
i.
Suspension (1 year to 5 years) of a license up to revocation/denial of a license for violations dealing with students,
minors, or underage persons or school activities;
ii.
Suspension (1 day to 5 years) of a license for misuses unrelated to students, minors, or underage persons or school
activities.
7. Accepting Compensation for Self Promotion or Personal Gain
Educators shall ensure that school property, public funds or fees paid by students or the community are not used for
personal gain. Educators shall not make decisions based upon gifts, gratuities, favors or the socioeconomic status of
parents, family members, community members or businesses.
If an educator violates Principle 7, the presumption for the appropriate range of disciplinary action is the following:
i.
Suspension (2 years to 5 years) up to revocation/denial of a license for theft of school property or school funds;
ii.
Letter of admonishment up to suspension (1 day to 1 year) of a license for using one’s position for personal gain.
8. Commitment to Contract
Educators shall fulfill all of the terms and obligations detailed in their employment contract with the local board of
education or educational agency for the duration of the contract.
If an educator violates Principle 8, the presumption for the appropriate range of disciplinary action is suspension (1 day to 1
year) of a license.
14
BEEGHLY COLLEGE OF EDUCATION CANDIDATE DISPOSITIONS
Preamble: (Dr. Paul Carr)
In reflecting on the dispositions that Beeghly College of Education candidates should strive for
and exhibit, it is important to acknowledge the formal skills, knowledge, and competencies acquired
through the bachelor’s, master’s, and doctoral level programs. Candidates can reasonably be expected to
have received a range of courses, instruction, and experiences that will prepare them to effectively meet
the challenges in the schools and community. It is also critical to note that learning how to teach,
counsel, and/or provide leadership, as well as learning about others involved in education, is an
evolutionary process; we continually learn through education and from experience. Lastly,
understanding, appreciating, and being engaged in the learning process of others, especially those from
different backgrounds, origins and experiences, requires a conscientious commitment to accepting and
working with all students. Having high expectations and being attuned to the social context from which
students derive is crucial to the educational success of the diverse student population in our schools.
Attaining the essence of the content of the dispositions described below requires a multi-layered, multiparticipant approach to supporting those involved in the field of education.
The Beeghly College of Education teacher preparation, counselor preparation, and administrator
preparation programs seek to produce candidates who are:
Collaborative: Candidates who exhibit a collaborative nature demonstrate an ability to work with
others, accept responsibility as required, respect different thoughts and opinions, and contribute to efforts
to examine and enact productive solutions. Candidates exhibit these behaviors towards colleagues,
school personnel, clinical personnel, students, and mentors.
Inclusive: Candidates who exhibit an inclusive nature demonstrate respect, empathy, openmindedness, flexibility in thought, and the ability to anticipate and understand diverse and/or conflicting
views, ethnicities, exceptionalities, etc. Candidates exhibit these behaviors towards colleagues, school
personnel, clinical personnel, students, and mentors.
Professional: Candidates who exhibit a professional nature demonstrate principled behaviors
including ethical conduct, knowledge, respect, inclusiveness, confidence, appropriateness in the context
of one’s workplace; competence in translating knowledge into effective teaching/learning, counseling,
and/or administrative practices and a propensity for both demonstrating and encouraging excellences in
self and others. Candidates exhibit these behaviors towards colleagues, school personnel, clinical
personnel, students, and mentors.
Candidate dispositions will be assessed in the BCOE programs and various field experiences.
15
Youngstown State University
Beeghly College of Education
Candidate Performance Alert Process
The purpose of the alert process is to identify candidate performance or conduct that fails to satisfy professional
expectations associated with professionalism, inclusivity, and collaboration determined by the BCOE faculty as
necessary standards to effectively serve all student or clients. This alert process is intended to encourage early and
informal remediation of concerns associated with the dispositions set out below. It is not intended that it be used to
address student misconduct such as prohibited in the university Code of Student Conduct, nor as the means for
addressing questions of academic dishonesty. Complaints of these types of student conduct may be pursued through
the Student Judicial System, or resolved through the Academic Grievance Procedure (see University Student
Handbook for details pertaining to both).
Dispositions are the values, commitments and professional ethics of candidates in the Beeghly College of Education
(BCOE) professional preparation programs. These candidate behaviors are critical to the development of students,
families, colleagues, and communities that affect student learning. Candidate behaviors impact student motivation and
development, and the candidate’s own professional growth. Dispositions are commonly reflected in candidate beliefs,
attitudes, or behaviors related to values such as caring, fairness, honesty responsibility and social justice (NCATE,
2001, p.53).
Candidate Performance Alert Form (CPA) The candidate performance alert form is completed when a concern is
raised about a candidate’s performance during any class, sponsored activity by the Beeghly College of Education or
during a YSU required field or clinical experience. This form may be used when a candidate engages in conduct,
irrespective of its time or location, which raises substantial questions about the candidate’s ability to perform his or her
role as an educational professional. The CPA can be used by university faculty and staff, supervisors, cooperating
teachers or other school personnel (reporting party) when they have a concern other than one that can be effectively
addressed through routine means of supervision.
Process
Minor to Moderate Performance Concern(s)
The reporting party should briefly describe the specific conduct or behavior by with sufficient particulars, including
time and location, in order to assist the candidate and other university representatives to understand the concern. The
concern, as recorded in the Concern Section of the CPA must be reviewed with the candidate within 5 university days
of its completion. During this conference the nature of the concern and a course of action to improve the candidate’s
performance must be discussed with the candidate. At this conference the signature of the candidate must be secured to
acknowledge receipt of the form and the recommendations for improvement. The completed form will then be
promptly forwarded to the Program Coordinator then the Department Chair for review and placement in the
Department CPA file and the candidate’s file. Monitoring the implementation of the recommendations for
improvement of a minor to moderate breach of professional expectations as outlined on the CPA will be the
responsibility of the reporting party.
A candidate who denies responsibility for the concern or disagrees with the recommendations outlined in the CPA may
appeal in writing to the Program Coordinator or the Department Chair within 5 university days after the required
conference.
16
Serious or Chronic Performance Concern
When a candidate has received two or more CPAs or has committed a serious breach of professional behavior, the
reporting party should complete the Concern Section of the CPA following the conduct or concern or its discovery.
The reporting party will meet with the candidate to advise him or her of the concern and that the matter is being
forwarded for departmental review. A conference with the candidate, the reporting party, the Program Coordinator and
Department Chair will be convened within 5 university days to discuss the concern or conduct and determine the
recommendation(s) to improve the candidate’s performance. The Program Coordinator or Department Chair may
invite the participation of additional individuals with knowledge of the candidate’s performance. The candidate will
have an opportunity at the meeting to ask questions of the reporting party and other university representatives present,
as well as explain his or her perspective regarding the concern or conduct reported on the CPA. All conference
members and the candidate present at the meeting will determine recommendations or remedial or disciplinary
measures that will be required with a timeline for completion. A professional development plan (PDP) can include,
but is not limited to, additional course work (which may be at the expense of the student), counseling, or additional
time working in school settings. The Program Coordinator or the Department Chair and reporting party will summarize
the recommendations, secure signatures of acknowledgement on the Department PDP form, to be placed in the
Department CPA file and the candidate’s file.
The successful completion of the PDP will be the responsibility of the candidate and will be monitored by the program
coordinator, department chair, or a faculty member designated in writing at the time of the CPA conference. The
evaluation of the candidate’s performance on the conditions and criteria of the PDP will be reviewed by the Program
Coordinator and the Department Chair. The candidate will be promptly notified in writing of the review by the
program coordinator or the department chair.
In the event that the program coordinator and department chair conclude that the candidate’s performance
cannot be reasonably remediated, the candidate’s future enrollment in program/department courses may be
restricted or terminated based on a vote of the governing faculty of the program or department, as applicable.
Candidate Opportunity to Appeal
Candidates may appeal the recommendations and requirements imposed by program or departmental level actions as a
result of CPAs by submitting a letter within 10 university days to the appropriate Undergraduate and Graduate
Committees within the Beeghly College of Education. These committees include the Upper Division Retention
Subcommittee for undergraduate students and the Graduate Studies Committee for graduate students. The purpose of
these committees is to review the CPA(s), the written records of the program or department, including PDPs, any
statements added to the CPAs by the candidate, and the candidate’s written reasons for the appeal. The committee will
also review adherence to procedures and timelines by the parties. Unless the respective undergraduate or graduate
committee finds the conclusions and remedial measures of the Program or Department unreasonable, or a material
deviation from prescribed procedures has occurred, the decision and recommendation of the program or department
will be affirmed. In the event the committee finds the candidate has been subjected to unreasonable or arbitrary or
capricious actions, or actions that violate state or federal law, the matter will be returned to the program or department
for further consideration in light of the findings of the respective undergraduate or graduate committee. All appeals
will be acted upon within 30 university days from the receipt of the letter by the respective committee chair.
In the event that the action of the Program or Department or the College Undergraduate or Graduate
Committee involves an academic matter under the jurisdiction of University Academic Grievance Procedure,
the candidate may file a grievance with that body pursuant to standards set out in the Student handbook.
17
YOUNGSTOWN STATE UNIVERSITY
BEEGHLY COLLEGE OF EDUCATION
Candidate Performance Alert
Candidate: _________________________________________________________________ Banner ID: Y00____________
Semester: __________
Catalog Number: __________
Course Title: _______________________________________
Program: Pre-Ed ____ Early ____ Middle _____ AYA ____ SPED ____ Multi-Age ____
MSE ____ Career and Technical _____ Admin____ Counseling ____
Content Area: ______________________
Department Chair(s):__________________________________________________________
Areas of Concern (Dispositions)
Collaborative: Candidates who exhibit a collaborative nature demonstrate an ability to work with others, accept
responsibility as required, respect different thoughts and opinions, and contribute to efforts to examine and enact
productive solutions. Candidates exhibit these behaviors towards colleagues, school personnel, clinical personnel,
students, and/or mentors.
Inclusive: Candidates who exhibit an inclusive nature demonstrate respect, empathy, open-mindedness, flexibility
in thought, and the ability to anticipate and understand diverse and/or conflicting views, ethnicities, exceptionalities,
etc. Candidates exhibit these behaviors towards colleagues, school personnel, clinical personnel, students, and/or
mentors.
Professional: Candidates who exhibit a professional nature demonstrate principled behaviors including ethical
conduct, knowledge, respect, confidence, appropriateness in the context of one’s workplace; competence in translating
knowledge into effective teaching/learning, counseling, and/or administrative practices and a propensity for both
demonstrating and encouraging excellences in self and others. Candidates exhibit these behaviors towards colleagues,
school personnel, clinical personnel, students, and/or mentors.
Belief All Children Can Learn
Fairness
Concerns:
Check one:
a mild to moderate concern
 a serious or chronic concern
recommend counseling
Date of Conference: _________________________________________________________________________________
Recommendation: ___________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
No further action at this time
Refer for department review/action
Faculty signature indicates a conference occurred with this candidate regarding the concerns.
Candidate signature indicates that the candidate has reviewed the form, but may not necessarily agree.
__________________________
Faculty Signature
_________________
Date
____________________________
Candidate Signature
_________________
Date
Copies to Candidate, Department Chair(s), and Candidate File
18
POLICIES DURING STUDENT TEACHING
The University is pleased to have the opportunity to place Teacher Candidates in elementary and
secondary schools as guests in these systems, and we support the following operational rules as
guidelines for Teacher Candidates:
1. Time Commitment required for student teaching officially begins during the first week of each
semester and ends on the last day of final exams unless otherwise modified. It requires the
largest time block (all day, every day, for 16 weeks). Students are not permitted to take other
coursework during student teaching unless they have special permission. Extracurricular and/or
outside activities and job responsibilities may affect the expected performance during the
student teaching experience. Outside activities need to be constantly assessed and adjustments
made to accommodate the student teaching schedule. Any activity outside of student teaching
that infringes upon a student teacher’s performance should be modified or discontinued.

Only Two Excused Absences are permitted during the semester. Any time missed without
proper documentation (doctor’s return to work document, funeral notification, or court
papers) must be made up. The cooperating teacher and university supervisor are to be
notified prior to the start of the scheduled school hours the day of the absence. Teacher
Candidates will be notified of days needing to be made up. If a Teacher Candidate becomes
extremely ill and needs to miss a long period of time, he/she will have to make arrangements
to complete student teaching in another academic semester.
2. In accordance with FERPA regulations, the Beeghly College of Education requires the Teacher
Candidate to provide the cooperating teacher and university supervisor the Student Teaching
Authorization and Waiver form by the end of the student teaching experience. This form can
be found on page 67 and on the student teaching webpage
3. In the event a Teacher Candidate needs to withdraw from the student teaching experience, a
written letter of notification is required to be submitted to the office of the Administrator of
Student Field Experiences ASAP. It is the Teacher Candidate’s responsibility to go through the
withdraw process on Banner. In addition, the Teacher Candidate is required to provide a letter
of thanks to the cooperating teacher and respective district administrator(s). It is the
responsibility of the Teacher Candidate to return all resource materials, texts, student papers,
etc. to the assigned school. Failure to follow through with any or all of the above, may delay a
future student teaching opportunity.
4. The Beeghly College of Education subscribes to the concept of professional organizations
(NEA, OEA, CEC, NAEYC, etc.). Students in professional preparation are encouraged to join
the student level of the professional organizations and participate in programs for professional
development and liability coverage.
5. In the event that the school to which the Teacher Candidate is assigned is subject to a
jurisdictional dispute between a teachers' association and the school corporation, Teacher
Candidates will assume a position of neutrality. The Teacher Candidate is to remain away from
the assignment and not participate in either side of the dispute. The Teacher Candidate may be
reassigned as necessary.
6. The Beeghly College of Education does not approve of a Teacher Candidate being used as a
substitute teacher. In the event of the Cooperating Teacher’s absence, the Teacher Candidate
may teach in the assigned classroom, but a substitute teacher should be present. The building
19
principal assumes the responsibility if no substitute is available. Any problems or questions
arising in this area should be forwarded to the Office of Student Teaching.
7. School Polices may vary from school to school. Teacher Candidates may be familiar with the
policies of one school; this does not mean they are also familiar with the policies of their new
student teaching site. Upon arriving at the school assignment, the Teacher Candidate should
immediately become familiar with the school policies, regulations, and physical facilities of that
school. The lesson plan binder requirements will assist with this transition. School regulations
which affect the cooperating teacher also apply to the Teacher Candidate, such as;




The reporting and departure times and procedures which should be followed
meticulously.
The district code of conduct for teachers and social networking policies.
District grading policies and procedures.
Teacher Candidates must observe the calendar of the school to which they have
been assigned, not the University calendar, during the sixteen week experience.
8. Teacher Candidates are guests in the school district and should act accordingly. Final authority
in the classroom rests with the Cooperating Teacher. If a Teacher Candidate engages in conduct,
irrespective of its time or location, which raises substantial questions about the candidate’s
ability to perform his/her roles as an educational profession, the Cooperating Teacher,
University Supervisor, and/or other school personnel may file a Candidate Performance Alert
Form.
9. Teacher Candidates will attend a weekly seminar and professional development days on the
YSU campus during the student teaching experience. The seminar topics are designed to support
the Teacher Candidate’s ability to develop his/her own teaching style and classroom
management strategies. The professional development days, during the scheduled school hours,
are designed to maintain and improve Teacher Candidate’s competencies for the state mandated
evaluation – Teacher Performance Assessment.
10. To improve the student teaching experience for all persons involved, a team or partnership
approach will be used. This team will be composed of the cooperating teacher, Teacher
Candidate, and the university supervisor. The full-time faculty and limited service who act as
the university supervisor are to ensure that the Teacher Candidate can integrate their content,
professional and pedagogical knowledge and skills to create learning experiences meaningful
for all students. It is also the job of the university supervisor to ensure that the Teacher
Candidate’s experience is sufficiently extensive and intensive for the Teacher Candidate to
demonstrate competence. In rare circumstances, a placement may not provide the appropriate
opportunity to demonstrate competence. The student teaching office will make every effort
necessary to ensure the Teacher Candidate has an appropriate student teaching experience,
within the semester, which may result in a change of placement.
11. The cooperating teacher and university supervisor together should make the determination as to
when the Teacher Candidate is ready to assume classroom responsibilities. (See pages 64-66
for suggested schedule.) It is not required or recommended that the cooperating teacher either
leave the room or refrain from assisting when the teacher candidate is in charge of the
classroom. If the cooperating teacher leaves the room, he/she should always be available within
the building or have a plan to have a licensed teacher available to the Teacher Candidate should
a situation arise for which the Teacher Candidate needs assistance.
20
Recommended Mentoring Model for Student Teaching
The purpose of the student teaching experience is to learn about teaching. The Teacher Candidate
should have ample opportunity to develop and practice the knowledge and skills required in the Ohio
Standards for the Teaching Profession and engage in reflective activities to assess his/her teacher
behaviors and their consequences. Therefore, the Beeghly College of Education recommends
cooperating teachers mentor our Teacher Candidates by incorporating a co-teaching model during the
student teaching experience. This approach will allow the Teacher Candidate to have a gradual
increase in responsibilities with consistent monitoring and feedback from the cooperating teacher
without the cooperating teacher giving up his/her classroom.
Sixteen Week Placements
Teacher candidates should not assume full responsibility for all classes during the first week!
A candidate is normally expected to observe and assist during the first two weeks, and begin coteaching in a support role during the third week.
Co-teaching involves a sharing of instructional duties between two teachers in the same classroom with
the same group of students. Roles are coordinated in a variety of ways. One teacher may give
instructions or demonstrate while the other circulates to provide assistance to students. One may
explain a concept while the other demonstrates. Or one might work with a small group of students
while the other supervises an activity with the rest of the class.
The Ohio Department of Education recommends co-teaching as “a component of a differentiated
support system for new teachers,” and suggests that it be included in the Ohio Resident Educator
program. The Co-teaching Model, published by ODE and available on the Y.S.U. student teaching web
page, provides more information about how co-teaching works.
Co-teaching may involve shifting of roles, with teachers alternating in taking the lead for different
topics, activities, or portions of a lesson. When Teacher Candidates begin co-teaching in the third week
of the student teaching experience, they do so in a support role. The cooperating teacher takes the lead.
Beginning in the fourth week, however, the teacher candidate is expected to take the lead—at first, for
just one class period per day, but gradually expanding to more class periods in subsequent weeks as
confidence grows and instructional skills are refined. This transition to greater responsibility is
summarized in the table below. The schedule can be modified, based on the judgment of the
cooperating teacher.
Between weeks 10 and 16, the Teacher Candidate should have the lead instructional role in a minimum
of four (+) instructional periods. Throughout the period in which the teacher candidate has the lead
role, however, the cooperating teacher is encouraged to continue to play a support role. The degree of
support provided will depend on the proficiency of the Teacher Candidate and the learning needs of the
student. While student learning needs are paramount, cooperating teachers should bear in mind that
their intervention in a co-teaching support role benefits the candidate as well; by modeling best
practice and helping them make timely adjustments in their teaching strategies.
It is not required or recommended that the cooperating teacher either leave the room or refrain from
assisting when the Teacher Candidate is in charge of the classroom.
21
Week
1-2
3
4
5
6
7
8
9
10-16
Teacher Candidate Responsibility
Observe the classroom. Assist teacher in instruction and duties
Co-teaching in support instructional role (observe, assist, and/or differentiated)
Co-teaching in support instructional role and lead role in 1 instructional period
Co-teaching in support instructional role and continue lead role in 1 instructional period
Co-teaching in support instructional role and lead role in 2 instructional periods
Co-teaching in support instructional role and continue lead role in 2 instructional periods
Co-teaching in support instructional role and lead role in 3 instructional periods
Co-teaching in support instructional role and lead role in 4 instructional periods
Co-teaching in lead instructional role in 4(+) instructional periods
Eight Week Placements
Teacher Candidates should not assume full responsibility for all classes during the first week!
The student teaching experience should begin with the Teacher Candidate shadowing the cooperating
teacher in all activities and then shift to a co-teaching approach in a support role during the third week.
Within the co-teaching experience, the Teacher Candidate should progressively move from a support
instructional role to a lead instructional role towards the end of the student teaching experience (see
above).
It is not required or recommended that the cooperating teacher either leave the room or refrain from
assisting when the teacher candidate is in charge of the classroom.
Week
1
2
3
4
5
6-8
Teacher Candidate Responsibility
Observe the classroom. Assist teacher in instruction and duties
Co-teaching in support instructional role (observe, assist, and/or differentiated)
Co-teaching in support instructional role and lead role in 1 instructional period
Co-teaching in support instructional role and lead role in 2 instructional periods
Co-teaching in support instructional role and lead role in 3 instructional periods
Co-teaching in lead instructional role in minimum of 4(+) instructional periods
22
Co-Teaching
How is it Defined?
St. Cloud State University

Defined co-teaching as “two teachers (teacher candidate and cooperating teacher) working together with
groups of students; sharing the planning, organization, delivery and assessment of instruction, as well as the
physical space (Bacharach, Heck & Dank, 2004)
Villa, Thousand, & Nevin…(as cited in ODE, The Co-Teaching Model, 2011, p. 1-2)
What it is
What it is not





A coordination of work to reach a
common goal
A belief system that all co-teachers
possess unique and needed expertise
Engaging in dual roles
Shared leadership structures




One person teaching one subject, followed
by another teacher with a different subject
One person teaching while another
prepares instructional material or corrects
papers
One facilitates while the other idly watches
Dominance of one person’s ideas for
strategies
Acting as a tutor
COMMON MISPERCEPTIONS ABOUT CO-TEACHING




A way to hide weak candidates
A less rigorous student teaching experience
One person “on” while the other is “off”
One person determining what will be taught and how
SDSU, Mentoring Teacher Candidates through Co-Teaching: Collaboration that Makes a Difference,
2010, p. 25
23
Co-Teaching Strategies and Examples
The strategies are not hierarchical. They can be used in any order and/or combined to best meet
the needs of the students in the classroom.
Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department
of Education, Teacher Quality Enhancement Grant
One Teach, One Observe


One teacher has primary responsibility
One teacher gathers specific observational information on
students or instruction
Example: One teacher can observe students for their understanding of
directions while the other leads
(Friend, et al., 2010)
One Teach, One Assist


One teacher has primary instructional responsibility
One teacher assists students, monitors behaviors, or corrects
assignments
Example: While one teacher has the instructional lead, the person
assisting can be the “voice” for the students when they don’t
understand or are having difficulties
(Friend, et al., 2010)
Station Teaching



Each teacher instructs a group
Groups rotate
Often an independent station is used
Example: One teacher might lead a station where the students’
play a money math game and the other teach could have a mock
store where the students purchase items and make change
(Friend, et al., 2010)
24
Parallel Teaching



Each teacher instructs half the students
Addressing the same instructional material
Presenting the material using the same teaching
strategy
Example: Both teachers are leading a question and answer
discussion on specific current events and the impact they
have on our economy.
Supplemental Teaching (Variation of Parallel Teaching)


One teacher works with students at their expected
grade level
One teacher works with students who need
information retaught, extended, or remediated
(Friend, et al., 2010)
Example: One teacher may work with students who need
reteaching of a concept while the other teacher works with the
rest of the students on enrichment
Alternative Teaching


Two different approaches to teaching the same information
Learning outcomes are the same but the avenue is different
Example: One instructor may lead a group in predicting prior to
reading by looking at the cover of the book and the illustrations.
The other instructor accomplishes the same outcome but the
students predict by connecting the items pulled out of the bag with
the story
(Friend, et al., 2010)
(Friend, et al., 2010)
Team Teaching


Both teachers are actively involved in the lesson. From a
student’s perspective, there is no clearly defined leader
Both teachers share the instruction, are free to interject
information, and available to assist students.
Example: Both instructors can share the reading of a story or text
so that the students are hearing two voices
25
Resources:
Badiali, B. & Titus, N.E. (2010). Co-teaching: Enhancing student learning through mentor-intern
partnerships. School-University Partnerships. 4(2), 74-80.
Friend, M. & Bursuck, W. M. (2011). Including Students with Special Needs: A Practical guide for
Classroom Teachers. Boston: Pearson.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An
illustration of the complexity of collaboration in special education. Journal of Educational and
Psychological Consultation. 20, 9-27.
St. Cloud State University. (2011). Co-teaching strategies & examples. Teacher Quality
Enhancement Center. Retrieved from http://www.stcloudstate.edu/oce/teaching/documents/CoTeachingdefinitionsandexamples.pdf.
St. Cloud State University. (2007). Co-teaching in student teaching. Retrieved from
http://www.stcloudstate.edu/soe/coteaching/updates/documents/CoTeachingNewsletterOct2008.pdf
St. Cloud State University. (2010). Mentoring teacher candidates through co-teaching:
Collaboration that makes a difference. St. Cloud, Minnesota: Teacher Quality Enhancement Center.
Villa, R.A., Thousand, J.S., & Nevin, A.I. (2004). A guide to co-teaching: Practical tips for
facilitating student learning. Thousand Oaks, CA: Corwin Press.
26
Cooperating Teacher Information:
The University Supervisor is required to provide the following cooperating teacher materials to the
Office of Student Field Experiences, BCOE room 2101. Candidates will receive a grade of No Credit,
if all materials from the cooperating teacher are not submitted to the student teaching office.
Student Teaching
Materials
Student Teaching
Observation Form
Student Teacher MidTerm Assessment
Student Teacher
Final Assessment
Cooperating Teacher
Evaluation
Middle Childhood
Final Evaluation
Outstanding
Performance Award
(if applicable)
Who Completes
US
CT
When Due
Mid-Term
Final
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Specific deadline – check
calendar
Note:
Mid-term: CT (2)/US (2) observations
Final: CT (3) /US (3) observations
Collaboratively completed; signed by
CT, US and ST; reviewed with ST
Collaboratively completed; signed by
CT, US and ST; reviewed with ST
Given to University Supervisor in sealed
envelope
Signed by CT and ST; reviewed with ST
Must be completed separately by CT and
US. Only nomination forms submitted
properly and on time will be considered.
We recommend that you make copies of all materials submitted to keep in your file for future
reference.
27
Qualifications and Responsibilities of Cooperating Teachers
Qualifications:
 Certified/licensed in cooperating service field,
 Minimum of 3 years classroom teaching experience including 2 years in the mentoring field
 Meets the federal definition of Highly Qualified teacher in the field for which cooperating
service is being provided,
 Demonstrates the capacity to positively impact student learning,
 Demonstrates the capacity to effectively mentor adults and is an appropriate role model,
 Demonstrates professional practice identified in the Ohio Resident Educator Mentor
Standards, and
 Demonstrates skilled professional practice in the Ohio Standards for the Teaching Profession
Responsibilities:
 becoming thoroughly acquainted with the background of the student teacher using the
Personal and Professional Information Form;
 preparing the class(es) for the student teacher’s arrival (Checklist for Cooperating Teachers)
 creating a positive learning environment in which the candidate can have a feeling of
belonging and becoming a professional;
 acquainting the candidate with the school policies;
 orienting the candidate to the school and the community;
 providing the candidate with instructional materials, personal desks, if possible, access to
student records, audio-visual equipment and other materials;
 acquainting the candidate with the needs of children, the curriculum pattern, and the various
types of plans for instruction used in the school;
 modeling and demonstrating effective teaching techniques which impact student learning;
 weekly meetings with the student teacher to assist with the development of a continuum of
learning;
 providing the candidate with an understanding of the extent of their authority and
responsibilities;
 providing the opportunity for the candidate to co-teach in a lead instructional role, under
guidance, for an appropriate period of time when the candidate is ready;
 review the edTPA with the candidate, assist in selecting an appropriate central focus that fits
into the curriculum, and help to assure the learning segment is taught within the designated
time frame;
 providing frequent encouragement, constructive criticism and recognition of success through
conferences;
 writing observations (at least 5) about the candidate’s progress; collaborate with the
university supervisor to evaluate the candidate’s performance on the Student Teacher MidTerm Assessment and Student Teacher Final Assessment
 providing continuous planning and supervision in the evaluation of pupil growth and
achievement;
 conferring with the University Supervisor(s) about the candidate’s progress and participate in
three way conferences with the candidate and University Supervisor
 assisting with the professionalization of the candidate
28
Mentoring Compensation
YSU provides a mentoring compensation to school districts in return for mentoring student teachers. In
order to provide the mentoring compensation to the district, a Cooperating Teacher Information form needs
to be on file with YSU each semester that the mentoring occurs. The entire form needs fully completed and
returned each semester of the mentoring experience via the university supervisor, student teacher,
cooperating teachers’ meeting or faxed. Incomplete forms will be returned. The form can be accessed on
the student teaching webpage. Toward the end of the student teaching experience, the designated district
administrator will notify YSU of the district preference for the cash honorarium and/or tuition stipend(s).
Questions regarding the mentoring compensation should be directed to your district’s superintendent office.
Cooperating Teacher Information form examples:

Education
Bachelor’s Date:
Degree:
Major:
2000
2005
2011
Master’s
Date:
BS in Ed
BA
BS in Ed
Degree:
Major:
2012
2011
2014

College/Univ.:
Special Education
History
Middle Childhood
(LA/SS)
MA
MS in Ed
MS in Ed
YSU
YSU
YSU
College/Univ.
English
Educ. Admin.
Curriculum/Instruction
YSU
YSU
YSU
Teaching Certificate(s)/Licensure(s)/Endorsements
Type:
State:
Resident Educator
Professional (5yr)
Permanent
Instructional II
Principal
Endorsement
Level /Grade:
OH
OH
OH
PA
OH
OH
Subject/Area:
4-9
K-12
PreK-3
7-12
PK-6
K-12
29
Math/Science
Music
Early Childhood
Social Studies
Principal
Gifted
CHECKLIST FOR THE COOPERATING TEACHER
Your willingness to actively participate in the professional development of a YSU student teacher is greatly appreciated.
We believe this will be an interesting and constructive opportunity for you. We hope the experience will provide an
occasion for professional growth for you also.
The following list of questions and suggestions is a means of getting your student teacher appropriately involved in the
school environment and are meant to help your student teacher become effective in your school community. The list is
representative and is not meant to be inclusive.
Pre-Student Teaching Introduction:
HAVE I:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Read thoroughly the student teacher’s personal information form?
Provided the student teacher with an introduction to the school principal?
Provided a brief tour of immediate instruction areas so the student teacher will know where to “hang a
hat” on the first day of actual scheduled arrival?
Provided the student teacher with appropriate textbooks and reference materials for perusal?
Provided the student teacher with a school handbook so she/he may become familiar with school rules
and regulations?
Provided the student teacher with my phone number in the event that some questions may arise about
which we should communicate?
Provided the student teacher with a thumbnail sketch of myself?
Prepared pupils for the arrival of the student teacher and explanation of his/her role?
Discussed the schedule for the first day at school?
Made plans to attend the cooperating teachers’ meeting at YSU?
First Day of Actual Scheduled Participation:
HAVE I:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Shown the student teacher the rest rooms? Faculty lounge?
Taken the student teacher on a general tour of the entire building? Shown the student teacher the
cafeteria and explained prices, lunch schedule, lunch duties, etc.
Made sure the student teacher understands expected hours of arrival, departure, parking regulations, etc.?
Given the student teacher a copy of daily schedule, map of school, etc.
Acquainted the student teacher with room policies? Explained expected faculty dress regulations?
Made as many faculty introductions as feasible?
Introduced the student teacher to each class? Involved pupils in getting acquainted?
Given the student teacher his/her own desk and chair? Provided space for the student teacher and
materials?
Defined the student teacher’s authority over pupils in school and class?
Explained building policy and procedures for calling in sick? Reminded student teacher to notify
university supervisor?
Scheduled or set aside a regularly planned meeting time each week?
First 3 Weeks:
For the edTPA, HAVE I:
1.
Reviewed the edTPA with the candidate, assisted in selecting an appropriate central focus that fits into
the curriculum, and am aware of the specific week for the teaching of the learning segment.
30
First Week:
HAVE I EXPLAINED:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Fire drill regulations?
Lock down procedures?
Tornado warning procedures?
First aid policies and procedures? Identified those with health problems?
Your grading system and the school’s policy and/or philosophy about grades?
Lesson plan procedures? Tentative teaching schedule discussed with university supervisor?
Attendance and tardy reports, excuses? Duplicating procedures?
Hall passes, library passes, recess duties, etc.
School calendar?
Procedures for signing up for audiovisual/technology equipment?
Inform the student teacher briefly about the local community and community activities if she/he is not
familiar with the immediate area?
*12. Completed and given the Cooperating Teacher Information form to the university supervisor?
Second Week and Thereafter – Evaluation of Your Student Teacher:
HAVE I:
1.
2.
3.
4.
5.
6.
7.
8.
Insured the student teacher of school’s interest in him/her as an individual and encouraged him/her to use
and develop own ideas and techniques and not to imitate me?
Provided the student teacher with adequate conference time?
Permitted the student teacher to select own learning experiences to a certain degree?
Let the student teacher use his/her own judgment on pupil evaluation?
Invited the student teacher to participate in professional groups on local, state, and national levels – when
feasible?
Given the student teacher enough constructive criticism, as well as praise? Documented?
Given the student teacher adequate opportunity to formulate own testing ideas?
Helped to assure the edTPA learning segment is taught within the designated time frame?
EVALUATION:
1.
2.
3.
4.
5.
6.
7.
By the end of the 4th and 7th week, have I conducted an informal observation using the observation form?
Have a conference and give the student teacher an opportunity to dialogue about the session that was
observed? Provided copy of observation form?
By the end of the 7th week, is a meeting scheduled with the university supervisor to collaboratively
complete the Student Teacher Mid-term Assessment?
By the end of the 8th week, the mid-term evaluation is completed and discussed with the student teacher?
By the end of the 10th, 12th and 14th week, have I conducted an informal observation using the observation
form? Have a conference and give the student teacher an opportunity to dialogue about the session that
was observed? Provided copy of observation form?
By the end of the 12th week, is a meeting scheduled with the university supervisor to collaboratively
complete the Student Teacher Final Assessment and Endorsement?
By the end of the 15th week, the final evaluation is completed with the university supervisor.
By the end of the 16th week, the Student Teacher Final Assessment and Endorsement is discussed and a
copy is provided to the student teacher.
Last Two Weeks:
HAVE I:
1.
2.
3.
Made sure the student teacher has graded/returned all papers to students and teacher?
Helped the student teacher bring closure to any reports, grade book, and assignments?
Gradually taken the lead instructional role at the end of a unit of instruction.
31
University Supervisor Information:
The University Supervisor is required to provide the following materials to the Office of Student Field
Experiences, BCOE room 2101 and place respective materials on TaskStream.
Student Teaching
Materials
Student Teacher
Self Assessment
Tool
Weekly Progress
Log
Student Teaching
Observation Form
Student Teacher
Mid-Term
Assessment
Student Teacher
Final Assessment
Cooperating
Teacher Evaluation
University
Supervisor
Evaluation
Middle Childhood
Final Evaluation
SS, Science, Foreign
Lang. supervisors
Outstanding
Performance Award
(if applicable)
Who Completes
US/
US CT
ST
CT
When Due
MidFinal
Term
TaskStream
Y
N
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Specific
deadline –
check calendar
x
x
Note:
Signed by US and ST; reviewed with
ST at orientation and 5/6th week
Midterm: (6) Weekly Progress Logs
Final: (8) Weekly Progress Logs
Mid-term: CT (2)/US (2) observations
Final: CT (3) /US (3) observations
Collaboratively completed; signed by
CT, US and ST; reviewed with ST
Collaboratively completed; signed by
CT, US and ST; reviewed with ST
Given to University Supervisor in
sealed envelope
On TaskStream
Signed by CT and ST; reviewed with
ST
Respective forms in ST folder
received beginning semester
Must be completed separately by CT
and US. Only nomination forms
submitted properly and on time will be
considered
We recommend that you make copies of all materials submitted to keep in your file for future
reference.
32
Qualifications and Responsibilities of University Supervisors
Qualifications (minimum):
 Master’s degree in K-12 teaching field,
 Certified/licensed in K-12 teaching field in which supervision occurs,
 Minimum of 3 years classroom teaching experience
 Demonstrates understanding of and involvement with diversity
 Demonstrates and/or maintains effective instructional skills and pedagogical content knowledge,
including the ability to differentiate instruction
 Demonstrates the ability to use assessment data to monitor student learning and provide feedback
 Demonstrates the capacity to effectively mentor adults
 Demonstrates professional practice identified in the Ohio Resident Educator Mentor Standards
Responsibilities:
The University Supervisors assume responsibility for the supervision of activities of teacher
candidates. They work as liaison persons between the Office of Student Field Experiences and public
school personnel to provide realistic, relevant teaching experiences for student teaching candidates.
The important role of the University Supervisors can be classified into three categories and their
responsibilities include:
Working with public personnel to:
a. serve as a resource person to the cooperating teacher;
b. be available to cooperating personnel assisting and advising them concerning problems involving
candidates in the student teaching setting;
c. visit the cooperating teachers and administrators to discuss the progress of the student teaching
candidate (A minimum of eight (8) visits is required over a sixteen week period, however, the
length and number of visitations should be based upon the needs of both the student teaching
candidate and the cooperating teachers);
Assisting the student teaching candidate by:
a. participating in the orientation meetings with student teaching candidates to acquaint them with
their responsibilities;
b. providing feedback to the cooperating teachers and the student teaching candidate concerning the
candidate’s competencies;
c. observing and conferencing with the student teaching candidate periodically to insure satisfactory
progress on the part of the candidate and to effectively collaborate with the cooperating teachers
in the evaluation process;
d. assisting in the improvement of the student teaching candidate’s instructional skills through
observation, analysis and suggestions;
e. providing multi-faceted experiences during the semester to enhance and promote the transition
from student teaching candidate to classroom teacher;
f. reviewing the edTPA with the candidate and helping to assure the learning segment is taught
within the designated time frame;
Providing administrative responsibilities by:
a. recommending assignments for student teaching candidates and providing descriptive
information about the adequacy of the field site;
b. participating with other university supervisors in the study and improvement of the student
teaching experience;
c. reporting critical changes in the normal operation of the student teaching experience;
d. meeting deadlines on required submissions, following the observation schedule, coordinating
meetings with the cooperating teacher and/or student teaching candidate, follow through with
preset communication and meetings, exhaust all avenues of communication before expecting the
university to be involved.
33
UNIVERSITY SUPERVISOR GUIDELINES
When meeting with your student teacher(s) at the orientation meeting:
 Make sure you are clarifying for them your expectations
How and when do you want contacted
Discuss with the student teacher professionalism
Discuss dress code
Discuss the lesson plan binder requirement

Discuss the materials on the website
Review the lesson plan description and the formats
How and when is the student teacher to submit lesson plans and weekly progress logs
Discuss process for absences

Discuss and collect the Student Teacher Self Assessment Tool
Discuss the evaluation process
Explain the evaluation forms
Explain the evaluation schedule
During the student teaching experience, remember to:
 Communicate, communicate, communicate
 Contact the Administrator of Student Field Experiences when you are unsure of a situation
 Contact the Administrator of Student Field Experiences with concerns about the student teaching
placement, student teaching experience, cooperating teacher, and/or student teacher
 Provide the cooperating teacher with necessary information and help him/her to meet deadlines
 Review the Guidelines for Student Teaching handbook with the cooperating teacher.
 Set up a written tentative schedule for the student teacher taking responsibility in the classroom
 Provide constructive feedback to the student teacher
 Be flexible with school schedules and do not expect more in a district than what is required
 Know what is happening in the classroom from the cooperating teacher’s and student teacher’s point of
view
 Review the edTPA with the candidate, assist in selecting an appropriate central focus that fits into the
curriculum (if needed), and help to assure the learning segment is taught within the designated time frame;
 Recognize the importance of the Outstanding Performance Award – discuss the opportunity for
nomination within the parameters of the award (classroom, school, and community)
 Submit all materials on time to the Student Teaching Office and on TaskStream
University Supervisors are expected to:
 Collect and submit the Student Teacher Responsibilities and Requirements ‘waiver’ at orientation
 Collect and submit the Cooperating Teacher Information form to the office ASAP
 Complete a conference with the student teacher reviewing the Student Teacher Self Assessment
 Weekly collect and read the student’s lesson plans and provide weekly feedback to the student
 Collect the Weekly Progress Log to monitor student teacher progress and discuss concerns
 Observe the student teacher at least twice before the mid-term and three times after the midterm
 Collaborate with the Cooperating Teacher to complete the midterm and final assessment
 Input the midterm and final assessment on TaskStream prior to submitting to the office
 Collect and submit ALL materials from the Student Teacher and Cooperating Teacher at the midterm and
final.
 When submitting materials to the Student Teaching Office, obtain your folder, indicate what you are
submitting and what will be submitted soon, sign the form then file the student teacher’s materials in the
student’s folder in the file cabinet.
 Review the edTPA with the candidate, assist in selecting an appropriate central focus that fits into the
curriculum, and help to assure the learning segment is taught within the designated time frame.
34
Evaluation Information:
Evaluation Materials
Student Teacher Self Assessment Tool
Weekly Progress Log
Student Teaching Observation Form
Student Teacher Mid-Term Assessment
Student Teacher Final Assessment
Cooperating Teacher Evaluation
University Supervisor Evaluation
Middle Childhood Final Evaluation
SS, Science, Foreign Lang. supervisors
US
Who Completes
CT US/CT
ST
x
x
x
x
x
x
x
x
x
When Due
Mid-Term
Final
x
x
x
x
x
x
x
x
x
x
x
x
NOTE:
In accordance with FERPA regulations, the Beeghly College of Education requires
the student teacher candidate to provide the cooperating teacher and university
supervisor the Student Teaching Authorization and Waiver form by the end of
the student teaching experience.
35
Description of EVALUATION FORMS

Student Teacher Self-Assessment Tool:
The tool is intended as a self-assessment of the candidate’s skills on each element of the Ohio
standards that will be shared confidentially with the university supervisor to guide the mentoring
process. The tool is completed by the student teacher candidate and submitted to the University
Supervisor at orientation and then reviewed and revised after the second observation. The student
teacher will also complete the tool at the end of the experience on TaskStream.

Weekly Progress Log:
This form is completed by the student teacher candidate and submitted weekly to the university
supervisor. The log is intended as a reflective tool for the candidate and provides information to the
university supervisor on the candidate’s progress and the weekly cooperating teacher meetings.

Student Teaching Observation Form:
This form is utilized when observing a lesson to assist in discussing the nature of the lesson and
recommendation for improvement. Observe the lesson from a standards viewpoint and indicated
practices that should continue and the practices that need to be worked on. This form will be
utilized for five (5) observations. The student teacher candidate is to receive a copy of each
observation form at the time the cooperating teacher and/or university supervisor discuss the lesson
with the student.

Student Teacher Mid-term Assessment:
This assessment is completed at the midpoint of the 16 week student teaching experience
collaboratively by the University Supervisor and Cooperating Teacher and discussed with the
student teacher candidate. The form is utilized as information to let the candidate know how
he/she is progressing within the standard and space is provided for clarification and/or comments.
Student teacher candidates experiencing difficulty or score less than a two (2) for a standard(s),
will need to be brought to the attention of the Administrator of Student Field Experiences. A
performance review or professional development plan may need to be formulated. The Assessment
is submitted to the Administrator of Student Field Experiences, by the University Supervisor, by
the specified mid-term date. NOTE: It is possible for a candidate to have a good midterm
evaluation, but then not pass student teaching.

Student Teacher Final Assessment and Endorsement:
This assessment is completed at the final point of the student teaching experience collaboratively
by the University Supervisor and Cooperating Teacher and discussed with the student teacher
candidate. The candidate is provided a copy. The form is utilized as information to let the student
teacher candidate know how he/she performed on each element of the Ohio standards. The
Assessment is submitted to the Administrator of Student Field Experiences, by the University
Supervisor, by the specified mid-term and finals’ week date.
o Middle Childhood Final Evaluation:
The cooperating teacher will receive and evaluate the student teacher candidate on a Middle
Childhood national standards form also.
o
Foreign Language, Social Studies, and Science (AYA student teachers only):
University Supervisors complete the respective content forms. The forms are in the student
teacher’s folder received by the university supervisor at the beginning of the semester.
36
Student Teaching Evaluation Criteria
The evaluation of teaching has shifted from teacher performance to reflecting on how instruction
impacts student learning. This same emphasis will be used in evaluating teacher candidates. The
evaluation procedures and evaluation materials for student teaching are grounded in the Ohio
Standards for the Teaching Profession (OSTP) and the BCOE Conceptual Framework. The seven
(7) Ohio Standards are categorized according to the following three areas: The Focus of Teaching
and Learning, The Conditions for Teaching and Learning, and Teaching as a Profession. The
Standard(s), within each area, has Elements which are “statements of what educators should know,
think and do to be effective (ODE, 2008). The Elements are used as exit competencies for student
teachers and typify the paradigm “Reflection in Action” which includes skills identified to be
exhibited by the skilled teacher candidate. Teacher candidates must have an average score of a 2 in
each OSTP standard and BCOE disposition and be endorsed by the cooperating teacher and
university supervisor on the final assessment to receive credit in student teaching.
Ohio Standards for the Teaching Profession
The Focus of Teaching and Learning
BCOE Conceptual Framework
Standard 1: Students
R3: Reflective practice is Fair (B,C)
R4: Reflective practice is Logical (B)
R5: Reflective practice is Effective (A)
Teachers understand student learning and development
and respect the diversity of the students they teach.
Standard 2: Content
R2: Reflective practice is Ethical (B)
R4: Reflective practice is Logical (A)
R5: Reflective practice is Effective (A,B)
Teachers know and understand the content area for
which they have instructional responsibility.
Standard 3: Assessment
Teachers understand and use varied assessments to
inform instruction, evaluate and ensure student
learning
R1: Reflective practice is Reasoned (B,C)
R3: Reflective practice is Fair (A,D)
R1:
R2:
R3:
R5:
R7:
Standard 4: Instruction
Teachers plan and deliver effective instruction that
advances the learning of each individual student.
Reflective practice is Reasoned (A)
Reflective practice is Ethical (B)
Reflective practice is Fair (C)
Reflective practice is Effective (A)
Reflective practice is Technical (A)
The Conditions for Teaching and Learning
Standard 5: Learning Environment
R1: Reflective practice is Reasoned (C)
R3: Reflective practice is Fair (B,C)
R5: Reflective practice is Effective (A)
Teachers create learning environments that promote
high levels of learning and achievement for all
students.
Teaching as a Profession
Standard 6: Collaboration and Communication
R3: Reflective practice is Fair (A,D)
R6: Reflective practice is Critical (B)
Teachers collaborate and communicate with students,
parents, other educators, administrators and the
community to support student learning
Standard 7: Professional Responsibility and Growth
Teachers assume responsibility for professional
growth, performance and involvement as individuals
and as members of a learning community.
R2: Reflective practice is Ethical (A,C)
R6: Reflective practice is Critical(A,B)
37
Dispositions
Dispositions are values, commitments and professional ethics of candidates in the Beeghly College
of Education (BCOE) professional preparation programs. These candidate behaviors are critical to
the development of students, families, colleagues, and communities that affect student learning.
Candidate behaviors impact student motivation and development, and the candidate’s own
professional growth. Dispositions are commonly reflected in candidate beliefs, attitudes, or
behaviors related to values such as caring, fairness, honesty, responsibility, and social justice
(NCATE, 2001, p.53).
The BCOE teacher preparation programs seek to produce candidates who are Collaborative,
Inclusive, Professional, Fair, and Believe All Students Can Learn. Specific criteria are used as exit
competencies for teacher candidates and typify the paradigm “Reflection in Action”. Teacher
candidates must have an average score of a 2 in each OSTP standard and BCOE disposition and be
endorsed by the cooperating teacher and university supervisor on the final assessment to receive
credit in student teaching.
Criteria for Assessment of Teacher Candidate’s Dispositions
1. Creating Fairness in the Classroom
 The candidate conveys the attitude that all students are important.
 The candidate consistently shows support for individual students based on their needs.
 The candidate acts as a positive role model by establishing a climate of courtesy and respect.
2. Maintaining an Inclusive Environment that is Safe and Conducive to Learning
 The candidate recognizes a physically and emotionally safe environment.
 The candidate maintains a conducive learning environment for all students.
 The candidate utilizes and varies the physical environment to meet individual needs and
enhance student learning.
3. Demonstrating the Belief All Students Can Learn
 The candidate demonstrates through instructional preparation the belief all students can
learn.
 The candidate exhibits while teaching the belief all students can learn.
 The candidate demonstrates through classroom procedures the belief all students can learn.
4. Fostering Collaborative Relationships to Support Student Learning and Well-being
 The candidate requests professional assistance from appropriate sources.
 The candidate establishes and maintains rapport with cooperating teacher and communicates
and collaborates with other school staff.
 The candidate maintains oral and/or written communication with parents.
 The candidate attends school functions.
5. Exhibiting Professional Skills
 The candidate follows the professional ethics and codes of professional conduct for teachers.
 The candidate complies with school policies and procedures, demonstrates punctuality,
maintains appropriate appearance, and performs assigned professional duties.
 The candidate demonstrates a professional demeanor in all written and oral communications.
38
Scoring Criteria
Student Teacher Mid-Term Assessment:
The University Supervisor and Cooperating Teacher, collaboratively, evaluate the student teacher
candidate’s growth within the OSTP standard and BCOE disposition at the midpoint of the
experience using the following criteria.
Ineffective:
A teacher candidate whose performance shows evidence of little or no knowledge
and skills of the standard, requires much assistance form others, and needs to be on
an improvement plan.
Emerging:
A teacher candidate whose performance shows some evidence of gaining some
knowledge and/or skills of the standard with few deficiencies and indicates the
candidate relies on others for some assistance.
Developing:
A teacher candidate whose performance shows considerable evidence of attaining
the knowledge and skills of the standard without noticeable deficiencies and
indicates the candidate is progressively becoming self-directed.
Competent:
A teacher candidate, whose performance shows evidence of making decisions that
work well in the classroom, applying the knowledge and skills of the standard
independently and indicates the candidate applies what he/she knows about the
standard to daily practice.
Student Teacher Final Assessment and Endorsement:
The University Supervisor and Cooperating Teacher, collaboratively, evaluate the student teacher
candidate’s performance within each element of the OSTP standard and BCOE disposition at the
end of the experience using the following criteria.
Ineffective:
A teacher candidate whose performance consistently fails to demonstrate minimum
competency of the element, has shown little or no improvement over time, requires
constant assistance, and needs to gain further experience in the classroom for this
element on an improvement plan.
Developing:
A teacher candidate whose performance demonstrates some competency of the
element and indicates the candidate is making progress and growing with support.
Competent:
a teacher candidate, whose performance consistently meets expectations,
demonstrates competency of most of or the entire element, has impacted student
learning and indicates the candidate is capable and requires little support for growth
to occur.
Skilled:
A teacher candidate whose performance exceeds expectations, competently
demonstrates the entire element, has significantly impacted student learning and
indicates the candidate is proficient, requires no assistance for growth to occur and
strives to contribute to the school and community.
39
Effective 2014-2015 academic year, all Ohio teachers will be evaluated on these standards under the Ohio Teacher Evaluation System, OTES. All
BCOE pre-clinical and student teaching experiences utilize these standards to evaluate candidates. For student teaching, the elements within each
OSTP standard are used as exit competencies.
Ohio Standards for the Teaching Profession
1
Teachers understand student learning and
development and respect the diversity of the
students they teach.
• Teachers display knowledge of how students learn and
of the developmental characteristics of age groups.
• Teachers understand what students know and are
able to do and use this knowledge to meet the
needs of all students.
• Teachers expect that all students will achieve to
their full potential.
• Teachers model respect for students’ diverse
cultures, language skills and experiences.
• Teachers recognize characteristics of gifted
students, students with disabilities and at-risk
students in order to assist in appropriate
identification, instruction and intervention.
of diagnostic, formative and summative
assessments.
• Teachers analyze data to monitor student
progress and learning, and to plan, differentiate
and modify instruction.
• Teachers collaborate and communicate student
progress with students, parents and colleagues.
• Teachers involve learners in self-assessment and
goal setting to address gaps between performance
and potential.
4
Teachers plan and deliver effective instruction
for which they have instructional responsibility.
• Teachers know the content they teach and use
their knowledge of content-area concepts,
assumptions and skills to plan instruction.
• Teachers understand and use content-specific
instructional strategies to effectively teach the
central concepts and skills of the discipline.
• Teachers understand school and district
curriculum priorities and the Common Core and/or
Ohio academic content standards.
• Teachers understand the relationship of
knowledge within the discipline to other
content areas.
• Teachers connect content to relevant life
experiences and career opportunities.
that advances the learning of each individual student.
• Teachers align their instructional goals and
activities with school and district priorities and
Ohio’s academic content standards.
• Teachers use information about students’ learning
and performance to plan and deliver instruction
that will close the achievement gap.
• Teachers communicate clear learning goals
and explicitly link learning activities to those
defined goals.
• Teachers apply knowledge of how students think
and learn to instructional design and delivery.
• Teachers differentiate instruction to support the
learning needs of all students, including students
identified as gifted, students with disabilities and
at-risk students.
• Teachers create and select activities that are
designed to help students develop as independent
learners and complex problem-solvers.
• Teachers use resources effectively, including
technology, to enhance student learning.
3
5
2
Teachers know and understand the content area
Teachers understand and use varied assessments
to inform instruction, evaluate and ensure
student learning.
• Teachers are knowledgeable about assessment
types, their purposes and the data they generate.
• Teachers select, develop and use a variety
Teachers create learning environments that
promote high levels of learning and achievement
for all students.
• Teachers treat all students fairly and establish
an environment that is respectful, supportive and caring.
40
• Teachers create an environment that is physically
and emotionally safe.
• Teachers motivate students to work productively
and assume responsibility for their own learning.
• Teachers create learning situations in which
students work independently, collaboratively
and/or as a whole class.
• Teachers maintain an environment that is
conducive to learning for all students.
6
Teachers collaborate and communicate with
students, parents, other educators, administrators
and the community to support student learning.
• Teachers communicate clearly and effectively.
• Teachers share responsibility with parents and
caregivers to support student learning, emotional
and physical development and mental health.
• Teachers collaborate effectively with other
teachers, administrators and school and
district staff.
• Teachers collaborate effectively with the local
community and community agencies, when
and where appropriate, to promote a positive
environment for student learning.
7
Teachers assume responsibility for professional
growth, performance and involvement as
an individual and as a member of a learning
community.
• Teachers understand, uphold and follow
professional ethics, policies and legal codes of
professional conduct.
• Teachers take responsibility for engaging in
continuous, purposeful professional development.
• Teachers are agents of change who seek
opportunities to positively impact
teaching quality, school improvements and
student achievement
Ohio Standards for the Teaching Profession
Examples of Evidence
In order to provide accurate and consistent scoring of teacher candidates’ performance on each element of an OSTP
standard, university supervisors and cooperating teachers are to collaboratively discuss and review evidence for
each element of an OSTP standard. Provided are descriptions of what evidence for the element may include or look
like. If evidence is not able to be identified, ask the teacher candidate to show and/or explain what he/she is doing
to demonstrate … (the element).
Note: The descriptors for the elements are not all inclusive as each student teaching placement has its own unique
circumstances.
The Focus of Teaching and Learning
Standard 1: Students
Does the candidate understand student learning and development and respect the diversity of the students he/she
teach?
Overview: The standard asks candidates to focus attention on students’ diverse cultures, language skills, experiences and
special student populations in the learning environment within the developmental characteristics of the age group. The
candidate models respect and meets the needs of all students for them to achieve to their full potential.
1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
- explains how lesson relates to student backgrounds;
- explains how instructional strategies and techniques are varied to reflect student backgrounds;
- identifies age and developmentally appropriate materials and activities;
- makes instructional and assessment provisions for multiple learning styles
- utilizes academic profiles /state testing records
1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
- identifies prior knowledge through varied assessments and uses information to plan instruction
- aligns teaching methods, learning activities and instructional materials with lesson content
- connects instruction to students’ needs, interests and prior knowledge;
- determines appropriate learning activities for students’ ages, abilities and learning styles
- varies grouping of students for instruction and learning activities
- utilizes student profiles, anecdotal records, informal assessments, learning style inventories, etc.
1.3 Teachers expect that all students will achieve to their full potential.
- provides rich learning opportunities
- persistent in helping all students learn
- makes provisions for all learning styles
- students are prepared for assessment
- makes every student a part of the learning process
- provides feedback to students
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences
- demonstrates understanding student backgrounds
- good rapport with students, is fair with all interactions
- displays respect for all students
- interactions to develop support for each other
- recognizes all student responses
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at risk students in order to assist
in appropriate identification, instruction and intervention.
- knows background of students
- teaching methods, learning activities and instructional materials aligned with lesson
- extends students’ thinking
- differentiates for individual student needs
- reviews student records
- persistent in helping all students learn
41
Standard 2: Content
Does the candidate know and understand the content area for which she/he has instructional responsibility?
Overview: The standard asks candidates to focus attention on knowledge of content, content-specific instructional
strategies, school and district curriculum priorities, and the Common Core and/or Ohio academic content standards. The
candidate connects content to other content areas, relevant life experiences and career opportunities.
2.1 Teachers know the content they teach and use their knowledge of content-specific concepts, assumptions and skills to
plan instruction.
- communicates clearly stated learning goals to students
- aligns teaching methods, learning activities and instructional materials with lesson content
- explanation of why activities/materials are meaningful and relevant
- incorporates appropriate examples and content in plans
2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and
skills of the discipline.
- provides clear learning goals and procedures to students
- provides comprehensible content to students
- asks appropriate questions at critical points
- monitors comprehension to ensure learning
- uses correct and appropriate language and vocabulary
- uses student centered activities
- presents appropriate examples and content
2.3 Teachers understand school and district curriculum priorities and the Common Core and/or Ohio academic content
standards.
- makes connections to previous, current and future content
- demonstrates an understanding of continuum of instruction within lesson plans
- aligns content and goals with appropriate Ohio academic content standards
2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.
- ensures content is meaningful, relevant and applicable to students
- connects content to previous, current and future content
- connects content to other content areas
2.5 Teachers connect content to relevant life experiences and career opportunities.
- utilizes knowledge of students’ backgrounds and interests
- ensures content is meaningful, relevant and applicable to students
- presents specific and relevant real world applications
Standard 3: Assessment
Does the candidate understand and use varied assessments to inform instruction, evaluate and ensure student
learning?
Overview: The standard asks candidates to their focus attention on different types of assessment in order to monitor
student progress and learning and to plan differentiate and modify instruction. The candidate collaborates and
communicates student progress to respective individuals and involves learners in self assessment and goal setting.
3.1 Teachers are knowledgeable about assessment types, their purposes and the data they generate.
- clearly explains what types of assessment are appropriate for a given situation
- clearly states assessment criteria
- selects/develops appropriate assessments for given situation
- demonstrates knowledge of characteristics , uses and limitations of assessment
3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments.
- administers pre-assessment and uses results to inform instruction
- modifies instruction based on assessment results
- varies assessments
- assessments are formative and summative
- assessments evaluate both process and product
42
-
states assessment procedures
states levels of/toward mastery
designs/selects valid assessments
embeds assessments in the instructional process
lists/justifying of time for assessments
provides appropriate accommodations for special needs learners during assessment
evaluates using paper/pencil tests and oral discussion
uses a variety of evidence over time to evaluate students
aligns assessments with curriculum and instruction
utilizes assessments directly related to learning targets
3.3 Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.
- modifies and/or differentiates instruction based on assessment data
- states strengths and needs of students based on data
- maintains accurate assessment data (scores, grades, attendance)
- shows understanding of data included in school records
- monitors data for the purpose of adjusting instruction
- reflects on appropriateness of learning goals
- monitors progress toward achievement stated learning goals and content standards
- maintains systematic record of student progress
3.4 Teachers collaborate and communicate student progress with students, parents and colleagues.
- analyzes and discusses student records, relates to instruction
- discusses educational concerns with respective individual(s)
- communicates with care givers and other appropriate staff
- calls or sends notes regarding student progress
- provides timely feedback of progress to students
- maintains confidentiality
- implements strategies to improve student learning
- responds appropriately to new ideas and suggestions regarding assessment
- exhibits good listening skills
- asks students for input regarding their mastery of content
3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.
- has students take an active role in assessment (student-developed portfolios/journals/progress charts)
- asks questions at critical points
- extends student thinking through questioning strategies and learning activities
- makes every student feel a part of the learning process
- provides quality feedback to students
Standard 4: Instruction
Does the candidate plan and deliver effective instruction that advances the learning of each individual student?
OVERVIEW: This standard asks candidates to focus their attention on effective instruction by taking into account the
diversity of students within their classroom including; culture, gender, development, strengths, learning styles, interests
and ability levels. The candidate then uses appropriate resources to plan active and engaging learning experiences that
are aligned with content and district standards in order to support each student as a successful, independent learner and
complex problem solver.
4.1 Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content
standards.
- Stated alignments of learning goals with content and district expectations
- alignments to standards make sense
- aligns teaching methods, learning activities and instructional materials with lesson
4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the
achievement gap.
- uses contextual factors to plan learning goals
- articulates how pre-assessment data is used to plan instruction
- articulates what within the lesson plan meets the needs of students, including adjustment of student instruction
43
-
plans strategies designed to enable all student to achieve
makes provisions for learning styles
makes provisions to meet with students who require further clarification
4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.
- states goals in lesson plan that identifies what the students will know or do;
- states challenging expectations in lessons
- states learning goals and procedures which are clear to students
- reinforces learning goals through activities and materials
4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.
- relates background information to lesson
- identifies research-based strategies to benefit students’ learning, including methods chosen for each lesson
- content is comprehensible to students
- sequences instructional strategies
4.5 Teachers differentiate instruction to support the learning needs of all students; including students identified as gifted,
students with disabilities and at risk students.
- plans identify learning opportunities that recognize and address variation in learning styles and performance
modes
- varies instructional strategies that relate to needs of students
- teaching methods, learning activities and instructional materials are aligned with lesson
- content is comprehensible to students
- differentiates for remediation, reinforcement and/or acceleration
4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex
problem-solvers.
- plans speak to individual needs and use instructional strategies conducive to learning including questions,
problem solving, and critical thinking
- provides challenging learning experiences through lesson procedures
- logically presents ideas and concepts
4.7 Teachers use resources effectively, including technology, to enhance student learning.
- uses wide variety of materials and resources-computers, audio visual, local experts, varieties of literature,
hands-on materials, etc.
- utilizes materials and resources to support instructional goals and meet students’ needs
The Conditions for Teaching and Learning
Standard 5: Learning Environment
Does the candidate create learning environments that promote high levels of learning and achievement for all
students?
OVERVIEW: This standard asks candidates to focus their attention on creating and maintaining a conducive, physically
and emotionally safe learning environment for all students. The candidate treats all students fairly and creates learning
situations for students to work productively and assume responsibility for their learning independently, collaboratively
and/or as a whole class.
5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
- maintains a climate of courtesy and respect
- shows care and respect in interactions with all students
- models respectful interactions
- uses strategies which promote positive interactions among students
- provides positive and growth feedback comments
- allows student to have input
- conveys attitude all students are important
- consistently shows support for student based on needs
- is a positive role model
- makes provisions to meet with students who require further clarification
- recognizes all student responses
44
5.2 Teachers create an environment that is physically and emotionally safe.
- uses effective classroom management strategies
- develops skills, methods and approaches to defuse negative behavior
- creates learning environment that accommodates all students
- is a positive role model
- provides creative activities to enhance self-worth
- interacts appropriately with students
5.3 Teachers motivate students to work productively and assume responsibility for their own learning
- demonstrates enthusiasm for content
- provides a content rich learning environment with creative lessons
- allows students to come up with different interpretations
- teaches critical thinking skills to students
- holds students responsible for participation and task completion
- assigns purposeful independent work
5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
- creates content rich learning environment which provides opportunity for all students to learn in a variety of
settings
- teaches critical thinking skills to students
- develops a problem solving model
- creates student centered activities
- uses student input to create lessons;
- allows students to come up with different interpretations
5.5 Teachers maintain an environment that is conducive to learning for all students.
- maintains purposeful learning with assignments, activities, materials and supplies ready when students arrive
- provides efficient transitions between learning activities
- effectively uses instructional time
- applies rules fairly and consistently
- keeps processing skills in motion
- maintains a brisk pace
- maximizes time on task
- develops alternative methods of gaining students’ attention
Teaching as a Profession
Standard 6: Collaboration and Communication
Does the candidate collaborate and communicate effectively with colleagues, administrators, parents and the
community to support student learning?
OVERVIEW: This standard asks candidates to focus their attention on clear, effective communication to students,
parents and caregivers to support student learning. The candidate effectively collaborates with teachers, administrators,
school and district staff, and the community to promote a positive student learning environment.
6.1 Teachers communicate clearly and effectively.
- provides timely written feedback
- comments appropriately to students
- writes clear lesson plans
- provides clear and grammatically correct oral directions
- states clear learning goals
- states challenging expectations,
- communicates clear learning goals and procedures to students
6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical
development and mental health.
- communicates with parents: email, written notes home, phone call, parent conferences and newsletters
- complies with school policies and procedures with all communications
- maintains a parent communication log
- maintains appropriate confidentiality in all communications
- replies in a timely manner to parents
45
-
demonstrates respect for confidentiality
6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
- seeks appropriate professional assistance
- discusses educational concerns
- attends school events
- complies with school policies and procedures when communicating with other professionals
- consults with and learns from colleagues
- demonstrates respect for confidentiality
- open to new ideas
- actively listens
6.4
-
Teachers collaborate effectively with the local community and community agencies, when and where
appropriate, to promote a positive environment for student learning.
follows district policies or demonstrates knowledge of policies and laws regarding instructional support
teams and referral to special education for students with exceptionalities
considers student/family background when inviting speakers from the community
plans for life skill activities which involve community membership
identifies when and how to access appropriate services and implement referrals
Standard 7: Professional Responsibility and Growth
Does the candidate assume responsibility for professional performance and development?
OVERVIEW: This standard asks candidates to focus their attention on upholding and following professional ethics,
policies and conduct. The candidate works to change and impact teaching quality, school improvements and student
achievement through continuous, purposeful professional development.
7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional
conduct.
- reviews Code of Professional Conduct for OH Educators
- complies with school policies and procedures
- maintains accurate district records
- employs student records
- acts as a positive role model
- makes every student feel a part of the learning process
- demonstrates high standards of integrity, honesty and fairness
- reads student teaching handbook
- punctual/performs assigned duties/tasks
- appropriate dress and grooming
7.2 Teachers take responsibility for engaging in continuous, purposeful professional development.
- attends school board meetings, faculty meetings, in-services, workshops
- is a member of a national, state, and/or local professional organization
- subscribes to a professional journal
- is current with and effectively uses technology
- demonstrates growth in improvement plan area(s)
- weekly conferencing with cooperating teacher
7.3 Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements
and student achievement.
- participates in team and departmental meeting
- participates in conference presentations
- attends professional organization meeting/conferences
(Developed by BCOE faculty and staff, July 2010)
46
Ohio Standards for the Teaching Profession
Overview: Sources and Examples of Evidence
The following will assist you in locating sources and examples of evidence for each element.
The Focus of Teaching and Learning
Standard 1: Students
Does the candidate understand student learning and development and
respect the diversity of the students he/she teach?
1.1 Teachers display knowledge of how students learn and of the
developmental characteristics of age groups.
Sources of Evidence
Examples of Evidence
Lesson Plans
Explains how lesson relates to student backgrounds; explains
how strategies and techniques are varied to reflect student
backgrounds; identifies age and developmentally appropriate
materials and activities; makes provisions for multiple learning
styles
Identifies prior knowledge and uses information to plan
instruction; teaching methods, learning activities and
instructional materials aligned with lesson; instruction connected
to students’ needs, interests and prior knowledge; learning
activities appropriate for students’ ages, abilities and learning
styles
Provides rich learning opportunities; persistent in helping all
students learn; makes provisions for all learning styles; students
are prepared for assessment; makes every student a part of the
learning process; provides feedback to students
Demonstrates understanding student backgrounds; good rapport
with students, is fair with all interactions; displays respect for all
students; interactions to develop support for each other;
recognizes all student responses
Knows background of students; teaching methods, learning
activities and instructional materials aligned with lesson; extends
students’ thinking; differentiates for individual student needs;
reviews student records; persistent in helping all students learn
1.2
Teachers understand what students know and are able to do
and use this knowledge to meet the needs of all students.
Observation
Lesson Plans
Conferencing
1.3
Teachers expect that all students will achieve to their full potential.
Observation
Lesson Plans
1.4
Teachers model respect for students’ diverse cultures, language
skills and experiences
Observation
Lesson Plans
1.5
Teachers recognize characteristics of gifted
students, students with disabilities and at risk students in
order to assist in appropriate identification, instruction and
intervention
Lesson Plans
Conferencing
Standard 2: Content
Does the candidate know and understand the content area for which
she/he has instructional responsibility?
2.1 Teachers know the content they teach and use their knowledge of
content-specific concepts, assumptions and skills to plan
instruction
2.2 Teachers understand and use content-specific instructional
strategies to effectively teach the central concepts and skills
of the discipline.
Sources of Evidence
Examples of Evidence
Lesson Plans
Clear stated learning goals; teaching methods, learning activities
and instructional materials aligned with lesson; explanation of
why activities/materials are meaningful
Learning goals and procedures clear to students; content
comprehensible to students; asks questions at critical points;
monitors comprehension and adjusts learning; uses correct
language and vocabulary; uses student centered activities
Observation
Lesson Plans
Conferencing
47
2.3
2.4
2.5
Teachers understand school and district curriculum priorities and
the Common Core and/or Ohio academic content standards.
Teachers understand the relationship of knowledge within the
discipline to other content areas.
Teachers connect content to relevant life experiences and
career opportunities.
Lesson Plans
Observation
Lesson Plans
Conferencing
Observation
Lesson Plans
Conferencing
Connections to previous, current and future content; lesson plans
demonstrate understanding of continuum of instruction
Content meaningful, relevant and applicable to students;
connects content to other content areas
Real world applications included
Standard 3: Assessment
Does the candidate understand and use varied assessments to inform
instruction, evaluate and ensure student learning?
Sources of Evidence
Examples of Evidence
3.1
Teachers are knowledgeable about assessment types, their purposes
and the data they generate.
Observation
Conferencing
Student Work
3.2
Teachers select, develop and use a variety of
diagnostic, formative and summative assessments
Observation
Lesson Plans
Conferencing
Student Work
Assessments
3.3
Teachers analyze data to monitor student progress and learning and
to plan, differentiate and modify instruction.
Observation
Lesson Plans
Conferencing
Assessments
3.4
Teachers collaborate and communicate student progress with
students, parents and colleagues.
Observation
Conferencing
3.5
Teachers involve learners in self-assessment and goal
setting to address gaps between performance and potential.
Observation
Conferencing
Explanation of why types of assessment are appropriate; clear
statement of assessment criteria; selects/develops appropriate
assessments for given situation; knowledge of characteristic, uses
and limitation of assessment
Administers pre-assessment and uses results to inform
instruction; modifies instruction based on assessment results;
varied goals; stated assessment procedures; states levels of
expectation; listing/justifying of time for assessments;
accommodation for special needs during assessment; evaluates
using paper/pencil tests and oral discussion; uses a variety of
evidence over time; assessments aligned with curriculum and
instruction
Uses assessment data to modify or differentiate instruction and
states strengths and needs of students; maintains accurate grade
and attendance records; shows understanding of data included in
school records; monitors understanding, feedback, to adjust
learning; reflects on learning goals; monitors progress toward
achievement of curriculum and standards; keeps systematic
record of student progress
Analyzes and discusses student records, relates to instruction;
discusses educational concerns; calls parents; sends notes
regarding student progress; timely feedback of progress to
students; maintains confidentiality; provides strategies to
improve student learning; open to new ideas and suggestions; a
good listener
Asks critical thinking questions as part of assessment; studentdeveloped portfolios/journals/progress charts; asks questions at
critical points; extends student thinking; makes every student feel
a part of the learning process
48
Standard 4: Instruction
Does the candidate plan and deliver effective instruction that advances the
learning of each individual student?
Sources of Evidence
Examples of Evidence
4.1
Teachers align their instructional goals and activities with
school and district priorities and Ohio’s academic content
standards.
Observation
Lesson Plans
Conferencing
4.2
Teachers use information about students’ learning
and performance to plan and deliver instruction that
will close the achievement gap.
Observation
Lesson Plans
Conferencing
4.3
Teachers communicate clear learning goals and explicitly link
learning activities to those defined goals.
Observation
Lesson Plans
Conferencing
4.4
Teachers apply knowledge of how students think and learn to
instructional design and delivery.
Observation
Lesson Plans
Conferencing
4.5
Teachers differentiate instruction to support the learning
needs of all students, including students identified as gifted,
students with disabilities and at risk students.
Observation
Lesson Plans
Conferencing
4.6
Teachers create and select activities that are designed to
help students develop as independent learners and complex
problem-solvers.
Observation
Lesson Plans
Conferencing
4.7
Teachers use resources effectively, including technology, to
enhance student learning.
Observation
Lesson Plans
Conferencing
Learning goals have stated alignments w/content and district
expectations; alignment to standards make sense; teaching
methods, learning activities and instructional materials align
with lesson
Uses contextual factors to plan learning goals; articulates how
pre-assessment data used to plan instruction; articulates what
within the lesson plan meets needs of students, including
adjustment of student instruction; plans strategies designed to
enable all student to achieve; makes provisions for learning
styles; makes provisions to meet with students who require
further clarification
Clear goals stated in lesson plan that identifies what the
students will know or do; challenging expectations; learning
goals and procedures clear to students; activities and materials
reinforce learning goals
Background information related to lesson; identifies researchbased strategies to benefit students’ learning, including
methods chosen for each lesson; content comprehensible to
students; instructional strategies are sequenced
Plans identify learning opportunities that recognize and
address variation in learning styles and performance modes;
varies instructional strategies that relate to needs of students;
teaching methods, learning activities and instructional
materials aligned with lesson; content comprehensible to
students; differentiates for remediation, reinforcement and/or
acceleration.
Plans speak to individual needs and use instructional
strategies conducive to learning including questions, problem
solving, and critical thinking; provides challenging learning
experiences; ideas and concepts logically presented
Use wide variety of materials and resources-computers, audio
visual, local experts, varieties of literature, etc. ; materials and
resources support instructional goals and meet students’ needs
49
The Conditions for Teaching and Learning
Standard 5: Learning Environment
Does the candidate create learning environments that promote high levels of
learning and achievement for all students?
Sources of Evidence
Overview of Evidence
5.1
Teachers treat all students fairly and establish an environment that
is respectful, supportive and caring.
Observation
5.2
Teachers create an environment that is physically and emotionally
safe.
Observation
5.3
Teachers motivate students to work productively and assume
responsibility for their own learning
Observation
Lesson Plans
5.4
Teachers create learning situations in which students work
independently, collaboratively and/or as a whole class.
Observation
Lesson Plans
5.5
Teachers maintain an environment that is conducive to learning for
all students.
Observation
Climate of courtesy and respect; shows care and respect in
interactions with all students; models respectful interactions;
uses strategies which promote positive interactions among
students; positive and growth feedback comments; allows
student to have input; conveys attitude all students are important;
consistently shows support for student based on needs; positive
role model; makes provisions to meet with students who require
further clarification; recognizes all student responses
Uses effective classroom management strategies; develops skills,
methods and approaches to defuse negative behavior; learning
environment accommodates all students; positive role model;
creative activities to enhance self-worth
Demonstrates enthusiasm for content; content rich learning
environment with creative lessons; allows students to come up
with different interpretations; gives students tools to think more
critically; holds students responsible for participation and task
completion; assigns purposeful independent work
Content rich learning environment provides opportunity for all
students to learn in a variety of settings; gives students tools to
think more critically; develops a problem solving model; student
centered activities; uses student input to create lessons; allows
students to come up with different interpretations
Learning is purposeful with assignments, activities, materials and
supplies ready when students arrive; provides efficient
transitions between learning activities; effectively uses
instructional time; applies rules fairly and consistently; keeps
processing skills in motion; maintains a brisk pace; maximizes
time on task; develops alternative methods of gaining students’
attention
Teaching as a Profession
Standard 6: Collaboration and Communication
Does the candidate collaborate and communicate effectively with colleagues,
administrators, parents and the community to support student learning?
Sources of Evidence
Examples of Evidence
6.1
Lesson Plans
Observation
Provides written feedback; appropriate comments to students;
clearly written lesson plans and oral directions are clear and
grammatically correct; clear learning goals, challenging
expectations, learning goals and procedures clear to students
Teachers communicate clearly and effectively.
50
6.2
Teachers share responsibility with parents and caregivers to
support student learning, emotional and physical
development and mental health.
Observation
6.3
Teachers collaborate effectively with other teachers, administrators
and school and district staff.
Observation
Conferencing
6.4
Teachers collaborate effectively with the local community
and community agencies, when and where appropriate, to
promote a positive environment for student learning.
Observation
Lesson Plans
Standard 7: Professional Responsibility and Growth
Does the candidate assume responsibility for professional performance
and development?
7.1
Teachers understand, uphold and follow professional ethics,
policies and legal codes of professional conduct.
7.2
7.3
Sources of Evidence
Observation
Conferencing
Teachers take responsibility for engaging in continuous,
purposeful professional development.
Observation
Self Assessment
Reflection and
Improvement Plan
Teachers are agents of change who seek opportunities to
positively impact teaching quality, school improvements
and student achievement.
Observation
Communicates with parents: email, written notes home, phone
call, parent conferences and newsletters; complies with school
policies and procedures; maintains a parent communication log;
maintains appropriate confidentiality in all communications;
replies in a timely manner to parents; demonstrates respect for
confidentiality
Seeks appropriate professional assistance, discusses educational
concerns, attends school events, complies with school policies
and procedures when communicating with other professionals,
maintains a communication log; consults with and learns from
colleagues; demonstrates respect for confidentiality; open to new
ideas; good listener
Follows district policies or demonstrates knowledge of policies
and laws regarding instructional support teams and referral to
special education for students with exceptionalities; considers
student/family background when inviting speakers from the
community; plans for life skill activities which involve
community membership; identifies when and how to access
appropriate services and implement referrals
Examples of Evidence
Reviewed Code of Professional Conduct for OH Educators;
compliance with school policies and procedures; maintains
accurate grades; employs student records; acts as a positive role
model; makes every student feel a part of the learning process;
demonstrates high standards of integrity, honesty and fairness;
read student teaching handbook; punctual; appropriate dress
and grooming
Attends school board meetings, faculty meetings, in-services,
workshops; is a member of a national, state, and/or local
professional organization, subscribes to a professional journal;
keeps up with technology; demonstrates growth in
improvement plan area(s); weekly conferencing with
cooperating teacher
Participates in team and departmental meeting; participates in
conference presentations; attends professional organization
meeting/conferences
(Developed by BCOE faculty and staff, July 2010)
51
Clinical Observation/Evaluations Schedule
Week 1-2
Week 3-4
CT and US: Set up the flow for the candidate to begin teaching with a tentative written schedule for
the entire clinical experience.
US: Review the candidate’s binder for school information.
CT and US: Complete the first observation for the candidate; discuss the observation; provide a copy
of your written observation to the candidate. Review the candidate’s binder for maintaining lesson
plans, weekly reflections, and student work samples.
Week 5
Week 6
CT and US: Complete a second observation for the candidate; discuss the observation; provide a copy
of your written observation to the candidate. Review the candidate’s binder.
US: Review and revise with candidate the Self-Assessment Tool.
Week 7
Week 8
Midterm
Assessment
must be
submitted on
TaskStream
CT and US: Meet to collaboratively complete the Student Teacher Mid-Term Assessment. Mid-term
Assessment is to be discussed with the candidate by October 18.
US: Submit to the Student Teaching Office by required date:
 Mid-Term Assessment signed by the University Supervisor, Cooperating Teacher and Candidate,
 CT (2) observation forms and US (2) observation forms,
 (6) Weekly Progress Logs, and
 Self-Assessment Tool.
**Anyone who is not passing the clinical experience will be notified and a professional development
plan will be written and signed at this time by the supervisor, cooperating teacher and candidate.
Week 9
Week 10
CT and US: Complete the third observation for the candidate; discuss the observation; provide a
copy of your written observation to the candidate. Review the candidate’s binder.
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Final
Assessment,
MCE form and
Supervisor
Evaluation
must be
submitted on
TaskStream
CT and US: Complete the fourth observation for the candidate; discuss the observation; provide a
copy of your written observation to the candidate. Review the candidate’s binder.
CT and US: Complete the fifth observation for the candidate; discuss the observation; provide a copy
of your written observation to the candidate. Review the candidate’s binder.
CT and US: Meet to collaboratively complete the Student Teacher Final Assessment and Endorsement.
CT and US: Present a copy of the Student Teacher Final Assessment and Endorsement to the candidate
by the last day of student teaching.
US: Submit to the Student Teaching Office by required date:
 Student Teacher Final Assessment and Endorsement signed by US, CT, and Candidate,
 CT (3) observation forms and US (3) observation forms,
 CT Evaluation, and
 (8) Weekly Progress Logs.
**Candidates will receive a grade of No Credit, NC, if all materials from the cooperating
teacher, university supervisor and candidate are not submitted to the Student Teaching Office.
NOTE: This is a tentative schedule which is subject to change to meet individual classroom,
cooperating teacher and/or student teacher needs.
52
Clinical Observation/Evaluations for Dual Placements
Week 1-2
CT and US: Set up the flow for the candidate to begin teaching with a tentative
written schedule for the entire clinical experience.
US: Review the candidate’s binder for school information.
Week 3
CT and US: Complete the first observation for the candidate; discuss the
observation; provide a copy of your written observation to the candidate. Review
the candidate’s binder for maintaining lesson plans, weekly reflections, and student
work samples.
Week 4
Week 5
CT and US: Complete a second observation for the candidate; discuss the
observation; provide a copy of your written observation to the candidate. Review
the candidate’s binder.
US: Review and revise with candidate the Self-Assessment Tool.
Week 6
CT and US: Complete a third observation for the candidate; discuss the
observation; provide a copy of your written observation to the candidate. Review
the candidate’s binder.
Week 7
CT and US: Present a copy of the Student Teacher Final Assessment and
Endorsement to the candidate by the last day of student teaching.
Week 8
Final Assessment,
MCE form and
Supervisor
Evaluation must be
submitted on
TaskStream
US: Submit to the Student Teaching Office by required date(s):
 Student Teacher Final Assessment and Endorsement signed by the US, CT, and
Candidate
 CT (3) observation forms and US (3) observation forms
 CT Evaluation
 (7) Weekly Progress Logs
 Self-Assessment Tool (submitted at the midterm).
**Candidates will receive a grade of No Credit, NC, if all materials from the
cooperating teacher, university supervisor, and candidate are not submitted
to the Student Teaching Office.
NOTE: This is a tentative schedule which is subject to change to meet individual
classroom, cooperating teacher and/or student teacher needs.
53
OUTSTANDING PERFORMANCE AWARD
IN
STUDENT TEACHING
Dear Cooperating Teacher and University Supervisor:
The Office of Student Teaching in the Beeghly College of Education has a special award for education
majors to be presented at the end of the student teaching experience. Teacher candidates who have
been selected will receive a certificate from the Dean and will be recognized in the Beeghly College of
Education Showcase and Office of Student Field Experiences.
For a teacher candidate to be considered for the Outstanding Performance Award, the candidate must
have significantly impacted student learning, the school, and the school community during the student
teaching experience.
 Impact on school community requires the candidate is not contracted within the community and/or
district, the candidate’s involvement is within the community in which he/she is student teaching,
and school/community activities are developed by the candidate voluntarily.
Nominations received by the deadline (Monday of week 14) from both the cooperating teacher and
university supervisor, and endorsed by the building principal will be reviewed. A committee comprised
of Teacher Education and Counseling and Special Education department chairs, BCOE Associate
Dean, and Administrator of Student Field Experiences individually rate each candidate for meeting
criteria, and then the results are compiled.
As a cooperating teacher or university supervisor, you are invited to take part in this special
recognition. If you feel your student teacher is an outstanding candidate, who has significantly
impacted student learning, the school, and the community, submit the nomination form for this special
award to the Office of Student Field Experiences, Youngstown State University.
Each nomination requires a narrative describing the teacher candidate’s exemplary work with specific
examples of how the teacher candidate significantly impacted student learning, the school and the
community. (Identical narratives from the cooperating teacher and university supervisor will not be
considered.) Nomination forms can be accessed on the student teaching webpage at
http://bcoe.ysu.edu/gen/coe/Student_Teaching_Experience_m157.html
Nominations are to be delivered to the Office of Student Field Experiences (BCOE room 2101) or can
be faxed, (330) 941-1926, or mailed to the following address by the deadline.
Youngstown State University
Beeghly College of Education
Office of Student Field Experiences
1 University Plaza
Youngstown, OH 44555
Sincerely,
Therese Kightlinger
Adm. Student Field Experiences
54
Teacher Candidate Information
You do not get a second chance to make a first impression.
THINK:
The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.
William Ward
PLAN:
Student Teaching Responsibilities and Requirements
Lesson Plan Binder Requirements
Lesson Plans
Teacher Performance Assessment (edTPA)
DO:
Teach
REFLECT!!
55
Student Teaching Requirements
The following is a listing of requirements for the student teaching candidate to complete during the student teaching experience. Specific information
for each requirement and student teacher responsibilities can be found in the student teaching syllabus. Any questions regarding these requirements
should be directed to the University Supervisor or the Administrator of Student Field Experiences.
ST Requirement
Beginning
Semester
ST Self-Assessment Tool
ST Orientation Evaluation
Lesson Plan Binder – Section A
ST Midterm Self Reflection
Teacher Performance Assessment, TPA
ST Program Evaluation
ST Self-Assessment Tool
Authorization/Waiver Form
Lesson Plans w/cover sheet
Weekly Progress Log
Lesson Plan Binder- Section B
x
x
x
Meeting w/CT
Teaching
Submission time
Midpoint
End
Semester Semester
Submission to
Weekly
CT
US
Sem
NOTES:
TaskStream
x
Submit to US at orientation meeting
x
x
x
x
x
and Pearson
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Know due date!
See page 67 – available on webpage
Maintain your set in lesson plan binder
Submit w/LP
Maintain daily
Document on Weekly Progress Log
Daily - see pg. 64 for suggested schedule
TaskStream Requirements:



Tasks should be submitted no earlier than one week prior to the due date. Submission of tasks more than one week prior to the due date will be cancelled
and a resubmission will be necessary by the due date.
TaskStream Questions:
Tasks submitted incorrectly will be returned for resubmission. Carefully read directions and check your work.
As noted in the syllabus, to earn a grade of CR, you must have completed the above tasks on TaskStream.
1-800-311-5656
(See Grading Policy on the student teaching and seminar syllabi as other grade criterion applies.)
OR
Gene Soltis (330) 941-2067
efsoltis@syu.edu
Professional Development Days:
Student teaching candidates are required to attend 4 professional development days on campus during the regularly scheduled school day during the student teaching
experience. With the new state mandated teacher performance assessment, candidates will receive professional development by university faculty on Assessment,
Contextual Factors, Lesson Planning, and Videotaping. A professional development day at the end of the semester will address the Ohio Resident Educator Program.
56
STUDENT TEACHING RESPONSIBILITIES and REQUIREMENTS:
Refer to the student teaching syllabus for respective requirements
Student teachers (ST candidates) must assume certain responsibilities to derive full benefits from the student
teaching experience. The ST candidates’ roles are two-fold: as learners, studying the teacher-learning process,
and as co-teachers whose instructional duties increase from day to day.
ST candidates’ responsibilities include:
a) conducting themselves in a manner befitting their position in the school and conforming to the mores
and customs, such as dress, speech and personal habits, found in the school community;
b) gaining an understanding of the community life as it relates to the school district;
c) abiding by the rules and regulations governing the professional conduct of professional staff in the
District;
d) learning and carrying out the district’s teachers’ policies and procedures;
e) becoming acquainted with school personnel and their functions;
f) gaining information about long-range and unit plans in current use and developing lesson plans that
meet the content standards and extend student learning;
g) becoming acquainted with the pupils and acquiring pertinent information about them to help improve
their instruction;
h) discussing confidential information in a professional manner;
i) assisting in routine procedures and co-curricular activities;
j) attending school functions, faculty meetings, and other events which teachers normally are expected to
attend;
k) keeping the university supervisor informed of progress made and problems encountered;
l) demonstrating appropriate professional and ethical conduct;
m) continuing the development of professional attitude;
n) meeting the responsibilities and completing the requirements of the student teaching experience.
 Failure to comply with the responsibilities can/will result in a No Credit (NC) grade for student teaching.
 The purpose of the student teaching experience is to learn about teaching. The ST candidate should have
ample opportunity to engage in reflective activities and to assess his/her teacher behaviors and their
consequences. All learning situations bring opportunities for success and failure; and student teaching is no
different. The problems experienced during student teaching are not always directly related to the teaching,
but to outside influences. Student teaching is the culminating activity for teacher education. It should not
be considered the last course of the student’s program, but the beginning of the professional career. The ST
candidate is expected to place the responsibilities of student teaching as a top priority. Any activity outside
of student teaching that infringes upon a student teacher’s performance should be modified or discontinued
during the student teaching assignment. As the teaching load increases, the ST candidate needs to
constantly assess outside activities and make adjustments to accommodate the teaching schedule.
 ST candidates are considered as quasi staff members insofar as district policy, classroom instruction, and
building expectations are concerned. Failure of the ST candidate to comply with district policy and
procedures may subject them to reprimand or removal from student teaching which can/will result in a No
Credit (NC) for student teaching.
57
Attendance/Absence:



Student teachers (ST candidates) are expected to be in the school that they are assigned and complete ALL
student teaching days. They are required to be at the school during the scheduled hours, which are observed
by the teachers and perform all duties expected of any teacher in the building. ST candidates are required to
wear their photo ID daily and for the entire student teaching experience.
Absences must be kept to a minimum during student teaching. Any time missed without proper
documentation (doctor’s return to work document, funeral notification, or court papers) must be made up
which may delay graduation. The cooperating teacher and university supervisor are to be notified prior to
the start of the scheduled school hours the day of the absence. It is the responsibility of the ST candidate to
access, complete, and submit the absentee form within four days after the absence to the Administrator of
Student Field Experiences in BCOE room 2101. ST candidates will be notified of days needing to be made
up. The absentee form is available on the student teaching webpage. If a ST candidate becomes extremely
ill and needs to miss a long period of time, he/she will have to make arrangements to complete student
teaching in another academic semester.
During the semester, some school districts may come to the campus for interviews through Career Services.
ST candidates are permitted, with documentation and permission from the school principal, cooperating
teacher, and university supervisor, to leave the student teaching placement for a period of two hours to
attend the interview. It is the responsibility of the ST candidate to file the documentation from Career
Services with the Administrator of Student Field Experiences in BCOE room 2101.
Classroom:
The Beeghly College of Education does not approve of a ST candidate being used as a substitute teacher. In the
event of absence of the cooperating teacher, the ST candidate may do the teaching in the assigned classroom,
but a substitute teacher should be present. The building principal assumes the responsibility if no substitute is
available. Any problems or questions arising in this area should be forwarded to the Administrator of Student
Field Experiences.

OBSERVE/ASSIST: During the ST candidate’s first week, he/she is to observe the schedule, teaching
methods and behavior management system utilized by the cooperating teacher and review the records of all
students. During this initial phase, the ST candidate assists the cooperating teacher with such items as hall
duty, paper correction, instructional material development, unit or lesson development, etc. as these will
quickly become the ST candidate’s responsibility. The ST candidate is responsible for performing all duties
expected of the cooperating teacher in the building by the eighth week of the student teaching experience.

LESSON PLAN BINDER: During the first two weeks of the student teaching experience, the ST candidate
will compile information for the lesson plan binder regarding the school district, school policies and
procedures, and specific classroom policies and procedures. (Lesson plan binder requirements page 61)
Also, ST candidates are required to compile and maintain all lesson plans in the binder for the entire student
teaching experience by week and include work samples, handouts, assessments, etc. The lesson plan binder
must be visible and have all lesson plans easily accessible in the classroom at all times. Copies of the
cooperating teacher’s and university supervisor’s observations should also be placed with the lesson plans.

LESSON PLANS: Lesson plans are a professional responsibility; therefore a ST candidate’s failure to
complete, submit, resubmit in a timely manner, and/or maintain lesson plans twice will result in the ST
candidate’s removal from student teaching and a No Credit (NC) grade for student teaching. (Lesson plan
description on page 62)
-
Lesson planning involves the efforts of both ST candidate and cooperating teacher. Early in the
experience, the ST candidate must rely heavily on the cooperating teacher for the order in which
58
-
-
instruction is to occur and suggestions to plan his/her forthcoming teaching activities. Comments need
shared with the ST candidate regularly pertaining to his/her lesson planning. By the 8th-10th week of the
experience, the ST candidate should be identifying the order in which instruction is to occur.
ST candidates are required to submit lesson plans each week to the cooperating teacher and university
supervisor. ST candidates are required to submit lesson plans to the cooperating teacher on the day
required by the district. The same lesson plans must be submitted to the University Supervisor on the
required day and at the designated location.
ST candidates are to construct their lesson plans utilizing the required format discussed at the orientation
and consider lesson plans as ‘a work in progress’. Lesson plan formats are available at the BCOE
Student Teacher web page. The first lesson plan format ST candidates utilize is detailed and is used for
the first two weeks the ST candidate is teaching. If the cooperating teacher and university supervisor
feel the ST candidate understands how to plan the lessons, the next lesson plan format will be utilized.
ST candidates will submit the one page format for a minimum of 3 weeks and only move to the third
format with the cooperating teacher and university supervisor approval. The ST candidate will submit
the block lesson plan format for the remainder of the semester. If there are concerns with the student
teacher’s lesson plans for the week, the university supervisor and/or cooperating teacher will notify the
ST candidate ASAP for revisions prior to instruction. University supervisors may require detailed
lesson plans for specific observations at any point in the student teaching experience.

TEACHING: Toward the end of the first week, the ST candidate should have introduced him/herself to the
class(es) and may begin in a support instructional role should the cooperating teacher agree. A ST candidate
continues in a support instructional role as he/she takes the lead instructional role, on a daily basis, for one
instructional period at a time. The cooperating teacher and/or university supervisor set the order in which
the ST candidate gradually assumes responsibilities, duties, and the lead instructional role for multiple
instructional periods on a daily basis over consecutive weeks. ST candidates must have a lead instructional
role for planning, providing instruction, assuming responsibility for classroom management and duties for a
minimum of one-third (1/3) of the assigned placement time with a minimum of four (4+) instructional
periods a day on a daily basis over multiple consecutive weeks. It is not required or recommended that the
cooperating teacher either leave the room or refrain from assisting when the ST candidate is in charge of the
classroom.

REFLECT: The ST candidate is required to reflect on various aspects of the student teaching experience.
The ST candidate will submit a Weekly Progress Log to the university supervisor with information on their
progress and evidence of a weekly meeting with the cooperating teacher. Logs are submitted weekly to the
University Supervisor with lesson plans.
Meetings and Other Requirements:
 ST candidates are responsible for scheduling or setting aside a regularly planned meeting time each week
with the cooperating teacher to discuss his/her lesson planning and teaching. The ST candidate is required
to submit, to the university supervisor, the information from the meeting on the Weekly Progress Log.
 ST candidates are responsible for accessing, completing, and submitting the Student Teacher Self
Assessment tool to the university supervisor at the orientation, then at the end of the experience on
TaskStream.
 ST candidates are required to submit to the Ohio Board of Regents (OBR) the Ohio Pre-Service Teacher
Candidate Survey. The OBR will notify ST candidates, through their YSU email, the submission date for
the survey.
TaskStream:
 Requirements are to be submitted by midnight of the required due date. Late submissions will require
approval from the Administrator of Student Field Experiences. Requirements, except edTPA, should be
59


submitted no earlier than one week prior to the due date. Early submissions will be cancelled and a
resubmission will be necessary by midnight of the required due date. Carefully read directions and check
your work before submitting, for incorrect submissions will be returned for corrections.
ST candidates are required to submit and/or complete the following requirements for student teaching on
TaskStream – ST Orientation Evaluation, ST Midterm Self Reflection, ST Program Evaluation, and ST
Self-Assessment Tool. ST candidates are required to submit on TaskStream and to Pearson the Teacher
Performance Assessment (edTPA) by midnight of the last submission window date. To ensure candidates
receive submission emails from TaskStream or Pearson, candidates need to register their YSU email address
on TaskStream.
It is the ST candidate’s responsibility to ensure that his/her TaskStream account does not expire until the
end of the student teaching semester. If the account expires before the end of the semester, ST candidates
are required to renew/purchase the TaskStream account. Failure to maintain an active account and submit
requirements by the required submission date will result in a No Credit, for student teaching and/or the
student teaching seminar. (See Grading Policy on the student teaching and seminar syllabi as other grade
criterion applies.)
PROFESSIONALISM:
At any time during the student teaching experience, ST candidates can be removed, for the remainder of the
semester, from student teaching for behavior and/or actions deemed unethical and/or unprofessional by the
cooperating teacher, university supervisor, building principal and/or the Administrator of Student Field
Experiences. The ST candidate will receive a grade of No Credit for the semester in which he/she is removed.
1. ST candidates are to conduct themselves in a manner that will not compromise their ability to be
effective in any teaching placement. The professional code of ethics for teachers extends beyond the
classroom into the community and demands careful and wise decision-making. Therefore, ST
candidates must maintain a high level of professional dress, confidentiality, and professionalism at all
times and with all individuals involved with the student teaching experience.
2. ST candidates are to maintain a high level of professionalism within and outside of their student
teaching placement; therefore, ST candidates cannot contact or talk to any media without the written
consent from the school district administration and the YSU Beeghly College of Education Dean’s
Office. Additionally, ST candidates cannot use a media source, including videotaping, for instruction
without the clearance from the assigned school district.
3. The Beeghly College of Education does not condone ST candidates’ involvement in social networking
with district students outside of educational purposes. ST candidates are to follow their assigned
district’s social networking policies regarding texting, emailing, Facebook, Twitter, YouTube, blogging,
etc. ST candidates involved in any social networking with district students may be removed from
student teaching for the remainder of the semester. ST candidates need to be aware further actions from
the district may occur.
-----------------------------------------------------------------------------------------------------------------------I have read the Student Teaching Syllabus. I understand the Responsibilities and Requirements expected of me
for my participation in the student teaching experience. I understand I can be removed from student teaching
and receive a grade of No Credit (NC) if I fail to meet any/all of the student teaching responsibilities and/or fail
to complete any/all student teaching requirements. Any questions I have about the student teaching
responsibilities and requirements have been explained to my satisfaction.
ST candidate’s signature: _________________________________
ST Candidate’s printed last name: _______________
The Student Teaching Responsibilities and Requirements have been discussed and/or clarified by
University Supervisor signature: ________________________________
60
Date: ______________
Lesson Plan Binder Requirements
During the first weeks of the student teaching experience, the student teacher candidate will compile information for the
lesson plan binder to enable the candidate to understand and know the school, classroom, students, and professional
responsibilities expected during the student teaching experience.
SECTION A:
The following is to be compiled and maintained in the front of the student teacher’s lesson plan binder.

School district report card – go to http://www.ode.state.oh.us/

District handbook or policies for teachers
Ask your cooperating teacher if there are district policies which will affect you as a student teacher, i.e. grade
book, arrival/departure time. Note the policies you need to follow.

District handbook or policies for students - parent and student guide

District policies and procedures for instructional support teams and SPED referrals

School schedule during student teaching
Teachers’ hours
Holidays
Report cards
Faculty meetings
Field trips
Open house
Conferences
In-service days
Holiday programs
Proficiency testing
Grade level screening
OGT testing

Weekly class schedule – subject per period, time, and day

Classroom discipline – what are the rules, consequences, rewards

Classroom grading scale and how to grade late assignments and work from absent students

Daily teacher duties you will be responsible for

List the instructional routines for the class period
i.e. how students seek help, organize their work and time, general instructional format

List the organizational routines for the class period
i.e. how do students request to leave the room, format their papers, submit assignments

Fire, and tornado drill procedures

Lock down and Crisis Management Plan
SECTION B:
The following is to be compiled and maintained in the student teacher’s lesson plan binder.



Compile and maintain all lesson plans for the entire student teaching experience by week and include work
samples, handouts, assessments, etc.
Copies of the cooperating teacher’s and university supervisor’s observations should be placed with the respective
lesson plans.
Lesson plans are ‘a work in progress’. On your plans, indicate where you left off, what worked, what didn’t,
changes made, what you need to reteach, etc.
61
Lesson Plan Description
Lesson Focus or Major Goal:
 Make a couple of brief statements that tell WHERE the lesson is headed and WHY
 What do you want the students to learn and remember about the content of this lesson, weeks, months, even years from
now? This is the very essence of your lesson.
Content Standard(s):
 Identify the grade level and state the appropriate state/national content standard(s) using the numbers and text. Use only the
relevant parts to focus your lesson planning. Content standards are to be directly related to your learning and academic
language objectives.
Learning Objective(s):
 At the end of this lesson, what do you want students to know, understand and/or be able to do? How will they demonstrate
this?
Each lesson objective should clearly state:
 what the student will demonstrate (an observable/assessable behavior),
 under what conditions or circumstances this will take place (e.g., While reading a short story or while presenting an
oral report), and
 the criterion for performance (e.g, 80% of the time, 4 out of 5 trials, using all critical components)
Academic Language Objective(s):
 At the end of the lesson, what do you want students to know, understand and/or be able to do with language?
Each academic language objective should clearly state:
 The What - Content (vocabulary or form)
 The How – Action Verb (function)
 The Support – The activity provided by the teacher
See pages 76-77 for academic language objective examples.
There are 4 academic language demands you may choose to address.
o Vocabulary: specific words related to the content that students must learn (key vocabulary)
o Syntax: the way the language is structured – sentences, graphs, tables, equations, non-verbal signals
o Discourse: discipline-specific discourse has distinctive features or ways of structuring verbal, nonverbal, or written
language
o Function: the content and language focus of the learning task represented by active verbs within the learning
outcomes – identify, give examples, compare, describe, retell, summarize, etc. This may be one of your lesson
objectives stated above. If so, identify it as a lesson objective and an academic language objective.
NOTE: ECE addresses vocabulary and discourse ONLY; SPED replaces academic language with a communication
objective, see specific instructions in edTPA handbook.
Assessment of Student Learning:
Using the chart, list the type of assessment for the lesson.
REMEMBER: Build in opportunities for students to EVALUATE progress and self-assess. Various formal and informal
assessment should take place throughout the learning segment and be embedded in the lesson plan. Types of assessment:



Before the lesson - gathering information about student knowledge and skills
During the lesson – to determine if your students are comprehending what you are teaching.
Think about how you will give feedback during this time (verbal, written). How will you help a student understand what
s/he did well and helps the student improve his/her work or understanding? How will you judge differing depths of student
understanding?
At the end of the lesson/unit – to determine what students learned overall for the lesson or learning segment.
Consider: How will you know if your students understood the lesson? How will assessments provide evidence of student
learning relative to the objectives for the lesson? How will you differentiate assessments for students having difficulty
demonstrating their learning as well as those needing more challenge? How are the assessments aligned to clearly defined
benchmarks or criteria for student performance?
62
Sample Assessment Table:
Assessment Activity
Scoring Guide /Evaluative Criteria
Exit slip
4 out of 5 correct
Informal questioning
Teacher observation of correct
responses – no formal criteria
Graphic organizer
Average score 3 on 4 point rubric with
5 elements
Assesses which objective?
Objective 1
Objective 3
Feedback type to students.
Written
Verbal
Objective 2
Written
Resources, Materials, and Technology:
List resources, materials, and technology you will use to enhance instruction. Identify what students must bring to class.
Lesson Introduction/Motivational Statement:
 HOOK students and HOLD their attention throughout the lesson
 This is the springboard into your lesson by focusing the students’ attention on what they will learn. How will you pique students’
interest? Use past learning, everyday examples, or life skills to anchor the lesson. How does this lesson connect to yesterday’s
learning and why are you adding to this learning – where is this all going?
Instructional Strategies and Planned Supports:
 In the left column, list the progression that the lesson will follow. Identify what you will be doing; describe the content you will
be teaching, the methods you will use to support student learning of content and academic language, and the strategies to extend
student thinking. List your critical thinking questions as well. Include the type of feedback you plan to give students (e.g.,
prompting, cueing, and correction techniques).
Instructional Strategies and Planned Supports:
 Identify each learning task, (content and planned
supports that show progression) that you will teach.
Learning Tasks:
Identify the progression of what learning activities students
will be doing. How will they be organized for the task?
Within each learning task, identify what planned
support(s) you will provide. Consider each of the
following:
Planned supports for all learners.
Planned support for academic language
 Scaffolds – how will you tie this to past lessons and/or
prior knowledge?
 Structures – how will you model the academic language?
 Supports - How will you provide multiple opportunities
for practicing/using the academic language?
Planned support for differentiated instruction
 How will you use knowledge of students to differentiate
instruction for different levels of ability and/or different
levels of content knowledge?
 How will you use different strategies for learning and/or
cultural and language differences?
Consider the BEST instructional strategies and learning tasks that will maintain classroom management or order.
Closure Activity:
 At the conclusion of the lesson, closure is the time to help the students organize the information that has been presented to aid
their retention. Students should be involved in thinking and discussion of the lesson focus. Consider engaging them in a short
review by posing questions. The students should be given a chance to personally reflect on the lesson, to share their ideas with
others, and with the class as a whole.
Reflection:
 Did students learn what you intended?
 How do you know; what is your evidence?
 How effective was your instruction?
 How do you know you were/not effective?
 What is working? What is not? What would you change?
 Identify one thing you could do to ensure student learning
and why it would lead to improved student learning.



63
Were your students successful?
What is a possible reason(s) for their success or lack of
success?
What do you plan to do in the next lesson based on your
reflection– what are your next steps?
Instructional Responsibilities and Observation/Evaluation Schedule
16 week placement
Week
Week 1-2
Co-Teaching Responsibilities
ST: observe the classroom, assist CT
with instruction and duties, and
compile information for LP binder
Observation and Evaluation
CT and US: Set up the flow for the
candidate to begin teaching with a
tentative written schedule for the
entire clinical experience.
‘Traditional’ Responsibilities
ST: observe the classroom, assist CT
with instruction and duties, and
compile information for LP binder
US: Review the candidate’s binder
for school information.
Week 3
Week 4
Week 5
Week 6
ST: support instructional role observes, assists, and/or differentiates
instruction; assist CT with duties
ST: lead instructional role in 1
instructional period and continue in
support instructional role; assist CT
with duties
ST: continue lead instructional role
in 1 instructional period and support
instructional role; assist CT with
duties
ST: lead instructional role in 2
instructional period and continue in
support instructional role; assist CT
with duties
ST: teaching 1 instructional period;
assist CT with instruction and duties
CT and US:
 Complete the first observation
for the candidate; discuss the
observation; provide a copy of
your written observation to the
candidate.
 Review the candidate’s binder
for maintaining lesson plans,
weekly reflections, and student
work samples.
ST: continue teaching 1 instructional
period; assist CT with instruction and
duties
ST: teaching 2 instructional periods;
assist CT with instruction and duties
CT and US:
 Complete a second observation
for the candidate; discuss the
observation; provide a copy of
your written observation to the
candidate.
 Review the candidate’s binder.
ST: continue teaching 2 instructional
periods; assist CT with instruction
and duties
US: Review and revise with
candidate the Self-Assessment Tool.
Week 7
Week 8
Midterm
Assessment
must be
submitted on
TaskStream
ST: continue lead instructional role
in 2 instructional periods and support
instructional role; assist/responsible
for CT duties
ST: lead instructional role in 3
instructional periods and continue
support instructional role;
assist/responsible for CT duties
ST: teaching 3 instructional periods;
assist CT with instruction and duties
CT and US: Meet to collaboratively
complete the Student Teacher MidTerm Assessment. Mid-term
Assessment is to be discussed with
the candidate.
US: Submit on/by midterm date to
the Student Teaching Office:
 Mid-Term Assessment signed by
the University Supervisor,
Cooperating Teacher and
Candidate,
 CT (2) observation forms and
US (2) observation forms,
 (5) Weekly Progress Logs, and
 Self-Assessment Tool.
**Anyone who is not passing will be
notified and a professional
development plan will be written and
signed at this time by the ST, CT, and
US.
64
ST: continue teaching 3 instructional
periods; assist CT with instruction;
assist/responsible for CT duties
Week
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Final
Assessment,
MCE form
and
Supervisor
Evaluation
must be
submitted on
TaskStream
ST Co-Teaching Strategy
ST: lead instructional role in 4
instructional periods and support
instructional role; assist/responsible
for CT duties
ST: continue lead instructional role
in 4 instructional periods and
continue support instructional role;
assist/responsible for CT duties
ST: lead instructional role in 5
instructional periods and support
instructional role; responsible for CT
duties
ST: continue lead instructional role
in 5 instructional periods and support
instructional role; responsible for CT
duties
ST: lead instructional role in 5(+)
instructional periods and support
instructional role; responsible for CT
duties
ST: continue lead instructional role
in 5(+) instructional periods and
support instructional role; responsible
for CT duties
ST: continue lead instructional role
in 5(+) instructional periods and
support instructional role; responsible
for CT duties
ST: continue lead instructional role
in 5(+) instructional periods and
support instructional role; responsible
for CT duties
Observation and Evaluation
CT and US:
 Complete the third observation
for the candidate; discuss the
observation; provide a copy of
your written observation to the
candidate.
 Review the candidate’s binder.
Traditional ST
ST: teaching 4 instructional periods;
assist CT with instruction;
assist/responsible for CT duties
ST: continue teaching 4 instructional
periods; assist CT with instruction;
responsible for CT duties
CT and US:
 Complete the fourth
observation for the candidate;
discuss the observation; provide
a copy of your written
observation to the candidate.
 Review the candidate’s binder.
ST: teaching 5 instructional periods;
assist CT with instruction;
responsible for CT duties
ST: teaching 5(+) instructional
periods; assist CT with instruction;
responsible for CT duties
CT and US:
 Complete the fifth observation
for the candidate; discuss the
observation; provide a copy of
your written observation to the
candidate.
 Review the candidate’s binder.
ST: continue teaching 5(+)
instructional periods; assist CT with
instruction; responsible for CT duties
ST: continue teaching 5(+)
instructional periods; assist CT with
instruction; responsible for CT duties
CT and US: Meet to collaboratively
complete the Student Teacher Final
Assessment and Endorsement.
ST: continue teaching 5(+)
instructional periods; assist CT with
instruction; responsible for CT duties
CT and US: Present a copy of the
Student Teacher Final Assessment
and Endorsement to the candidate by
the last day of student teaching.
ST: continue teaching 5(+)
instructional periods; assist CT with
instruction; responsible for CT duties
US: Submit by required final date to
the Student Teaching Office:
 Student Teacher Final
Assessment and Endorsement
signed by US, CT, and
Candidate,
 CT (3) observation forms and
US (3) observation forms,
 CT Evaluation, and
 (8) Weekly Progress Logs.
**Candidates will receive a grade
of No Credit, NC, if all materials
from the cooperating teacher,
university supervisor and
candidate are not submitted to the
Student Teaching Office.
This is a tentative schedule which is subject to change to meet individual classroom, cooperating
teacher and/or teacher candidate needs.
65
Instructional Responsibilities and Observation/Evaluation Schedule
8 week placement
Week
Week 1
Week 2
Week 3
Week 4
Week 5
Co-Teaching Responsibilities
ST: observe the classroom, assist CT
with instruction and duties, and compile
information for LP binder
ST: support instructional role observes, assists, and/or differentiates
instruction; assist CT with duties
ST: lead instructional role in 1
instructional period and continue in
support instructional role; assist CT
with duties
ST: lead instructional role in 2
instructional period and continue in
support instructional role; assist CT
with duties
ST: lead instructional role in 3
instructional periods and continue
support instructional role;
assist/responsible for CT duties
Observation and Evaluation
CT and US: Set up the flow for the
candidate to begin teaching with a tentative
written schedule for the entire clinical
experience.
‘Traditional’ Responsibilities
ST: observe the classroom, assist CT
with instruction and duties, and compile
information for LP binder
US: Review the candidate’s binder for
school information.
CT and US: Complete the first
observation for the candidate; discuss the
observation; provide a copy of your written
observation to the candidate. Review the
candidate’s binder for maintaining lesson
plans, weekly reflections, and student work
samples.
ST: teaching 1 instructional period;
assist CT with instruction and duties
ST: teaching 2 instructional periods;
assist CT with instruction and duties
CT and US: Complete a second
observation for the candidate; discuss the
observation; provide a copy of your written
observation to the candidate. Review the
candidate’s binder.
ST: teaching 3 instructional periods;
assist CT with instruction;
assist/responsible for CT duties
US: Review and revise with candidate the
Self-Assessment Tool.
Week 6
Week 7
Week 8
Final
Assessment,
MCE form
and
Supervisor
Evaluation
must be
submitted on
TaskStream
ST: lead instructional role in 4
instructional periods and support
instructional role; assist/responsible for
CT duties
ST: lead instructional role in 5
instructional periods and support
instructional role; responsible for CT
duties
ST: lead instructional role in 5(+)
instructional periods and support
instructional role; responsible for CT
duties
ST: teaching 4 instructional periods;
assist CT with instruction;
assist/responsible for CT duties
CT and US: Complete a third observation
for the candidate; discuss the observation;
provide a copy of your written observation
to the candidate. Review the candidate’s
binder.
CT and US: Present a copy of the Student
Teacher Final Assessment and
Endorsement to the candidate by the last
day of student teaching.
ST: teaching 5 instructional periods;
assist CT with instruction; responsible
for CT duties
ST: continue teaching 5(+)
instructional periods; assist CT with
instruction; responsible for CT duties
US: Submit to the Student Teaching Office
by required midterm and/or final dates:

Student Teacher Final Assessment and
Endorsement signed by the US, CT,
and Candidate

CT (3) observation forms and US (3)
observation forms

CT Evaluation

(7) Weekly Progress Logs

Self-Assessment Tool (submitted at
the midterm).
**Candidates will receive a grade of No
Credit, NC, if all materials from the
cooperating teacher university
supervisor and candidate are not
submitted to the Student Teaching
Office.
NOTE: This is a tentative schedule which is subject to change to meet individual classroom,
cooperating teacher and/or teacher candidate needs.
66
Student Teaching Authorization and Waiver
Student: (Last, First, Middle Initial):
Banner ID #:
Date:
The Family Education Rights and Privacy Act (FERPA) afford certain rights to students concerning the privacy of, and
access to, their education records. In order to submit student teaching recommendations or evaluations in accordance
with FERPA regulations, the Beeghly College of Education must request that student teachers submit this
authorization/waiver or its equivalent prior to providing FERPA protected student teaching information to third parties.
Visit the U.S. Department of Education’s website at www.ed.gov/policy/gen/fpco/ferpa/index.html for additional
information regarding FERPA.
Student teaching representatives providing recommendation or evaluation:
Name(s) student teaching representative making recommendation or evaluation
Disclosure which can be provided (check all that apply):
Letter of Recommendation
Student Teaching Midterm and/or Final Evaluation
Verbal Recommendation/Evaluation
Overall, Content, and/or Professional Education GPA
Other (please specify)
Persons(s) to whom student teaching recommendation/evaluation may be provided (check all that apply):
All Potential Employers
Any Educational Institution
Only to the following (please specify)
Purpose of release (check all that apply):
Employment
Admission to an Educational Institution
Other (please specify)
Waiver of access (check one):
I waive the right to review the requested recommendations(s)/evaluations(s).
I DO NOT waive the right to review the requested recommendations(s)/evaluations(s).
By signing below, I authorize YSU Beeghly College of Education student teaching representatives identified above to
review my student teaching evaluations/recommendations, and to disclose such student teaching
evaluations/recommendations as that representative considers appropriate in accordance with the above-stated
purpose(s).
I understand that I have the right to revoke this authorization/waiver at any time by delivering a written revocation to
the Beeghly College of Education Administrator of Student Field Experiences, but that such revocation will not affect
any waiver of access to student teaching recommendation(s)/evaluation(s) obtained or received prior to delivery of such
written revocation. I also understand that a copy of this authorization/waiver may be sent with the recommendation(s)/
evaluation(s).
Student Teacher’s Signature
Date
Printed Last Name
NOTE: The form must be fully completed and signed by the student teacher.
Student teaching recommendations/evaluations should not be released if any
section of this form is not filled out entirely.
Adapted from The University of North Carolina at Charleston authorization and waiver form. (11/15/10)
It is the responsibility of the student teacher to provide a copy to the respective representative(s).
67
Teacher Performance Assessment
(edTPA)
Effective fall 2012, all student teachers in the state of Ohio are required to complete and submit a
Teacher Performance Assessment (TPA). The BCOE requires the edTPA to be scored (at a cost
to the student teacher) by external evaluators who will give the portfolio an overall rating. A
state determination of the TPA pass rate and as a licensure requirement is pending. The BCOE
requires the passage of the edTPA with a minimum overall score of a 37as one of the
requirements for the BCOE to endorse a student teacher for licensure.
BCOE Technology Recommendations




It is strongly recommended that all students perform these tasks on personal computer(s)
used for the edTPA
o Run all Software updates (e.g. web browser, operating system, and Office)
o Maintain active anti-virus software
o Make sure you have plenty of hard drive space available
 It is recommended that you have at least a 16gb flash drive or portable
hard drive. You also are able to save files in Dropbox and Google Drive.
o Defrag hard drive (Mac Users will run Disk Permissions)
If you have an appointment with Gene for technology assistance, please make sure all
videos are on one device or two flash drives
Have your video(s) and materials saved in no less than three places, to prevent losing
your work (e.g. TaskStream, personal computer, and flash drive)
Mac users if your video(s) are in WMV format, you will need to download Flip4Mac in
order to view the video(s). Flip4Mac can be downloaded at
http://download.cnet.com/Flip-Player/3000-13632_4-87679.html
Microsoft Windows XP Users
Microsoft has stopped providing updates to Windows XP. These updates are vital to the
operations and security of the computer. People who continue to run Windows XP run the risk
of malfunctions and system errors, along with being vulnerable to spyware and virus. It is highly
recommended that students switch to Windows 7. Windows 7 can be purchased at a discounted
price from the Kilcawley Center Computer Lab. As of March 31, 2014, Youngstown State
University no longer supports computers running Windows XP. At this time, TaskStream will
continue support computers running Microsoft Windows XP.
68
A Performance-Based Approach to License Teacher Candidates
And Support Program Improvement
States and teacher preparation programs are looking for new ways to develop and evaluate teaching effectiveness and
improve their programs. Increasingly, they are focusing on authentic assessments of how teacher candidates develop
and evaluate student learning. edTPA™ represents this historic shift as the first nationally available, research- and
standards-based support and assessment program that can serve as a common and external measure of candidate
performance and teacher quality.
edTPA complements existing entry-level assessments used by states that focus on basic skills or subject matter
knowledge and campus-based evaluations of clinical practice, coursework, grades and curriculum-embedded
assessments of candidate performance. Developed by the profession for the profession, edTPA is available in 27 initial
licensure areas. After a two-year period of field testing, it now can be used for teacher licensure, as part of state and
national program accreditation and to guide program improvement. It is comparable to entry-level assessments in other
professions such as the bar exam in law, medical licensing exams and the architectural registration exam.
edTPA is aligned with Interstate Teacher Assessment and Support Consortium (InTASC) standards, state professional
teaching standards, Council for the Accreditation of Educator Preparation (CAEP) standards and the Common Core State
Standards. edTPA provides meaningful data to support teacher education programs as they evaluate, reflect on and
continually improve their programs to ensure a relevant, integrated curriculum centered on student learning.
How Does It Work?
The edTPA process is built around three-to-five continuous
By the Profession for the Profession
The assessment draws from experience gained over a
days of standards-based, subject-specific classroom
instruction delivered by a candidate, typically at the end of
25-year history developing performance-based
assessments of teaching, including the National Board for
the student teaching or clinical experience.
Professional Teaching Standards, the InTASC portfolio
and the Performance Assessment for California Teachers
(PACT). Hundreds of teachers and teacher education
edTPA is a multiples-measure assessment of
teaching – built and submitted by the candidate – that
addresses planning, instruction, assessment and analyzing
teaching. It includes unedited video recordings of the
candidate teaching and examples of teaching materials
faculty have been involved at every stage of development
and continue to participate in a professional learning
community that supports edTPA implementation. The
Stanford Center for Assessment, Learning and Equity, in
partnership with the American Association of Colleges for
Teacher Education, provide a rich array of implementation
support materials – including local evaluation training,
(plans, teaching tools, assignments) that demonstrate how
the candidate planned instruction, adapted it for diverse
learners – attending both to subject specific learning and
the development of academic language – and assessed
student work.
curriculum mapping and embedded assessment design,
webinars on academic language, resources for cooperating
teachers and orientations for candidates. A National
Each assessment is scored by qualified and trained
Academy of edTPA experts provides implementation
consultation and face-to-face scoring training in key states.
teachers and teacher educators who are subject matter
experts with experience supporting beginning teachers.
What is the status of edTPA?
edTPA has been tried out nationally since the beginning
of the 2012 academic year. edTPA underwent field testing
Half of current scorers are recruited from higher education
and half are recruited from P-12 educators, including
National Board Certified Teachers.
69
with more than 12,000 teacher candidates during the
The nation’s teaching force is younger than it has been in
2011-12 and 2012-13 academic years. The field test data
showed that edTPA is a rigorous, valid assessment that is
decades. According to the National Center for Education
Statistics, at least 15 percent of teachers have three
scored reliably.
or fewer years of experience. The number of teachers
entering the profession each year has been at its
Information from the field tests was used to fine tune
assessment tasks, scoring rubrics and candidate
handbooks and, with the assistance of a standard-setting
highest in recent history. Preparing these new teachers
for success is more important than ever. edTPA is an
educative process that builds on the latest research on
panel of educators and psychometricians, determine
a recommended professional performance standard.
teaching quality and supports preparation programs to
increase their focus on student learning and the skills and
edTPA was declared fully operational in September 2013.
Evaluation Systems, a unit of Pearson, provides the
abilities that improve teaching and student performance.
Supporting Change in Teacher Preparation
necessary technical infrastructure to distribute, collect
and manage scoring.
edTPA will provide evidence of a teacher’s readiness to
enter the profession that can be acted upon to support
program improvement. The feedback provided to teacher
candidates and institutions will support ongoing inquiry
and professional learning.
Seven states – Georgia, Hawaii, Minnesota, New York,
Tennessee, Washington and Wisconsin – have adopted
policies for using edTPA.
The Stanford Center for
Assessment, Learning and
Equity, in partnership with
the American Association
of Colleges for Teacher
Education, led the
development of edTPA
with collaboration from
more than 500 design team
members and reviewers
from institutions of higher
education nationwide.
Today, more than 480
institutions of higher
education in 33 states plus
the District of Columbia
participate in edTPA.
Other states, including
Illinois and Ohio, are
edTPA also supports performance-based state teacher
considering edTPA
policies at the state level.
licensure systems by offering a common standard for
Campuses in 19 additional
states and the District of
system of multiple measures. Until now, completion of
most state preparation programs relied primarily upon
Columbia continue to pilot
seat time in coursework, local clinical evaluation and
the assessment. These
the results of subject-matter assessments. Teacher
states are considering
preparation program models have evolved, with a range
edTPA as a preparation
requirement for new
of approaches at the graduate and undergraduate levels
teachers, as a formal
requirement for licensure
and new online delivery systems. It has been difficult,
however, for states to maintain a credentialing system
or as part of institutional
that represents a common standard of knowledge, skills
accreditations.
and abilities with documented validity of their relation
teacher performance in the classroom as part of a
along with alternative teacher preparation programs
to the tasks of a classroom teacher that is comparable
Helping to Meet Education’s Top Priority
across institutions.
The most important thing we can do to help students is to
edTPA offers a rigorous measure of entry-level teaching
skills and readiness for the classroom – regardless of
the path candidates take to teaching – that can be used
across programs, focusing attention on the capacity to
provide an effective teacher in every classroom. But the
growing number of new teachers and high rate of teacher
turnover make this a challenge.
teach.
States with edTPA Policies or Institutions Participating in edTPA
Indiana
Iowa
Maryland
Missouri
Oregon
New Jersey
California
District of Columbia
Florida
Georgia
Pennsylvania
Rhode Island
Colorado
Connecticut
Hawaii
Idaho
Massachusetts
Michigan
North Carolina
Ohio
Delaware
Illinois
Minnesota
Oklahoma
Arizona
Arkansas
New York
For more information about edTPA, visit: edtpa.aacte.org
70
South Carolina
Tennessee
Texas
Virginia
Washington
Wisconsin
Wyoming
Using edTPA
edTPA™, formerly the Teacher Performance Assessment, was designed by teachers and teacher educators to support
candidate learning and provide data that support preparation program growth and renewal. Aligned with Common Core
State Standards and InTASC Standards, edTPA assesses teaching behaviors that focus on student learning. edTPA can be
integrated with other teacher candidate assessments such as clinical evaluations, GPA, and content knowledge
examinations to inform program completion decisions or as a metric for licensure. edTPA is a summative capstone
assessment to evaluate readiness to teach. It is also a source of evidence for program review, teacher licensure and/or
state and national accreditation.
edTPA Common Architecture
Planning
Instruction
Assessment
Analysis of
Teaching
Academic
Language
Artifacts
15 Rubrics
Lesson plans, instructional materials, student
assignments, assessments
Planning commentary
------------------------------------------------------------Unedited video clips
Instruction commentary
Planning for Content Understandings
Supporting Students’ Learning Needs
Planning Assessment to Monitor Student Learning
----------------------------------------------------------------------------Demonstrating a Positive and Engaging Learning
Environment
Engaging Students in Learning Deepening Learning
During Instruction Subject--‐Specific Pedagogy
-------------------------------------------------------------------------Analyzing Student Learning
Providing Feedback to Guide Learning
Supporting Students’ Use of Feedback
---------------------------------------------------------------------Using Knowledge of Students to Inform Planning
Analyzing Teaching
Using Assessment to Inform Instruction
----------------------------------------------------------------------------Identifying and Supporting Language Demands
Evidence of Language Use to Support Content
Understandings
---------------------------------------------------------------Samples of student work
Summary of student learning
Assessment commentary
---------------------------------------------------Planning commentary
Instruction commentary
Assessment commentary
-----------------------------------------------------------Unedited video clips and/or student work
samples
Planning and assessment commentaries
Preparation for Critical Dimensions of Teaching
The edTPA process identifies and collects subject-specific evidence of effective teaching from a learning segment of 35 lessons from a unit of instruction for one class of students. Teacher candidates submit authentic artifacts from a clinical
field experience. Candidates also submit commentaries that provide a rationale to support their instructional practices
based on the learning strengths and needs of students. Candidates’ evidence is evaluated and scored within the following
five dimensions of teaching:
1.
Planning Instruction and Assessment establishes the instructional and social context for student learning and includes
lesson plans, instructional materials and student assignments/assessments. Candidates demonstrate how their plans
align with content standards, build upon students’ prior academic learning and life experiences and how instruction is
differentiated to address student needs.
2.
Instructing and Engaging Students in Learning includes one or two unedited video clips of 15-20 minutes from the learning
segment and a commentary analyzing how the candidate engages students in learning activities. Candidates
71
also demonstrate subject-specific pedagogical strategies and how they elicit and monitor student responses to
develop deep subject matter understandings.
3.
Assessing Student Learning includes classroom based assessment (evaluation criteria), student work samples, evidence
of teacher feedback, and a commentary analyzing patterns of student learning. Candidates summarize the
performance of the whole class, analyze the specific strengths and needs of three focus students, and explain how
their feedback guides student learning.
4.
Analysis of Teaching Effectiveness is addressed in commentaries within Planning, Instruction and Assessment tasks. In
planning, candidates justify their plans based on the candidate’s knowledge of diverse students’ learning strengths
and needs and principles of research and theory. In Instruction, candidates explain and justify which aspects of the
learning segment were effective, and what the candidate would change. Lastly, candidates use their analysis of
assessment results to inform next steps for individuals and groups with varied learning needs.
5.
Academic Language Development is evaluated based on the candidate’s ability to support students’ oral and written use of
academic language to deepen subject matter understandings. Candidates explain how students demonstrate
academic language using student work samples and/or video recordings of student engagement.
Scoring edTPA
The five dimensions of teaching are evaluated using 15 analytic rubrics on a five point-score scale focused on student
learning. Stanford is responsible for the design and development of an on-line training system and for setting subjectspecific benchmarks. Qualified scorers are trained to use edTPA rubrics to evaluate candidate submissions consistently and
fairly. Local, state and national scoring pools include teacher education faculty and clinical supervisors, as well as P-12
educators (e.g., National Board Certified Teachers, cooperating teachers who host teacher candidates, and school
administrators). At least half of all scorers are university faculty (including clinical supervisors and cooperating teachers) and
half are k-12 educators. All scorers must meet rigorous qualifications including subject-matter experience, and recent
experience teaching the subject (to P-12 students or methods courses to candidates) and mentoring or supporting
beginning teachers.
Candidates may submit their edTPA materials directly to Pearson or via an approved, integrated edTPA platform provider,
including Chalk & Wire, Folio180, FolioTek, iWebFolio, LiveText, Pass-Port, TaskStream, and Tk20 (see edTPA.com for
details). Faculty provide formative feedback to candidates while they are developing edTPA materials within these
platforms. Score reports include individual candidate scores as well as a narrative profile of candidate performance. The
score reports and candidate edTPA materials are useful data sources for informing program and curriculum revision within
participating campuses and as evidence for state and national accreditation processes.
edTPA will be available for all licensure areas in adopting states*
•
•
•
Early Childhood
Elementary Literacy
and Mathematics
Middle Childhood:
English Language Arts
History/Social Studies
Mathematics
Science
•
•
Secondary English
Language Arts
•
Visual Art
•
Performing Arts
Secondary
History/Social Studies
•
Physical Education
•
•
•
•
World Language
Agriculture
Business
Classical Languages
•
Educational Technology
Specialist
•
Secondary Mathematics
•
Secondary Science
•
Special Education
*edTPA Subject-Specific Handbook
are Available
For more information about edTPA:
http://scale.stanford.edu/teaching/edtpa
http://edtpa.aacte.org
72
•
English as an Additional
Language
•
Family/Consumer
Science
•
Health Education
•
Library Specialist
•
Literacy Specialist
•
Technology and
Engineering
edTPA Guidelines for Acceptable Candidate Support
Revise April 2014
edTPA is a summative, subject--‐specific portfolio--‐based assessment of teaching performance,
completed during a preparation program within a clinical field experience. edTPA is designed
to assess a teaching candidates’ readiness to teach.
Given the placement of edTPA within an educational program, professional conversations
about teaching and learning associated with the outcomes assessed in edTPA are expected
and encouraged. Consistent with research on student learning,1 programs are encouraged to
help candidates examine expectations for performance evaluated by edTPA in meaningful
ways and discuss how they will demonstrate their performance in relation to those
expectations. One highly effective way to clarify what edTPA requires AND prepare
candidates to teach well is to closely examine the rubrics. Faculty, supervisors and
cooperating teachers should take time to examine the language, structure and progression of
the edTPA rubrics during formative experiences throughout the program.
During field experiences, candidates are trying out what they have learned, and they receive
feedback on their performance from supervisors, cooperating teachers, and other support
providers. These activities and formative experiences provide opportunities for candidates
to “practice the activities of edTPA” and to synthesize their learning from the program. .
Preparation for edTPA offers many collegial opportunities for candidates to share and
discuss their experiences as well as to share and discuss responses to practice activities.
Although many program activities and experiences provide acceptable forms of support for
candidates within the edTPA process, other activities are not acceptable within a summative
assessment process that is intended to determine whether each candidate individually
demonstrates mastery of state/program standards and should be recommended for an initial
license.
This document clarifies what are acceptable forms of support for candidates during the
edTPA process and what are unacceptable forms of support. It replaces earlier versions
posted at http://edtpa.aacte.org/ and https://www.edtpa.com/.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan. Retrieved
from https://www.measuredprogress.org/documents/10157/15653/InsideBlackBox.pdf
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Acceptable Forms of Support for Candidates within
the edTPA Process
The following are examples of acceptable types of support for candidates within the edTPA process:
• Providing candidates with access to handbooks and other explanatory materials about edTPA and
expectations for candidate performance on the assessment
• Explaining edTPA tasks and scoring rubrics and guiding discussions about them
• Providing and discussing support documents such as Making Good Choices about what lessons
or examples to use within the assessment responses
• Engaging candidates in formative experiences aligned with edTPA (e.g., assignments analyzing
their instruction, developing curriculum units, or assessing student work)
• Explaining scoring rubrics, and using these rubrics in formative exercises or assignments2
• Using rubric constructs or rubric language to evaluate and debrief observations made by field
supervisors or cooperating teachers as part of the clinical supervision process
• Offering candidate seminars focusing on the skills and abilities identified in edTPA, such as an
Academic Language seminar
• Asking probing questions about candidates’ draft edTPA responses or video recordings, without
providing direct edits of the candidate’s writing or providing candidates with specific
answers to edTPA prompts
• Assisting candidates in understanding how to use the electronic platforms for models/programs using
electronic uploading of candidate responses
• Arranging technical assistance for the video portion of the assessment
Unacceptable Forms of Candidate Support
during the Assessment
The following provides examples of unacceptable types of support for candidates within the edTPA
process:
• Editing a candidate’s official materials prior to submission
• Offering critique of candidate responses that provides specific, alternative responses, prior to
submission for official scoring
• Telling candidates which video clips to select for submission
• Uploading candidate edTPA responses (written responses or videotape entries) on public
access social media websites.
2
Note: If candidates, peers, or instructors use rubrics in formative exercises or assignments, they must be aware
that such local scoring cannot be assumed to be comparable to the scoring conducted by trained evaluators who
have met calibrated scoring standards.
74
Verification of edTPA Materials
Cooperating Teachers and University Supervisors:
To ensure the validity of the edTPA being submitted by your student teacher, we need your assistance in verifying
materials. The purpose of this is twofold: to assure the work is actually that of the teacher candidate, and to show that
you have approved the content being taught.
At the midpoint of the semester when you are collaboratively completing the midterm/final evaluation, your student
teacher is to provide for your review the following edTPA materials:




Context for Learning Information
Learning segment lesson plans
Focus student(s) work samples
Chosen assessment with directions, prompts, and evaluation criteria
Please initial and sign the respective areas below after your review. This completed verification form is required to be
submitted by the student teacher to his/her seminar leader on Monday following the midterm submission date.
We appreciate your assistance. If you have any questions, please do not hesitate to contact me at 330.941.3735 or at
takightlinger@ysu.edu.
Therese Kightlinger
Adm. Student Field Experiences
------------------------------------------------------------------------------------------------------------------------Verification
We reviewed ______________________________________ edTPA materials and acknowledge the following:
(Printed student teacher’s first and last name)
Initials
edTPA Materials
CT
US
Context for Learning Information
- By initialing this section, you are verifying that all information and artifacts being submitted
are from the same class that is seen in the video recorded segment of the TPA (task 2).
Learning segment lesson plans
- By initialing this section, you are verifying that these are the actual lesson plans submitted
for your approval prior to the learning segment, and that these were the actual lessons used to
teach the learning segment.
Focus student(s) work samples
- By initialing this section, you are verifying that these work samples are actual student work
samples completed by students identified as focus students in the TPA.
The chosen assessment with directions/prompts
-By initialing this section, you are verifying that this assessment was completed by each
student in the focus class as part of the TPA learning segment.
__________________________________
__________________________________
(Cooperating Teacher’s Signature)
(University Supervisor’s Signature)
______________________
(Date)
75
Dr. Marcia Matanin
TPA Professional Development
2/8/13
References:
ptgmedia.pearsoncmg.com
tpaconline.ning
STEPS TO SUCCESS
IDENTIFYING AND TEACHING ACADEMIC LANGUAGE
STEP 1:
Identify content objectives (based on content standards and curriculum demands). At the end of this
lesson, what do you want students to know, understand, and/or be able to do with language?
STEP 2:
Analyze texts, tasks, and tests to be used in the learning segment as a basis for identifying academic
language demands.
Academic Language—The means by which students develop and express content understandings.
Academic language represents the language of the discipline that students need to learn and use to
participate and engage in meaningful ways in the content area.
Language Demands—Specific ways that academic language (vocabulary, language functions, syntax,
and discourse) is used by students to participate in learning tasks through reading, writing, listening,
and/or speaking to demonstrate their understanding of content. What language demands are
critical to the learning segment?
Vocabulary
 Words or groups of words (specialized, technical), key vocabulary that needs to be taught.
Form
 Ways of developing, expressing, or organizing oral or written language, common
language structures.
 Syntax—conventions for organizing symbols or words (sentence, table, chart, equation).
 Discourse—structure of written or oral language (signal words, format, verb tense, nonverbal sign, symbols).
Function
 Action verb related to the learning outcome (interpret, explain, compare). How will the
student use academic language to demonstrate their knowledge of the content?
STEP 3:
Develop academic language objectives based on language demands.
Demand—specific way the academic language is used by students (Bloom’s Taxonomy) related to the
academic function stated above.
The What—Content (vocabulary or form)
The How—Action Verb (function)
The Support—The Activity provided by the teacher
Academic Language Objective Examples
1. Give examples (function) of symmetry in two-dimensional shapes (content) from the magazine
pictures provided (support).
2. Describe (function) the pull of magnets (content) using the classroom objects provided (support).
3. Explain (function) the water cycle (content) by completing the graphic organizer (support).
4. Compose (the how) a short narrative about the American Revolution (the what) using the pictures
on pages 34-39 of your text (the support).
76
Modified from:
http://documents.cms.k12.nc.us/dsweb/Get/Document25372/Guide+to+Writing+Language+Objectives+Presentation.pdf
March 2011.
Making Sense of How to Write an Academic Language Objective
Content Objective (the WHAT)
Math ----- Identify symmetry in two-dimensional shapes
Science ----Investigate the pull of magnets
Music -----Analyze composers and their work
Art -------- Address a social issue
Language Objective (the HOW)
Subject
Math
Science
Music
Art
Language
Function
Content
Support
Give examples
of symmetry in two-dimensional shapes
from magazine pictures
provided
Describe
the pull of magnets
using classroom objects
Compare/Contrast
selected composers and their work
with a partner
Create artwork
on a social issue
with photographs
What are examples of Language Functions?
 List
 Define
 Label
 Describe
 Repeat
 Give an Example
 Restate
 Hypothesize
 Form a question
 Paraphrase
 State
 Explain
 Retell
 Make a Connection
What are examples of Language Supports?
 Real life objects
 Magazines &
Newspapers
 Manipulatives
 Video Clips
 Pictures & Photographs
 Models and Figures
 Illustrations
 Charts
 Diagrams
 Graphic Organizers
 Color coding
 Timelines
 Dictating to a partner
 Number lines
 Audio books
 In pairs or partners
77


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

Compare / Contrast
Narrate
Compose
Summarize
Defend
Justify

In triads or small
groups
Using the Internet
With Mentors
Acting It Out

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
Content Specific Examples of Academic Language Function Based on Content Standards
MATH





Highlight addition signal words in the word problem
Write multiple representations of the same operation
Justify your conclusion based on data
Order the fractions from smallest to largest
Convert metric numbers to customary numbers
SCIENCE

Label a diagram of the digestive system

Describe 3 ways the environment can change after a hurricane

Retell the steps in the life cycle of a butterfly

Describe how the moon, earth, and sun move through phases
SOCIAL STUDIES

Read a bar graph about tea imports

Discuss the cause of the American Revolution

Interpret data on a bar graph

Apply social studies vocabulary in the context of a reading passage

Recount an historical event
LANGUAGE ARTS

Explain the organizational pattern used by the writer

Identify the verb tense to explain what happened in the past and what will happen in the future

Use who, what, and why, to analyze the current event

Retell the main idea from the film to a partner

Compare and contrast 2 versions of the same fairy tale
MUSIC





ART




Analyze the score to compare the dynamic markings from one page to the next
Analyze a four part Baroque score
Realize the figure base to provide chordal accompaniment
Determine the correct phrasing based on the Italian text
Discriminate between two meter patterns played (duple, triple)
Interpret how the artist creates symmetry in the painting
Using shapes provided, create an example of good symmetry or asymmetry
Recreate a drawing using repetition and contrast based on an example provided
Describe the various hues used by the artist to denote intensity
PHYSICAL EDUCATION

Calculate target heart rate using the given formula

State the 5 components of health-related fitness

Explain the purpose of each of the critical elements of throwing

Analyze your partner’s movement pattern

Explain the difference between sets and repetitions

Apply the biomechanical principle of friction to use sport specific shoes or other equipment
HEALTH EDUCATION

express a position or point of view during a role play

interpret statistics about the consequences of risky behavior

explain the implications of actions on health

define science concepts and applying them to everyday life

evaluate or construct arguments based on facts, not opinions
COMPUTER SCIENCE

use well known algorithms for searching and sorting data

construct a web page using HTML

write code to state a basic addition problem
FAMILY AND CONSUMER SCIENCE

create a position statement on the importance of healthy eating for children

construct a fire safety plan for your home

plan a balanced meal using the My Food Plate

graph your level of stress based on the weekly activity log
To develop appropriate academic language objectives, you must understand the instructional needs of your students as
well as the linguistic demands of the task and the content being studied.
78
Ways to Deepen Student Learning


















Formative assessment strategies followed by discussion: entrance slips, KWL, think-pair-share activities.
Role playing: Assign a role to each student, give them information to present, when they are presenting, ask
questions of the rest of the class to help them better understand the skit.
Scrambled paragraphs dealing with a specific topic: the objective is to have the student better understand
the content through the writing process. The objective is to connect the statements together in a cohesive
way, to identify the topic sentence and supporting facts.
Students recreate an event: Students must depict the event authentically paying attention to important
aspects of the event and details. Other students write about the event as it is recreated.
Critical thinking type questions: why the student selected a specific strategy, why they chose to create
something a certain way, what contextual factors came into play in understanding an event or completing a
task.
Adding to answers: Extend student thinking by asking another question following their response, like,
“Why do you feel that way”, “what makes you say that”, how do you know that is true”.
Making real life connections with the students: how something in history is related to how/why we do
something today.
Any type of actively engaging experience: completing an experiment, seeing a model of something, doing a
public service announcement for or against something, completing a poster or project on the topic.
Predicting the end to a story: was the student right or wrong, why or why not. Using this information in a
real life situation.
Sequencing activities: putting a recipe together in the right order, taking a news article and cutting it into
pieces and students have to realign it to make sense.
Ask students to self-critique: what is something you did well, what is something you still need to improve
on. Peer assessments can also be used for this purpose.
Hands-on demonstrations applied to different settings or activities: a scientific experiment, a process for
completing a variety of tasks, applying the information to another content area that is similar.
Give students scenarios or situations to analyze based on the content.
Have students create their own model to describe or explain a concept: an atom, the water cycle.
Explaining processes and solutions in multiple ways, connecting to real life situations, connecting the
solution back to the original question, helping student recognize connections between prior content and
current topics.
Explain how an historical event has an impact on you today.
Analyze results in a lab experiment.
Have students come up with questions to discuss, have students ask other students questions.
(Student Teaching PD, Spring 2013)
Learning Theory Websites
http://www.learning-theories.com
http://www.emtech.net/learning-theories.htm
http://www.instructionaldesign.org/theories/index.html
http;//www.teachersgarden.com/professionalresources/learningtheorists.html
http://www.nwlink.com/~donclark/hrd/learning/theories.html
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
http://www.multiage-education.com/multiagen-b/theories.html
http://www.psychology.about.com/od/psychology101/u/psychology-theories.htm
79
WILCOX CRC
Camera Policy
Check Out
 The user MUST read and sign the Maag Library Electronic Device Agreement form at the
Wilcox CRC.
 User MUST have a valid YSU ID.
 Cameras can ONLY be checked out by a student teacher.
 Cameras will be checked out in a bag containing the camera, a lithium battery,
tripod, User Guide, Safety Instructions, Warranty, Welcome Guide, clear plastic padding, and
USB cord.
Circulation
 Cameras are available on a first-come, first-serve basis. No holds can be placed
on cameras.
 IF NOT RETURNED BY THE END OF THE LOAN PERIOD, USER MAY BE
CHARGED THE ENTIRE COST OF THE ITEM.
 All Maag Library policies, fees, and fines apply.
 http://maag.ysu.edu/service/circulation/circulation.html
Using the Cameras
 User is responsible for fully charging the battery prior to videotaping. Cameras can be charged
by either connecting to a USB port on a computer or using the power cord.
 A user guide is located in the bag with the camera.
 Check the camera for previous videos and delete.
 After recording, save your video (e.g. Dropbox, Google Drive, personal computer, flash drive,
etc.)
 Have your video(s) saved in no less than places three places, do not keep the only copy of your
video(s) on the camera.
 While using the cameras, if you encounter problems, please contact Gene Soltis (See contact
info below).
Returning Cameras
 Delete any videos saved to the camera before it is returned
 The cameras must be returned to the Wilcox CRC in Beeghly Hall.
 The Wilcox CRC staff will do a visual check to ensure that the camera is returned
 with all inventory items in good condition.
 If the camera and/or inventory items are returned damaged, user may be charged the entire cost
of the item. (Camera cost approximately $250.00)
Wilcox CRC Hours:
Monday – Thursday
Friday
Saturday
Sunday
Technology Assistance
7:30am – 8:00pm
7:30am – 5:00pm
9:00am – 1:00pm
CLOSED
by appointment - Gene Soltis
1:00pm-4:30pm
330-941-3268
efsoltis@ysu.edu
80
RENEW CRC MATERIALS
1. Go to the Maag Library homepage (maag.ysu.edu)
2. Under Quick Links click on ‘Your Library Account’
3. Enter your name, YSU ID# and library password
*If you have not set up a password, enter your YSU ID# twice*
You will see a list of items you have checked out and when they are due.
4. To renew one item, check the box and click ‘RENEW SELECTED’
To renew all items, click ‘RENEW ALL’
Your new due date will appear on the right side of the screen.
Note:
You can only renew an item within three days of the due date.
You are not permitted to renew overdue items.
81
Video Guidelines
Subject to change due to state and/or national revisions
Before the Teaching Event
Plan:
 Begin planning ASAP – do not procrastinate
 Discuss with the cooperating teacher your need to videotape lessons and the type of lessons you
need to videotape – students actively engaged in learning
 Share with the cooperating teacher the task information and rubric
 Determine with the cooperating teacher the appropriate time for you to independently teach the
learning segment
 Clarify with the CT what his/her role is and isn’t during the teaching event
 Obtain permission for the students and every adult that will appear in the video
 Determine what equipment you will use to video and the software to clip the video
 Determine what noises may interfere with taping – work around them
 Develop your lesson plans
- Ask yourself, do all students have something to do while I teach (e.g. filling our graphic
organizer, answering substantive questions orally and/or in writing, etc.)
- Ask yourself, what exactly will students be working on and how exactly will they be doing
it
- Ask yourself, how will I check with students to clarify, determine their understanding
 Completion of all parts – Context for Learning Information, Lesson Plans for the Learning
Segment, and Planning Commentary (Task 1) – BEFORE videotaping
Equipment:
If you need to check out equipment:
 consider deadline for returning equipment
 know the recording time limitations
 have a backup plan in place
 do you have everything for the equipment
 determine what you need to provide – batteries, SD card, extension cord, tripod, etc.
If you have your own equipment:
 know recording time limitations and challenges
 have a backup plan in place
 do you have everything for the equipment – batteries, cords, tripod, microphone
 do you have what you need to record – SD card, disk
Dress Rehearsal
 Place video camera in the classroom in advance to minimize students ‘performance’
 Tape extension cords to the floor with duct tape. (safety reasons)
 Eliminate noises that may interfere with taping
 Do not place the camera facing a window(s)
 Find the optimal ‘hearing and seeing’ position for the video camera – want to capture you and
students – the side of the room works best
82


Be certain what students are saying can be heard – sound quality is more important than video
quality
Practice circulating, questioning, calling on students, interacting, and actively engaging
students – want to capture teaching and learning
Days Prior to the Teaching Event
 Familiarize yourself with the Task 2 criteria
 Walk through your lesson plans – get comfortable with the content
- Ask yourself, do all students have something to do while I teach (e.g. filling our graphic
organizer, answering substantive questions orally and/or in writing, etc.)
- Ask yourself, how I will make sure all students are participating (e.g. calling on students
who are less vocal and/or do not raise hand, students respond in pairs or small groups, etc.)
 Think about where you and your students will be during the activities
- Ask yourself, where am I checking with students to clarify and/or determine understanding;
am I circulating around the room
 Discuss with your cooperating teacher your plans to capture the teaching and learning
 Have a backup plan for equipment and videotaping – fire alarms, tornado drills, lockdowns, etc.
happen
During the Teaching Event
Teach
 Remember, not expecting perfection – needs to be sufficient to understand what happened in
the classroom
 Double check the sound and picture
 Set the camera and leave it unless you need to move it
 Keep the microphone close to the action
 Speak clearly
 Restate student questions and comments
 If taping multiple days, make sure to download and save each day on a jump drive. Fully
charge the camera prior to next day videotaping. DO NOT keep the video on the camera and
expect to tape the next day.
After the Teaching Event
Reflect
 Review Task 2 and the rubric
 Review the entire video(s) of your teaching event
 Select a clip that:
- clearly shows students actively engaged in learning
- clearly shows interactions between you and your students
- clearly shows your response(feedback) to student comments, questions, and needs
- features either the whole class or a targeted group of students
- both you and your students should be visible and clearly heard
 Selected video clip should be continuous and unedited, no interruption in the event
 Video clip(s) and Instruction Commentary should align
83
Western Governors University
Jodi Robison
TPAC Online, 2011
Revised 2014
Preparing Video Presentations for Upload
Before you begin, review the evidence chart in the TPA handbook for the required format.
1. Record presentation
Most camcorders have high-resolution settings. If there is an option to lower the resolution before
recording, it is wise to do so. Note: The video setting on pocket digital cameras and video cameras on
cell phones have lower resolutions and seem to work best.
2. Compress the videos
The target is a file that is 100MB-190MB. There are a few tools available for compressing video files.
The key to using any of the compression tools is to remember that once the compression is complete,
the newly created file must be packaged for publication. If this packaged step is not completed, the file
will only play on the computer of origin.
BCOE RECOMMENDATION:
Thirty computers in the BCOE CRC have Nero video editing software available for your use. Gene
Soltis will be available, by appointment only, to assist you with the process of compressing your
video. You can schedule an appointment Monday through Friday from 1:00pm to 4pm. For the
appointment, you MUST know the time stamps where you will cut your video. The process will take
time and you may need 1½ hr. to complete the process – plan accordingly. If you are unable to
schedule an appointment, you can still use the software. Detailed, easy to follow directions are
available on each computer and on page 84.
Other Option: Using Handbrake
Handbrake is a free download that will compress video files. It is very user-friendly. To download the
Handbrake software, go to http://handbrake.fr/ and select the version that is right for your computer.
Once the program is downloaded, the video file must be imported into the program. To do this, click on
Source then browse to find the file. Once the source file is selected, the program will request where to
save the compressed video when it is complete. It is often easier to find if it is saved to the Desktop, but
the default file may be in My Documents or My Videos.
There are multiple options for selecting a compression format and it is even possible to create a
customized format. However, it is important to remember that compression can distort images and
sound, so make sure the original file is always preserved. The option that seemed to be the most
effective was to choose Apple, then iPod. Once the right settings are selected, hit Start at the top of the
screen and let the program compress the video. In choosing the iPod setting, Handbrake automatically
packages the video for publication. Once the compression is complete, you should find a new video file
on your desktop or wherever you saved it. It is now ready to upload.
84
Other Options:
Windows Movie Maker
Windows Live Movie Maker is also a free download. To download Live Movie Maker go to
http://explore.live.com/windows-live-movie-maker?os=other and select download now. Once the
program is ready to use, import the original video into Movie Maker. Next, choose a format for the new
file. There are several formatting options for compression. Experience has shown that the Email option
works best. Select the Email option and designate where the compressed file should be published. (It’s a
good idea to name the new file something different from the file name of the original video because this
makes it easier to identify when you get ready to upload it.) Save the new file to the Desktop for ease in
locating it. Now wait while the software compresses the video. (Please note: that in some versions of
Movie Maker the program will also save a project file as well as the video file. The project file has a
.wlmp extension. This file type will not play on remote computers, but other than the file extension, it
often has the same name as the compressed video file, so make sure that you check the file extension
before uploading.) When the software had finished compressing the file you should find the newly
compressed version on your desktop.
IMovie Directions
For more detailed directions or help please visit http://help.apple.com/imovie/mac/
Open Program
Import
1. Click the Import button in the toolbar.
Split a clip
1. In the timeline, select the clip you want to split.
2. Position the playhead at the clip timestamp where you want to split the clip.
3. Choose Modify > Split Clip.
4. Repeat steps 2-3 if necessary
Create a QuickTime file
1. Select your clip in the browser.
2. Click the Share button in the toolbar, and then click File.
3. In the dialog that appears, do any of the following:
 To set the title of the shared movie: Click the name at the top, and type a new name
according to naming guidelines in your edTPA handbook.
 To set the description of the shared movie: Click in the Description field, and type the name
of your clip according to the edTPA handbook.
 DO NOT SET TAGS, TAGS ARE NOT ALLOWED ON edTPA VIDEOS
4. Set the size of the shared movie between 100mb and 190mb:
5. Click Next.
3. Upload the compressed file
Once the compression is complete, the video file can now be uploaded to TaskStream. To do this, log
into TaskStream and follow the step by step process for uploading videos.
Final comment: It is wise to upload the video during a “low traffic” Internet use time—early morning or
late night, for example. This is due to the fact that even a compressed video file will take around 15
minutes to upload. If the video upload times out repeatedly, consider using a different Internet service,
such as the public library or an Internet café.
85
Directions for Using Nero Video Software
Special Note:





Before you start this process please have the time stamps where you will cut your video
This process will take time.
You may need 1 ½ hr to complete the entire process.
The compression process takes the most amount of time.
If you need to make this a 2 step process, you must complete all of the “Cutting Video Clips” steps (111) before you stop.
Starting the Program
1) Click the Nero Video desktop icon
2) Under Edit & Import click Make Movie or Slide Show
3) Then name the movie then click ok
Cutting Video Clips
*MUST COMPLETE # 1-9 BEFORE STOPPING
* If you make a mistake you can click the undo button.
1) Right corner of the window, click on import video.
2) Click on import file. Select the file, then click open
a. The imported video will appear in the top right hand corner of the screen under the heading My
Media
3) Click on the video, drag to Drag video clip or picture here to add it to movie or slideshow
4) On the left hand side of window, click on Advanced Editing.
a. This will stretch the video out along the timeline.
5) Click on the red triangle and drag it to your starting time stamp.
6) On the lower right hand side, click on Scissors button. Place the scissors in the middle of the red line
and then left click.
7) Click on the red triangle and drag it to your ending time stamp.
8) Click on the Scissors button. Place the scissors in the middle of the red line and left click.
9) Click on Pointer Button above the Scissors Button.
10) Move the pointer to the piece of the video you do not need, left click. Press the delete button on the
keyboard. This will remove the unwanted video. Repeat if necessary.
11) If the remaining video is not at the beginning of the timeline, click and drag video to the beginning of
the timeline.
Exporting Video
*THIS PROCESS CAN TAKE UP TO 45 MINUTES OR MORE TO COMPLETE
1)
2)
3)
4)
5)
6)
Click on Export Button on of the screen.
Click yes to save your work.
Click on box under format and choose WMV.
Click on the configure button to open the settings window
Click on box under Profile and choose Portable Device.
Click on the circle next to Target Size. Now look at the box next to the circle to make sure the file is
between 100MB to 190MB. The file size cannot exceed 200MB.
7) Click Ok
8) Click the browse button. Choose to save this file to a jump drive. Name the video according to the
naming conventions in the TPA handbook.
9) Click the export button on the bottom right hand corner of the window.
10) Exporting process will begin. Can take up to 45 minutes or more to complete.
86
Four Tiered Teacher Licensure Structure
Resident educator license – 4 yr nonrenewable (may be extended on a case by case basis)
Resident Educator License Requirements

Bachelors degree, an approved program of teacher preparation, pass examination prescribed by state board of education, and 12 semester hours of reading coursework for early
childhood, middle childhood, intervention specialist and early childhood intervention specialist licenses.
Professional Educator License – 5 yr renewable
Requirements



Bachelors degree (except career-technical workforce development)
Successfully complete the Ohio resident educator program
Alternative license holders successfully complete additional requirements to obtain professional license
Senior Professional Educator License - 5 yr renewable
(A+B+C)
A
Degree requirement

Masters degree or higher from an institution of
higher education accredited by a regional
accrediting organization
B
Experience

C
Demonstration of practice at the accomplished/distinguished level:
Nine years under a standard teaching license
with 120 days of service as defined by ORC,
of which at least five years are under a
professional/permanent license/certificate

Successful completion of the master teacher portfolio
Lead Professional Educator License - 5 yr renewable
(A+B+C)
A
Degree requirement

Masters degree or higher from an institution of
higher education accredited by a regional
accrediting organization
B
Experience

Nine years under a standard teaching license
with 120 days of service as defined by ORC,
of which at least five years are under a
professional/permanent license/certificate or
a senior professional educator license
C
Demonstration of practice at the distinguished level:

Earn the teacher leader
endorsement and
successful completion
of the master teacher
portfolio, OR

Hold active national
board certification
(NBPTS)
June 2011
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