Fort Hays State University
Office of Professional Services
College of Education and Technology
600 Park Street
Hays, Kansas 67601
785-628-5828
2010-2011

Introduction ..............................................................................................................3
Terminology .............................................................................................................4
Admission to Student Teaching ...............................................................................5
FHSU Conceptual Framework for the Professional Educator .................................7
Kansas Professional Educational Standards ............................................................8
Code of Competent Performance for Kansas Educators........................................15
Fort Hays State University Teacher Educational Unit Disposition Statement ......17
Professional Code of Ethics for Teacher Educators ..............................................18
Candidate Code of Ethics.......................................................................................19
General Policies Related to Student Teaching .......................................................20
Objectives of Student Teaching .............................................................................21
Roles of Individuals ...............................................................................................21
Student Teaching Certificate..................................................................................22
A Note to the Cooperating Teacher .......................................................................23
Cooperating Teacher Qualifications ......................................................................23
Responsibilities of the Cooperating Teacher .........................................................24
Cooperating Teacher Checklist ..............................................................................24
Suggested Format for Conferences ........................................................................27
Discussion Topics ..................................................................................................28
Candidates Beginning Experiences: Observations ................................................29
Observation Guide .................................................................................................30
General Observation Guide ....................................................................................31
Week by Week Pacing Guide ................................................................................32
Classroom Management.........................................................................................35
Providing Clear Instructions ..................................................................................38
TEEL 496 Student Teaching Syllabus – K-Grade 3 ..............................................39
SPED 465 Student Teaching – Birth-Age 5 Syllabus ............................................39
TEEL 496 Student Teaching Syllabus – Elementary ............................................43
TESS 496 Student Teaching Syllabus – Secondary ..............................................47
Evaluation of Student Teaching .............................................................................63
Forms for Use by Candidate ..................................................................................64
Excerpt from Bloom’s Taxonomy .........................................................................68
Student Teaching Observation and Evaluation Forms...........................................74
Form for Evaluation of Student Teaching .............................................................75
Samples of Effective Teaching for Evaluation by Cooperating Teacher ..............78
Contact List of Academic Supervisors ..................................................................84
Samples of Effective Teaching for Evaluation by Supervisor ...............................81
Fort Hays Performance Assessment ....................................................................87
Educational Unit Policy Guide for Candidates ......................................................83
Rules and Regulations Governing Student Teachers .............................................85
A Checklist for Subject Matter Content and Pedagogy .......................................121
Notice of Non-discrimination – Fort Hays State University does not discriminate on the basis of sex, race, religion, national origin, age, disability, Vietnam era veteran status or special disabled veteran status in its programs and activities. The director of affirmative action, coordinator of Title IX, Title VI, Section 504 and ADA regulations, may be contacted at 600 Park Street, Hays, KS 67601- 4099, (785 628-4033).
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INTRODUCTION
The Student Teaching experience is an integral part of the Fort Hays State University Teacher Education program. It is our belief that a successful Student Teaching experience is based on a solid partnership among the candidate, cooperating teacher, and university/academic supervisors. The information given in the handbook is suggested to help you as a candidate, a cooperating teacher, or a supervisor. It is best to discuss the handbook with the university and academic supervisors because some supervisors may want to make changes in the material. Student Teaching Candidates are responsible for downloading the Handbook for Student Teaching located at: http://www.fhsu.edu/coe/ops/fieldexp/Student
Teaching Handbook_2010.pdf
The educational unit at Fort Hays State University designed and follows the Conceptual Framework for the Professional Educator. The framework is also available on our website http://www.fhsu.edu
by following the link to Academics and then College of Education and Technology. The framework follows
KSDE Professional Education standards (More information on the standards and teacher education support may be viewed at the National Council for Accreditation for Teacher Education (NCATE) website – http://www.ncate.org
– and the Kansas State Board of Education website – http://www.ksbe.state.ks.us
).
Please read through the Kansas Regulations for Student Teaching, as these are important guidelines. The handbook was developed to assist all participants during the Student Teaching semester to gain a better understanding of the expectations and evaluation process. Please contact me with any questions or concerns. We appreciate your commitment to this component of our educational program.
Mr. Mike Karl,
Director of Field Experiences
Office of Professional Services
220C Rarick Hall mkarl@fhsu.edu
785-628-5902
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TERMINOLOGY
Academic Supervisor is the university departmental instructor who will observe and advise the candidates in secondary education.
Candidate referred to in this handbook includes any student who is enrolled in student teaching that would result in teacher licensure.
Cooperating School is an elementary or secondary school, not controlled or supported by the university, which helps provide professional experience in the teacher education program.
Cooperating Teacher is a fully licensed instructor who guides and supervises the candidate in a cooperating school setting. The cooperating teacher completes the Formative and Summative Evaluation form at Midterm and at the end of the semester.
Teacher Education Institution is a university whose teacher education programs are fully approved by the Kansas State Department of Education.
University Supervisor is a fully licensed educator who is responsible for supervising the candidate a minimum of three times during the semester. University Supervisors shall be university faculty members, present or retired administrators, and/or retired teachers with preference to those teachers who at one point in their career have been designated as master teachers in their district.
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ADMISSION TO STUDENT TEACHING
A student who has been admitted to teacher education may apply to enroll in student teaching prior to
February 15 for the fall semester or prior to September 15 for the spring semester.
Application forms are available in the Licensure Office, Rarick 220, or on line at http://www.fhsu.edu/cert/
To qualify for admission to student teaching, the candidate must have been previously admitted to Teacher Education. Students normally apply for admission to Teacher
Education during the latter part of the sophomore year or beginning of the junior year.
Requirements for Admission to Teacher Education
1.
Candidates who do not hold a bachelor’s degree must have achieved a cumulative 2.75
GPA including a minimum of 36 hours of General Education credit.
2.
Candidates who hold a bachelor’s degree from a regionally accredited college or university must have achieved a 2.75 GPA on the last 60 hours of college credit.
3.
Candidates who do not hold a bachelor’s degree must have PPST scores of Math 172,
Writing 172, and Reading 173 OR have ACT scores of 22 in Math-Total Score, English-
Total Score, and Reading-Total Score. If a candidate does not achieve a score of 22 in one of those areas of the ACT, the candidate may meet the requirement in that area by achieving a passing score on the PPST in the corresponding area.
4.
Candidates must have completed the following courses with a grade of “C” or higher:
English Composition I, English Composition II, Fundamentals of Oral Communication,
College Algebra or higher, and Elements of Statistics.
5.
Candidates must have completed the following pre-professional education courses with a grade of “C” or higher: Foundations of Education, Human Growth and Development,
Early Field Experience (secondary), and Children’s Literature (elementary and early childhood) and Professional Practice and Observation (elementary).
6.
To complete the Application for Admission to Teacher Education, the candidate must provide two recommendation forms: it is recommended that one be from a faculty member in the candidate’s department and the other be from an individual who has supervised the candidate.
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1.
Minimum overall GPA of 2.75 and 2.75 GPA in the teaching field.
2.
Satisfactory completion of all required coursework, including an observation and participation experience.
3.
No grade lower than “C” in professional education courses.
4.
Favorable recommendation from the department in the student’s subject area for teaching.
5.
Satisfactory results of answers to Background Questions.
6.
Submission of credential file to be completed in Educational Psychology.
7.
Approval for admission to student teaching by the Council on Preparation of Teachers and
School Personnel (COPTSP).
Each candidate must submit the following documents to the cooperating school office—
1.
Student Teaching Certificate (provided by Office of Professional Services before student teaching)
2. Blood-borne pathogen training certificate (completed before student teaching)
3. TB skin test certificate (completed before student teaching)
As a student at Fort Hays State University and as a participant in pre-professional field experiences, including student teaching, you are to adhere to the standards set forth in the Code of Competent
Performance for Kansas Educators, beginning on page 16 in this document, and the Candidate’s Code of
Ethics, beginning on page 20 in this document. Please remember that when you are in the field, you are required to demonstrate knowledge, skills, and dispositions (behaviors and attitudes) of a professional educator, regardless of the minimal age difference that may exist between you and your students.
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FORT HAYS STATE UNIVERSITY TEACHER EDUCATION UNIT
The conceptual framework for professional educators at Fort Hays State University is defined in terms of the seven goals enumerated below under the heading of “The Professional Educator” in coordination with the Kansas State Department of Education (KSDE.)
Goal I:
The Professional Educator is liberally educated.
The Professional Educator develops the capacity and disposition to draw on diverse resources from the liberal arts and sciences to answer complex questions based on ethical considerations. S/he develops the capacity and disposition for self-criticism, healthy living, and an understanding of the importance of diversity. {KSDE Professional Education Standards: 6, 7, 11 and 13; Dispositions 1, 3, 4, 5, and 6}
Goal II: The Professional Educator assumes a professional role within the organizational system of the school.
The Professional Educator interprets and implements regulatory, professional, and ethical standards, utilizing the resources from professional organizations and the knowledge bases from social, historical, and philosophical foundations. {KSDE Professional Education Standards: 10; Disposition 6}
Goal III: The Professional Educator combines an understanding of relevant academic disciplines with an appreciation for pedagogical theory and research.
The Professional Educator develops teaching strategies based on the unique structure and method of inquiry of her/his particular discipline and current research-based pedagogy. {KSDE Professional Education Standards: 1, 2, 4, 6 and 7; Dispositions 1, 4, 5, and 7}
Goal IV: The Professional Educator respects and values all persons and provides a fair and equitable learning environment for all learners.
The Professional Educator implements teaching strategies and curriculum designs that accommodate the special needs of individual learners as well as the cultural differences that emanate from a multicultural environment in a global society. {KSDE Professional Education Standards: 3 and 5;
Dispositions 1, 2, 3, 4, 5, 6, and 7}
Goal V: The Professional Educator integrates appropriate technology into the educational process.
The
Professional Educator demonstrates a sound knowledge of educational technology in planning, designing, delivering, and evaluating effective learning experiences. {KSDE Professional Education Standards: 12; Dispositions 5 and
7}
Goal VI: The Professional Educator demonstrates knowledge and use of multiple assessment and diagnostic techniques. The Professional Educator utilizes the appropriate measurement theories and a variety of information sources in evaluating student educational needs and achievements of all students. {KSDE Professional
Education Standards: 8; Disposition 5}
Goal VII: The Professional Educator utilizes reflection as a tool for self-growth, program assessment, and instructional effectiveness.
The Professional Educator uses self-reflection as well as the reflection of others such as peers, mentors, students, supervisors, and parents to effect positive changes curriculum, instruction, and classroom management. {KSDE Professional Education Standards: 9 and 13; Dispositions 5 and 6}
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KANSAS PROFESSIONAL EDUCATION STANDARDS
Standard #1 The educator demonstrates the ability to use the central concepts, tools of inquiry, and structures of each discipline he or she teaches and can create opportunities that make these aspects of subject matter meaningful for all students.
Knowledge
1.
The educator understands major concepts, assumptions, debates, and processes of inquiry, and ways of knowing that are central to the discipline being taught and can create opportunities that make these aspects of subject matter meaningful for all students.
2.
The educator understands that students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
Performance
1.
The educator represents and uses differing viewpoints, theories, "ways of knowing," and methods of inquiry in teaching of subject matter concepts.
2.
The educator evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
3.
The educator engages students in constructing knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.
4.
The educator develops or adapts and uses curricula that encourage all students to see, question, and interpret ideas from diverse perspectives.
Standard #2 The educator demonstrates an understanding of how individuals learn and develop intellectually, socially, and personally and provides learning opportunities that support this development.
Knowledge
1.
The educator understands how learning occurs--how students construct knowledge, acquire skills, and develop critical thinking--and knows how to use instructional strategies that promote learning for all students.
2.
The educator understands that students' physical, social, emotional, moral, and cognitive development influences learning and knows how to address these factors when making instructional decisions.
3.
The educator is aware of expected developmental progressions and ranges of individual variation within each domain
(physical, social, emotional, moral, and cognitive), can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others.
Performance
1.
The educator assesses individual and group performance in order to design instruction that meets learners' current needs in each domain (physical, social, emotional, moral, and cognitive) and that leads to the next level of development.
2.
The educator stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, and testing ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks.
3.
The educator seeks to discover students' thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing.
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Standard #3 The educator demonstrates the ability to provide different approaches to learning and creates instructional opportunities that are equitable, that are based on developmental levels, and that are adapted to diverse learners, including those with exceptionalities.
Knowledge
1.
The educator understands and can identify differences in approaches to learning and performance and can design instruction that helps use students' strengths as the basis for growth.
2.
The educator understands that diversity, exceptionality, and limited English proficiency affect learning.
3.
The educator knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.
4.
The educator understands how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
5.
The educator has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students' experiences, cultures, and community resources into instruction.
6.
The educator has knowledge of state and federal regulations related to children and youth with exceptionalities.
Performance
1.
The educator identifies and designs instruction appropriate to students' stages of development, strengths, and needs.
2.
The educator uses teaching approaches that are sensitive to the multiple experiences of learners and that address diverse learning needs.
3.
The educator makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.
4.
The educator can identify when and how to use appropriate services or resources to meet diverse learning needs.
5.
The educator seeks to understand students' families, cultures, and communities, and uses this information as a basis for connecting instruction to students' experiences (drawing explicit connections between subject matter and community matters, making assignments that can be related to students' experiences and cultures).
6.
The educator brings multiple perspectives to the discussion of subject matter, including attention to students' personal, family, and community experiences and cultural norms.
7.
The educator creates a learning community in which individual differences are respected.
8.
The educator is able to recognize learning problems and collaborate with appropriate special services personnel.
Standard #4 The educator understands and uses a variety of appropriate instructional strategies to develop various kinds of students' learning including critical thinking, problem solving, and reading.
Knowledge
1.
The educator understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem structuring and problem solving, invention, memorization, and recall) and how these processes can be stimulated.
2.
The educator understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g., cooperative learning, direct instruction, discovery learning, whole group discussion, and independent study).
3.
The educator knows how to enhance learning by using a wide variety of materials, including human and technological resources, primary documents and artifacts, texts, reference books, literature, and other print resources.
4.
The educator understands the principles and techniques used in effective reading instruction.
Performance
1.
The educator meets the learning needs of all students by evaluating how to achieve learning goals and by choosing alternative teaching strategies and materials.
2.
The educator uses multiple teaching and learning strategies to engage all students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities, and that help all students assume responsibility for identifying and using learning resources.
3.
The educator constantly monitors and adjusts strategies in response to learner feedback.
4.
The educator varies his or her role in the instructional process (instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of all students.
5.
The educator develops a variety of clear, accurate presentations and representations of concepts using alternative explanations to assist students' understanding and presenting diverse perspectives to encourage critical thinking.
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6.
The educator uses a variety of reading strategies that are appropriate for students' diverse reading abilities and that support further growth and development.
Standard #5 The educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Knowledge
1.
The educator uses knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.
2.
The educator understands how social groups function and influence people and how people influence groups.
3.
The educator knows how to help students work productively and cooperatively in complex social settings.
4.
The educator understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.
5.
The educator recognizes factors and situations that are likely to promote or diminish intrinsic motivation and knows how to help all students become self-motivated.
6.
The educator understands crisis intervention strategies.
Performance
1.
The educator creates a smoothly functioning learning community in which all students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities.
2.
The educator engages all students in individual and cooperative learning activities that help them develop the motivation to achieve by, for example, relating lessons to students' personal interests, allowing students to have choices in their learning, and leading all students to ask questions and pursue problems that are meaningful to them.
3.
The educator organizes, allocates, and manages the resources of time, space, activities, and attention to provide active and equitable engagement of all students in productive tasks.
4.
The educator maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals.
5.
The educator helps the group to develop shared values and expectations for student interaction, academic discussion, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry.
6.
The educator analyzes the classroom environment and makes decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work.
7.
The educator organizes, prepares students for, and monitors independent and group work in such a way that allows for full and varied participation of all individuals.
8.
The educator can participate in the implementation of crisis intervention strategies.
Standard #6 The educator uses a variety of effective verbal and non-verbal communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Knowledge
1.
The educator understands communication theory, language development, and the role of language in learning.
2.
The educator understands how differences in culture, gender and exceptionality can affect communication in the classroom.
3.
The educator recognizes the importance of non-verbal as well as verbal communication.
4.
The educator knows about and can use effective verbal and non-verbal communication techniques.
Performance
1.
The educator models effective communication strategies in conveying ideas and information and in asking questions (e. g. monitoring the effects of messages; restating ideas and drawing connections; using visual, aural, and kinesthetic cues; being sensitive to non-verbal cues given and received).
2.
The educator develops learner expressions in speaking, writing, and other media.
3.
The educator knows how to ask questions and stimulate discussion in different ways for particular purposes (e. g. probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk taking and problem solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question.)
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4.
The educator communicates in ways that demonstrate sensitivity to differences in culture, exceptionality and gender
(e.g., appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation.)
Standard #7 The educator plans effective instruction based upon the knowledge of all students, community, subject matter, curriculum outcomes, and current methods of teaching reading.
Knowledge
1.
The educator understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.
2.
The educator knows how to use contextual considerations (e.g., instructional materials; individual student interests, needs, and aptitudes; and community resources) in planning instruction to create an effective bridge between curriculum goals and students' experiences.
3.
The educator understands methods for teaching reading.
4.
The educator understands the impact of using data from building, district, state, and national assessments to guide program development.
Performance
1.
The educator creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress.
2.
The educator creates short- and long-term plans that are linked to all students' needs and performance and adapts the plans to ensure and capitalize on the progress and motivation of all students.
3.
The educator responds to unanticipated sources of input, evaluates plans in relation to short- and long-term goals, and systematically adjusts plans to meet all students' needs and enhance learning.
4.
The educator uses instructional strategies that help all students develop reading skills and that assist poor readers in gaining information.
5.
The educator uses data from building, district, state, and national assessments to guide program development.
Standard #8 The educator understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social, and other aspects of personal development of all learners.
Knowledge
1.
The educator understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g., criterion-referenced and norm-referenced instruments, selected response and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
2.
The educator knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
3.
The educator knows the importance of aligning standards, goals, instruction, outcomes, and assessments.
Performance

The educator appropriately uses a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, educator-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of all learners, evaluate all students' progress and performances, and modify teaching and learning strategies.

The educator solicits and uses information about students' experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves.

The educator uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.

The educator evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interaction, questioning, and analysis of student work.

The educator monitors his or her own teaching strategies and behavior in relation to student success, modifying plans, and instructional approaches accordingly.

The educator maintains useful records of student work and performance and communicates student progress knowledgeably and responsibly to students, parents, and other colleagues.

The educator knows how to align standards, goals, instruction, outcomes, and assessments.
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Standard #9 The educator is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community), actively seeks out opportunities to grow professionally, and participates in the school improvement process (Kansas Quality Performance Accreditation
[QPA]).
Knowledge
1.
The educator uses a variety of self-assessment and problem-solving strategies for reflecting on his or her practice and the way that practice influences students' growth and learning and affects the complex interactions between student and educator.
2.
The educator is aware of major areas of research on teaching and of resources available for professional learning.
3.
The educator understands the school improvement process (QPA) in Kansas schools.
Performance
1.
The educator uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.
2.
The educator draws upon professional colleagues within the school and other professional resources as supports for reflection, problem solving, and new ideas, actively sharing experiences and seeking and giving feedback.
3.
The educator demonstrates the skills necessary to contribute to the school improvement process (QPA) in Kansas.
Standard #10 The educator fosters collegial relationships with school personnel, parents, and agencies in the larger community to support all students' learning and well-being.
Knowledge
1.
The educator understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system within which he or she works.
2.
The educator understands how factors in the students' environment outside of school (e.g., family circumstances, community environments, health, and economic conditions) may influence students' lives and learning.
Performance
1.
The educator participates in collegial activities designed to make the entire school a productive learning environment.
2.
The educator consults with parents, counselors, other educators within the schools, and professionals in other community agencies.
3.
The educator identifies and uses community resources to foster learning for all students.
4.
The educator establishes respectful and productive relationships with parents or guardians from diverse home and community situations and seeks to develop cooperative partnerships in support of learning and well-being for all students.
5.
The educator talks with and listens to all students, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems.
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Standard #11 The educator demonstrates the ability to integrate across and within content fields to enrich the curriculum, develop reading and thinking skills, and facilitate all students' abilities to understand relationships between subject areas.
Knowledge
1.
The educator has depth of knowledge in his or her subject matter.
2.
The educator understands the importance of integrating knowledge from a discipline across and within other fields.
3.
The educator has knowledge of reading and thinking skills that pertain to learning a discipline and to integrating that discipline to other content fields.
4.
The educator understands the relationships among and between various subject matter fields.
Performance
1.
The educator creates interdisciplinary learning experiences that allow all students to integrate knowledge, skill, and methods of inquiry from several subject areas.
2.
The educator effectively uses multiple representations and explanations to help all students construct new knowledge by building on prior student understandings.
3.
The educator, as an individual and a member of a team, selects and creates integrated learning experiences that are appropriate for curriculum goals, relevant to all learners, and based upon principles of effective instruction.
4.
The educator uses reading and thinking skills strategies to assist all students in learning about the relationships among and between various subject matter fields.
Standard #12 The educator understands the role of technology in society and demonstrates skills using instructional tools and technology to gather, analyze, and present information, enhance instructional practices, facilitate professional productivity and communication, and help all students use instructional technology effectively.
Knowledge
1.
The educator understands different kinds of technologies available to society and the roles these technologies play.
2.
The educator has knowledge of the uses of a variety of media communication tools and techniques to enrich learning opportunities.
3.
The educator understands how technology and other instructional tools can be used to enhance instructional practices, enhance professional development, and facilitate professional productivity.
4.
The educator understands the sociological, ethical, and economic issues related to technology use.
5.
The educator understands the role of technology in gathering, analyzing, and presenting information and managing educational change.
Performance
1.
The educator utilizes a variety of appropriate instructional technology and tools to prepare and deliver instruction.
2.
The educator plans and teaches lessons in which all students apply technology and other instructional tools and resources appropriately and effectively.
3.
The educator uses appropriate technology to gather, analyze, and present information, enhance professional development and learning, and facilitate professional productivity.
Standard #13 The educator is a reflective practitioner who uses an understanding of historical, philosophical, and social foundations of education to guide educational practices.
Knowledge
1.
The educator understands how and why the American system of education developed.
2.
The educator has critical awareness of the norms and values inherent in the American system of education.
3.
The educator understands how social forces have shaped and continue to shape American education.
4.
The educator is aware of the ethical standards that should guide the professional teacher’s interaction with all students, colleagues, parents, and members of the community.
5.
The educator understands how educational policy is formulated and how it affects classroom practices.
6.
The educator understands legal issues that impact all students, classrooms, teachers, administrators, and parents.
Performance
1.
The educator uses knowledge of historical, philosophical, and social foundations of education to guide interaction with all students, colleagues, parents, and community members in a manner that demonstrates respect for them as persons.
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2.
The educator uses knowledge of historical, philosophical, and social foundations of education to guide instruction, educational practices, and decision making.
3.
The educator supports policies and practices that promote student welfare and development.
4.
The educator follows all legal requirements for working with all students, other teachers, administrators, and parents.
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CODE OF COMPETENT PERFORMANCE FOR KANSAS EDUCATORS
(Adopted by the Kansas State Board of Education)
Competence Related to Curriculum and Instruction
The competent educator promotes inquiry, promotes the acquisition of knowledge and formulates instruction as it relates to the assignment.
1.
The Kansas educator shall demonstrate knowledge of curriculum and instruction appropriate to the assignment.
2.
The Kansas educator shall demonstrate the use of instructional objectives to meet student needs.
3.
The Kansas educator shall demonstrate techniques in meeting student needs to promote learning.
Competence Related to Evaluation
The competent educator establishes evaluation practices to promote learning.
1.
The Kansas educator shall evaluate curriculum and instructional goals.
2.
The Kansas educator shall assess individual growth appropriate to the assignment.
Competence Related to Management
The competent educator promotes management skills to foster individual growth.
1.
The Kansas educator shall demonstrate skill in the management of individuals.
2.
The Kansas educator shall comply with the management requirements of local school board policies, state regulations and state laws.
Competence in Human Relations
The competent educator possesses the human relations skills, which promote the school programs.
1.
The Kansas educator shall work cooperatively with others.
2.
The Kansas educator shall demonstrate conflict management skills.
3.
The Kansas educator shall demonstrate communication skills.
Ethical Conduct Related to Students
1.
The Kansas educator shall refrain from disclosing confidential or damaging information that affects the student unless disclosure is required by district policy or law.
2.
The Kansas educator shall refrain from using professional relationships with students for personal or private advantage.
3.
The Kansas educator shall make reasonable effort to protect the student from conditions detrimental to learning, health or safety.
Ethical Code Related to the District
The Kansas educator shall fulfill the employment obligations to the district.
1.
The Kansas educator shall refrain from falsifying any documents related to the employment process.
2.
The Kansas educator shall adhere to the conditions of the contract.
3.
The Kansas educator shall accept no gratuities, gifts or favors that influence professional decisions.
4.
The Kansas educator shall refrain from willfully making false statements about the operation of the school district.
15 4/17/2020

Ethical Conduct Related to the Profession
The ethical educator promotes personal integrity and honesty in the performance of professional responsibilities.
1.
The Kansas educator shall maintain professional effectiveness by respecting and obeying the law.
2.
The Kansas educator shall refrain from disclosing confidential or damaging information that affects colleagues unless disclosure is required by district policy or law.
16 4/17/2020

The Professional Educator takes diversity into consideration when valuing:
1.
Multiple perspectives from the disciplines and ongoing professional discourse (Conceptual
Framework Goals I and III),
2.
The inclusion of students, families, communities, and cultures in the educational process (CF
Goals I and IV),
3.
The development of critical thinking and independent problem solving (CF Goals I, II, and
III),
4.
Planning educational strategies based on individual student growth in the areas of cognitive, emotional, linguistic, social and physical development (CF Goals IV, V, VI, and VII),
5.
The refinement of practices based on reflection, multiple and ongoing assessment strategies, and learning (CF Goals VI and VII),
6.
Professional and ethical standards based on behaviors consistent with professional education roles in areas such as attire, preparation, participation, punctuality, appropriate language usage, communication skills, interpersonal relationships (CF Goals II and III), and
7.
The importance of integrating technology in planning, designing, delivering and evaluating effective learning experiences (CF Goal V).
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Preamble:
This code serves as the foundation for all educators who prepare aspiring teachers, school administrators and educational support personnel. It publicly affirms the profession's core values, commitments and responsibilities. At the heart of the code is the fundamental commitment to students. Their education and well being are paramount in all professional decisions and actions. Teacher educators agree to support the highest professional standards.
Principle I:
Commitment to Students
 Teacher educators advocate for all learners
 Teacher educators recommend for licensure only those aspiring educators who are committed to students and who meet the qualifications set by the education unit
Principle II:
Commitment to Aspiring Educators
 Teacher educators offer aspiring educators rigorous academic programs based on relevant research and best practice


Teacher educators respect multiple viewpoints and perspectives
Teacher educators do not discriminate on the basis of culture, ethnicity, race, socioeconomic
 status, gender, exceptionalities, language, migrant status, religion, sexual orientation, and geographical area.
Teacher educators model responsiveness to diverse learners, life-long reflection and professionalism
Principle III:
Commitment to the Profession
 Teacher educators respect fellow colleagues and the profession
 Teacher educators contribute to the profession through research, teaching and service
 Teacher educators agree to support the highest professional standards
18 4/17/2020

CANDIDATE’S CODE OF ETHICS
1.
All information that the candidate receives about pupils in class or school is to be kept confidential.
2.
Candidates should maintain the dignity and dispositions necessary to gain the respect of pupils.
3.
Candidates should show enthusiasm concerning the learning experiences being developed with pupils.
4.
Candidates should be sympathetic and courteous towards all pupils.
5.
Candidates should be contributing members of the community.
6.
Disciplinary measures used by the candidates should conform to the instructions of the cooperating teacher.
7.
Candidates must be a good example to their pupils in every way—physically, mentally and ethically.
8.
Candidates should be interested in and ready to assist with the improvement of a class.
9.
Candidates must be completely impartial in dealing with pupils and must take into consideration individual abilities, interests, and capabilities for learning.
10.
Candidates must be completely impartial in dealing with pupils and must constantly strive to be fair while judging each pupil’s actions.
11.
Candidates should refrain from imposing religious or political views upon pupils, and should exhibit a broad minded, tolerant attitude toward other groups and individuals.
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GENERAL POLICIES RELATING TO STUDENT TEACHING
The following policies reflect both current research findings on supervision and Kansas state statutes for student teaching. These policies are intended to assure the potential for success to every candidate placed by Fort Hays State University.
Absences : Candidates must receive approval for all absences from their university supervisor.
Candidates are responsible for notifying the cooperating teacher, and the building-level administrator when they are unable to attend school.
Employment : Employment during student teaching is strongly discouraged.
Employment Interviews : Candidates are encouraged to make appointments for employment interviews. Interviews may be on-campus or at district sites. A reasonable number of interviews that require missing school will be allowed. These occasions should be arranged in advance with the cooperating teacher, the university supervisor, and the building-level administrator.
Extended Illnesses : When the candidate is absent for an extended period of time due to illness, a note may be required. The student teaching placement may be lengthened upon the evaluation of the circumstances written by the candidate’s physician.
Incompletes : An incomplete grade for student teaching may be issued for unusual hardship cases—never for incompetence or ineptness.
Substituting : Under no circumstances should the candidate be asked to assume full responsibility for the classroom while the cooperating teacher is absent from the school. Kansas law prohibits candidates from serving as substitute teachers for other teachers or for the cooperating teacher. A licensed teacher must be assigned to the classroom in the event of the cooperating teacher’s absence.
Strike/Walkout : In the event that the cooperating teacher chooses to participate in activities such as a strike or a walkout, the candidate will return to the university campus until such activities have been resolved.
Vacations : Candidates will follow the public school schedule for vacations, in-service days and holidays.
Visitations/Supervision : The university supervisor will visit the candidate on several occasions throughout the student teaching period. An orientation visit is scheduled early in the semester.
Subsequent visits are made at intervals most appropriate for the candidate’s unique needs.
Although the total number of visits may vary, a minimum of three visits by the university supervisor is standard for observations and evaluations. Visits may be announced/scheduled or unannounced. The candidate’s teaching schedule will be kept current with the university supervisor.
20 4/17/2020

OBJECTIVES OF STUDENT TEACHING
Student teaching is a segment of the total teacher education program. Its purpose, as is the purpose of all other aspects of the program, is to assist candidates in developing the competencies they need to function as professional educators.
Student teaching provides prospective teachers with the opportunities to bridge the gap between the theoretical and practical dimensions of education. Through working in actual classroom situations under the supervision of experienced teachers, candidates are able to develop and strengthen the knowledge, skills, and dispositions necessary for effectiveness as teachers.
ROLES OF INDIVIDUALS
Role of the Candidate
Student teaching is a significant responsibility. To be successful, the candidate is expected to act at all times as if he or she is under contract as a regular teacher in the school. The candidate is to be well prepared for all teaching opportunities, be present at the scheduled hours, and be diligent in carrying out delegated responsibilities. The candidate is to also recognize at all times that the education of the student in the class is of primary importance.
Role of the Cooperating Teacher
The university recognizes that the first responsibility of the cooperating teacher is to the students.
The Director will not knowingly assign a candidate to any cooperating teacher who has not expressed a willingness to provide this service. Upon acceptance, the university believes that the cooperating teacher has assumed the responsibility for providing assistance to the candidate to enrich this phase of experience.
There is strong evidence to show that candidates model the behavior of their cooperating teachers. Both positive and negative teaching qualities of the cooperating teachers influence the candidates’ future actions in their classrooms. The Formative and Summative Evaluation form is designed for the cooperating teacher and candidate to focus on the candidate’s competencies.
The cooperating teacher and candidate will review the completed evaluation together and both sign the completed evaluation and return it to the University Supervisor who will review and sign it at midterm and final. Where there are needs for further skill development, the cooperating teacher should offer guidance regarding how to improve teaching effectiveness.
Role of the University Supervisor
The function of the supervisor is to assist the cooperating teacher whenever necessary. Good communication and agreement on program details are essential. Cooperating teachers should not hesitate to contact the supervisor regarding a serious concern.
No fewer than three visits are made to each candidate by University Supervisors. The primary purpose of the visit is to determine the candidate’s progress, and to visit with the candidate and cooperating teacher about perceptions of teaching and any problems encountered.
21

The basic role of the University Supervisor
1.
Maintain good relations with the candidate, the cooperating teacher, the principal, and the school system.
2.
Help clarify the university concept of the roles of individuals in the learning experience.
3.
Assist the cooperating teacher in planning learning experiences.
4.
Observe the candidate in actual classroom instruction.
5.
Confer with the candidate before or after each visit.
6.
Assist the cooperating teacher in evaluating the candidate.
7.
Prepare a final evaluation of all candidates.
8.
Keep informed about the public school setting and the teacher education programs.
9.
Keep informed of assigned candidate’s progress.
10.
Offer corrective feedback to the candidate.
11.
Counsel with the candidate about preparing for employment in teaching.
For candidates who are teaching in specific subject areas such as mathematics or music, an academic supervisor will also visit the school to confer with the candidate and observe the candidate in the classroom.
Role of the Academic Supervisor
The academic supervisors (those chosen from the academic disciplines in which the students are teaching) visit candidates teaching in their subject matter areas at least once. Based upon their observations, they will make recommendations to the appropriate University Supervisors concerning the final evaluations of the candidates they supervise in common. Beyond this, the role of the academic supervisors mirrors that outlined in “Role of the University Supervisor” above. It also includes the following special responsibilities:
1.
Monitor carefully the candidate’s teaching experiences and consult, as often as necessary, with the University Supervisor as to the candidate’s progress.
2.
Observe the candidate’s teaching proficiency in the academic subject matter.
3.
Advise candidates specifically on lesson planning, organization, and presentation as the processes pertain uniquely to the subject matter area.
4.
Work closely with the cooperating teachers in an effort to assist them in helping candidates teach the subject matter effectively.
5.
Recommend and prescribe specific methodology and/or materials in the subject matter area to help candidates succeed and help cooperating teachers guide them to that success.
STUDENT TEACHING CERTIFICATES
The Board of Education of any educational unit or director of a child care center may enter into contracts with colleges and universities for the placement of candidates in their schools. The
State Department of Education, by rules and regulations, shall provide for the issuance of candidate certificates and may authorize persons holding such candidate certificates to assume responsibilities of teachers in schools within limitations prescribed by the Kansas State
22

Department of Education. The Kansas State Department of Education shall issue candidate certificates without charge.
A NOTE TO THE COOPERATING TEACHER
You are about to enter into an exciting partnership—sharing and contributing to the teacher education programs to ensure competency of our future teacher graduates! It is challenging, exciting, and instructive for the candidate, and for you, even though you may have been involved in teaching for several years.
The profession makes unrelenting demands on your time. Being involved in training new teachers can be extremely demanding if one is to do the job well. This section of the handbook will help with that time drain and facilitate the teaching of the various components the beginner needs to know. If candidates have been trained competently before coming to you, they will have theoretical knowledge of many of these components; but it is in their relationship with you where they will acquire the background to understand the realities that flesh out the theory. They will begin handling the classroom on their own, gain experience in methods, as well as form attitudes to help transform them into teachers confident enough to be student centered and open to ideas. This handbook will help the candidate be specifically accountable to the matters in question and to focus on their reactions and responses to what they are experiencing. At the same time, it will help the university supervisor focus on what needs exploration or remedy in the candidate’s knowledge, skills, and dispositions.
We require the candidate to keep a daily journal to enter his/her thoughts, situations, questions, and observations. These points may be good discussion areas for you and the candidate as well as serving as a resource for the candidate when working as a first-year teacher.
COOPERATING TEACHER QUALIFICATIONS
Arrangements for the placement of candidates are made with the administrator of the school or the individual designated by the school district or child care setting. This person will select cooperating teachers. The following criteria are considered minimal by the University for the selection:
1.
The cooperating teacher must hold a bachelor’s degree and licensure in the teaching field assignment. In addition, it should be agreed by the coordinator and the building administrator that this person is capable of assuming the responsibilities of the cooperating teacher.
2.
The cooperating teacher should have demonstrated above-average ability as a teacher and have had at least three year’s experience, one semester of which is in the host building.
3.
Continued professional growth on the part of the cooperating teacher should be evident.
This may include advanced study, travel, and other professional activities.
23

4.
The Office of Professional Services shall attempt to place students in classroom environments which are diverse in learning experiences (COPTSP POLICY C.2
DIVERSIFIED FIELD PLACEMENTS).
RESPONSIBILITIES OF THE COOPERATING TEACHER
The cooperating teacher is the key facilitator in the development of a future teacher. It is the cooperating teacher who helps more than anyone else in fitting all the pieces together to form a complete picture in the candidate’s professional development.
Each candidate who comes from Fort Hays State University is a senior or graduate student who is completing the professional education requirements for teaching. Cooperating teachers have a unique opportunity to provide guidance in many areas that will help the candidate develop the ability to assume the responsibilities of a fully prepared and qualified professional educator.
If candidates are to develop their teaching abilities to the level expected of a professional educator, we suggest that the inclusion of competency-based supervision is essential. The cooperating teacher serves as an example, guide, advisor, and mentor to the candidate.
COOPERATING TEACHER CHECKLIST
Preliminary Steps: Interview the candidate to discover his/her reasons for wanting to become a teacher, his/her learning styles, perception of strengths and weaknesses in working with others, outside experiences which may strengthen teaching experience, preliminary concerns (usually classroom management areas), willingness and availability to participate in student activities in and out of school. This discussion should take place early in the first week of student teaching in an informal setting.
Check off each item after it has been presented to the candidate.
The cooperating teacher may:
1.
Facilitate the acceptance of the candidate by the faculty of the school and the students.
2.
Become acquainted with the Handbook for Student Teaching and familiarize the candidate with district policy manuals and relevant faculty handbooks.
3.
Help the candidate become acquainted with and adhere to rules and procedures of the school.
4.
Make certain the pupils accept the candidate as a teacher with equal authority in the classroom.
5.
Have a teacher’s desk beside the cooperating teacher’s desk for the candidate.
6.
Introduce the candidate to the students the first day of class.
7.
Introduce the candidate to other members of the school, alerting the candidate to each person’s special areas of expertise or talent, and encourage the candidate to consult with them.
8.
Provide a tour of the school.
24

9.
Provide seating chart(s).
10.
Encourage the candidate to monitor and assist in student learning.
11.
Present curriculum—courses of study, goals and objectives, unit and lesson plans.
12.
Provide background experience on children with problems—what is being done
(including appropriate school policy and procedures).
13.
Provide opportunity to visit the district’s instructional resource center.
14.
Ask the candidate to write an introductory letter to parents.
15.
Ask the candidate to make an introductory bulletin board, if appropriate.
16.
Provide the necessary teaching supplies—grade book, plan book, educational materials, references (including textbooks).
17.
Advise the candidate of the requirement that he/she attend and participate in faculty meetings, curriculum committee meetings, professional meetings, workshops, etc.
18.
Make certain the candidate has a clear understanding of the goals and objectives of the district, school and cooperating teacher’s classes.
19.
Advise the candidate of your intent to meet with him/her after school and/or each morning prior to the first period class.
20.
Review the procedures (formal and informal) used in procuring supplies, securing equipment, and materials.
21.
Accompany or encourage the candidate to drive through the neighborhoods in which the students live.
22.
Make a local newspaper available.
23.
Familiarize the candidate with the history and development of the community.
24.
Discuss the economic life of the area; discuss the social and ethnic composition of the community.
25.
Introduce the candidate to counselors who will make available cumulative records, test scores, and observation reports regarding his/her students.
26.
Review attendance procedures and policies.
27.
Review fire and disaster drill procedures.
28.
Review field trip policies and procedures.
29.
Review school and classroom grading policies and the format for keeping school and classroom records.
30.
Review student assembly, lunch, and school day schedules.
31.
Introduce to principal, assistant principals, secretaries, and custodian and describe the specific role of each.
The cooperating teacher may:
1.
Provide an opportunity for the candidate to observe the kinds of methods that are appropriate to the teaching situation.
2.
Clarify the candidate’s responsibilities with respect to making lesson plans, classroom discipline, organizing materials, and pupil evaluation.
3.
Ensure that the candidate’s induction into actual teaching is at an appropriate rate for the candidate.
4.
Be directly involved in teaching the candidate the skills of presentation and management.
5.
Provide the candidate with information and materials basic to student teaching.
6.
Involve the candidate in planning and evaluating learning experiences.
25

7.
Model effective teaching practices/strategies.
8.
Help the candidate to visualize what could happen during a lesson.
9.
Confer together about grading. The candidate may keep a grade book, but the cooperating teacher has all responsibility for grades.
10.
Introduce team teaching and small group instruction before giving the candidate the responsibility for teaching a lesson to the entire class.
11.
Plan together and discuss problems together.
12.
Ask for lesson plans a day in advance.
13.
Avoid rushing the candidate into a full-time load. Give planning time.
14.
Guide the candidate in developing skills of discipline and control.
15.
Review and discuss candidate reflections on lessons taught.
The cooperating teacher may:
1.
Meet regularly with the candidate.
2.
Keep the candidate informed of progress, making suggestions as necessary.
3.
Evaluate the candidate’s progress.
4.
Give focused feedback through lesson observation and conferences.
5.
Question the candidate to increase awareness.
6.
Help the candidate identify critical moments in the classroom.
7.
Both the cooperating teacher and the candidate keep a journal reflecting on the day’s lessons and decisions. Use this as a basis for discussion.
8.
Encourage the candidate to talk with you while reflecting on progress.
9.
Be specific in suggestions for improvement.
10.
After the first lesson, discuss the experience with reflective thinking.
11.
Videotape lessons—if possible tape lessons at least two times.
12.
Provide positive feedback.
13.
Take time for daily discussions.
14.
Observe the candidate’s lessons for providing constructive, systematic and accurate feedback on a regular basis.
15.
Engage in joint problem solving about pedagogical issues.
16.
Write a formal recommendation of the candidate’s performance.
17.
Write a letter of reference for the candidate’s files.
Additionally, the cooperating teacher should:
1.
Participate in Fort Hays State University in-service programs planned for teachers directly concerned with student teaching.
2.
Refrain from disclosing confidential or damaging information that affects the candidate unless district policy or the university requires the disclosure.
3.
Include the candidate in parent conferences.
4.
Encourage the candidate to have a professional role by including him or her in after school responsibilities when feasible.
5.
Accept the candidate as a co-worker with equal status.
6.
Provide opportunity to attend special staffing.
26

7.
Share your ideas and files.
8.
Promote personal integrity and the understanding of the ethics of the profession.
9.
Share your professional development opportunities (workshops, seminars, professional memberships)
SUGGESTED FORMAT FOR CONFERENCES
Supervising Teacher Candidate
Gives constructive suggestions and ideas
Supervisor solicits and accepts candidate’s ideas
Offers own ideas
Feedback is objective based on cooperating Clarifies own ideas and actions teacher’s intentions or acceptable analysis measures
Accepts supervisor’s questions and suggestions
Gives suggestions for modification and opinions of teaching behavior and team relations Praises discriminately
Guides candidate in figuring out own problems and teaching strategies
Listens to what candidate has to say
Reflects on own performance and evaluates according to intended purpose acceptable measures for analysis
Asks for supervising teacher’s suggestions or ideas
Asks for clarification
Some general topics that can be handled well in the conference setting are:
•
Lesson planning (long and short range plans)
•
Pupil progress assessment
•
Parent-teacher conferences
• Candidate log of contacts with pupils’ parents
•
Classroom management and group discipline techniques
•
Pupil records (cumulative records, teacher liability)
•
Professional organizations and meetings
•
Ethics
•
Teaching strategies
•
Pupil interest and skills
•
Participation in school-community events
•
Materials, resources, ordering supplies
•
Employment procedures
•
Testing
27

DISCUSSION TOPICS
Below are suggested topics to discuss with the candidate and cooperating teacher during certain times in the semester. Candidates should grow professionally during the semester.
Through discussion of the topics, university supervisors can help focus the candidate’s professional development.
Early
Semester
Schedules Verbal Skills
Classroom
Management
Mid Semester
Discipline Small Groups
Late Semester
Various
Teaching
Strategies
Student
Punctuality
Cooperation
Communication
Skills
Questioning
Techniques
Planning Ability Use of Praise Content
Knowledge
Activities
(variation)
Motivation
Use of
Feedback
Individualization Potential for
Growth
Self-analysis
Professional
Development
Caring about
Students
Student Needs Attitude toward teaching
Gender bias Rapport with others
Overlapping Follow through
Use of signals Confidence
Enthusiasm for
Teaching
Observation
Skills
Developing
Objectives
Standards
Student
Assessment
Appropriate
Level
Starting class effectively
Teacher
Movement
Probing
Attitude
Tact
Relationships
Transition time Wait time
Clarity of
Content at appropriate level instruction
Expectations for students
Absences
Attention to
Detail
Student centered Non-verbal skills
Physical environment
Content
Knowledge
Clarity of presentations
Sequencing of materials
Ending class effectively
Accommodations
ELL
Special Needs
Field trips
Communication skills
Questioning patterns
Work with high achievers
Work with low achievers
Non-classroom supervision
Use of media
Communication with parents
Levels of learning
Accepting of feedback
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CANDIDATES BEGINNING EXPERIENCES: OBSERVATIONS
You will want to have a definite plan for the candidate’s introduction to the teaching process.
The first phase will be observation of the students he or she will be teaching. These observations will provide a sense of the building rhythm and expectation and the styles used for large and small group instruction. Included are observation forms that may help the candidate become involved in active listening and provide a basis for your discussion when you conference with your candidate. The shorter form is suggested for observation outside the discipline and the longer form for observation within the discipline in which the candidate is assigned.
•
Two classes in one subject observed two different times in the daily schedule, taught by the same teacher.
•
Same grade level subject such as freshman composition taught to different ability groupings followed by observing cooperative learning strategies. We encourage the cooperating teacher to meet with the candidate as soon as possible after the candidate completes these two observations for the purpose of discussing the advantages and disadvantages of both grouping strategies.
•
Teachers employing higher level thinking skill strategies on a day-to-day basis in
“regular” classroom situations.
•
Large group instruction such as physical education, band, or choral music.
•
Drill and practice classes such as keyboarding, foreign language or computer education.
Conferences in which the candidate is encouraged to analyze differences observed in disciplines, large and small group instruction, ability grouping, and teaching and learning styles should follow these observations.
29

OBSERVATION GUIDE
Enclosed is an observation guide that we ask our candidates and cooperating teachers to discuss during the first two/three weeks of student teaching. This material is designed to give direction to the observation time that each candidate spends during the early stages of student teaching.
We realize that the observation component is part of the entire learning experience during student teaching. Yet, we know that a significant amount of observation will be completed during the first two weeks. We feel that it is of significant importance to assess and determine the observation skills of candidates. Because cooperating teachers have a good grasp of what is taking place in their classrooms, we feel it will be to the candidate’s benefit to compare his/her observations of students and classroom environment to the observations of the cooperating teacher.
We also believe that by discussing the observation requirements, the dialogue between the cooperating teacher and candidate will establish a focus that leads to a better understanding of the teaching process. This improved dialogue will assist the candidate in understanding the cooperating teacher’s ideas related to classroom management, motivation, student performance, teaching strategies, why one method and not another was chosen and other related topics.
The dialogue will also foster a broader understanding by the candidate regarding the knowledge, skills, and dispositions necessary to be a successful educator. We encourage the cooperating teacher and candidate to discuss their perceptions as they relate to the General Observation
Guide. This process will better prepare the candidate for actual classroom teaching.
In addition, cooperating teachers can determine early whether or not the candidate exhibits accuracy in observations and can articulate where trouble spots exist in the classroom.
30

GENERAL OBSERVATION GUIDE
We request candidates to keep a daily journal so they can discuss the following topics with their cooperating teachers during the first three weeks of the experience.
1.
List classroom rules; describe the physical plan of the class and student movement.
2.
Identify motivational techniques used (praise, simulation, success opportunities).
3.
Outline a typical morning or class period.
4.
Identify questioning strategies: levels (Bloom’s Taxonomy); response patterns; wait time; who is asked; when are they asked?
5.
Describe how groups are established—for what purpose does the teacher do this?
6.
Outline interaction patterns among students in the class.
7.
Check for student understanding—what methods are used and when does the teacher do this?
8.
Guided practice—How/When does the teacher implement this?
9.
Describe strategies used by the teacher to create interest or establish a mental set for learning.
10.
Independent practice. Describe how it is organized—what are students who finish early expected to do? When is time allotted for independent practice?
11.
Give examples of how the teacher “catches” students being good.
12.
Identify three activities in which students are responding with interest and enthusiasm.
13.
Identify three signals or non-verbal cues the teacher utilizes to control the class. When are they used?
14.
Describe the behavior of three students who seem to have lost interest.
15.
What classroom routines are evident? (Taking roll, lunch count, distributing papers, etc.)
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WEEK-BY-WEEK PACING GUIDE FOR STUDENT TEACHING SEMESTER
The candidate and cooperating teacher should discuss the guide together and make adjustments as needed to accomplish items at a faster or slower pace. The student teaching experience must include a minimum of three weeks of full-time teaching.
16-WEEK PROGRAM
Week 1/2
____________ Meet with the principal
____________ Meet with the cooperating teacher and class
____________ Learn about the library
____________ Meet other school personnel
____________ Locate a place designated for keeping personal effects and a place for personal use
____________
____________
____________
Obtain class seating arrangements, class lists, and daily schedule
Learn student names
Assist with clerical duties such as attendance reports, collecting money, etc.
Begin co-teaching one subject ____________
____________
____________
Observe classroom procedures
Help with housekeeping routines
____________
____________
Begin planning for a short unit
Obtain teaching guides and manuals in the selected areas of instruction
Week 3/4
____________
____________
____________
____________
____________
____________
____________
____________
____________
Set up your placement file if you have not done so
Become acquainted with fire, tornado drills and civil defense procedures
Begin co-teaching a second subject
Help individual students with problems
Find out where materials are stored in room and in building
Help with filing student materials, instructional materials, and making entries into permanent records
Confer daily with the cooperating teacher concerning planning, instruction, and evaluation of students
Have a goal setting meeting with your cooperating teacher and university supervisor
Begin checking/correcting student work
32

Week 5/6
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Week 7/8
____________
____________
____________
____________
____________
____________
____________
____________
Week 9/10
____________
____________
____________
____________
____________
____________
____________
Begin co-teaching additional subject(s)
Be familiar with the cooperating teacher’s substitute folder or procedures followed when the cooperating teacher is absent
Take primary responsibility for accompanying students to out-of-room activities (e.g. assemblies, lunchroom, playground)
Become familiar with school and the school district reporting system
Become familiar with school and classroom policies concerning discipline
Become acquainted with what is expected of pupils in class work and homework and the quality of work expected from each pupil
Learn procedure for getting students to and from special classes, if applicable
Arrange for visits with support personnel to learn what their duties are
(e.g. nurse, lunchroom personnel, custodians, special teachers)
Identify a teaching technique you will learn through your cooperating teacher
Select, with the help of the cooperating teacher, a content area for teaching a major unit
Begin taking primary responsibility for one subject
Work with small groups and individuals as needed
Demonstrate familiarity with procedures for photocopying materials including use and care of mechanical equipment
Become aware of students with special needs
Become acquainted with school and classroom policies for early arrivals and late dismissals
Gain experience in assembling and cleaning up art materials, cutting letters, mounting and laminating pictures, and preparing bulletin boards
Continue to confer daily with cooperating teacher concerning your teaching, planning, instruction, and evaluation of students
Share completed copy of unit with cooperating teacher and university supervisor
Begin to teach the short unit you prepared
Begin taking primary responsibility for another subject
Continue recording needs and accomplishments of the pupils and save samples of their work
Systematically assess the learning needs and progress of students with whom you work
Learn sources for securing outside materials for topics you are teaching
Assist with non-teaching duties (e.g. cafeteria, hall, and playground)
Learn to operate and care for available mechanical equipment (e.g. tape recorder, computers, video machines, and overhead projector
33

____________
____________
____________
____________
Week 11/12
____________
____________
____________
____________
____________
____________
____________
____________
____________
Week 13/14
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Continue to observe the cooperating teacher’s demonstration lessons and analyze them with the teacher
Make frequent self-appraisals
Prepare for a three-way conference for you, your university supervisor, and cooperating teacher
Continue to confer daily with the cooperating teacher concerning planning, instruction, and evaluation of pupils
Accept responsibility for the pupils in non-teaching activities
Make a new seating arrangement for the pupils
Assist pupils in locating materials in the library, resource room, Internet, etc.
Interview and arrange for a resource person
Attend at least one faculty meeting, one parent group meeting, and another professional meeting
Identify another teaching technique for which your cooperating teacher can coach you
Visit other classrooms in the building before taking on full teaching responsibilities
Continue to confer daily with your cooperating teacher concerning planning, instruction, and evaluation of pupils
Begin taking primary teaching and planning responsibilities for most subjects
Conduct and/or attend at least one parent conference
Follow each teaching experience with a brief self-evaluation
Continue to take primary teaching and planning responsibility for all subject areas you have been teaching as well as continuing to co-teach other subjects
Continue to confer daily with the cooperating teacher concerning planning, instruction, and evaluation of pupil
Have primary teaching and planning responsibility of the entire school day
Teach and plan for all special activities for which the cooperating teacher is responsible
Continue to confer daily with the cooperating teacher concerning planning, instruction, and evaluation of pupils
Become familiar with various diagnostic and prescriptive materials used during the school year
Continue to confer daily with the cooperating teacher concerning planning, instruction, and evaluation of pupils
Make all arrangements for one field trip
Evaluate student work in all areas
34

____________
____________
Week 15/16
Be responsible for ordering all materials for classroom use
Continue to have primary responsibility for all classroom activities
____________
____________
____________
____________
Make arrangements to visit other classrooms or other schools in various parts of the community for the purpose of observing other teachers
Secure from the cooperating teacher some suggestions for beginning and ending a school year
Continue to confer daily with the cooperating teacher concerning planning, instruction, and evaluation of pupils
The cooperating teacher may want to take back primary responsibility for some subjects
Review previous items on the checklist to be sure that all those you ____________
____________
____________
____________ wish/need to complete are completed
Return primary responsibility for teaching some classes to the cooperating teacher
Return responsibility for teaching to the cooperating teacher
Complete any remaining responsibilities
CLASSROOM MANAGEMENT
Effective classroom management is proactive. By thoughtfully establishing the physical and psychological environments in a classroom, teachers can prevent much misbehavior. Most candidates enter into their teaching experience with a naïve trust in students. If you have had little or no experience, you are likely to believe that if you treat students fairly, they, in turn, will treat you fairly. Perhaps it is logical to reason that if you are enthusiastic and conscientious about your teaching, they will respond with enthusiasm and vigor.
However, you might find that you are mistaken in your beliefs. As long as your cooperating teacher is sitting in the classroom, your classroom control seems to be satisfactory. But the first time the cooperating teacher leaves the class in your charge, you will then discover what discipline is about. Almost without warning, the class might erupt into resounding giggles, loud talking, or a general rumpus. The students may seem intent upon making a fool of you. Before long, you may begin to recognize that classroom control can be a major problem. Unless you can satisfactorily control a class and arrive at some order, you cannot begin to teach.
When there is a matter of discipline, you will need to be firm and admonish that person for breaking rules. Be fair, be honest, and be patient with the individual, letting him or her know that you care about his or her behavior and that you want to do all you can to help improve the behavior with his or her cooperation.
To establish your discipline plan for the classroom, you need to consult two sources. The school district discipline policy will give you the rough guidelines and the procedures. Next, ask your cooperating teacher for his or her advice. When you establish your plan, have no more than five
35

rules. Make sure you can live with and enforce the rules you have established for your classroom management plan.
Establishing and communicating your discipline plan are the easy parts. Now you must enforce the plan that you have developed. The first few days are the key to your enforcement. It is more effective to be strict with classes in the beginning of the semester and to loosen up as the year progresses.
Some “Do’s:”
1.
Be consistent every day so that the student knows what to expect.
2.
Get to know your students as soon as possible. Learn their names as quickly as you can.
Keep the seating chart handy for reference when conducting a class.
3.
Work for a “we” feeling in the classroom—try to make all feel a part of the group.
4.
Prepare your lessons very thoroughly. This will give you a feeling of security in what you are doing.
5.
Develop a sincere enthusiasm (it’s contagious).
6.
Analyze your voice qualities. A well-modulated voice helps achieve control.
7.
The consequences should be immediate. Allowing the student to remain after school a week later does not have the same effect as staying in that night.
8.
Remind them that they are responsible for their actions. Other classmates have a right to their education.
9.
Be positive. Let them know that you still care.
10.
Carefully analyze the reasons for your temporary losses of control.
11.
Evaluate your control techniques with your cooperating teacher.
12.
Plan activities that will keep students busy in a constructive way. Over plan by at least
15 minutes each day. Well-organized teachers rarely have classroom management problems.
Preventive techniques can help anticipate and prevent potential disruptions in the classroom.
With your supervisor, review your lesson plans to see where some of the preventive techniques may be used such as “between activity fillers” and “adjusting teaching styles for individual learners.” Observe experienced teachers to learn when preventive techniques are used and how these affect classroom behaviors.
1.
Give students a legitimate break
After a particularly difficult or frustrating assignment, allow the students to take a break.
Change the activity to one that is not graded.
2.
Create smooth transition
Give directions only after students have completed one assignment and are ready to listen. Students unable to process material quickly may become frustrated and act out.
After an activity has been started, see it through to completion before beginning a second activity.
36

3.
Keep distractions to a minimum
Don’t be easily distracted by an accidental stimulus. If you notice a paper on the floor, for example, ask students to pick it up after the discussion has been completed.
Distractions can cause a break in student concentration.
4.
Develop filler activities
Design interesting class breaks between activities, after difficult or frustrating tasks.
Filler activities can include journal writing, riddles, or recitations.
5.
Divert student attention
Sidetrack a disruptive student by calling the student’s attention to something on the board, to another’s work, requesting applause or appreciation of another’s work.
6.
Develop unspoken signals
A simple stare, raised eyebrow, flicking the lights on and off, or remaining silent and waiting, will let the group know their attention is necessary.
7.
Learn student tolerance levels
Change the pace of the class when work is difficult, does not match their learning style, or has been going on for a prolonged period. Anticipate all-school activities and holidays with quiet lessons just before the event or at the end of the day.
8.
Move close to the disruption
Move around the classroom. Standing close to a trouble spot gives students the support and attention needed to continue learning.
9.
Overlook minor disturbances
If the behavior is not directly interrupting learning, or is a one-time or infrequent event, ignore the behavior if possible.
10.
Use logical consequences
Make a direct appeal to logical consequences. The class that takes five minutes longer will have five minutes less for a fun activity. Logical consequences allow students to realize it is up to them to make the change.
11.
Remove potentially disruptive objects
Quietly collect potentially disruptive objects and hold them until the end of the day. This discourages others from bringing objects to the classroom.
12.
Use adequate wait time
Allow at least three seconds after asking questions and before calling for responses.
Extend wait time before responding to questions from students.
37

13.
Use praise effectively
Praise is the best preventive measure for curbing disruptions.
PROVIDING CLEAR INSTRUCTIONS
After the classroom rules are decided, explained to the students, and posted in the classroom, it is the teacher’s responsibility to provide clear instructions. A teacher cannot set up a rule for every expected behavior, but a simple, direct instruction such as, “This is what I want you to do…” should be tried before more complicated techniques are initiated.
Corrective feedback or instructions such as, “This essay is unclear” or “Your work needs improvement” are too vague and promote student frustration. More instructive comments would be, “What do you think about including ____ in the second paragraph of the essay?” or “Perhaps it would help to check your work against the listing on page 26 before handing it in.” Precise instructions cue students that you really care about their work and are interested in their progress.
In addition to precision, be consistent in providing routine instructions and check with students for feedback about how well the instruction is communicated. In some cases, it might be helpful for the students to explain what they have been instructed to do. A teacher should give instructions only when students are paying attention.
Examining this list of instructions may be helpful in evaluating how to be more specific.
Vague Explicit
1.
Come in before school and make up the rest of the literature test.
Come in at 7:45 and finish the essay on the literature test.
2.
Show you have some responsibility. Demonstrate responsibility by completing your homework assignments without being reminded.
3.
Don’t be so immature. Spit wads are not thrown during
Algebra II class. Note passing is not allowed during class discussions.
4.
5.
Don’t take too long in the bathroom.
Show you have some manners.
You have five minutes to go to the bathroom and wash the ink off your hands.
Raise your hand. I’ll call upon you when ____ has finished talking.
38

Fort Hays State University
College of Education and Technology
TEEL 496 Student Teaching Syllabus: K-Grade 3 (6 hrs.)
TEEL 496 Student Teaching Syllabus: Birth-Age 5 (6 hrs.)
Instructor of Record: Dr. Germaine Taggart, Chair, Teacher Education Dept.
Telephone: 628-5902 E-mail address: mkarl@fhsu.edu
University Supervisor: ___________________________________________________
Cooperating Teacher: ____________________________________________________
REQUIRED TEXTBOOK : Fort Hays State University Student Teaching Handbook. (The
Student Teaching Handbook will be emailed to each student teacher, supervisor, and cooperating teacher within the first two weeks of school.)
COURSE DESCRIPTION: Admission by application approved by Council on Preparation of
Teachers and School Personnel (COPTSP). Supervised teaching experience is provided in approved public/private secondary school or childcare setting. The Office of Professional
Services attempts to place students in classroom environments that are diverse in learning experiences. Student teaching is the capstone experience of the teacher education program at Fort
Hays State University. As a candidate, you need to think about the following areas of preparation: academic subject(s), early field experiences, teaching strategies and methods, emotional readiness, and commitment to the profession. This course emphasizes the final element: clinical application and practice.
COURSE OBJECTIVES: Each candidate (student teacher) will be required to demonstrate knowledge, skills, and dispositions aligned with the University Conceptual Framework for the
Professional Educator and effective learning outcomes for the pupils in the student teaching assignment.
COURSE REQUIREMENTS: The student teaching experience will require collaboration and communication with students, parents, and school staff, your cooperating teacher, academic supervisor, and university supervisor. You are encouraged to attend community agency meetings and professional association meetings and conferences as well. A parent contact log form and a community contact log form are available for documentation of such visits. The academic and university supervisors and cooperating teacher may have additional requirements for you such as lesson plan formats and deadlines, management procedures, and many other expectations. All candidates are responsible for the requirements listed in the Student Teaching Handbook. This includes the State of Kansas statutes governing student teaching.
39

FORT HAYS STATE UNIVERSITY TEACHER EDUCATION UNIT
CONCEPTUAL FRAMEWORK
The conceptual framework for professional educators at Fort Hays State University is defined in terms of the seven goals enumerated below under the heading of “The Professional Educator” in coordination with the Kansas State Department of Education
(KSDE.)
Goal I: The Professional Educator is liberally educated.
The Professional Educator develops the capacity and disposition to draw on diverse resources from the liberal arts and sciences to answer complex questions
based on ethical considerations. S/he develops the capacity and disposition for self-criticism, healthy living,
and an understanding of the importance of diversity.
{KSDE Professional Education Standards: 6, 7, 11 and 13; Dispositions 1, 3, 4, 5, and 6}
Goal II: The Professional Educator assumes a professional role within the organizational system of the school.
The Professional Educator interprets and implements regulatory, professional, and ethical standards, utilizing
the resources from professional organizations and the knowledge bases from social, historical, and
philosophical foundations. {KSDE Professional Education Standards: 10; Disposition 6}
Goal III: The Professional Educator combines an understanding of relevant academic disciplines with an appreciation for pedagogical theory and research.
The Professional Educator develops teaching strategies based on the unique structure and method of inquiry of her/his particular discipline and current research-based pedagogy. {KSDE Professional Education Standards: 1, 2, 4, 6 and 7; Dispositions 1, 4, 5, and
7}
Goal IV: The Professional Educator respects and values all persons and provides a fair and equitable learning environment for all learners.
The Professional Educator implements teaching strategies and curriculum designs that accommodate the special needs of individual learners as well as the cultural differences that emanate from a multicultural environment in a global society.
{KSDE Professional Education Standards: 3 and 5; Dispositions 1, 2, 3, 4, 5, 6, and 7}
Goal V: The Professional Educator integrates appropriate technology into the educational process.
The
Professional Educator demonstrates a sound knowledge of educational technology in planning, designing, delivering, and evaluating effective learning experiences.
{KSDE Professional Education Standards: 12; Dispositions 5 and 7}
Goal VI: The Professional Educator demonstrates knowledge and use of multiple assessment and diagnostic techniques. The Professional Educator utilizes the appropriate measurement theories and a variety of
40

information sources in evaluating student educational needs and achievements of all students.
{KSDE Professional Education Standards: 8; Disposition 5}
Goal VII: The Professional Educator utilizes reflection as a tool for self-growth, program assessment, and
instructional effectiveness.
The Professional Educator uses self-reflection as well as the reflection of others such as peers, mentors, students, supervisors, and parents to effect positive changes in curriculum, instruction, and classroom management.
{KSDE Professional Education Standards: 9 and 13; Dispositions 5 and 6}
DISPOSITION STATEMENT
The Professional Educator takes diversity* into consideration when valuing:
1. Multiple perspectives from the disciplines and ongoing professional discourse
{Conceptual Framework Goals I and III}
2. The inclusion of students, families, communities, and cultures in the educational process {Conceptual Framework Goals I and IV}
3. The development of critical thinking and independent problem solving
{Conceptual Framework Goals I, II, and III}
4. Planning educational strategies based on individual student growth in the areas of cognitive, emotional, linguistic, social and physical development
{Conceptual Framework Goals IV, V, VI, and VII}
5. The refinement of practices based on reflection, multiple, and ongoing assessment strategies, and learning {Conceptual Framework Goals VI and VII}
6. Professional and ethical standards based on behaviors consistent with professional education roles in areas such as attire, preparation, participation, punctuality, appropriate language usage, communication skills, and interpersonal relationships
{Conceptual Framework Goals II and III}
7. The importance of integrating technology in planning, designing, delivering and evaluating effective learning experiences {Conceptual Framework Goal V}
*The definition for diversity in the Teacher Education program at Fort Hays State
University is as follows. This definition is intended to make explicit the understandings that administrators, faculty, and candidates have about diversity. Diversity: Differences among groups of people and individuals based on culture, ethnicity, race, socioeconomic status, gender, exceptionalities, language, migrant status, sexual orientation, and geographical area. The Fort Hays State University definition incorporates the definitions of Cultural Background**, Diversity, and Exceptionalities*** used by NCATE and the
Kansas State Department of Education.
Blackboard Access: There is a Blackboard support course for student teaching. Access
Blackboard through Tiger Tracks. Go through the Blackboard tutorial before calling for help at
877-228-3376.
41

Requirement: Each candidate is required to submit a reflective teaching document once each month via email to the Academic and University Supervisors. Additionally, each student teaching candidate is required to complete a FHSU Performance Assessment (FPA) that will be submitted to the University Supervisor.
Attendance Policy: Candidates are expected to arrive on time every required teacher work day at their assigned schools. Some schools require that the candidate follows the school schedule from day one of the semester even if it is before the FHSU semester begins. The candidate is to follow the schedule as defined by the school year calendar including in-service days, parent/teacher conferences, snow days, and Spring Break. It is the responsibility of the candidate to notify his/her cooperating teacher, academic/university supervisors, and building supervisor when he/she needs to be absent due to illness or a funeral of an immediate family member.
Unexcused absences will result in notification to the Dean of Student Affairs, the Dean of the
College of Education and Technology, the appropriate Department Chairs and/or being removed from the student teaching assignment with an unsatisfactory grade (See the FHSU Catalog for subsequent actions).
Evaluation/Grading Policy: You are entering a profession. Success or failure will be determined by a team of professionals in your field. This team, based on their professional judgment, will determine whether you display the knowledge, skills and dispositions to enter the teaching profession and thus determine your grade for Student Teaching. The final grade of your student teaching performance will reflect your professional alignment with the FHSU
Conceptual Framework for the Professional Educator.
The university supervisor will determine the final student teaching grade based on the following assessments:

Midterm and final evaluation forms completed by the cooperating teacher(s);

Midterm and final grade forms completed by the academic/university supervisors;

Progress reports completed by the university supervisor, and

Additional requirements including monthly reflections and performance assessment
(FPA). COPTSP Policy H.2 mandates a score of 78% or above based on 100 point grading scale.
Consultation between the academic/university supervisors, cooperating teacher(s), and field experience director will occur as needed.
42

TEEL 496 Student Teaching Syllabus: Elementary
Elementary (12 hrs.)
Art (6 hrs.)
Music (6 hrs.)
PE (6 hrs.)
Modern Language (6 hrs.)
Instructor of Record: Dr. Germaine Taggart, Chair, Teacher Education Department
Rarick 220
Telephone: 628-4204 E-mail address: gtaggart@fhsu.edu
University Supervisor: ___________________________________________________
Academic (Art, Music, PE, Modern Language, and Elementary) Supervisor:
_______________________________________________________________________
Cooperating Teacher: ____________________________________________________
REQUIRED TEXTBOOK : ( The Student Teaching Handbook will be emailed to student teachers, cooperating teachers, and university supervisors and in the first two-three weeks of school.)
COURSE DESCRIPTION: Admission by application approved by Council on Preparation of
Teachers and School Personnel (COPTSP). Supervised teaching experience is provided in approved public/private secondary school or childcare setting. The Office of Professional
Services attempts to place students in classroom environments that are diverse in learning experiences. Student teaching is the capstone experience of the teacher education program at Fort
Hays State University. As a candidate, you need to think about the following areas of preparation: academic subject(s), early field experiences, teaching strategies and methods, emotional readiness, and commitment to the profession. This course emphasizes the final element: clinical application and practice.
COURSE OBJECTIVES: Each candidate (student teacher) will be required to demonstrate knowledge, skills, and dispositions aligned with the University Conceptual Framework for the
Professional Educator and effective learning outcomes for the pupils in the student teaching assignment.
COURSE REQUIREMENTS: The student teaching experience will require collaboration and communication with students, parents, school staff, your cooperating teacher, academic supervisor, and university supervisor. You are encouraged to attend community agency meetings and professional association meetings and conferences as well. A parent contact log form and a community contact log form are available for documentation of such visits. The academic and university supervisors and cooperating teacher may have additional requirements for you such as lesson plan formats and deadlines, management procedures, and many other expectations. All candidates are responsible for the requirements listed in the Student Teaching Handbook. This includes the State of Kansas statutes governing student teaching.
43

The conceptual framework for professional educators at Fort Hays State University is defined in terms of the seven goals enumerated below under the heading of “The Professional Educator” in coordination with the
Kansas State Department of Education (KSDE.)
Goal I: The Professional Educator is liberally educated.
The Professional Educator develops the capacity and disposition to draw on diverse resources from the liberal arts and sciences to answer complex questions based on ethical considerations. S/he develops the capacity and disposition for selfcriticism, healthy living, and an understanding of the importance of diversity. {KSDE Professional
Education Standards: 6, 7, 11 and 13; Dispositions 1, 3, 4, 5, and 6}
Goal II: The Professional Educator assumes a professional role within the organizational system of the school.
The Professional Educator interprets and implements regulatory, professional, and ethical standards, utilizing the resources from professional organizations and the knowledge bases from social, historical, and philosophical foundations. {KSDE Professional Education Standards: 10; Disposition 6}
Goal III: The Professional Educator combines an understanding of relevant academic disciplines with an appreciation for pedagogical theory and research.
The Professional Educator develops teaching strategies based on the unique structure and method of inquiry of her/his particular discipline and current research-based pedagogy. {KSDE Professional Education Standards: 1, 2, 4, 6 and 7; Dispositions 1, 4, 5, and
7}
Goal IV: The Professional Educator respects and values all persons and provides a fair and equitable learning environment for all learners.
The Professional Educator implements teaching strategies and curriculum designs that accommodate the special needs of individual learners as well as the cultural differences that emanate from a multicultural environment in a global society. {KSDE
Professional Education Standards: 3 and 5; Dispositions 1, 2, 3, 4, 5, 6, and 7}
Goal V: The Professional Educator integrates appropriate technology into the educational process.
The
Professional Educator demonstrates a sound knowledge of educational technology in planning, designing, delivering, and evaluating effective learning experiences. {KSDE Professional Education
Standards: 12; Dispositions 5 and 7}
Goal VI: The Professional Educator demonstrates knowledge and use of multiple assessment and diagnostic techniques. The Professional Educator utilizes the appropriate measurement theories and a variety of information sources in evaluating student educational needs and achievements of all students. {KSDE Professional Education Standards: 8; Disposition 5}
Goal VII: The Professional Educator utilizes reflection as a tool for self-growth, program assessment, and instructional effectiveness.
The Professional Educator uses self-reflection as well as the reflection of others such as peers, mentors, students, supervisors, and parents to effect positive changes in curriculum, instruction, and classroom management. {KSDE Professional Education Standards: 9 and 13;
Dispositions 5 and 6}
44

DISPOSITION STATEMENT
The Professional Educator takes diversity* into consideration when valuing:
1. Multiple perspectives from the disciplines and ongoing professional discourse
{Conceptual Framework Goals I and III}
2. The inclusion of students, families, communities, and cultures in the educational process {Conceptual Framework Goals I and IV}
3. The development of critical thinking and independent problem solving
{Conceptual Framework Goals I, II, and III}
4. Planning educational strategies based on individual student growth in the areas of cognitive, emotional, linguistic, social and physical development
{Conceptual Framework Goals IV, V, VI, and VII}
5. The refinement of practices based on reflection, multiple, and ongoing assessment strategies, and learning {Conceptual Framework Goals VI and VII}
6. Professional and ethical standards based on behaviors consistent with professional education roles in areas such as attire, preparation, participation, punctuality, appropriate language usage, communication skills, and interpersonal relationships
{Conceptual Framework Goals II and III}
7. The importance of integrating technology in planning, designing, delivering and evaluating effective learning experiences {Conceptual Framework Goal V}
*The definition for diversity in the Teacher Education program at Fort Hays State
University is as follows. This definition is intended to make explicit the understandings that administrators, faculty, and candidates have about diversity. Diversity: Differences among groups of people and individuals based on culture, ethnicity, race, socioeconomic status, gender, exceptionalities, language, migrant status, sexual orientation, and geographical area. The Fort Hays State University definition incorporates the definitions of Cultural Background**, Diversity, and Exceptionalities*** used by NCATE and the
Kansas State Department of Education.
Blackboard Access: There is a Blackboard support course for student teaching. Access
Blackboard through TigerTracks. Go through the Blackboard tutorial before calling for help at
877-228-3376.
Requirement: Each candidate is required to submit a reflective teaching document through
Blackboard to Mr. Mike Karl and the University Supervisor. Additionally, each student teaching candidate is required to complete a FHSU Performance Assessment (FPA) that will be submitted to Mr. Mike Karl.
Attendance Policy: Candidates are expected to arrive on time every required teacher work day at their assigned schools. Some schools require that the candidate follows the school schedule
45

from day one of the semester even if it is before the FHSU semester begins. The candidate is to follow the schedule as defined by the school year calendar including in-service days, parent/teacher conferences, snow days, and Spring Break. It is the responsibility of the candidate to notify his/her cooperating teacher, academic/university supervisors, and building supervisor when he/she needs to be absent due to illness or a funeral of an immediate family member.
Unexcused absences will result in notification to the Dean of Student Affairs, the Dean of the
College of Education and Technology, the appropriate Department Chairs and/or being removed from the student teaching assignment with an unsatisfactory grade (See the FHSU Catalog for subsequent actions).
Evaluation/Grading Policy: You are entering a profession. Success or failure will be determined by a team of professionals in your field. This team, based on their professional judgment, will determine whether you display the knowledge, skills and dispositions to enter the teaching profession and thus determine your grade for Student Teaching. The final grade of your student teaching performance will reflect your professional alignment with the FHSU
Conceptual Framework for the Professional Educator.
The university supervisor will determine the final student teaching grade based on the following assessments:

Midterm and final evaluation forms completed by the cooperating teacher(s);

Midterm and final grade forms completed by the academic/university supervisors;

Progress reports completed by the university supervisor, and

Additional requirements including monthly reflections and performance assessment
(FPA). COPTSP Policy H.2 mandates a score of 78% or above based on a 100 point grading scale.
Consultation between the university supervisors, cooperating teacher, and field experience director will occur as needed.
46

TESS 496 Student Teaching Syllabus:
Secondary (12 cr. hrs.)
Art (6 cr. hrs.)
Music (6 cr. hrs.)
PE (6 cr. hrs.)
Modern Language (6 cr. hrs.)
Instructor of Record: Dr. Germaine Taggart, Chair
Teacher Education Department, Rarick 244
Telephone: 628-5902 E-mail address: gtaggert@fhsu.edu
University Supervisor:
Academic (Art, Music, Modern Language, and PE) Supervisor:
Cooperating Teacher:
REQUIRED TEXTBOOK : (Fort Hays State University Student Teaching Handbook). The
Handbook will be emailed to student teachers, cooperating teachers, university supervisors, and academic supervisors).
COURSE DESCRIPTION: Admission by application approved by Council on Preparation of
Teachers and School Personnel (COPTSP). Supervised teaching experience is provided in approved public/private secondary school. The Office of Professional Services attempts to place students in classroom environments that are diverse in learning experiences. Student teaching is the capstone experience of the teacher education program at Fort Hays State University. As a candidate, you need to think about the following areas of preparation: academic subject(s), early field experiences, teaching strategies and methods, emotional readiness, and commitment to the profession. This course emphasizes the final element, clinical application and practice.
COURSE OBJECTIVES: Each candidate (student teacher) will be required to demonstrate knowledge, skills, and dispositions aligned with the University Conceptual Framework for the
Professional Educator and effective learning outcomes for the pupils in the student teaching assignment.
COURSE REQUIREMENTS: The student teaching experience will require collaboration and communication with students, parents, school staff, your cooperating teacher, academic supervisor, and university supervisor. You are encouraged to attend community agency meetings and professional association meetings and conferences as well. A parent contact log form and a community contact log form are available for documentation of such visits. The academic and university supervisors and cooperating teacher may have additional requirements for you such as lesson plan formats and deadlines, management procedures, and many other expectations. All candidates are responsible for the requirements listed in the Student Teaching Handbook. This includes the State of Kansas statutes governing student teaching.
47

CONCEPTUAL FRAMEWORK
UNIT
CONCEPTUAL FRAMEWORK
The conceptual framework for professional educators at Fort Hays State University is defined in terms of the seven goals enumerated below under the heading of “The Professional Educator” in coordination with the Kansas State Department of Education (KSDE.)
Goal I: The Professional Educator is liberally educated.
The Professional Educator develops the capacity and disposition to draw on diverse resources from the liberal arts and sciences to answer complex questions based on ethical considerations. S/he develops the capacity and disposition for selfcriticism, healthy living, and an understanding of the importance of diversity. {KSDE Professional
Education Standards: 6, 7, 11 and 13; Dispositions 1, 3, 4, 5, and 6}
Goal II: The Professional Educator assumes a professional role within the organizational system of the school.
The Professional Educator interprets and implements regulatory, professional, and ethical standards, utilizing the resources from professional organizations and the knowledge bases from social, historical, and philosophical foundations. {KSDE Professional Education Standards: 10; Disposition 6}
Goal III: The Professional Educator combines an understanding of relevant academic disciplines with an appreciation for pedagogical theory and research.
The Professional Educator develops teaching strategies based on the unique structure and method of inquiry of her/his particular discipline and current research-based pedagogy. {KSDE Professional Education Standards: 1, 2, 4, 6 and 7; Dispositions 1, 4, 5, and
7}
Goal IV: The Professional Educator respects and values all persons and provides a fair and equitable learning environment for all learners.
The Professional Educator implements teaching strategies and curriculum designs that accommodate the special needs of individual learners as well as the cultural differences that emanate from a multicultural environment in a global society. {KSDE
Professional Education Standards: 3 and 5; Dispositions 1, 2, 3, 4, 5, 6, and 7}
Goal V: The Professional Educator integrates appropriate technology into the educational process.
The
Professional Educator demonstrates a sound knowledge of educational technology in planning, designing, delivering, and evaluating effective learning experiences. {KSDE Professional Education
Standards: 12; Dispositions 5 and 7}
Goal VI: The Professional Educator demonstrates knowledge and use of multiple assessment and diagnostic techniques. The Professional Educator utilizes the appropriate measurement theories and a variety of information sources in evaluating student educational needs and achievements of all students. {KSDE Professional Education Standards: 8; Disposition 5}
Goal VII: The Professional Educator utilizes reflection as a tool for self-growth, program assessment, and instructional effectiveness.
The Professional Educator uses self-reflection as well as the reflection of others such as peers, mentors, students, supervisors, and parents to effect positive changes in curriculum, instruction, and classroom management. {KSDE Professional Education Standards: 9 and 13;
Dispositions 5 and 6}
48

DISPOSITION STATEMENT
The Professional Educator takes diversity* into consideration when valuing:
1. Multiple perspectives from the disciplines and ongoing professional discourse
{Conceptual Framework Goals I and III}
2. The inclusion of students, families, communities, and cultures in the educational process {Conceptual Framework Goals I and IV}
3. The development of critical thinking and independent problem solving
{Conceptual Framework Goals I, II, and III}
4. Planning educational strategies based on individual student growth in the areas of cognitive, emotional, linguistic, social and physical development
{Conceptual Framework Goals IV, V, VI, and VII}
5. The refinement of practices based on reflection, multiple, and ongoing assessment strategies, and learning {Conceptual Framework Goals VI and VII}
6. Professional and ethical standards based on behaviors consistent with professional education roles in areas such as attire, preparation, participation, punctuality, appropriate language usage, communication skills, and interpersonal relationships{Conceptual Framework Goals II and III}
7. The importance of integrating technology in planning, designing, delivering and evaluating effective learning experiences {Conceptual Framework Goal V}
*The definition for diversity in the Teacher Education program at Fort Hays State University is as follows. This definition is intended to make explicit the understandings that administrators, faculty, and candidates have about diversity. Diversity: Differences among groups of people and individuals based on culture, ethnicity, race, socioeconomic status, gender, exceptionalities, language, migrant status, sexual orientation, and geographical area. The Fort Hays State
University definition incorporates the definitions of Cultural Background**, Diversity, and
Exceptionalities*** used by NCATE and the Kansas State Department of Education.
Blackboard Access: There is a Blackboard support course for student teaching. Access
Blackboard through TigerTracks. Go through the Blackboard tutorial before calling for help at
877-228-3376.
Requirement: Each candidate is required to submit a reflective teaching document which is due each month. Use Microsoft Word to create the reflection paper. After the file has been saved, go to Tools/Digital Dropbox/Add File. Browse to the file and submit it; then click OK. Next go to Send File, and send the file to the Instructor’s Dropbox. Additionally, each student teaching candidate is required to complete a FHSU Performance Assessment (FPA) that will be submitted to the University Supervisor.
Attendance Policy: Candidates are expected to arrive on time every required teacher work day at their assigned schools. Some schools require that the candidate follows the school schedule from day one of the semester even if it is before the FHSU semester begins. The candidate is to
49

follow the schedule as defined by the school year calendar including in-service days, parent/teacher conferences, snow days, and Spring Break. It is the responsibility of the candidate to notify his/her cooperating teacher, academic/university supervisors, and building supervisor when he/she needs to be absent due to illness or a funeral of an immediate family member.
Unexcused absences will result in notification to the Dean of Student Affairs, the Dean of the
College of Education and Technology, the appropriate Department Chairs and/or being removed from the student teaching assignment with an unsatisfactory grade (See the FHSU Catalog for subsequent actions).
Evaluation/Grading Policy: You are entering a profession and success or failure will be determined by a team of professionals in your field. This team, based on their professional judgment, will determine whether you display the knowledge, skills and dispositions to enter the teaching profession and thus determine your grade for Student Teaching. The final grade of your student teaching performance will reflect your professional alignment with the FHSU
Conceptual Framework for the Professional Educator.
The university supervisor will determine the final student teaching grade based on the following assessments:

Midterm and final evaluation forms completed by the cooperating teacher(s);

Midterm and final grade forms completed by the academic/university supervisors;

Progress reports completed by the university supervisor, and

Additional requirements including monthly reflections and performance assessment
(FPA). COPTSP Policy H.2 mandates a score of 78% or above based on a 100 point grading scale.
Consultation between the academic/university supervisors, cooperating teacher, and field experience director will occur as needed.
50

TESP 465 Special Education Student Teaching
Adaptive Special Education
Fort Hays State University
Instructor:
Office:
Phone:
E-mail:
FAX:
Dr. Germaine Taggart, Teacher Education Dept.
Rarick Hall 244
785-628-4204 gtaggart@fhsu.edu
785-628-4140
Course Description: This course is designed to relate theory to practice in a realistic setting.
The candidate is placed in a situation to obtain experiences relating directly or indirectly to the areas being studied.
Topics Covered & Course Objectives :
The objectives of this course are directly related to the Fort Hays State University Professional
Educator Goals and the Kansas State Department of Education Special Education Adaptive Learning
Standards.
Standard #1 The teacher of students with adaptive learning needs demonstrates an understanding of philosophical, historical, and legal foundations of education and special education.
Standard #2 The teacher of students with adaptive learning needs demonstrates an understanding of learners' diversity and provides support for students' cognitive, physical, social, emotional and career development.
Standard #3 The teacher of students with adaptive learning needs demonstrates assessment, diagnosis, and evaluation knowledge and skills.
Standard #4 The teacher of students with adaptive learning needs demonstrates knowledge and skill in planning and implementing effective instruction based upon knowledge of the subject matter, student, community and curriculum goals.
Standard #5 The teacher of students with adaptive learning needs promotes learning by providing planned, orderly, supportive environments that encourage participation of individuals with adaptive learning needs.
Standard #6 The teacher of students with adaptive learning needs demonstrates knowledge and skill in managing behavior, facilitating problem-solving, developing social skills and promoting self-advocacy of students with adaptive learning needs.
Standard #7 The teacher of students with adaptive learning needs demonstrates effective
Communication and collaboration skills and knowledge related to individuals with adaptive learning needs.
Standard #8: The teacher of students with adaptive learning needs demonstrates professionalism and ethical knowledge and skills related to students with adaptive learning needs.
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THE CONCEPTUAL FRAMEWORK FOR
PROFESSIONAL EDUCATORS
The conceptual framework for professional educators at Fort Hays State University is defined in terms of the seven goals enumerated below under the heading of
"The Professional Educator" in coordination with the Kansas State
Department of Education Professional Education Standards.
The Professional Educator
Goal I: The Professional Educator is liberally educated.
The Professional Educator develops the capacity and disposition to draw on diverse resources from the liberal arts and sciences to answer complex questions based on ethical considerations. S/he develops the capacity and disposition for self-criticism, healthy living and the appreciation for diverse cultures.
{KSDE Professional Education Standards: 6, 7, 11 and 13}
Goal II: The Professional Educator assumes a professional role within the organizational system of the school.
The Professional Educator interprets and implements regulatory, professional, and ethical standards, utilizing the resources from professional organizations and the knowledge bases from social, historical and philosophical foundations.
{KSDE Professional Education Standard: 10}
Goal III: The Professional Educator combines an understanding of relevant academic disciplines with an appreciation for pedagogical theory and research.
The Professional Educator develops teaching strategies based on the unique structure and method of inquiry of her/his particular discipline and current research-based pedagogy.
{KSDE Professional Education Standards: 1, 2, 4, 6 and 7}
Goal IV: The Professional Educator respects and values all persons and provides a supportive environment for diverse learners.
The Professional Educator implements teaching strategies and curriculum designs that accommodate the special needs of individual learners as well as the cultural differences that emanate from a multicultural environment in a global society.
{KSDE Professional Education Standards: 3 and 5}
Goal V : The Professional Educator integrates appropriate technology into the educational process.
The Professional Educator demonstrates a sound knowledge of educational technology in planning, designing, delivering and evaluating effective learning experiences.
{KSDE Professional Education Standard: 12}
Goal VI: The Professional Educator demonstrates knowledge and use of multiple assessment and diagnostic techniques.
The Professional Educator utilizes the appropriate measurement theories and a variety of information sources in evaluating student educational needs and achievements.
{KSDE Professional Education Standard: 8}
Goal VII: The professional Educator utilizes reflection as a tool for self-growth, program assessment and instructional effectiveness.
The Professional Educator uses self-reflection as well as the reflection of others such as peers, mentors, students, supervisors and parents to effect positive changes in curriculum, instruction, and classroom management.
{KSDE Professional Education Standards: 9 and 13}
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Disposition Statement
The Professional Educator takes diversity* into consideration when valuing:
1. Multiple perspectives from the disciplines and ongoing professional discourse
{Conceptual Framework Goals I and III}
2.The inclusion of students, families, communities, and cultures in the educational process
{Conceptual Framework Goals I and IV}
3.The development of critical thinking and independent problem solving
{Conceptual Framework Goals I, II, and III}
4.Planning educational strategies based on individual student growth in the areas of cognitive, emotional, linguistic, social and physical development
{Conceptual Framework Goals IV, V, VI, and VII}
5.The refinement of practices based on reflection, multiple, and ongoing assessment strategies, and learning Conceptual Framework Goals VI and VII}
6.Professional and ethical standards based on behaviors consistent with professional education roles in areas such as attire, preparation, participation, punctuality, appropriate language usage, communication skills, and interpersonal relationships
{Conceptual Framework Goals II and III}
7. The importance of integrating technology in planning, designing, delivering and evaluating effective learning experiences {Conceptual Framework Goal V}
*The definition for diversity in the Teacher Education program at Fort Hays State University is as follows: Differences among groups of people and individuals based on culture, ethnicity, race, socioeconomic status, gender, exceptionalities, language, migrant status, sexual orientation, and geographical area.
53

Person-First: People with disabilities are people. Thus, you always refer to the person before you refer to the disability (e.g. student with behavior problems). In formal writings, you will be penalized if you fail to use person-first language.
Confidentiality: The protection of confidential information is paramount in special education.
The Family Educational Rights and Privacy Act (FERPA) makes clear that personally identifiable information cannot be disclosed without parent consent. The IDEA Regs (§300.500) explain that personally identifiable information includes: a) the name of the student, his/her parents, his/her family members; b) the student's address; c) a personal identifier such as a student number; and/or d) a list of characteristics or other information that would make it possible to identify the child with reasonable certainty. Thus. you are to use pseudonyms (e.g. John Doe, Jane Doe) when referring to specific students/cases and white-out or black-out any personally identifiable information that is contained on forms, correspondence, etc. that you review with your Student Teaching Supervisor.
TEACHER EDUCATION ACCEPTANCE OF LATE ASSIGNMENTS POLICY
All assignments are due as assigned. Assignments submitted within one week past the due date will receive a minimum grade reduction of 20%. No assignment will be accepted more than one week past the due date. Exceptions may be made by the instructor.
Candidate Responsibility : You are responsible for contacting the supervisor to arrange site
visits. If, due to illness/absence, you must cancel a visit, you should contact the supervisor as
soon as possible.
Grades/Assignments : You may visit with your supervisor, during a site visit, or at a mutually
agreed upon time if you have questions or concerns about your grade or need clarification of, or assistance with, any assignment.
Grading: Final grade will be based on the accumulation of points from the Required Assignments. The
Student teaching supervisor in consultation with the cooperating teacher will assign point values to each assignment.
Scale : A = 900 to 1,000 pts, B = 800 to 899 pts, C = 700 to 799 pts, D = 600 to 699 pts, U = below 600 pts.
Required Assignments :
The following will reflect application of the adaptive program course requirements. The candidate will provide evidence of competency in meeting each standard to his/her supervisor through documentation, observation and discussion. (See form containing standards).
1.
The candidate will keep a weekly log for the time spent in the special education assignment. Log entries should reflect 1 to 3 high/low points or unusual events in brief anecdotal form then a longer reflective analysis of what was observed/experienced. (ex. The special education student seemed unusually active during the morning session. Evidence of the activity included….. The behavior on Tuesday through Friday was back to normal. I found out that the student had not
54 4/17/2020

received her medications on Monday. -----proceed from here to suggest possible remedies to the situation that would make learning more available to the student.) Through at least one reflective entry, show evidence of collaboration with regular education teachers and Para-educators. (300 point maximum)
2.
The candidate will provide university supervisor the results of an analysis of classroom progress
for at least three children in his/her classroom using the Learner Growth-
Initial ( case study) see scoring rubrics below for guidance. (500 points maximum)
The candidate will develop a Learner Growth case study: a. The candidate will administer a minimum of three pretests and three posttests to at least three children in a curricular area agreed upon by the cooperating teacher and the candidate. The instruments used may be formal and/or informal. (ex.) A spelling or math teacher constructed pretest/posttest). The same test may be used for all three of the students or a separate test may be used for each student. b. The candidate will utilize the pretest results as a baseline for determining how the child is functioning and for program planning (lesson plans, IEP activities etc.). c. The candidate will provide a minimum of three weeks of lesson plans demonstrating the relationship of assessment to the planning of instruction. The lesson plans will follow the requirements of the cooperating teacher. The cooperating teacher will approve the lesson plans prior to their implementation.
3.
The candidate will demonstrate to his/her supervisor the integration of technology into the curriculum. The technology may be either low or high. A brief report (no more than
3 pages) will be presented to the Student teaching supervisor. (100 points)
4.
Be involved in one (1) IEP meeting and a second, if possible, and approved by
administration (33 points)
5.
Develop a Behavioral Intervention Plan (BIP) for at least one student (33 points)
6.
Be involved in the referral process, i.e. Attend a Student Intervention Team (SIT) meeting.
(What is the process that students must go through to be admitted into special services? What is the classroom teacher’s involvement?) (34 points)
All tasks will be showcased in a professional document to be submitted to Dr. Germaine Taggart
( gtaggart@fhsu.edu
) in Rarick 244. The document should provide evidence of what you did to plan for the task, what you did to carry out the task, what you learned from the task, and implications for the future. Attach artifacts to the submitted piece. BE SURE THAT ALL DOCUMENTS ARE KEPT
GENERIC. No names included in the documents.
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Learner Growth Student Teaching/Initial
O No Evidence presented toward meeting objective
20 Undeveloped evidence or performance, minimal evidence, lacks knowledge of concepts
40 Initial Practitioner, developing, partial evidence, knowledge of concepts emerging
50 Exemplary, distinguished, complete evidence, proficient knowledge of concepts
Observations/Evidence No evidence
Underdeveloped Initial
Practitioner
Exemplary Points
Awarded
Development of Pretest/Post Test from IEP Goals and Objectives
0 points 20 points
Pretest provides appropriate information to plan instruction for learner growth
0 points
Pretest/ Post Test was correctly administered
0 points
Interpretation of Pretest/Post Test results was accurate
0 points
Interpretation of Data resulted in appropriate adjustments in instructional strategies
0 points
Instructional strategies complimented students’ cognitive, affective,
0 points cultural, linguistic and gender differences.
20points
20 points
20 points
30 points
30 points
Resources were adequate to support students’ needs.
0 points
Provided reflection on the procedure, implementation, and evaluation processes
0 points
20 points
20 points
Total Points Earned
40 points
40 points
50 points
50 points
40 points 50 points
40 points 50 points
60 points 100 points
60 points 100 points *
(see instructional strategies rubric)
40 points 50 points
40 points 50 points
_____out of 500
Possible
University Supervisor’s Comments:
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1. Annual Goal/Objective Addressed: taken from IEP
2.
Learning stage: describe which of the learning stages will be addressed in lesson.
3. Behavioral/Instructional Objectives: Describe the ‘given’, ‘will’ and ‘with’.
4. Procedures : Everything you do or plan in the lesson.
Remember:



Make sure that if student is asked to produce a behavior in the lesson plan, e.g. do a worksheet, recite, answer questions, work on a learning device, that it is matched with an objective.
Goals can be written in general terms.
Make sure the behavior is observable and measurable!
Indicator
Understands how students learn –how students construct knowledge, acquire positive dispositions toward learning
Evidence
Lesson Plans in format that provides

Annual Goal

Learning Stage

Behavioral/Instruction al Objectives

Procedures
Unacceptable
5
Plan lacks focus, poorly organized
Acceptable
10
Plans are clear and contain suggested elements
Weekly Log and Reflection commentary on observations and student work
Observation by university supervisor
Content is inaccurate
Weekly Log and
Reflection commentary lacks depth and insight
Observation missing
Content is accurate and age appropriate
Reflection
Indicates understandin g of teaching learning process
Observation included.
Exemplary
20
Plans are thoroughly detailed and contain suggested elements
Content is accurate and meaningful
Weekly Log and
Reflection detailed and consistent with required components
Observation included.
Points
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Instruction is designed that meets the current cognitive, social, and personal needs of the student(s)
Lesson Plans are aligned with assessment data
Lesson Procedures are based on learner’s strengths and learning style
Instruction includes the appropriate use of materials and technologie s
Instruction includes the use of varied technologies (high and low) and resources appropriate to meet the learner’s needs.
No evidence of relationship of instruction to assessment
Procedures do not include methods based on the learner’s strengths and learning style
Instruction does not include the use of technologies and resources are not varied.
Adequate evidence of relationship of instruction to assessment
Procedures include methods based on the learner’s strengths and learning style
Instruction includes the use of technologies appropriate to meet the learner’s needs and resources are varied. learning style and address the social needs of the student
(i.e. individual vs. group instruction
Instruction includes clear and concise planning of the use of
Clear and
Concise evidence of relationship of instruction to assessment
Procedures include methods that address the learner’s cognitive strengths, and technologie s both high and low are included and resources are varied and demonstrat e flexibility in thinking.
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University Supervisor’s Comments:
Total Points
100 possible
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TESP 465 Special Education Student Teaching
Weekly Log and Reflection Rubric
Conceptual
Framework
Liberally
Educated
Below Expectations/
Unacceptable
25
At Expectations
50
Exceeds Expectations
75
Greatly Exceeds
Expectations
100
Response indicates lack of content knowledge, basic skills, and/or use of resources
Response indicates consideration of adequacy of content knowledge, basic skills and use of resources at a technical level for the given situation
Response indicates consideration of adequacy of content knowledge, basic skills, and use of resources at a contextual level considering the suitability for each child and/or alternative situations
Response indicates thoughtful consideration of adequacy of content knowledge, basic skills, and use of resources at a level that embraces the school culture
Points
Assigned
Professionalism Response indicates lack of professional and/or ethical behavior and the lack of use of materials from professional sources
Response indicates thoughtful consideration of professional and/or ethical behavior, and use of materials from professional sources at a technical level for the given situation
Response indicates thoughtful consideration of professional and ethical behavior, and use of materials from professional sources at a contextual level considering the suitability for each child and/or alternative situations
Response indicates thoughtful consideration of professional and ethical behavior, and use of materials from professional sources at a level that embraces the school culture
Academic
Discipline and
Pedagogy
Response indicates lack of adequacy to design and implement instruction that engages students, and causes them to think critically in a supportive environment
Response indicates consideration of adequacy of designing and implementing instruction that engages students, and causes them to think critically in a supportive environment at a technical level for the given situation
Response indicates consideration of adequacy of designing and implementing instruction that engages students, and causes them to think critically in a supportive environment at a contextual level considering the suitability for each child and/or alternative situations
Response indicates thoughtful consideration of adequacy of designing and implementing instruction that engages students, and causes them to think critically in a supportive environment at a level that embraces the school culture
Total Points Awarded
Grading Scale: 275 – 300 = A 245 – 274 = B 221 – 244 = C 210 – 220 = D 209 and Below = U
Supervisor’s Comments:
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Student: (initials) Age: Grade:
Describe the student's academic history and current educational functioning:
Pretest Administered:
List formal and informal assessments used including learning styles inventories etc,
Instructional Strategies and Technologies:
Discuss instructional strategies and technologies to be used
Monitoring of Progress
Include how you will monitor progress (data to be collected)
.
Post Test Conclusions:
Include recommendations
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This paper is intended to demonstrate growth in knowledge and skills in the area of understanding and utilizing all types of technologies when working with exceptional learners. The paper is your opportunity to demonstrate how well you apply the theory of what you have learned to the actual experience of working with students during
Student teaching.
It should be about 2 – 3 pages double spaced
·
It must be free from common grammatical errors and formatting mistakes;
·
It must reference at least 5 meaningful ideas/concepts/ or observations from your daily log or weekly reflection.

Values flexibility and uses a variety of appropriate instructional strategies to meet students’ needs, including modalities. (15 points)

Uses technology as an effective instructional tool in the classroom in ways appropriate to the subject area and to diverse learners. (15 points)

Applies technology to professional roles and functions. (15 points)

Uses appropriate technology as a means to assess student learning. (15 points)

Organized (10 points)

Detailed (10 points)

Free of Grammatical Errors (10 points)

Appropriate Resources (10 points)
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EVALUATION OF STUDENT TEACHING
Evaluation is a means of determining growth. It stimulates new ideas. Valuable information is gained by careful evaluation.
Teaching, as a profession of utmost importance and also open to public observation, is constantly being evaluated. Likewise, the performance of teachers is evaluated. It is necessary, therefore, that the candidate’s work be evaluated most carefully.
Guidelines for Evaluation
1.
Evaluation of the candidate’s teaching will be done primarily by the university supervisor and by the cooperating classroom teacher. It will be through these observations and subsequent conferences that opinions will be formed and these will in turn be recorded on the evaluation forms provided by the university.
2.
The university supervisor and cooperating teacher are the final authorities in the assignment of a grade for the student teaching assignment. The final grade reflects the evaluation made by the classroom teacher; evidence of effort and interest in effective teaching, lesson plans, attendance and participation at group and individual conferences, and participation in routine matters required or expected of the candidate during the student teaching assignment. The university supervisor gives the final grade from input provided by the cooperating teacher, academic supervisor, and the candidate.
COPTSP Policy H.2 mandates a Score of 78% or above based on a 100 point grading scale.
3.
The student should feel free to discuss the evaluation procedures with the university supervisor and should avoid situations that may embarrass the cooperating teacher.
4.
Evaluation should always be considered a part of learning and should be planned as a learning experience by the supervisor, cooperating teacher, and the candidate.
63 4/17/2020

FORMS FOR USE BY CANDIDATE
Classroom Observation Guide
Class Observed ___________________________________
Time Period _____________________________________
Discipline _______________________________________
Date ___________________________________________
1.
What activities does the teacher use to launch the lesson with the student(s)?
2.
How does the teacher begin the learning activities of the lesson?
3.
How long does it take the teacher to get all or most of the students involved in the lesson?
4.
Does the teacher ask questions? What are the characteristics of the questioning process?
5.
What instructional materials are used to teach the lesson?
6.
Midway through the lesson, what portion of the students are actually engaged in the learning process?
7.
What techniques does the teacher use to stimulate learning?
8.
What provisions does the teacher make for individual differences?
9.
What evidence of student/teacher planning do you detect?
10.
What varieties of learning experiences are used in teaching the lesson?
11.
What types of evaluation does the teacher use?
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Sample Daily Lesson Plan
Date: Subject:
Objectives:
Instructional Materials:
Outline:
Adaptations/Modifications: (include special needs and ESOL students)
Assignment:
Evaluation:
Closure:
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Candidate Log of Pupil Parent Contacts
Pupil: _____________________________ Parent Names: __________________________________
School: ___________________________ Grade Level: _________
Date Comments (purpose, location, length of session, etc.)
Candidate Signature: ___________________________________________ Date: _______________________
Cooperating Teacher Signature: __________________________________ Date: _______________________
Use this form as needed.
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Date
Candidate Log of Community Contacts
School: ___________________________ Grade Level: _________
Comments (agency and contact names, web and email addresses, curricular recommendations, actions taken, reflections, resources offered, next meeting, etc.)
Candidate Signature: ___________________________________________ Date: _______________________
Cooperating Teacher Signature: __________________________________ Date: _______________________
Use this form as needed.
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Description
(to know, to recall)
Remembering previous material
Lowest level of learning
Listing learned information
Bringing to mind appropriate material
Recalling information
Bringing to mind stored knowledge
Reciting learned information
Remembering:
•
Terms
•
Methods
•
Facts
•
Concepts
•
Specific items of information
EXCERPT FROM BLOOM’S TAXONOMY
I. KNOWLEDGE
Question/Statement
(verbs)
Student Learning
(examples)
Sample
Questions/Activities
Arrange
Check, Choose, Cite
Define
Describe
Find, Group
Hold
Identify
Label, List, Locate
Match
Name
Offer, Omit, Outline
Pick, Point to
Quote
Recall, Recite,
Repeat, Reset,
Reproduce
Say, Select, Show,
Sort, Spell, State
Tally, Tell, Touch,
Transfer
Underline, Write
Remember an idea or fact in somewhat the same form in which it was learned
Question and answer sessions
Workbooks/worksheets
Programmed instruction
Remember things read, heard and seen
Games
Information searches
Reading assignments
Drill and practice
Finding definitions
Memory games
Quizzes
Questions have right and wrong answers.
Label the parts of a plant.
Show the numerals one to ten in Roman numeral form.
Group together all the four syllable words.
List the freedoms included in the Bill of Rights.
Identify the food groups each of these foods belongs to.
Write definitions to the following words.
Locate different examples of capitalization in the following story.
68 4/17/2020

Description
(to know, to recall)
Ability to grasp the meaning of material
Interpreting material
Seeing relationships among things
Projecting effects of ideas
Communicating an idea in a new or different way
Lowest level of understanding
Explaining ideas
Summarizing material
Understanding facts and principles
Estimating future trends
Predicting consequences
Interpreting charts and graphs
II. COMPREHENSION
Question/Statement
(verbs)
Student Learning
(examples)
Alter
Advance
Calculate, change, comprehend, construct, contemplate, construe
Communicate an idea on a new or different form
Forming relationships
(analogies, similes)
Predicting effects
Define, demonstrate
Expand, explain, expound, extrapolate
Infer, interpret
Offer of changes
Justifying the method used
Debate
Dramatization
“What if…”
Giving examples of
Outline
Project
Qualify
Scheme, Spell out, submit
Transform
Translate
Vary
Paraphrasing
Peer teaching
Show and tell
Small group projects
Estimating
“Just suppose…”
Give reasons for
Story problems
Sample
Questions/Activities
Give reasons for the energy crisis.
Explain why we have bus safety rules.
Outline the steps necessary for an idea to become a law.
Restate the reasons for weather changes.
Estimate the top priorities facing our government in 25 years.
Define the relationships you see between politics today and the early
1800’s.
Interpret the chart showing the rate of inflation over the past ten years.
Summarize the story.
What were the underlying factors that contributed to the Revolutionary
War?
69 4/17/2020

Describing
(using ideas)
Applying concepts and principles to new situations
Applying laws and theories to practical situations
Solving mathematical problems
Constructing charts and graphs
Demonstrating correct usage of a method or procedure
Applying rules, methods, concepts, principles, laws, and theories
III. APPLICATION
Question/Statement
(verbs)
Student Learning
(examples)
Apply, adopt, avail
Capitalize, classify, collect, construct, consume
Devote
Employ, exercise,
Using knowledge from various areas to find solutions to problems
Applying ideas to new or unusual situations exert
Handle
Make use of, manipulate, mobilize
Operate, organize
Ply, profit by, put in
Simulation activities
Role playing/role reversal
Producing a newspaper, stories, etc.
Model building action, put to use
Relate
Solve
Try, take up
Use, utilize
Wield
Interviewing
Group presentation
Conducting experiments
Making up classifications
Experimenting
Solving problems by use of known information
Practical applications of learned knowledge
Suggest actual uses
of ideas
Sample
Questions/Activities
Put this information together in graph form.
Compare and contrast attitudes toward space exploration today and in the 1960’s.
Organize forms of pollution from most damaging to least damaging.
Collect examples of private citizens influencing government.
You are in charge of a 2000 Hall of Fame.
Who would be in it?
Why?
How does the principle of estimation help you outside of school?
Capitalize on the idea of school spirit.
Plan posters, acts, plays, etc. that will promote school spirit.
Sketch a picture that relates your feelings of recess.
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Description
(breaking down)
Breaking materials down into component parts
Understanding the organizational structure
Analysis of relationships between parts
Recognition of organizational principles involved
Requires understanding of both the content and structural form
Analyzing the elements
IV. ANALYSIS
Question/Statement
(verbs)
Student
Learning
(examples)
Audit
Canvas, check
Deduce, diagram, differentiate, dissect, divide
Examine
Include, infer, inspect
Look into
Reason
Screen, scrutinize, search, section, separate, sift
Simplify, study subdivide, survey
Take apart
Uncover
Uncovering unique characteristics
Distinguishing between facts and inferences
Evaluating the relevancy of data
Recognizing logical fallacies in reasoning
Recognizing unstated assumptions
Analyzing the organizational structure of a work (of art, music, or writing)
Comparing and contrasting
Outlining written material
Problem identification
Attribute listing
Morphological analysis
Sample
Questions/Activities
Simplify the ballet to its basic moves.
Inspect a house for poor workmanship.
Search through a painting to uncover as many principles as possible.
Read a non-fiction book. Divide the book into its parts.
Tell why the parts were placed in the order they were.
Look into the forces that might cause pressure for our legislators.
Inspect two presidential addresses. Compare and contrast them.
Think of a problem situation facing our country. Identify several real problems that make up this situation.
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Description
(forming new whole)
Putting parts together in a new whole
Formulating new patterns or structures
Abstract relationships
Communicating an idea in a unique way
Take new things—pattern them in a new way
V. SYNTHESIS
Question/Statement
(verbs)
Student
Learning
Blend, build
Cause, combine, compile, compose, conceive, constitute, construct
Design, develop
(examples)
Developing an original plan
Hypothesizing
Writing a well organized theme
Effect, evolve
Form, formulate
Generate
Make, make up, mature, modify
Originate
Plan, produce
Reorder, reorganize, rearrange
Yield
Writing a creative story, poem, or song
Proposing a plan for an experiment
Integrating the learning from different areas into a plan for solving a problem
Formulating a new scheme for classifying objects
Finding new combinations
Identifying goals and objectives
Showing how an idea or product might be changed
Sample
Questions/Activities
Create a new song for the melody of
“Mary had a Little
Lamb.”
Combine elements of drama, music, and dance into a stage presentation.
Develop a plan for your school to save money.
Create a model of a new game that combines thinking, memory, and chance equally.
Reorganize a chapter/unit in your textbook the way you think it should be.
Find an unusual way to communicate the story of a book you have read.
Formulate positive changes that would improve learning in your classroom
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Description
(judging)
Ability to judge the value of material
Use of definite criteria for judgments
Value judgments based on clearly defined criteria
Highest learning outcomes
Use of cognitive and affective thinking together
VI. EVALUATION
Question/State ment
(verbs)
Student Learning
(examples)
Accept, appraise, arbitrate, assess, award
Censure, classify, conclude, criticize
Decide, decree, describe, discriminate, determine
Evaluate, explain
Grade
Interpret
Judge, justify
Prioritize
Rank, rate, referee, reject, rule on
Settle, support
Umpire
Weigh
Making judgments about data or ideas based on either internal or external criteria
Rating ideas
Accepting or rejecting ideas based on standards
Judging the logical consistency of written work
Judging the adequacy with which conclusions are supported
Judging the value of a work (art, music, writing) by using internal criteria or external standards of excellence
Generating criteria for evaluation
Making evaluations of peer projects and presentations
Evaluating one’s own products and ideas
Sample
Questions/Activities
Decide which person would best fill a position.
Rank the principle of
“good sportsmanship” in order of importance to you.
Decide which proposed plan is the best.
Read two different accounts of an incident. Decide which story is most logical in its portrayal.
Judge the posters or murals your class has just constructed.
Justify the actions of your favorite historical figure.
Determine the necessary criteria for a good resource.
Summarize the involvement you have had with your class this year.
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A committee comprised of content area faculty, and elementary and secondary education faculty and local K-12 educators, met over an 18 month period and revised and designed the various steps needed for early field experience and other clinical practices. Areas identified as critical components were internal and external communications, more active role for school personnel, professional development, supervision, placement, and assessment and evaluation.
The committee used the Educational Unit’s Conceptual Framework for the Professional Educator and current research on clinical experiences to guide decisions. The following table “The Teacher’s
Reflection Cycle,” based on Different Ways of Knowing (The Galef Institute, 1994) and Developing a
Teaching Portfolio (Bullock & Hawk, 2001) helped guide revision of assessment and evaluation forms.
Human Diversity in Education (Cushner, McClelland, & Safford 2000) served as a constant reminder that clinical experiences need to proactively integrate diversity in teaching and learning. These resources serve as a guide for faculty, supervisors, candidates, and cooperating teachers in fulfillment of their roles in Student Teaching.
The Teacher’s Reflection Cycle
DESCRIPTION OF THE
LEARNING EVENT

Summarize the learning experience

Emphasize who, what,
 when, where, and how
ANALYSIS OF WHERE
YOU HAVE BEEN

Analyze the evidence.
Break the whole apart and analyze it for patterns

Identify the strengths of the evidence

Identify the areas on which to improve

What worked and why?
 What didn’t work and why?

What did you learn?

How did you learn it?
PLANNING WHERE YOU
GO NEXT
(the most important stage)

How has the evidence influenced you?

What are the implications for your future teaching based on this evidence?

What do you do next to extend your learning?

What do you do next to refine your learning?

What are your needs as a learner?
74 4/17/2020

Check One :
____Midterm by Supervisor
____Final by Supervisor
____Midterm by Teacher
____Final by Teacher
FORT HAYS STATE UNIVERSITY CONCEPTUAL FRAMEWORK
To be completed by Candidate:
Candidate Name _______________________________
FHSU Student ID Number _______________________
Current Address _______________________________
School Name Phone _______
Cooperating Teacher ___________________________
FHSU Advisor ________________ Phone __________
Supervisor Phone
Grade Level
Secondary Content Area
To be returned by Candidate by due date to:
Office of Professional Services, Rarick 220
Fort Hays State University
600 Park Street
Hays, Kansas 67601
785-628-4447 FAX
785-628-5828
MIDTERM EVALUATION
Recommended Grade ________
FINAL EVALUATION
___________________________________________
Cooperating Teacher Signature Date
_______________________________________________
University Supervisor Signature Date
_______________________________________________
Candidate Signature Date
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Fort Hays State University
Evaluation of Student Teaching
Directions: Please indicate your response in the blank to the left of each item.
4= Greatly exceeds expectations 3=Above expectations 2=At expectations 1=Unacceptable
Conceptual Framework Goals and KSDE Standards are referenced, respectively.
I The Candidate is liberally educated – Demonstrates knowledge of basic skills, subject matter content and pedagogy( Checklist for Subject Matter Content and Pedagogy must be attached for Elementary Education majors ); utilizes diverse resources from liberal arts and sciences; creates learning experiences meaningful to students (I, III; 1, 2, 7;
1P1, 11P1).
___a. Draws on diverse resources
___b. Answers complex questions based on ethical considerations
___c. Accepts self-criticism
___d. Exemplifies healthy living
___e. Shows appreciation for diverse cultures
Comments:
II The Candidate assumes a professional role within the organizational system of the school
–
With pedagogical planning of supportive environment, follows/establishes rules and ethical standards; monitors pupil behavior; stops aberrant behavior; organizes physical space and uses strategies to encourage critical thinking and problem solving; demonstrates understanding of individual and group motivation (II; 4).
___a. Implements regulatory, professional, and ethical standards
___b. Utilizes resources from professional organizations
___c. Utilizes knowledge bases from social, historical, and philosophical foundations
Comments:
III The Candidate combines an understanding of relevant academic disciplines with an appreciation for pedagogical theory and research
–
Designs instruction and develops lesson plans that encourage critical thinking and problem solving; engages students in learning; establishes a culture for learning (III, IV; 2, 3, 4; 5P1).
___a. Develops appropriate teaching strategies based on the unique structure and method of inquiry of her/his particular discipline
___b.
Develops appropriate teaching strategies based on current research-based pedagogy
___c. Designs instruction and develops lesson plans
___d. Enhances problem solving skills
___e. Uses effective questioning skills
___f. Uses multiple teaching strategies
___g. Demonstrates proficiency of academic content knowledge
Comments:
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IV The Candidate respects and values all persons and provides a supportive environment for diverse learners
–
Reviews, introduces, summarizes, plans strategies; delivers clear instruction/assignments with relevant examples/demonstrations; maintains appropriate levels of questions, pace, instructional technology, and on task engagement to address diversity (II, IV; 2, 3, 6; 4P1).
___a. Implements teaching strategies and curriculum designs that accommodate special needs
___b. Implements teaching strategies and curriculum designs that accommodate cultural differences that emanate from a multicultural environment in a global society
Comments:
V T he Candidate integrates appropriate technology into the educational process
–
Prepares materials in advance; manages classroom procedures effectively; appropriately uses technological resources (II, V; 5, 6; 12P1).
___a. Demonstrates sound knowledge of educational technology to plan learning experiences
___b. Demonstrates sound knowledge of educational technology in designing learning experiences
___c. Demonstrates sound knowledge of educational technology in delivering learning experiences
___d. Demonstrates sound knowledge of educational technology in evaluating learning
Comments:
VI The Candidate demonstrates knowledge and use of multiple assessment and diagnostic techniques – Uses formal and informal assessment strategies to evaluate student learning; provides feedback to students; maintains accurate records; uses assessment to drive instruction (VI; 3, 8; 2P1, 8P1).
___a. Utilizes appropriate theories in evaluating student educational needs and achievements
___b. Utilizes variety of sources in evaluating student educational needs and achievements
___c. Creates rubrics or exams
___d. Uses an informal reading inventory
Comments:
VII The Candidate utilizes reflection as a tool for self-growth, program assessment, and instructional effectiveness –
Uses self-reflection and reflection of others; continues to grow and develop professionally; demonstrates positive rapport; exhibits evidence of effective teaching in an online teaching portfolio (II, VII; 7, 9, 10, 10P1).
___a. Uses self-reflection to effect positive change in curriculum, instruction, and classroom management
___b. Uses the reflection of others such as peers, mentors, students, supervisors, and parents to effect positive changes in curriculum, instruction, and classroom management.
___c. Writes response or plan of action to cooperating teacher or supervisor comments
Comments:
___________________________________
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Samples of Effective Teaching for Evaluation by Cooperating Teacher
Guide for the Candidate Preparation and for the Cooperating Teacher Evaluation –
( Underlined items indicate KSDE Standard)
The Candidate is liberally educated 1
___a. Draws on diverse resources ( textbooks, videos, CD-ROMs, DVDs, computer, Web, email, guest speakers, parents, businesses, radio, field excursions, newspapers, student sharing, variety of technology and multicultural resources, learning style theories, games; represents and uses differing vi ewpoints, theories, “ways of knowing,” and methods of inquiry in teaching of subject matter concepts.)
___b. Answers complex questions based on ethical considerations (presents pros and cons of various issues as opposed to presenting personal perspective; utilizes a variety of research, theory, and resources; exudes a spirit of inquiry)
___c. Accepts self-criticism (deliberative and sincere about reflective teaching; accepts responsibility and willing to change; open-mindedness)
___d. Exemplifies healthy living (good hygiene; well-balanced attitude; good role model for healthy dietary habits, exercise, and knowledge about dealing with stress)
___e. Shows appreciation for diverse cultures (maximizes heterogeneous or mixed grouping of pupils; provides individual help to every pupil; builds upon a child’s native language, valuing native speech; focus on ethnic minority music, arts, or literature, and the history of minorities in America)
II The Candidate assumes a professional role within the organizational system of the school –
___a. Implements regulatory, professional, and ethical standards (Explains the purpose and objectives in lesson plans and to pupils as appropriate; ties choice of materials and resources to the standards; evaluates materials according to standards; utilizes standards in planning and reflective teaching)
___b. Utilizes resources from professional organizations (credits professional organizations in lesson plans, teaching portfolio, activities, discussion, resources from web pages, presentations, reflective documents, and presentation of pros and cons or different perspectives on an issue)
___c. Utilizes knowledge bases from social, historical, and philosophical foundations (provides examples from Social
Studies, History, and Philosophy; evaluates resources based on standards from the Social Sciences; relates lessons and current events to historical figures and their philosophies or beliefs; creates interdisciplinary learning experiences that allow all students to integrate knowledge, skill, and methods of inquiry from several subject areas)
III The Candidate combines an understanding of relevant academic disciplines with an appreciation for pedagogical theory and research
–
___a. Develops appropriate teaching strategies based on the unique structure and method of inquiry of her/his particular discipline (Determines realm for learning outcomes such as knowledge, skill, or attitude; prepares activities for learners to recall or recognize information such as reciting multiplication facts; provides opportunities for learners to understand and explain knowledge in their own words as in explaining why 6 sevens and 7 sixes are equivalent)
___b. Develops appropriate teaching strategies based on current research-based pedagogy (Cites current and past research for selection of instructional alternatives such as cooperative learning, discovery learning, constructivist teaching and learning, and direct instruction)
___c. Designs instruction and develops lesson plans (Describes specific knowledge or skills to acquire; outlines specific tasks; motivates students to engage in reflective learning and application; provides assessment activities related to learning; relates activities to standards, research, and theory
___d. Enhances problem solving skills (sets goals with pupils; identifies obstacles; suggests alternative ways to achieve goals; assists pupils to find and/or propose solutions; decides with pupils how to implement the best proposed solutions; evaluates the outcomes or resolutions with pupils)
___e. Uses effective questioning skills (Phrases questions clearly and concisely, including only the words, terms, and information pupils need in order to respond, student toward academic content or objectives; requires students to process or think about what they are learning; avoids rhetorical questions or questions with only one answer; avoids including the answer within the question; allows appropriate time for pupil responses; uses a variety of question levels and types; ensures that all students get equal opportunities to respond; redirects incorrect responses)
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___f. Uses multiple teaching strategies (Selects strategies from cognitive, humanistic, and behavioral perspectives; centers activities around information processing and meaningful learning; values clarification, moral and character education, and multiethnic education; appropriately utilizes programmed instruction, computer-assisted instruction, mastery learning, precision teaching, and applied behavioral analysis)
___g. Demonstrates proficiency of academic content knowledge ( Designs curriculum and exhibits proficiency in all areas of content within a discipline. Demonstrates the pedagogical skills necessary for students to perform successfully on state and national standardized tests and continually demonstrate that students are exhibiting adequate yearly progress within a particular discipline)
IV The Candidate respects and values all persons and provides a supportive environment for diverse learners
–
___a. Implements teaching strategies and curriculum designs that accommodate special needs (provides hands-on activities to allow pupils to manipulate objects; provides opportunities for heterogeneous grouping of pupils; encourages pupils to share mental processes they use for reaching concepts and conclusions; involves pupils in development and maintenance of classroom rules; meets the learning needs of all students by evaluating how to achieve learning goals and by choosing alternative teaching strategies and materials)
___b. Implements teaching strategies and curriculum designs that accommodate cultural differences that emanate from a multicultural environment in a global society (Avoids stereotyping; encourages sharing, respect, and appreciation of cultural differences; creates a smoothly functioning learning community in which all students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities.)
V The Candidate integrates appropriate technology into the educational process
–
___a. Demonstrates sound knowledge of educational technology to plan effective learning experiences (Evaluates integration of technology in terms of State, National, Ethical, Content, and Professional standards; Utilizes technology as a method or strategy for addressing individual needs and differences; Uses educational technology as a resource in preparation and implementation of lessons)
___b. Demonstrates sound knowledge of educational technology in designing effective learning experiences (Applies appropriate software and web resources in preparation of learning activities and pre/post assessment )
___c. Demonstrates sound knowledge of educational technology in delivering effective learning experiences (Uses educational technology such as videos, CD-ROMs, software, and websites as means to achieve learning goals that align with standards and individual learning styles; design and development of rubrics; electronic presentations; concept mapping software; utilizes a variety of appropriate instructional technology and tools to prepare and deliver instruction)
___d. Demonstrates sound knowledge of educational technology in evaluating effective learning (uses technology for project-based learning, for individual assessments, tests, grades, rubrics, individual and group presentations, goal-setting and evaluation of progress)
VI The Candidate demonstrates knowledge and use of multiple assessment and diagnostic techniques –
___a. Utilizes appropriate theories in evaluating student educational needs and achievements (Applies cognitive, humanistic, and behaviorist theories to gather information about each student in order to prepare effective instructional activities; uses multiple intelligence theory to address strengths and weaknesses and provide meaningful learning experiences for each student; evidence of this item may be seen in collections of student work such as autobiographies, journals, and portfolios; assess es individual and group performance in order to design instruction that meets learners’ current needs in each domain--physical, social, emotional, moral, and cognitive--and that leads to the next level of development.)
___b. Utilizes variety of sources in evaluating student educational needs and achievements (Uses a variety of formal and informal assessment techniques such as teacher made tests, checklists, rating scales, observations, discussion, computerbased, authentic-based, project-based, student self-assessments, peer assessment, and standardized tests to enhance her or his knowledge of all learners, evaluate all students’ progress and performances, and modify teaching and learning strategies)
___c. Creates rubrics or exams (Designs a matrix or table that expands on the detail included in other forms of assessment; conveys clear descriptions of performance expectations; designs exams that coincide with lesson material)
___d. Uses an informal reading inventory (Records student reading needs and progress toward goals; Provides opportunities for individual and small group reading; Outlines specific informal reading goals for each student in any subject or discipline; Provides a variety of reading material at various levels and interests related to subject or discipline; Provides opportunities for success in reading; Designs or acquires motivational reading material to provide meaning for each student)
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VII The Candidate utilizes reflection as a tool for self-growth, program assessment, and instructional effectiveness
–
___a. Uses self-reflection to effect positive change in curriculum, instruction, and classroom management (Routinely and purposefully deliberates or reflects on teaching; openly explores classroom decisions and searches for alternative explanations for classroom events; takes responsibility for actions and classroom events; wants to learn both theory and practice; keeps a journal about teaching; describes specific lesson or event; informs others about the meaning, principles or theories surrounding the event or behavior; confronts decisions openly by asking questions about the interests, objectives, and standards served; reconstructs event or lesson by asking how it might have been done differently; records successful and effective lessons in a teaching portfolio)
___b. Uses the reflection of others such as peers, mentors, students, supervisors, and parents to effect positive changes in curriculum, instruction, and classroom management. (Keeps a journal with ideas from peers, mentors, students, supervisors, and parents with reflection about how to effect positive changes; Seeks ideas from them about ways to effect positive changes; evidence may be in the form of student essays or evaluation forms regarding specific lessons such as “What I liked best and why;” records from parent-teacher conferences about what the student likes most; credits at the beginning or end of a lesson plan such as “Mrs. Rodriquez said this lesson really made her students stop and think!” The educator participates in collegial activities designed to make the entire school a productive learning environment)
___c. Writes response or plan of action to cooperating teacher or supervisor comments (Demonstrates the openmindedness of reflective teaching by a written response or plan of action accepting that there are different approaches to effective teaching and learning; outlines a purpose of instruction to change pupils’ behavior and enable them to do things they couldn’t do before instruction occurred)
For more information, refer to The Act of Teaching by Donald R. Cruickshank et al, 4th. Edition.
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Samples of Effective Teaching for Evaluation by Supervisor
Guide for the Candidate Preparation and for the Supervisor Evaluation –
1. Liberally Educated with Knowledge of Subject Area
Demonstrates knowledge of basic skills, subject matter content and pedagogy; utilizes diverse resources from liberal arts and sciences; creates learning experiences meaningful to students (I, III; 1, 2, 7; 1P1, 11P1).
2. Pedagogical Planning of Supportive Environment
3. Management of Instructional Technology
Prepares materials in advance; manages classroom procedures effectively; appropriately uses technological resources (II, V; 5, 6; 12P1).
4. Management and Pupil Behavior
Follows/establishes rules and ethical standards; monitors pupil behavior; stops aberrant behavior; organizes physical space and uses strategies to encourage critical thinking and problem solving; demonstrates understanding of individual and group motivation (II; 4).
Designs instruction and develops lesson plans that encourage critical thinking and problem solving; engages students in learning; establishes a culture for learning (III, IV; 2, 3, 4;
5P1).
Note: Underlined samples indicate KSDE Standard
Samples
Responds accurately and appropriately to pupil questions regarding content or knows where to look for answers; uses more than a textbook; represents and uses differing viewpoints, theories, “ways of knowing;” brings in authentic material to make lesson relevant; students are attentive, concentrating, receiving, responding, actively engaging, valuing, comparing, and integrating lesson material; creates interdisciplinary learning experiences that allow all students to integrate knowledge, skill, and methods of inquiry from several subject areas.
Action learning (students directly involved in finding something out); Authentic and situated activities
(concrete rather than abstract); Interesting and challenging activities; learners reflect and brainstorm; teacher providing assistance or scaffolding; students are using or developing a template for problem-solving; smoothly functioning learning community in which all students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities.
Lesson objectives and purpose clearly defined for pupils; resources are ready to use; formative and summative evaluation techniques applied; lesson has closure; selection of technology appropriate such as a printed web page to illustrate lesson concepts, an electronic slide for illustration or motivation; utilizes a variety of appropriate instructional technology and tools to prepare and deliver instruction.
The classroom provides an atmosphere of safety and comfort; there is enough space for students to move freely and work without distractions; Candidate articulates the purpose for the classroom layout and rules; Everyone demonstrates respect and cooperation, Achievement is valued; Full inclusion (Every person is inclined toward what is good for others as well as their own individual good); Candidate reminds students how and where to find solutions or how to use problem-solving techniques; provides high interest individual and group activities at the Zone of Proximal Development..
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5. Presentations Address Diverse Needs
6. Assessment
Reviews, introduces, summarizes, plans strategies; delivers clear instruction/assignments with relevant examples/demonstrations; maintains appropriate levels of questions, pace, instructional technology, and on task engagement to address diversity (II, IV; 2, 3, 6; 4P1).
Uses formal and informal assessment strategies to evaluate student learning; provides feedback to students; maintains accurate records; demonstrates flexibility and responsiveness (VI; 3, 8; 2P1, 8P1).
7. Reflective Teaching
Uses self-reflection and reflection of others; continues to grow and develop professionally; demonstrates positive rapport; exhibits evidence of effective teaching in an online teaching portfolio (II,VII; 7, 9, 10, 10P1).
Demonstrates an awareness of different student backgrounds; Uses resources from a variety of cultures and perspectives; Promotes multicultural lessons; addresses multiple intelligences; provides opportunities for pupils to learn from each other; utilizes individual strengths; uses software or web pages to provide meaning for every pupil and encourage respect, cooperation, achievement, and full inclusion; provides hands-on activities to allow pupils to manipulate objects; provides opportunities for heterogeneous grouping of pupils; encourages pupils to share mental processes they use for reaching concepts and conclusions; involves pupils in development and maintenance of classroom rules; selects alternative teaching strategies and materials; evaluates how to achieve learning goals.
Applies cognitive, humanistic, and behaviorist theories to gather information about each student in order to prepare effective instructional activities; uses multiple intelligence theory to address strengths and weaknesses and provide meaningful learning experiences for each student; evidence of this item may be seen in collections of student work such as autobiographies, journals, and portfolios; Uses multiple assessments such as teacher made tests, checklists, rating scales, observations, discussion, computer-based, authentic-based, projectbased, as well as standardized tests; designs a matrix or table (rubric) that expands on the detail included in other forms of assessment; conveys clear descriptions of performance expectations; designs exams that coincide with lesson material; records student needs and progress toward goals; provides opportunities for individual and small group learning; outlines specific informal and formal goals for each student in any subject or discipline; provides a variety of reading material at various levels and interests related to subject or discipline; provides opportunities for success; designs or acquires motivational reading material to provide meaning for each student; uses teachable moments (showing flexibility to change schedule as needed and appropriate); welcomes spontaneous sharing by students as related to lesson objectives.
Routinely and purposefully deliberates or reflects on teaching; openly explores classroom decisions and searches for alternative explanations for classroom events; takes responsibility for actions and classroom events; wants to learn both theory and practice; keeps a journal about teaching; describes specific lesson or event; informs others about the meaning, principles or theories surrounding the event or behavior; confronts decisions openly by asking questions about the interests, objectives, and standards served; reconstructs event or lesson by asking how it might have been done differently; records successful and effective lessons in a teaching portfolio; listens to ideas and criticism and articulates a plan of action for improvement; participates in collegial activities designed to make the entire school a productive
learning environment.
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Educational Unit Policy Guide for Candidates
COPTSP Policy
1. Punctuality
2. Academic Honesty
3. Professional Dress &
Appearance
4. Use of Appropriate and
Inoffensive Language
5. Tactful and Diplomatic
Behavior
6. Honest and Lawful
Behavior
7. The Ability to
Communicate Effectively before Students and
Adults
Conceptual
Framework
KSDE PES
II. Professional Role Standards 10 & 13
I-II, VII Liberally Standards 7, 9-11 &
Educated;
Professional Role;
13
Reflection
II, VII Professional
Role; Reflection
Standards 9, 10 & 13
I-IV; VII Liberally
Educated;
Professional Role;
Pedagogy; Diverse
Learners;
Reflection
I-IV; VII Liberally
Educated;
Professional Role;
Pedagogy; Diverse
Learners;
Reflection
II, VII Professional
Role; Reflection
Standards 1-7, 9-11
& 13
Standards 1-7, 9-11
& 13
Standards 9, 10 & 13
Standards 7-9, 11-13 I, V, VI, VII
Liberally Educated;
Technology;
Assessment;
Reflection
II, Professional Role Standards 10 & 13 8. The Ability and
Willingness to Work
Cooperatively with Others
9. The Ability and
Willingness to Meet
Academic Standards
10. The Ability and
Willingness to Complete
Course Assignments
11. The Ability and
Willingness to Develop
Personality Characteristics and Behaviors that Lead to
Effective Teaching
I, VI Liberally
Educated;
Assessment
III. Pedagogy
I, III, VI. Liberally
Educated;
Pedagogy;
Reflection
Standards 7-9, 11
Standards 1, 2, & 4-7
Standards 1, 2, 4-9,
& 11
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Contact List of Secondary Academic Supervisors
Department or Area
Agriculture
Art
Business
Business
Biology
Biology
Chemistry
English
Earth & Space Science
German
PE
PE
History/Political Science
Journalism
Math
Math
Music
Physics
T
Psychology
Spanish
Technology Studies
Technology Studies
Academic
Supervisors
Mr. Mick Glaze
Mr. Allen Craven
Mr. Scott Jones
Dr. Wally Guyot
Dr. Elmer Finck
Mr. Mark Eberle
Telephone Email
785-628-5853 mglaze@fhsu.edu
Office
AH 218C
785-628-4301 acraven@fhsu.edu RH 103B
785-628-4040 sjones@fhsu.edu MC 319
785-628-4534 wguyot@fhsu.edu MC 309
785-628-4214 efinck@fhsu.edu AH 302A
785-628-5264 meberle@fhsu.edu AH 424
Dr. Eddie Olmstead 785-628-4507 eolmstea@fhsu.edu TH 349
Ms. Sharon Wilson 785-628-5317 swilson@fhsu.edu RH 373
Dr. John Heinrichs 785-628-5389 jheinric@fhsu.edu TH 233B
Dr. Evie Toft 785-628-5380 etoft@fhsu.edu RH 302
Dr. Steve Sedbrook 785-628-5843 ssedbroo@fhsu.edu CH 139P
Dr. Duane Shepherd 785-628-4374 dshepher@fhsu.edu CH 139R
Dr. Ray Wilson
Ms. Linn Ann
Huntington
785-628-5875 rwilson@fhsu.edu RH 333
785-628-4018 lhunting@fhsu.edu MH 105
Dr. Keith Dreiling
Mr. Jeff Sadler
785-628-5280 kdreilin@fhsu.edu RH 396
785-628-5375 jsadler@fhsu.edu RH 386
Dr. Laura Andrews 785-628-5352 landrews@fhsu.edu MH 234
Dr. Gavin Buffington 785-628-4271 gbuffing@fhsu.edu TH 255B
Dr. Jennifer Bonds-
Raacke 785-628-4405
Jennifer M Bonds-
Raacke MA 102
Dr. Evie Toft
Dr. Robert Howell
785-628-5380
785-628-4306 etoft@fhsu.edu RH 305 bhowell@fhsu.edu DH 176
Dr. Fred Ruda 785-628-4211 fruda@fhsu.edu DH 203
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RULES AND REGULATIONS GOVERNING STUDENT TEACHERS AND THE ISSUANCE
AND USE OF STUDENT TEACHING CERTIFICATES
Article 19-Student Teachers
91-19-1. Definitions.
(a) "Student teacher" means a student who has been issued a student teacher certificate by a teacher education institution to assume teaching responsibilities in an accredited or approved
Kansas educational agency under the supervision of a cooperating teacher.
(b) "Cooperating teacher" means a certified staff member of an accredited or approved educational agency to whom a student teacher has been assigned, and who is performing assigned duties in supervising and instructing the student teacher in actual teaching experiences with pupils.
(c) "Teacher education institution" means a college or university engaged in teacher preparation and accredited by the state board of education or a state authorized agency of the state in which the institution is located.
(d) "Approved educational agency" means an early childhood agency or an interlocal agency which has been granted approved status by the state board of education.
(e) This rule and regulation shall take effect on and after July 1, 1989. (Authorized by and implementing K.S.A. 72-1392; effective, E-70-36, July 31, 1970; effective January 1, 1971; amended
May 1, 1979; amended July 1, 1989.)
91-19-2. Student teacher certification.
(a) Each individual serving as a student teacher in an accredited or approved educational agency in
Kansas shall hold a valid student teacher certificate.
(b) Issuance of student teacher certificates. Student teacher certificates shall be issued only to students who have fulfilled the requirements of the teacher education institution and have been recommended by the designated official responsible for teacher education at the teacher education institution. Only teacher education institutions shall issue student teacher certificates.
(c) Provision and filing of certificates. The state board of education shall provide student teacher certificate forms to teacher education institutions . Each student teacher serving in an accredited or approved educational agency shall file a valid student teacher certificate in the office of the administrator of the accredited or approved educational agency. The certificate shall be returned to the student teacher upon completion of the student teaching assignment. A copy of the student teacher certificate shall be filed with the state board of education and with the teacher education institution.
(d) Form of certificate. The form of the student teacher certificate shall be as prescribed by the state board.
(e) This rule and regulation shall take effect on and after July 1, 1989. (Authorized by and implementing K.S.A. 72-1392; effective, E-70-36, July 31, 1970; effective Jan. 1, 1971; amended May 1, 1979; amended July 1, 1989.)
91-19-6. Student teacher contracts, liabilities and responsibilities.
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(a) Necessity for written contracts. Persons certified for student teaching shall engage in student teaching only in educational agencies which are accredited or approved by the state board of education and which have entered into a written contract with a teacher education institution.
The contract shall set out all of the arrangements made between the teacher education institution and the cooperating accredited or approved educational agency.
(b) Assignment of student teachers. Only teacher education institutions shall assign student teachers to cooperating accredited or approved educational agencies for the purpose of student teaching.
(c) Student teacher responsibilities. Accredited or approved educational agency administrators and cooperating teachers to whom the student teachers are assigned, in cooperation with the designated officials of the teacher education institution and in conformity with the terms of the contract required by this rule and regulation, shall determine when and to what extent student teachers shall assume responsibilities or enter into teaching activities in the assigned accredited or approved educational agency.
(d) Supervision of student teachers. Student teachers shall be under the supervision of cooperating teachers and administrators of the accredited or approved educational agencies to which they are assigned, and shall not be expected to assume tasks or responsibilities not generally assigned to teachers.
(e) Compensation prohibited. No compensation shall be paid to student teachers performing assignments under contracts as provided in this rule and regulation.
(f) Student teachers prohibited from serving as regular or substitute teachers. Certified student teachers shall be prohibited from serving as regular or substitute teachers in Kansas accredited or approved educational agencies.
(g) This rule and regulation shall take effect on and after July 1, 1989. (Authorized by and implementing K.S.A. 72-1392; effective, E-70-36, July 31, 1970; effective Jan. 1, 1971; amended May 1, 1979; amended July 1, 1989.)
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The latest version of the FPA documents approved by the Standard 1 Committee. This is a draft, but will be the document used this fall, so please provide feedback. Also, remember that COPTSP requires a 78% on the student teaching FPA in order to be recommended for licensure. Thank you to Dr. Walizer for updating the documents.
Thank you all and have a good start to the year.
Title Page for Fort Hays State University Performance Assessment
LAST FIVE DIGITS OF YOUR Social
Security Number:
Date Submitted:
Content Area of your FPA:
Grade Level of the Classroom/Students in which the FPA Unit was Completed:
FPA Unit Topic:
**Reminder: Submit two typed paper copies of the completed Fort Hays State University
Performance Assessment (FPA)
AND
one electronic copy submitted in Safe Assignment on the due date posted in the syllabus and Blackboard. Submit this FPA template and all the attachments/appendices (diagnostic/summative assessment, formative assessment(s), and graphs/tables) as one document in Safe Assignment. Do not include students’ samples.
**Your Social Security Number, Name and School Name should not appear anywhere in your
FPA except on this page.
FPA Criterion 1-Contextual Information/Learning Environment Adaptations
Table 1: Contextual Factors/Adaptation Chart
Contextual Factor Given Diversity, Implications for Instruction
Gender:
# of Males (M)
# of Females (F)
Achievement:
# In need of Remediation (B)
# Ready for Instruction (R)
# Advanced (A)
Gender : M=Males, F=Females Achievement : B=Below, R=At/Ready, A=Above
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Environmental Factors (district, school, and classroom, all three must be present):
Community (urban, rural, or suburban / culture make-up):
Classroom’s Ethnic Make-up:
Classroom’s Gender Make-up:
School’s Socio-Economic Status (SES) Make-up:
Students with Special Needs/At Risk Students (modifications/adaptations):
Demonstrates an Awareness of Students’ Background Characteristics:
Demonstrates an Understanding of Cognitive and Non-Cognitive Class Features:
FPA Criterion 2-Learning Goals and Objectives
Table 2: Goal(s) and Knowledge, Skills, and Reasoning Objectives
Goal: To increase or improve (what) for (grade level) students.
Evaluation and Performance criteria expectations ____ .
Lower Level/ Subject Matter Knowledge: (K)
State Standard Benchmark
K1
K2
Middle Level/Skills, Applications: (S)
State Standard Benchmark
S1
S2
Higher Level/Reasoning Ability: (R)
State Standard Benchmark
R1
R2
Indicator
Indicator
Indicator
Aligned with State/National Standards:
Lower Level/Content Knowledge Objectives:
Middle Level/Skill or Application Objectives:
Objective
Objective
Objective
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Higher Level/Reasoning Objectives:
FPA Criterion 3-Instructional Design and Implementation
Table 3: Instructional Planning, Assessments, and Evidence of Achievement
Date Objective Activities Assessment Accommodations
Aligned with Goals and Objectives stated in FPA Criterion Two:
Progressively Sequenced:
Provides Evidence that Context Data is Used in Instructional Decisions:
Use of Community Resources that Strengthen Learning:
Multiple Instructional Strategies:
Provide and Adapt Instructional Strategies:
Active Inquiry and Learner Centeredness:
%Met
% tab
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FPA Criterion 4-Demonstration of Integration Skills
Demonstrates the Ability to Integrate Instruction Across or Within Subject Matter Fields:
Reading Instruction Adaptations (3 specific reading strategies):
Use of Technology Connected to the Objectives of the Unit (candidate and students):
FPA Criterion 5-Analysis of Classroom Learning Environment
Encourages Effective Communication Among Students (within the unit):
Effective Classroom Management (3 strategies: individual, class, school):
Classroom Environmental Factors that Affect Learning (within the unit):
Positive Student Motivation (within the unit):
Environment Supportive of Student Interaction in Learning Activities (within the unit):
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FPA Criterion 6-Analysis of Assessment Procedures
Table 4: Assessment Plan Table
Type of Learning
Assessment
Diagnostic (Pre)
Objective(s)
Formative
Summative (Post)
Format of Assessment Points
Possible
Percent
Mastered
Table 5: Evidence of Assessment and Achievement
Student Gender
M/F
Achievement
B/R/A
Diagnostic
Score
Formative
Score
Summative
Score
1
2
Gender : M=Males, F=Females Achievement : B=Below, R=At/Ready, A=Above
Pre/Post
Learning
Gain
Formula: Summative % – Diagnostic % = Actual Gain = Learning
100% – Diagnostic % Potential Gain Gain
Documents Sources of Student Readiness to Engage in the Unit:
Discusses Format and Content of the Formal Diagnostic Assessment Instrument:
Presents Diagnostic Assessment Data in Table or Chart:
Discusses Format and Content of the Formative Assessment(s):
Presents Formative Assessment Data in a Table or Chart:
Discusses Format and Content of the Summative Assessment Instrument:
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Presents Summative Assessment Data in a Table or Chart:
Table 6: Level and Overall Percent of Student Achievement on Each Objective
Student Objective
K1
1
2
3
Overall
Results
Objective
K2
Objective
S1
Objective
S2
Objective
R1
Objective
R2
Total
Results
Includes Percentages of Students Who Achieved Unit Objectives (Overall Results):
Describes the Level of Student Achievement on Each Unit Objective:
Provides Evidence of Disaggregation of Data for at Least Two Groups:
Graph Gender here Graph Achievement Levels here
M/F B/R/A total learning gains total learning gains
Diagnostic Assessment is Utilized for Instruction and Evaluation:
Formative Assessment is Utilized for Instruction and Evaluation:
Summative Assessment is Utilized for Evaluation and Planning for Subsequent Instruction:
Multiple Types of Assessment:
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Alignment of Assessments to Objectives and Instruction:
Student Evaluation and Performance Criteria (tied to Criterion 2):
FPA Criterion 7-Reflection and Self-Evaluation
Successful Activities (tied to Criterion 2 Knowledge, Skill, & Reasoning objectives):
Implications for Future Teaching of This Unit Including a Focus on Unsuccessful Objectives (tied
to Criterion 2 Knowledge, Skill, & Reasoning objectives):
Successful Classroom Adaptations and Implications for Future Adaptations
Communication with Students, Parents and other Professionals while teaching the unit:
Information From QPA Process (define QPA & your involvement):
Implications For Professional Development/Continuous Learning: (2 goals)
Goal 1 (insight while teaching unit):
How will you attain this goal? (professionally):
Goal 2 (insight while teaching unit):
How will you attain this goal? (professionally):
The Fort Hays State University Performance Assessment is derived with permission from the
Kansas State Department of Education, from the Kansas Performance Assessment approved June
1, 2006. This document has been reviewed by the College of Education and Technology Standard 1
Committee and accepted by the Council on Preparation of Teacher and School Personnel on
_______, 2009.
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Table of Contents
The Vision……………………………………………………………….…………………………………1
A Guide for Candidates, Instructors, and
Supervisors………………………………………….….………………. ………………………. …… 3
FPA Irregularities and Penalties Procedures…………………………………………………………...4
FPA Academic Integrity Guidelines…………………………………………………………..…………4
INSTRUCTIONS, CHECKLISTS & RUBRICS …………………………………………….……….5 The
Requirements…………………………………………………………………………………………7 FPA
Criterion 1 Contextual Information and Learning Environment Adaptations...……………….9
FPA Criterion 2 Learning Goals and Objectives……………...………………………………………11
FPA Criterion 3 Instructional Design and Implementation…………………………………………..13
FPA Criterion 4 Demonstration of Integration Skills……………………………………...………….17
FPA Criterion 5 Analysis of Classroom Learning Environment………………………….………….19
FPA Criterion 6 Analysis of Assessment Procedures………………………………………..…….…..21
FPA Criterion 7 Reflection and Self-Evaluation………………………………………………………25
Title Page for Kansas Fort Hays Performance
Assessment……………………...………………………………..27 26??
Demographic Information Sheet don’t have one
………………..………………………………………………………29
Glossary of Terms…….…………….……………………………………………………………………31
POLICIES & PROCEDURES ………………………………………………………………………...37
Rationale for the FPA……...…………………………………………………………..………………..39
Definition………………………………………………………………………………………………….39
FPA Criteria…………………………………………..…………………………………………………39
Eligibility………………………………………………………………………………………………….41
Location for Conducting the FPA………………………………………………………………………42
Parameters for Completion for the FPA……………………………….………………………………42
Timeline………………………………………...…………………………………………………………43
Out-Of-State Applicants…………………………………………………………………………………44
Training Issues……………………………………..…………………………………………………….45
Submission Schedule…………………….………………………………………………………………45
Notification of Submission Deadlines…………..……………………………………………………….45
Return of Results…………………………………………………………………………………………45
Appeal Procedures………………………………….……………………………………………………46
Scoring Policies………………...…………………………………………………………………………47
Schedules………………………………………………………………………………………………….48
GENERAL SCHEDULE……………………………………………………………………………………......48
TRAINING SCHEDULE……………………………………………………………………………………….49
SUBMISSION SCHEDULE……………………………………………………………………………………49
Notification of Submission of the Kansas Performance Assessment ….…Delete……………………………….51
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The Vision
Competent teachers should have knowledge about the impact of their teaching. Students should gain substantive knowledge and skills because effective instruction has occurred. Classroom teachers should be able to demonstrate that they can deliver an effective instructional unit, employ meaningful classroom assessments and analyze and reflect on their experiences. The purpose of the Fort Hays State University Performance Assessment
(FPA) is to evaluate:

The preservice teacher’s ability to analyze classroom context and make instructional decisions based upon that analysis

The preservice teacher’s ability to construct and deliver an instructional unit

The preservice teacher’s ability to construct challenging, meaningful classroom assessments

The preservice teacher’s ability to provide information on assessment data, student achievement, and the school accreditation status

The preservice teacher’s ability to analyze and reflect on experiences that promote professional growth
This assessment provides preservice teachers with feedback on their own professional development. In addition, preservice teachers who demonstrate evidence of their ability to plan and deliver effective instruction will be an asset to the teaching profession. FHSU Performance Assessment is required for a recommendation of a provisional teaching license in Kansas. A glossary at the end of the rubrics in this document defines the terms italicized.
FPA Irregularities and Penalties Procedures
1.
Scores will not be given for submitted FPA’s in the following circumstances:
 It is determined, after investigation, that there was a violation of academic integrity.
 All sections of the FPA are not completed..
FPA Academic Integrity Guidelines
Academic integrity means engaging in scholarly activity that is conducted honestly and responsibly. It includes a commitment to not be involved in falsification, misrepresentation or deception in the preparation of the FPA. The
FPA submitted must be the preservice teacher’s own work and in the preservice teacher’s own words. Education
Professionals are expected to act with personal and professional integrity at all times.
Some Examples of Violation of Academic Integrity:
 Plagiarism – this means copying work (such as words, phrases, sentences, paragraphs or ideas) from someone else’s writing and putting them into a FPA as if they were creating by the preservice teacher submitting the FPA.
 Submitting a FPA, or parts of a FPA, that was prepared by a person other than the person submitted the document.
 Submitting a FPA, or parts of a FPA, that was previously submitted by someone else.
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 Fabricating context, numerical or other data.
 Extensive collaboration with others in preparing the FPA: Having someone else you’re your unclear teaching or write sections of your FPA are unacceptable.
INSTRUCTIONS, CHECKLISTS & RUBRICS
The Requirements
You are required to teach a multiple week instructional sequence. You will describe the learning context and any specific instructional adaptations you made to meet the learning needs of individual students. Your instructional goals should be based on Kansas content standards. Your learning objectives must include outcomes in subject matter knowledge, skills, and reasoning abilities. You will also need to create an assessment plan including (but not limited to) measures of student performance before ( diagnostic assessment ) and after ( summative assessment ) your instructional sequence. Finally, you need to analyze and reflect on your instructional design, educational context and degree of learning demonstrated by your students.
The following format requirements must be followed for your FPA to be scored:
 Your completed work must not exceed 25 pages (12 point font, Times New Roman, double-spaced with one-inch margins.) Tables and charts may be single-spaced. Be sure to insert page numbers in your document, which must be printed on one side of the paper, not double-sided.
 You must use the title page provided on page 27 26 of this document, and the demographic information sheet on page 29. Not available
 Do not include any student names anywhere in your completed performance assessment. Refer to students by number or alias. Your own name should appear only on the Title page or your FPA.
No names of any people or places should appear in your FPA.
 The document must be submitted in narrative format with the following criterion headings indicated in bold print (suggested page length in parenthesis): Be sure to use page numbers in your FPA.
1.
Contextual Information and Learning Environment Adaptations (2 pages)
2.
3.
4.
5.
Unit Learning Goals and Objectives (2 pages)
Instructional Design and Implementation (6 pages)
Demonstration of Integration Skills (2 pages)
Analysis of Classroom Learning Environment (3 pages)
6.
7.
Analysis of Assessment Procedures (2 pages)
Reflection and Self-Evaluation (6 pages)
A template has been provided for your use.
You should include a copy of your diagnostic instrument and your summative assessment instrument that are required in FPA Criterion 6 as Attachment # 1. The attachments will not count towards your 25 page maximum requirement. Be sure to use page numbers in your FPA. The FHSU Performance Assessment (FPA) will not be accepted from preservice teachers who do not follow the above directions.
You must address several questions when constructing a response for each criterion of the FHSU Performance
Assessment. These questions are found at the top of each of your scoring rubrics . You should read each scoring rubric carefully to make sure that you provide information in your narrative to receive the maximum score possible. The terms that are italicized throughout this document have been defined in the glossary. Notice that the suggested page length for all criteria totals 23 pages. This gives you some flexibility in making the response
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for some criteria longer and some shorter. However, you MUST stay within the maximum limit of 25 pages for you FHSU Performance Assessment.
You must also submit an electronic copy by e-mail or submit in Bb . If you are an Early Childhood Unified or
Elementary Education candidate, submit to The Elementary School Instructor by required due date. If you are a
Secondary Education candidate, submit to the Student Teaching placement officer, Mr. Mike Karl,
( mkarl@fhsu.edu
) do we want to identify specific instructors? by required due date. Please write FPA and your name in the subject line and send the FPA and all the attachments/appendices as e-mail attachments. The electronic copy must be received by the submission deadline specified in the Policies & Procedures Section of this handbook.
Be sure to keep a copy for you own personal use as no copies will be returned. You are allowed to scan copies of any pictures or graphics and any pre-published materials you may wish to incorporate into any tests. These should be paced in the appendix. In preparing the electronic copy, use the Microsoft Word program.
You will receive written notification of your FPA score and a copy of the rubric used. Your completed FHSU
Performance Assessment will be scored by a panel of trained professors. university instructors (not all are professors)
Explanatory Notes on the Evaluation of the FPA:
 Although the scoring rubrics are sequentially aligned with specific criteria, evaluators will consider evidence from any criterion of the assessment when determining final scores. Use the rubrics and template to guide your writing.
 Most scoring rubrics are divided into two parts (See FPA Criterion 1 for an example), a checklist and an analytical rubric . The checklist represents characteristics that are dichotomous (i.e. the characteristic is either present or absent) AND are considered essential requirements before an analytical rubric can be applied.
CHECKLIST BEFORE SUBMITTING THE FPA
Before submitting your FPA make sure you have done all of the following:
1.
Followed the template and rubric to create your document.
2.
Omitted all names of people or place from your FPA, including your own name, your school, district or town.
3.
Enclosed one copy of the Title Page (page 27 26), appropriately completed,
4.
Attach a copy of the Demographic Information sheet (page 29) not available to the front of your document.
5.
Emailed an electronic copy of your FPA to (see above).
Or submit in Blackboard?
Two paper copies?
Include statement from Ray about the FPA being a professional document, best writing, spelling, grammar, etc.
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FPA Criterion 1
Contextual Information and Learning Environment Adaptations
The candidate understands how individuals learn, understands child and adolescent development, demonstrates knowledge of appropriate adaptations , and has the ability to provide instructional strategies that afford learning opportunities for all learners. [KSDE Standards 2 and 3]
1.
What are some important characteristics of students in your classroom? Describe such factors as: number of students in school and in classroom, ethnic/cultural/gender make-up, socio-economic profile, previously demonstrated academic performance ability, developmental characteristics, district/school/community/classroom environmental considerations and students with special needs .
Include a brief, general description of students in your class. Identify the groups for whom you will separate (disaggregate) data for analysis in Criterion 6. Environmental considerations that affect learning may include such factors as district regulations (e.g. about books), type of community (e.g. urban, suburban, rural etc.), and physical classroom setting (e.g. self-contained, portable etc.). You must identify the grade level(s) of the students in your class.
2.
In consideration of environmental, personal, demographic and background characteristics, and the knowledge, skill, cognitive capacities, dispositions and readiness of your students, what are the needs of you students are a group as well as individually, and the implications for your instruction. Describe and discuss the learning needs of individual or clusters of students and how these considerations will influence your approach to instruction in order to address the learning and affective needs of all students in the class.
In addition to the text description, you may use a table to illustrate the relationship between Part 1 and 2 above.
Example:
Contextual Factors Giving Diversity, Implications for Instruction
Gender: 12 boys, 13 girls
Provide mixed gender grouping during cooperative learning activities.
Achievement: 3 below, 17 at grade level, 5 above grade level
The 3 below sometimes require peer or adult assistance and more time. 2 of the 5 above are in the gifted program, and I provide more enrichment activities within each unit such as...
Etc. Etc.
Checklist: The Teacher Preservice Teacher or Candidate. We should be the same throughout the document
Describers His/Her: N Y
Environmental Factors (district, school, and classroom; all three must be present)…………........... 0
Community (urban, rural, suburban/cultural, etc)………………..…………………………………. 0
Classroom’s Ethnic Make-up ………………………………..……………………...............……….. 0
Classroom’s Gender Make-up……………...………………………………………………………... 0
School’s Socio-Economic Status (SES) Make-up..…………………………………………………..0
Students with Special Needs /At Risk Students
1
1
1
1
1 that require modification/adaptations…accommodations?…………………………………………………………….. 0
1
Total Checklist Score: /6
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Rating
Indicator
0
Performance
Not
Demonstrated
Demonstrates an awareness of students’ background characteristics,
(Socio-cultural, class, parents, building,
community, and district factors), and identifies implications for instruction accordingly to meet individual needs of students.
No consideration or recognition of the implications when planning instruction for individual differences.
1
Performance
Partially
Demonstrated
Sources of student differences are specified, but implications when planning to meet the instructional needs of the students are not addressed.
2
Performance is
Demonstrated
Sources of student differences are specified, and the teacher candidate or preservice teacher?? offers reasonable implications that impact plans to meet students’ individual needs.
Demonstrates an understanding of the cognitive and non-cognitive features of the composition of the class and describes how these differences, impact the planning of instruction for the class as a whole.
No consideration or recognition of the implications when planning instruction for individual differences.
Sources of student differences are specified, but implications/modifications/ adaptations when planning t meet the instructional needs of the students are not addressed.
Are we using accommodations instead of modifications/adaptations?
Sources of student differences are specified, and the teacher offers reasonable implications that impact plans to meet students’ individual needs.
Adaptations and modifications are provided for each at risk student.
X
1
1
Total Rubric Score: ________/4
Total Score for FPA Criterion 1: _______/10
Score
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FPA Criterion 2
Learning Goals and Objectives
The candidate selects goals and objectives based upon knowledge of all students, subject matter, and curriculum outcomes. [KSDE Standard 7]
1. List and describe all your unit learning goal (s) and objectives for this instructional sequence.
Provide a minimum of one goal and six objectives written across all levels, (lower level, middle level, and higher level. See examples below.) Be sure to include a description of subject matter knowledge, skills/applications, and reasoning ability students will achieve if your unit learning goal (s) and objectives are met (See ABCD format in Appendix).
2. Your lesson objectives should be clearly stated, developmentally appropriate, aligned with state/or nationalt national standards and described in terms of student performance, not activities .
(The state/national standards that you follow should be written out completely so that alignment can be checked. Do not merely cite the title or number of the standard or outcome.)
3. You must write from either the cognitive, psychomotor or affective domain/s . One example of an objective from each domain is given below in the list of three objectives at each level. Label the domain chosen in parenthesis after each objective. (See discussion of domains in Appendix___)
4. Give a rationale for choosing your range of objectives. While we expect teachers to provide objectives at all levels, we realize that in some cases is may not be appropriate to provide a wide range (e.g. at least two higher level objectives for kindergarten, or for some special needs students.) If this is the case, be sure to provide a fully developed rationale for not presenting a balance across the range of objectives.
Example:
Goal: Understand the physical world
Lower Level/ Subject Matter Knowledge:
The Student will:
1. Identify/locate seven continents and four oceans. ( Cognitive domain )
2. After observing the teacher hi the baseball, students demonstrate proper stance for
batting a ball. ( Psychomotor domain )
3. After watching a film featuring Michael Jordan, students are motivated to practice
dribbling and shooting the basketball. ( Affective domain )
Middle Level/ Skills, Applications:
The Student will:
1. Given a map, the student will be able to use latitude and longitude to help find
physical features. ( Cognitive domain )
2. Given a data set, students construct an Excel spreadsheet for manipulating the
data. ( Psychomotor domain )
3. When assigned to cooperative groups, students demonstrate cooperation with
partners in their group. ( Affective domain )
Higher Level/Reasoning Ability:
The Student will:
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1. Given a map with six distinct geographical features, students will be able to
evaluate the best location for building a new city. (Cognitive domain)
2. Students design and construct a wood product after attending a woodworking
display and studying various woodwork products. ( Psychomotor domain )
3. Students verify the level of enjoyment they gained for classical music after studying
well-known composers and after attending a symphony concert. ( Affective domain )
Checklist: Unit Goals and Objectives Are: N Y
Aligned with State/National Standards …… ……………………………………………...0 1
Total Checklist Score: /1
Rating

0 1 2 X Score
Criterion Not Met Criterion Criterion Met
Indicator

Partially Met
2 Lower
Level/Content
Knowledge
Objectives
Absent (no knowledge objectives listed)
At least one objective is written at the lower level.
Two or more objectives are written at the lower level.
2 Middle
Level/Skill or application
Objectives
Absent (no skill/application objectives listed)
At least one objective is written at the middle level.
Higher
Level/Reasoning
Objectives
Absent (no reasoning objectives listed)
At least on objective is written at the higher level.
Two or more objectives are written at the middle level.
Two or more objectives are written at the higher level.
2
*Candidates are expected to provide a balance in the range of six objectives across all levels and must also provide a rationale for why that range of objectives is selected (i.e., why it is appropriate).
Total Rubric Score: ________/12
Total Score for FPA Criterion 2: ________/13
FPA Criterion 3
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Instructional Design and Implementation
The teacher understands and uses a variety of appropriate instructional strategies, including those that represent a wide range of technological tools, to develop various kinds of students’ learning including critical thinking, problem solving, reading , and subject matter knowledge. The teacher also uses knowledge of parents, community and agencies to support all students’ learning and well-being when planning and implementing instruction.
[KSDE Standards 4, 10 and 12]
Describe the Instructional Design and Implementation by addressing the following questions:
 Why were the activities sequenced in this way?
 How did the instruction address the multiple learning strategies?
 How did you encourage student use of critical thinking and problem solving ?
 What adaptations (if any) did you make from your original design based on contextual information

 and/or diagnostic assessment data?
What changes did you make in the resources you used?
How was the use of community resources connected to the unit?
Present your instructional design and implementation on both narrative and tabular form.
Example of Design for Instruction Table:
Dates Objective Instruction Activities Assessment Adaptations
Accommodations
Day2/
Tues. Aug.30
Day 3
Day 4
Etc.
The students will be able to edit a paragraph for proper punctuation.
I will read the book
Punctuation Takes A
Vacation by Robin Pulver to help students understand the importance of punctuation.
We will complete a worksheet together that has missing punctuation.
The students will look for missing punctuation marks in a paragraph on their own.
I will work oneon-one with
Student B in order for him to complete this task.
Checklist: Instructional Design and Implementation of Instruction: N
Are Aligned with Goals and Objectives stated in FPA Criterion Two……………………. 0
Are Progressively Sequenced……………………………………………………………… 0
Y
1
1
Provides Evidence that Context Data is Used in Instructional Decisions………………… ..0 1
Uses Community resources that strengthen learning………………………………………..0 1
Total Checklist Score: ______/4
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Rating

Indicator

0 Performance
Not Demonstrated
2 Performance is
Demonstrated
Multiple
Instructional
Strategies
Rating

Indicator

Only one strategy is used throughout the unit.
Provide and Adapt
Instructional
Strategies
Candidate does not address implications of contextual and/or diagnostic information in planning instruction and assessment; no adaptations are considered or stated.
(Referring a student to a specialist is not an appropriate strategy.)
0
Performance Not
Demonstrated
A variety of instructional strategies is incorporated throughout the unit, but reflects only the more common type
(e.g., relies only on direct instruction, including visual, verbal-linguistic, or paper-pencil).
Multiple instructional strategies utilizing multiple types/levels of learning – other than direct instruction – are incorporated throughout the unit (e.g., application of the theories of multiple intelligences, learning styles, constructivist techniques, cooperative learning).
2
Adaptations address the specific contextual needs of individuals, small group, or class.
( Adaptations be made for instruction of those groups
Partially
do not
1
should
in need of them as identified in
Criterion One.)
Performance
Demonstrated
Adaptations address the specific identified contextual needs of the individuals, small group , or class; or the teacher adequately defends the decision to not make instructional adaptations .
2
2
Performance is
Demonstrated
X Score
Active Inquiry and Learner
Centeredness
Unit design provides no opportunities for active inquiry.
Unit design includes opportunities for engaging students only in passive forms of inquiry which are teacher controlled (e.g. specific set exercises, a prescribed product).
Unit design includes opportunities that actively engage students in questioning concepts, developing learning strategies, seeking resources and conducting independent investigations
1
1 Performance
Partially
Demonstrated
X Score
Total Rubric Score: ______/10
Total Score for FPA Criterion 3 ______/14
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FPA Criterion 4
Demonstration of Integration Skills
The candidate demonstrates the ability to integrate across and within content fields to enrich the curriculum, develop thinking skills, and facilitate all students’ abilities to understand relationships between subject areas.
[KSDE Standard 11]
Demonstration of Integration Skills
 Discuss how the instruction created an integrated learning experience.
 Identify the subject areas and the topics within those areas that are integrated.
 How did you accommodate varied levels of reading skills?
 What adaptations did you make for students who have reading difficulties?
 What technology (e.g., audio-video, overhead, computers, calculators, adaptive, etc) was integrated into your instructional activities? Include information related to your instruction and to the students’ use for learning purposes.
An Example of Identifying subject areas and topics that are integrated:
“I integrated our math curriculum into this social studies unit by having students check temperatures of various Arctic and Antarctic locations each day during this unit. They had already been taught how to create a spreadsheet earlier in the year in math, so using this knowledge they were able to create spreadsheets of the temperatures. They then graphed them and compared the temperatures. This was an easy activity for them to do because they had already learned how to do graphs in math.”
(The subjects identified are social studies and mathematics. The topics identified are temperatures in the Arctic and Antarctic from social studies and spreadsheets and graphs from mathematics.)
Rating

0 1 2 X Score
Indicator
 Performance Not
Demonstrated
Performance
Partially
Demonstrated
Performance is
Demonstrated
Demonstrates the Ability to
Integrate
Instruction
Across or
Within Subject
Matter Fields
Evidence of creation and use of interdisciplinary learning experiences or instruction is not present.
There is evidence that the teacher is integrating knowledge across or within fields but does not apply that knowledge to support instruction
There is evidence that the teacher creates interdisciplinary learning experiences which integrate knowledge, skill, and methods of inquiry from other subject areas, or within a subject area.
2
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Reading
Instruction
Adaptations
Use of
Technology
Connected to the Objectives of the Unit
Instructional plans provide no strategies, suggestions/guidelines, or adaptations for student use of reading materials related to the subject.
Instructional plans provide only one or two suggestions or guidelines for student use of reading materials related to the subject. Some adaptations made for students who have reading difficulty.
Instructional plans provide three or more suggestions/guidelines for student use of reading materials related to the subject. Strategies incorporate techniques that allow for assisting with a wide range of reading concerns and abilities.
2
Instruction does not include technology or no rationale is given why it is inappropriate to use technology with students.
Technology is used but only by the teacher.
The teacher uses technology and guides the students’ use of technology , or a rationale is given why it is inappropriate to use technology with students in this particular unit.
2
Total Rubric Score:_____/12
Total Score for FPA Criterion 4:_____/12
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FPA Criterion 5
Analysis of Classroom Learning Environment
The candidate uses an understanding of individual and group motivation and behavior, including effective verbal and non-verbal communication techniques, to create a positive environment that fosters active inquiry , supportive interaction and self-motivation in the classroom. [KSDE Standards 5 and 6]
1. What about the environment in your classroom makes it conducive to positive learning? Describe such factors as: your classroom management plan, individual and group motivation and behavior, positive verbal and non-verbal communication skills you encourage, the active involvement of students in questioning, interaction with others, and self-motivation for each individual. Except for your classroom management plan, your comments should be related to this specific unit.
2. What influence did the above factors have on your decisions to develop the classroom environment that is conducive to learning by all students? Describe, specifically, how you encourage individual and group involvement in learning activities, in communicating effectively with classmates and teachers, and in providing a comfort level for students where they are safe to ask and answer questions.
Checklist: the Teacher candidate Describes How the Following are Applied in this Unit: N Y
Techniques to Develop Verbal & Non-Verbal Communication among Students Encourages Communication
Among Students (Secondary hard to document non-verbal)………… 0 1
Rating

Indicator

0 Performance
Not Demonstrated
Total Checklist Score: /1
1 Performance
Partially Demonstrated
2 Performance is
Demonstrated
X Score
Effective
Classroom
Management
(General plan – does not have to be related to this unit)
The candidate has presented no evidence of a classroom management plan.
The candidate has described a classroom management plan, but the plan includes fewer than three appropriate classroom management strategies.
The candidate has described a classroom management plan, and the plan includes at least three appropriate classroom management strategies.
1
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Rating

Indicator

0 Performance
Not
Demonstrated
1 Performance
Partially Demonstrated
2 Performance is Demonstrated
X Score
Classroom
Environmental
Factors that Affect
Learning
No evidence of understanding that classroom environment affects learning.
The candidate provides evidence that the classroom environment was considered when teaching the lesson. No indication that changes in lesson were made or no rationale was given for not making instructional changes based upon classroom environment factors.
The candidate provided evidence that changes in instruction were supported by classroom environment factors during instruction and rational for change was made.
1
Positive Student
Motivation
There is no evidence of techniques to develop student motivation
Provides an
Environment
Supportive of
Student
Interaction in
Learning Activities
No evidence of strategies to promote student interaction
The candidate identifies techniques for student motivation but does not apply them in the unit.
The candidate identifies techniques for student motivation and describes how they are applied in the unit.
1
The teacher identifies strategies to promote student interaction, but they are not related to specific learning activities in this unit.
The teacher Candidate identifies strategies to promote student interaction, and they are tied to specific learning activities in this unit including group work.
1
Total Rubric Score:_____/10
Total Score for FPA Criterion 5:_____/11
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FPA Criterion 6
Analysis of Assessment Procedures
The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social and other aspects of personal development of all learners.
[KSDE Standard 8]
Classroom Focused Assessment: Monitoring and Evaluating Student Progress
Consider the unit you have chosen. Begin this task BEFORE, indeed well before, instruction. Provide information, data, and summary results as called for using written descriptions, copies of instruments used, tables, and charts. Copies of instruments should be placed in separate Appendix. Do not include any student work in your FPA. Be sure to address all that follows.
1. For the unit’s instructional objectives, carry out both a formal and informal assessment of your students’ readiness to engage in the instruction. a.Informal Assessment: Consider both information from school records, external assessment data, and your own observations of the students relying on measures you have used in previous instruction and your observations of the class. Document the sources of information you have considered to judge your students’ readiness for the unit’s instruction. b.Formal Assessment: For the unit objectives, prepare an assessment diagnostic tool which can serve as an appropriate pre-measure of your students’ readiness to engage in the unit’s instruction with specific focus on the objectives of the unit. Describe the format and content of your
Assessment. Include a copy of the diagnostic instrument you have used in an appendix.
2. Use the diagnostic instrument you have chosen/developed, and collect assessment data on your class. Present these data in a table or chart placed in your narrative or in an appendix.
3. Analyze the results of your assessment. Identify students who already have considerable knowledge of the unit objectives, those who may have “prior knowledge” deficits, and those who in the main are ready for instruction as you have it planned. Describe specifically how you used this information to proceed with instruction for these distinct groups of students. Address the specific objectives evaluated, and discuss instructional strategies for those with different readiness skills and knowledge. Disaggregate your class results to review subgroup differences for at least two groups (gender, SES, prior knowledge or achievement, etc.,) one of which must be prior knowledge/readiness (in need of remediation, ready for instruction, advanced).
4. Prepare at least one formative assessment tool to use during the period of the unit’s instruction.
Use this assessment to advise students of their progress; also, use this tool to direct your these interim results to re-direct, re-teach, and otherwise inform your plan for instruction. instruction. Describe the reactions of your students to this information. Describe how you used
5.Prepare an end-of-unit (summative) assessment. The assessment is to be targeted at unit objectives. To the extent appropriate, use at least two distinct test item types (e.g., multiple choice, constructed response, performance assessment, cloze tests etc.). You are to use this assessment as your “post instruction” student and unit evaluation tool. For the specific objectives and also for the total assessment, establish reasonable achievement thresholds (grade decision points/passing scores).
6. At the end of the unit’s instruction, administer the unit’s summative assessment and collect student results. Present results/data that describe the level of student performance on the unit’s
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objectives in a table or chart. Disaggregate results by at least two groups , one of which must be based on the unit readiness assessment results (in need of remediation, ready for instruction, advanced). From these data, judge the success of the students and your instruction. With reference to instruction, what will be your next steps?
To Summarize, you need to prepare (step 1) and implement (step 2) a diagnostic assessment instrument. You then need to analyze (step 3) the diagnostic assessment data you collected, and eventually address how the process impacted your instruction. You also need to administer a formative assessment (step 4) during you unit and indicate what changes, if necessary, were made in instruction based on the formative evaluation. Finally, you need to prepare (step 5) and administer (step 6) a summative assessment, analyze its results, and draw conclusions about the success of your students and your instruction based on the summative data,
Type of Assessments
Example of Assessment Plan Table
Learning Objectives Format of Assessment
1. Diagnostic
2. Formative Assessment
3. Formative Assessment (etc.)
4. Summative
Checklist: The Teacher:
N
Documents Sources of Student Readiness to Engage in the Unit…………………………. 0
Discuss Format and Content of the Formal Diagnostic Assessment Instrument………….. 0
Presents Diagnostic Assessment Data in a Table or Chart………………………………… 0
Discusses Format and Content of the Formative Assessment(s)………………………….. 0
Presents Formative Assessment Data in a Table or chart………………………………….. 0
Discusses Format and Content of the Summative Assessment Instrument………………... 0
Presents Summative Assessment Data in a Table or Chart………………………………… 0
Includes Percentages of Students Who Achieved Unit Objectives
(Overall Results)…… 0
Describes the Level of Student Achievement on Each Unit Objective……………………. 0
Provides Evidence of Disaggregation of Data for at Least Two Groups
…………………. 0
Total Checklist Score:
Y
1
1
1
1
1
1
1
1
1
1
/10
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Rating
Indicator
Diagnostic
Assessment is
Utilized for
Instruction and
Evaluation
0
Performance Not
Demonstrated
No diagnostic assessment data are collected, or the data/information collected is not appropriate for
(aligned with) unit objectives.
1
Performance
Partially
Demonstrated
2
Performance
Demonstrated
Appropriate student diagnostic assessment data are collected, but not used for instructional decisionmaking.
Student instruction is monitored by assessment data and used appropriately in instruction and decision-making.
X
1
Formative
Assessment is
Utilized for
Instruction and
Evaluation
No formative assessment data are collected, or the data/information collected is not appropriate for
(aligned with) unit objectives.
Summative
Assessment is
Utilized for
Evaluation and in Planning for
Subsequent
Instruction
No summative assessment data are collected, or the data/information collected is not appropriate for
(aligned with) unit objectives.
Appropriate student assessment data is collected, but not used for instructional decision-making.
Appropriate student summative assessment data are collected, but not used for instructional decisionmaking or planning.
Student progress is monitored by appropriate formative assessment data and used appropriately in instructional decisionmaking.
Student progress is monitored by appropriate summative assessment data and is used appropriately in instructional decisionmaking or planning.
1
1
Multiple Types of Assessment
Only one assessment is used, or procedures and formats are very limited to nonexistent.
There is more than one assessment but no variety in the types and format of assessments.
A variety of assessment formats are used (e.g. portfolios, observation, tests, projects, performance tasks, peer assessment, etc.).
1
Alignment of
Assessments to
Objectives, and
Instruction.
Does not align learning objectives to instruction, and assessment.
Aligns only two among learning objectives , instruction, and assessment (i.e.
Aligns learning objectives , instruction, and assessment.
2
Score
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omits alignment o one of the three.)
Rating

Indicator

0
Performance Not
Demonstrated
1 Performance
Partially Demonstrated
Student
Evaluation and
Performance
Criteria
No evaluative or grading criteria or standards or expectations are identified.
2 Performance
Demonstrated
X Score
Response includes some criteria or expectations, but connections of objectives to instruction, outcomes, and evaluation are not complete.
Response includes consideration of criteria which reflect grading and evaluation based on integration aligning instruction, performance expectations, and grading or evaluation standards.
2
Total Rubric Score:_____/16
Total Score for FPA Criterion 6:_____/26
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FPA Criterion 7
Reflection and Self-Evaluation
The student teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community ), actively seeks out opportunities to grow professionally and participates in the school improvement process (Kansas Quality Performance Accreditation ).
[KSDE Standards 9 and 10]
Rating

Indicator

0
Indicator Not
1
Indicator Indicator Met
Met Partially Met
Implications for
Future Teaching of
This Unit Including a
Focus on Unsuccessful
Objectives
Provides no ideas for redesigning learning goals/objectives , instruction, or assessment.
Provides ideas for redesigning learning goals/objectives , instruction, or assessment but offers no or an inadequate rationale for why these changes are warranted.
Provides ideas for redesigning learning goals/objectives , instruction, or assessment and adequately explains why these adaptations would improve student learning.
2
1
Successful
Classroom
Adaptations and
Implications for
Future Adaptations
Needs rubric items for each column. This came from a suggestion from SPED-
Linda Hyatt
Need to add this to make sure we have all the 14 points. If not , we would only have 12 points
Unless we make the Successful activities weighted by 2 points instead of
1 like it was on the old rubric.
Communication with
Students, Parents and
Other Professionals while teaching this unit.
Provides no information on communication with students, parents and other
Provides only a general description of any communication with students,
112
Provides evidence of specific interactions with students, parents and other
1
4/17/2020

Information for QPA
Process or school improvement. professionals.
(Must address all three)
Provides no information about the
QPA/school improvement process.
Implications for
Professional
Development/
Continuous Learning
Provides fewer than two professional learning goals that emerge from insights gained while teaching this unit. parents and other professionals.
(Must address all three) professionals.
(Must address all three)
Provides evidence of knowledge of the QPA/school improvement process in the school or a description of his/her role in the QPA process.
Provides evidence of knowledge of the QPA/school improvement process in the school and a description of his/her role in the QPA process or explains why he/she has no role in the process.
1
The candidate presents at least two professional learning goals that emerge from insights gained while teaching this unit but he/she does not describe specific activities planned for meeting each professional goal presented.
Presents at least
2 professional learning goals that emerge from insights gained while teaching this unit and describes specific activities planned for meeting each professional goal presented.
1
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Classroom
Adaptations/reflection
Provides no information that classroom adaptations were made nor reasons for them. Reflection
The candidate presented rationale for classroom adaptations prior to, during, and after
The candidate presented sound rationale for classroom adaptations prior to, during, and after
1 on adaptations was not present. teaching unit.
Reflection was how adaptations effected learning was missing. teaching unit and reflected on value of adaptations to learning by the students.
1. Select the learning objective where your students were most successful. Provide two or more reasons for this success. Consider your goals, objectives, instruction, and assessment along with student characteristics and other contextual factors under your control.
2. Select the learning objective where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals , instruction and assessment along with student characteristics and other contextual factors under your control. Explain any mid-unit adaptations you made. Discuss what you could do differently or better in the future to improve your students’ performance.
3. Discuss how and in what context you have communicated with students, parents and other professionals about your decisions regarding students’ learning and assessment.
You must address all three.
4. Demonstrate that you understand the QPA process in use in your school and explain how your efforts as a professional fit into it. How can you contribute to achieving the school’s QPA goals ?
*If your school is not currently using the QPA process, you must still explain the QPA process in
Kansas Schools.
5. Reflect on possibilities for professional development. Describe at least two professional learning goals that emerged from your insights gained while teaching this unit. Identify two specific activities you will undertake to improve your performance as a teacher in the critical areas you identified.
Rating

Indicator

0 Indicator
Not Met
1 Indicator
Partially Met
2 Indicator
Met
X Score
Successful
Activities
Identifies no successful activities
Identifies successful activities related to an
Identifies successful activities related to an
1
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related to an objective, or the basis for the choice is not valid. objective, but provides no adequate explanation or analysis of reasons for the successes identified. objective, and provides an adequate explanation or analysis of reasons for the successes identified.
Total Rubric Score:_____/14
Total FPA Criterion 7 Score:_____/14
Total Points:_____/100
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Title Page for FHSU Performance Assessment
Last five digits of your Social Security Number:
______________________________________________________________________________
Your First and Last Name: We usually do not have them put their name on this page Delete
______________________________________________________________________________
Date Submitted:
______________________________________________________________________________
______________________________________________________________________________
Content Area of your FPA:
______________________________________________________________________________
FPA Unit
Topic:
______________________________________________________________________________
Grade Level of the Classroom/Students in Which the FPA Unit Was Completed:
______________________________________________________________________________
Name and complete email address where you would like your score to be returned to you: DELETE
______________________________________________________________________________
My signature verifies that this FPA is my own work. I understand that nay misrepresentation of facts may result in the denial or revocation of my license.
Signature of
TeacherCandidate Submitting the FPA:
__________________________________________
**Reminder: Submit one electronic copy by email to (see page 8). Please write your name in the subject line of the e-mail and send the FPA and all the attachments/appendices as e-mail attachments.
For the purpose of the performance assessment methodology, the following terms have these definitions:
Active Inquiry: A teaching/learning strategy in which the students are active in the pursuit of knowledge. They are asking questions, researching, and answering their own and each other’s questions. The teacher candidate is a facilitator and guide but not the chief instructional agent. The use of inquiry does not have to be in every lesson, but it should occur often enough that it is a strong instructional component in the teaching of the unit.
Adaptations: Those adjustments in preparation and delivery of instruction and monitoring the learning environment that are made by a candidate to meet the special learning needs of any students. It also includes adjustments deemed necessary by the candidate to provide fair treatment of students during the assessments of learning.
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Affective Domain: The affective domain includes objectives that emphasize feeling and emotion, such as interests, attitudes, and methods of adjustment. At the lowest level, students simply attend to a certain idea. At the highest level, students can take an idea or a value and act on that idea. Five basic objectives make up this domain: Receiving, Responding, Valuing, Organization, and Characterization by Value (developed by
Krathwohl, Bloom, and Masia).
Appropriate Rationale: ( for doing or not doing something that is addressed in the rubric ): A statement or description of educationally defensible reasons for not using a device or method called for in the rubric . The statement may also be used to explain why the candidate is doing something differently than is called for in the rubric . To be complete, the rationale should include a statement of how the teacher’s candidate’s decision(s) will impact intended outcomes and their achievement together with a description of the learning benefits of the choice(s) that the candidate has made.
Balance in the Range of Objectives: Candidates are required to provide a minimum of one goal and six objectives for a unit. The expectation of balance in the range of these objectives is that the candidate will provide two objectives for each level or type of objective. The candidate should also provide a rationale for why all the objectives were selected for inclusion in the unit. This rationale should demonstrate the appropriateness of these choices, or address why a balance may not be present (e.g., if it is not developmentally appropriate).
Classroom Environment: Information related to issues of culture, safety, classroom management, physical environment, and socio-personal interaction that have potential to influence the learning environment.
Cognitive Domain: The cognitive domain includes objectives that emphasize intellectual outcomes, such as knowledge, understanding, and thinking skills. This domain is important to all areas of study. It provides a system for teachers candidates to develop lessons that require students to move beyond memorization of facts at the knowledge level to the development of higher level thought processing skills at the synthesis and evaluation levels. The six major categories include: Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation (Bloom).
Collaboration: The deliberate use by the teacher candidate of educational strategies that require students to work together in pairs or other groupings to solve problems, accomplish tasks, or to achieve learning goals .
Collaboration may include, but is not limited to, formal cooperative learning strategies.
Community: Information about the school district or city/town as well as attendance center that defines the community of learners in the school or classroom. Such information should focus on definitive student characteristics to which the candidate ought to pay attention and use in planning and delivering instruction in order to help all students achieve the unit learning goals .
Community Resources: These would include institutions, agencies, organizations, industry, students’ family members with expertise/knowledge, etc. Examples would include community library, museum, observatory, local business or farms, community groups like Four H or Kiwanis, etc.
Context Data: The “Contextual Information” characteristics that are narrated in Criterion One. (e.g., ethnic, gender, SES, special needs , varying developmental levels, varying intellectual/academic performance levels, emotional and/or behavioral deviation, etc.).
Critical Thinking/Problem Solving: Critical thinking/problem solving requires higher cognitive processing
(e.g., using information in new ways, analyzing information/concepts and/or breaking into sub-parts or subconcepts, making evaluations and judgments supported by appropriate rationales , creating new constructs, processes or products, etc.). Students are not to perform tasks which rely simply on rote learning, list making, recitation, or on simplistic manipulation of numbers, facts, or formulae.
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Developmental Characteristics: Objectives, assessments, and activities should be aligned with the skills, abilities, maturity, as well as the intellectual and emotional or behavioral characteristics of the typical student at the grade or level at which one is teaching. Deviations from providing instruction at the expected developmental level of a particular grade should be explained and documented as to rationale.
Diagnostic Assessment: This is given before instruction to identify the students’ ability, skills, or knowledge about the topic that is about to be taught. The teacher candidate uses this assessment to determine students’ previous knowledge in order to prepare or adjust objectives appropriately.
Disaggregation of Data: Organizing and reporting data from the diagnostic assessment and summative assessment to show the achievement levels for groups present in the classroom (gender, SES, ELL, students with disabilities, ethnicity, low and high achievers, etc.).
Environmental Factors: Circumstances or conditions in the school, the district, the community and/or the classroom that might affect the students and their learning. For example, school practices, district policies or regulations, transience in the community , physical attributes of the classroom etc.
Ethnic/Cultural Make-up: The diversity of races, languages, religions, beliefs, and practices of the students in your classroom. Cultural practices might include dress, typical foods, and special customs.
Formative Assessment: Those assessments of student performance, formal or informal, done during the unit to give both the teacher candidate and the student feedback regarding learning and the possible need for either enrichment or remediation.
Goals: General learning standards or outcomes. Goals are supported by more specific learning objectives.
Group and Subgroup: A group is a number of students in a broad category – e.g. gender. A subgroup refers to a subordinate group within the group – e.g. males or females.
Higher Level/Reasoning Objective: A reasoning objective requires students to analyze, synthesize and/or make judgments about (evaluate) information, knowledge and ideas. Students analyze, calculate, compare, criticize, differentiate, examine, create, organize, propose, compose, appraise, assess, and evaluate.
Instrument: An assessment or test for the purpose of measuring student ability.
Integration: The teacher candidate has the knowledge and ability to import appropriate content, information or processes form other disciplines (subjects) as a means of expanding student thinking, and/or understanding and shoeing relation and relevance between subject fields i.e., a social studies candidate teacher integrates math skills into a geographic map lesson, an English teacher candidate incorporates history lessons into a Renaissance
Literature unit, an elementary teacher candidate integrates math, science, social studies, and language arts into a unit.
Learner-centered Instruction: Classroom learning activities in which the learner and not the candidate is the center of focus. The candidate may serve as facilitator but not as presenter or director. The student works independently or in a small group that is in charge of the learning sequence, timing, goal setting, and production of evidence of learning.
Learning Context: Information about the school, community , or individual students that should impact the manner in which the candidate plans, executes, and assesses learning for all students in the class.
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Low and High Level Objectives: When Bloom (1956) originally presented his taxonomy, he described six cognitive objectives as hierarchically arranged from low-level (knowledge, comprehension) to high level
(application, analysis, synthesis, evaluation), with higher-level objectives building on the lower ones. Bloom’s cognitive objectives can be used when planning assessments. True/false, matching, multiple-choice, and short answer items are often used to assess knowledge and comprehension (low-level objectives). Essay questions, class discussions, projects, position papers, debates, student work products, and portfolios are especially good for assessing application, analysis, synthesis, and evaluations (high level objectives).
Lower Level/Knowledge Objective: For the purposes of the FPA a knowledge objective requires students to define, list, memorize, name, recall, recognize, recite, or record. Knowledge objectives may involve student comprehension where students demonstrate that they understand the meaning of what they have learned by describing, distinguishing between, discussing, explaining, expressing, identifying, locating, or reporting.
Middle Level/Skill Objective: A skill objective requires students to apply the information that they have learned. Students apply, demonstrate, illustrate, practice, translate, interpret, or dramatize.
Non-Verbal Communication Among Students: The use of positive non-verbal strategies could include, but is not limited to the following: using hand or body movements to indicate understanding, showing answers, raising hands up, nodding, using eye contact, smiling, using hand gestures to indicate, for example, “Good job!” These non-verbal strategies fall generally into the categories of active listening and will complement such things as use of body language, paying attention, facing the speaker, etc.
Objective: A statement of what students should be able to do as a result of instruction. Objectives must be specific, observable and measurable. They should be focused on the outcomes expected from the instruction and not on the activities done as part of instruction.
Properties: The characteristics, elements or contents of an assessment system or instrument .
Psychomotor Domain: The psychomotor domain is concerned with motor skills and the performance of the skill. This domain is important to sciences, family and consumer science, technology , physical education, art, and music teachers. The major categories range from perception at the lowest level to origination at the highest level.
The seven major categories include: Perception, Set, Guided Response, Mechanism, Complex Overt Response,
Adaptation, and Origination (developed by Simpson).
Quality Performance Accreditation (QPA): A process by which schools are assigned a status based upon performance and quality criteria established by the state board. The performance criteria include meeting state requirements on assessments, attendance, and for high schools, graduation rates. There are eleven quality criteria which include a school improvement plan, a staff development plan and having fully qualified staff. Schools may be assigned one of four levels of accreditation status ranging from “Accredited” to “Not Accredited”.
Rationale: ( for doing or not doing something that is addressed in the rubric ): A statement or description of educationally defensible reasons for not using a device or method called for in the rubric . The statement may also be used to explain why the candidate is doing something differently than is called for in the rubric . To be complete, the rationale should include a statement of how the teacher’s candidate’s decision(s) will impact intended outcomes and their achievement together with a description of the learning benefits of the choice(s) that the candidate has made.
Readiness: Student readiness is the students’ previous knowledge, skills and understanding of concepts related to the unit objectives. It includes the knowledge that is foundational to achievement of the current unit’s objectives as well as previous knowledge of the concepts to be taught.
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Reading: Understanding the communication of written ideas through skills taught by every teacher across the curriculum. Every teacher candidate should reinforce important reading skills by incorporating them into instruction every day. Some teaching strategies include vocabulary building; using content-based reading material to help students identify main ideas and supporting information; providing questions to generate interest in a reading passage; and many developed systems to teach reading skills such as QAR, SQ3R, and KWL, which all involve questioning and reviewing.
Rubric: An assessment tool that defines quality of performance as well as identifying skills, knowledge, or concepts possessed by the student.
Special Needs: A description of students with special needs should not be limited to IEP’s. Students with social, familial, emotional, cognitive, language and/or other needs should also be addressed. Students who are functioning below grade level or who have difficulty in reading could be included in the special needs area.
State/District Standards or Local Curriculum Outcomes: Objectives should be aligned with state standards.
These are available online at http://www.ksde.org/outcomes/siacurrstds.html. However, for areas where there are no state standards, candidates should use district standards or local curriculum outcomes.
Subgroup: A group is a number of students in a broad category – e.g. gender. A subgroup refers to a subordinate group within a group – e.g. males or females.
Summative Assessment: A comprehensive test given at the end of the unit of instruction to check the level of student learning.
ADAPTATIONS
Is the process taken to modify or accommodate, instructionally, for a student. Adaptations include both modifications and accommodations.
Modifications Defined
Changing the instructional expectations by limiting the
Accommodations Defined
To supply with or adjust to make the instructional expectations similar for all; quantity or substituting content. no change is made in content knowledge expectations.
Examples of…

A child works on addition while
Examples of…

Knowledge of addition is demonstrated by classmates work on multiplication. manipulating blocks rather than writing.

A child learns letters and letter sounds

Books on tape are provided for all content while classmates read chapter books. area reading in the classroom.

The child uses blocks to build structures

A scribe is provided to take notes. while other children do science experiments.

A child is given a test on continents while

A child is orally tested on the same material as classmates are tested on countries of Europe. children taking the written test.
For additional information on adaptations, please visit http://www.ksde.org/Default.aspx?tabid=420
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A Checklist for Subject Matter Content and Pedagogy must be completed by the supervisor and cooperating teacher at both the midterm and end of semester time periods during the student teaching experience. The checklist showcases each of the indicators for Standards 1 through 7. The candidate must receive a score of 152 or greater to successfully complete the student teaching experience. There are 304 total points for the document. If any area at midterm falls below the scale of 2 or is indicated as
NO (not observed), the candidate must work with the supervisor and cooperating teacher to contract means for raising the score on the indicator by the time of the final evaluation. The contract will be housed with the candidate, cooperating teacher, and the supervisor until the final evaluation. At that time, if the indicator is met successfully, the contract may be kept by the candidate and will not be placed in the permanent record. If the indicator is not met, the contract will be kept with the candidate’s records. A minimum score of 152 points overall is needed for a candidate to have successfully completed this section of the student teaching evaluation.
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--Elementary Education
Fort Hays State University Student Name _________________
Please check one
Midterm _____
End of Semester _____
Please check one
Supervisor_____
Cooperating Teacher_____
Circle the number for each standard indicator that best showcases the student teacher’s knowledge of the content/ skill and their ability to teach the concept/skill. (4=Greatly exceeds expectations, 3=Above expectations, 2=At expectations, 1=Unacceptable,
NO=Not Observed). A score above 120 must be received for successful completion of the evaluation. No score below a 2 will be accepted for successful completion.
Reading and Language Arts
1.
Uses English language appropriately
2.
Uses elements of emergent literacy and
Reading/LA concepts/skills
Subject Matter Content
1 2 3 4 NO
1 2 3 4 NO
3.
Links child development/reading
4.
Links child development/writing
5.
Links child development/speaking
6.
Links child development/viewing
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
7.
Links child development/listening 1 2 3 4 NO
8.
Links child development/thinking skills 1 2 3 4 NO
9.
Applies literacy skills in different situations, materials, and ideas 1 2 3 4 NO
Pedagogy
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
Total____/72
Mathematics
1.
Uses numbers and operations
2.
Reasons through geometry
3.
Uses measurement
4.
Uses data analysis and probability
5.
Uses algebra and patterning
6.
Problem solves and reasons
7.
Uses multiple representations
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
Total ____/56
Science
1.
Uses physical science concepts
2.
Uses life science
3.
Uses earth and space science
4.
Uses science and technology
5.
Uses science in personal and social perspectives
6.
Uses history and nature of science
7.
Uses unifying concepts in science
8.
Uses inquiry/problem solving
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
Total ____/64
122 4/17/2020

Social Studies Subject Matter Content
1.
Uses history to support knowledge
2.
Uses geography to support knowledge
3.
Uses economics to support knowledge
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
4.
Exemplifies good citizenship 1 2 3 4 NO
5.
Embraces diversity in a democratic society 1 2 3 4 NO
Pedagogy
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
Total ____/40
The Arts
1.
Uses developmentally appropriate practice 1 2 3 4 NO
2.
Makes the arts meaningful and challenging 1 2 3 4 NO
3.
Shows positive disposition towards the arts 1 2 3 4 NO
4.
Fosters artistic exploration and expression 1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
Total ____/32
Health and Physical Education
1.
Makes healthy choices
2.
Uses movement/physical activity for a
healthy lifestyle
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
Total ____/16
Child Development/Learning Environment
1.
Considers children’s characteristics to
1 2 3 4 NO create learning environment
2.
Considers children’s needs when create learning environment 1 2 3 4 NO
3.
Maintains a healthy, respectful, supportive and challenging learning environment 1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
1 2 3 4 NO
Total ____/24
Rubric for Checklist Scale
4=Greatly exceeds expectations
3=Above expectations
Candidate has the Candidate has the knowledge and/or uses knowledge and/or all aspects of the indicator to ensure the concept/skill is learned uses all aspects of the indicator to ensure the concept/skill is learned; but may not be proficient in teaching some aspect of the concept/skill or may need more information to teach the concept/ skill in a more efficient manner.
2=At expectations
Candidate has the knowledge and/or uses all aspects of the indicator to ensure the concept/skill is learned; but lacks proficiency in teaching the concept/skill and/or needs more information to teach the concept/skill in a more efficient manner and/ or may need additional assistance in assessment of actual learning
1=Unacceptable NO=Not
Observed).
Candidate does not possess sufficient knowledge and/ or is unable to use all aspects of the indicator to ensure the
Indicator was not observed during this observation period concept/skill is learned
123 4/17/2020