Secondary Education
Teacher Preparation Program
Handbook
Table of Contents
Program Mission......................................................................................... 1
Program Guide ............................................................................................. 2
Program of Study........................................................................................ 3
Portfolio Contents ...................................................................................... 4
Master of Education Gateways............................................................ 5
Pre-Professional Experiences ............................................................... 6
Field Placement Record .............................................................. 7
Objectives for First Pre-Professional Experience ...................... 8
Field Experience Contract ......................................................... 10
Evaluation Form ............................................................................. 11
Attendance Log ............................................................................... 12
Pre-Professional Experience Checklist ............................... 13
Autobiographical Data Sheet ................................................... 14
Information for Principal and Mentor .............................................. 16
Arkansas Law Concerning Student Teaching .............................. 17
Goals, Guidelines and Procedures for Interns ............................. 18
Helpful Hints and Checklist...................................................... 20
Appendix .................................................................................................................... A
Confidentiality Agreement .................................................................... a
Video/Audiotape Consent Form ......................................................... b
Attendance Log ........................................................................................... c
Lesson Plan (PET Based) ....................................................................... d
Projected Activity Schecule .................................................................. e
Pathwise Plus Teacher Assessment System .................................. f
Instruction and Reflection Profile .......................................... h
Domain A Scoring Rubric ......................................................... j
Domain A Assessment Form .................................................... k
Domain B Scoring Rubric.......................................................... l
Domain B Assessment Form .................................................... m
Domain C Scoring Rubric.......................................................... n
Domain C Assessment Form .................................................... p
Domain D Scoring Rubric and Assessment Form ......... q
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PROGRAM MISSION
Mission Statement of the Secondary Education Program
The mission of the master of secondary education combined with initial licensure is to meet the needs of
Central Arkansas schools for teachers with strong content knowledge who are able to use exemplary
teaching practices to help all students learn; to adapt to new technological, cultural and social
environments; and to use research, problem solving and reflective thinking to contribute to deliberations
about educational policies.
Conceptual Framework
The knowledge base of the program was developed through an analysis of the Arkansas
Department of Education licensure principles (based on INTASC), the NCTE Guidelines for the
Preparation of Teachers of English Language Arts, The Pathwise Domains (ETS), the Arkansas
Curriculum Frameworks Grades 7-12, and our assessment of unique needs of our students and of the
needs of students in Central Arkansas.
The conceptual framework for the program is "Leaders in Learning as demonstrated through
specialized expertise, professional development, and communication." The goals for student learning are
as follows:
Specialized Expertise
1. (Content) The student understands the central concepts, tools of inquiry and structures of the
discipline(s) he or she will be licensed to teach and can link the disciplines to each other. English
education students understand:
A. the nature of the English language in all its dimensions and recognize and respect the
varieties of that language.
B. the processes of composing in oral, written and visual discourse and the influence of
those processes on thinking.
C. the processes of reading and literary interpretation and have knowledge of an extensive
range of literature and of nonprint media.
D. research findings in the discipline and ways of accessing and participating in current
research.
2. (Planning) The student plans and evaluates curriculum appropriate to the students, to the
content, and to the course objectives.
Communication
3. (Instruction) The student plans and conducts instruction effectively using knowledge of human
growth and development and learning theory and responding to the needs of the students.
4. (Human relations) The student exhibits human relations skills that support the development of
human potential.
Professional Development
5. (Professionalism) The student works collaboratively with school colleagues, parents/guardians,
and the community to support students' learning and well-being.
6. (Research & technology) The student has foundations and dispositions in research, problem
solving, reflective thinking and technology for lifelong learning.
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M.Ed. In Secondary Education
Program Guide
This handbook is designed to guide you through your M.Ed. program. It includes the program
requirements, directions for fulfilling them, and paperwork you will need to complete during your
program. We recommend that you keep the handbook in a binder and that you add documentation for
your portfolio as you complete it.
Admissions
________GRE or Praxis I scores sent to university. We recommend you keep a copy of scores in your
portfolio.
________Assessment of content and listing of content deficiencies if any (Add form to your handbook
and add course requirements to your degree plan.)
________Assessment of proficiency in technology (If you are required to take a technology course, add it
to your degree plan.
(Optional) Admission to state nontraditional licensure program
(At any time after admission to the program and after you have completed the Praxis II content exams,
you may apply to the state nontraditional licensure program. See the next page for information.)
Advancement to Candidacy
________Completion of twelve hours in the program including SCED 7202 and 7103.
________Meet with your advisor to fill out the electives on your degree plan.
________Schedule Praxis II content exams. (Get materials from Margaret Presley)
Admission to Internship
________Pick up internship handbook and application form from Dr. Stanford and return application by
March 1, or October 15, of the semester before you plan to do the internship.
________Complete FBI check form and fingerprinting
________Complete tuberculosis skin test
________Show proof of liability insurance. (May be a rider on a homeowners' policy or you may get
insurance by joining Student National Education Association (see Dr. Warrick.)
Graduation
________Complete graduation application
________Complete all Praxis exams and have scores sent to UALR before you expect to graduate
________Schedule portfolio defense through your advisor
Licensure
________Complete licensure application with Margaret Presley before you graduate.
________Request copies of all transcripts to be sent to Margaret Presley for her to transmit with your
license. (Get forms from Margaret Presley)
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PROGRAM OF STUDY
_____Technology assessment passed or course in technology
_____hours of deficiencies in prerequisites. Deficiencies may be completed with either graduate or
undergraduate hours. List specific deficiencies below or on a separate page.
_____SCED 7202: Specialized Instructional Methods
_____SCED 7103: Supervised Clinical Teaching (1)
_____SCED 7206: Instructional Skills and Classroom Management
_____SCED 7106: Instructional Skills Practicum
_____EDFN 7320: Advanced Ed Psych or SCED 5321: Adolescent Development and Diversity or
EDFN 7330: Human Development.
_____SCED 7201: Curriculum Design (SCED 7202 prerequisite or corequisite)
_____SCED 7103: Supervised Clinical Teaching (2)
_____EDFN 7171/7172/7173: Assessment
_____SCED 7302: Trends and Issues in the Secondary School (SCED 7201 prerequisite or corequisite)
_____SCED 7304: Action Research Project or EDFN 7303: Intro to Research
_____SCED 7601: Internship (SCED
Electives: 9 hours in content, education or technology.
___________________________________________
___________________________________________
___________________________________________
______Praxis II examinations passed
______Portfolio accepted by committee
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PORTFOLIO CONTENTS FOR M.ED. IN SECONDARY EDUCATION
INITIAL LICENSURE TRACK
PORTFOLIO ENTRIES
BRIEF DESCRIPTION
DEVELOPMENT AND
ASSESSMENT
Philosophy of Education paper
A paper including a statement of the
individual's philosophy of education
justified in relationship to major
worldviews, professional
experience, and personal
experience.
Detailed lesson plans including
rationale for planning and reflection
on student success. Documentation
should include assessment by
supervisor or student work samples
and analysis.
Paper is begun is SCED 7202,
continued in SCED 7206 and
completed in SCED 7302.
Five lesson plans taught in a school
demonstrating mastery of 5 teaching
methods, including two technologybased methods
A unit plan
Technology use in development of
portfolio
A series of plans that span at least
two weeks including goals,
objectives, materials, activities,
strategies, modifications,
information and formal assessments
and reflections.
A case study that focuses on a
student who presents specific
challenges with an analysis using
theories from educational
psychology.
Documentation of two assessments
of internship teaching by trained
Pathwise observers.
Analysis of research on a policy or
curriculum issue including search of
databases, selection of most relevant
material, and analysis of
conclusions warranted by research.
A complete action research project
or a proposal for a generalizable
research project.
Publish demonstrations of
technology mastery in portfolio.
Documentation of completion of
content requirements
Praxis scores including sub-test
scores
Pathwise assessments from 3
observations
transcripts showing completion of
coursework
Copy of forms sent to students.
Official forms for UALR
Copy of forms given to student by
observer
Student case study and analysis
Pathwise assessment of Internship
teaching
Research Analysis Paper
Action Research Paper or Research
Proposal
Assessment by Pathwise Domain A.
Pathwise is a copyrighted system
published by Educational Testing
Service and required by the
Arkansas Department of Education.
Plans are completed in SCED 7202,
but may be replaced by better plans
from later courses.
See rubric in SCED 7201.
A unit plan is completed in SCED
7201 but may be replaced by better
plans from Internship.
See rubrics in SCED 7206 and
5321. Student may use either case
study in the portfolio.
Pathwise all domains
See criteria SCED 7302
see rubric in SCED 7304 or EDFN
7303
ISTE Standards introduced in SCED
7202. Portfolio completed during
internship
Assessment of content requirements
is done at admission.
Assessed in SCED 7601
4
UALR Master's of Education combined with Nontraditional Licensure
In an effort to facilitate the training of teachers and meet the needs of schools during a time of a
teacher shortage, UALR, with the cooperation of the Arkansas Department of Education, has developed a
procedure for combining a master's of education program with the nontraditional licensure program. This
program allows a person to begin teaching in a shortage area while completing the training program.
This program began with an agreement based on the licensure system in effect during the 1990's. This
agreement revises the approach in accordance with new nontraditional licensure guidelines.
Gateway One: Admission to the UALR M.Ed. in Secondary Education.
Students who want to enter the combined Master's of Education/Nontraditional Licensure program
will apply to the UALR graduate school and will meet all requirements for admission to the M.Ed.
program.
Praxis I scores which meet state requirements or GRE scores of 1000.
A bachelor's degree with a content major and within 15 hours of completion of all content required
by NCATE affiliates.
GPA of 2.75
Interview and technology assessment.
Gateway Two: Eligibility to participate in non-traditional licensure program.
Students will pass Praxis II content exams.
Student is hired in a teaching position by following regular district application procedures.
Candidates will also make application for the Nontraditional Licensure program offered by the
Arkansas Department of Education at which time they will be eligible for a non-traditional provisional
teaching license. This non-traditional provisional license allows those M.Ed. candidates to be employed
by an Arkansas public school.
To facilitate the process, UALR will collect applications and submit the applications along with
the evidence collected for UALR admissions to the Arkansas Department of Education.
Gateway Three: Graduation and completion of UALR program and recommendation for initial
licensure.
Successful completion of all coursework in content and education
Successful completion of internship assessed by Pathwise
Passing score on Praxis II: Principles of Learning and Teaching
The training modules for nontraditional licensure candidates will be waived in lieu of the course
work taken in conjunction with the supervised M.Ed. program requirements.
UALR agrees to assure that the content of the nontraditional licensure two-year program of
workshops is incorporated into the coursework required for the M.Ed. degree. As UALR courses are
currently correlated to the Pathwise learning domains and the state licensure principles, we expect them to
match the nontraditional modules. When the Department of Education nontraditional licensure modules
are completed, the UALR secondary education faculty will analyze our course content to ensure that all of
the content of modules is included.
Students in field experiences, whether traditional or nontraditional, are supervised by university
faculty who use the Pathwise supervision model. All supervision faculty have been trained in Pathwise
and will participate in annual recalibration of their Pathwise skills. Students in the nontraditional
internship will have an on-site Pathwise-trained mentor appointed by the school principal and will be
eligible for the funding support available to other teachers in the nontraditional program.
At the completion of the M.Ed. program, candidates will have successfully completed all state
required components of the Praxis I and Praxis II assessments and will be recommended by the recognized
UALR authority for an initial Arkansas teaching license.
5
THE UALR SECONDARY EDUCATION
PRE-PROFESSIONAL EXPERIENCES
The UALR secondary education program recognizes the importance of field experience in preprofessional training. The UALR graduate program includes two semesters of field experiences and the
undergraduate minor has one field experience.
Each of the field experiences is coordinated with coursework on campus and each experience has
different goals and should involve different experiences. The following is a brief overview of our
secondary education program and its field components.
FIRST PRE-PROFESSIONAL EXPERIENCE
Three hours per week for ten weeks, the student works with an outstanding
teacher in the subject area. This field work is coordinated with the subject area
methods course. The student becomes well acquainted with a class and helps with a
variety of instructional tasks including teaching.
SECOND PRE-PROFESSIONAL EXPERIENCE (SCED 7103B)
Three hours per week for ten weeks coordinated with the SCED 7201:
Curriculum Design. The student works in a technology-enriched environment for ten
weeks for 3 hours a week. Specific instructions are given in the co-requisite course.
THIRD PRE-PROFESSIONAL EXPERIENCE (SCED 7106)
Three hours per week for ten weeks coordinated with SCED 7206: Instructional
Skills and Classroom Management. Student is assigned for ten weeks for three hours a
week in a secondary school classroom. Nontraditional students who are teaching in
situations with minimal cultural diversity and few special needs students may be placed for
part of their hours in an after school or Saturday program with a diverse population.
SECONDARY INTERNSHIP (SCED 7601)
The secondary internship is a full semester (12 weeks) full time experience
which includes six weeks of full-time teaching under the supervision of a master
teacher.
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FIELD-PLACEMENT RECORD
U.A.L.R. TEACHER EDUCATION PROGRAM
FIRST PRE-PROFESSIONAL ASSIGNMENT
SCHOOL
PRINCIPAL
TELEPHONE NUMBER
COOPERATING TEACHER
TELEPHONE NUMBER
SUBJECT
GRADE
UNIVERSITY SUPERVISOR
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
SECOND PRE-PROFESSIONAL ASSIGNMENT (A)
SCHOOL
____________________________________
PRINCIPAL
____________________________________
TELEPHONE NUMBER
____________________________________
COOPERATING TEACHER
____________________________________
TELEPHONE NUMBER
____________________________________
SUBJECT
____________________________________
GRADE
____________________________________
UNIVERSITY SUPERVISOR
____________________________________
____________________________________
SECOND PRE-PROFESSIONAL ASSIGNMENT (B)
SCHOOL
____________________________________
PRINCIPAL
____________________________________
TELEPHONE NUMBER
____________________________________
COOPERATING TEACHER
____________________________________
TELEPHONE NUMBER
____________________________________
SUBJECT
____________________________________
GRADE
____________________________________
UNIVERSITY SUPERVISOR
____________________________________
____________________________________
INTERNSHIP ASSIGNMENT
SCHOOL
PRINCIPAL
TELEPHONE NUMBER
COOPERATING TEACHER
TELEPHONE NUMBER
SUBJECT
GRADE
UNIVERSITY SUPERVISOR
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
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GENERAL OBJECTIVES FOR PRE-PROFESSIONAL EXPERIENCES
Note: These are general objectives for pre-professional experiences. The instructor of the co-requisite
course may provide a variation on these instructions as a result of special opportunities available that
semester. If so, the instructor will provide substitute instructions and field placement contract.
OBJECTIVES:
1.
The pre-professional will come to understand a specific secondary school situation and get to know
a specific group of secondary students well enough to design lessons at the appropriate level of
difficulty and complexity.
2.
The pre-professional will perform pre-professional types of activities in the secondary classroom to
the satisfaction of the cooperating teacher.
3.
The pre-professional will demonstrate an acceptable level of performance in teaching two lessons.
4.
The pre-professional will demonstrate professional behavior and good communications and human
relations skills in relating to teachers, students and tasks.
IN ADDITION
5.
The pre-professional will use the field placement to gather information for assignments requiring
application of knowledge for the co-requisite courses. These assignments will be graded in the corequisite course.
6.
The pre-professional and their supervisors will use this experience with the school community and
the classroom to determine if teaching is a wise career choice or if the pre-professional has
weaknesses in subject matter knowledge, human relations skills, or communication skills that need
to be remedied.
ACTIVITIES FOR THE FIELD EXPERIENCE
The field experience contract lists the following types of activities which should be included in this
experience. The pre-professional should use each of these experiences to learn teaching and classroom
management skills or to understand students. The pre-professional will spend a minimum of three hours
per week for ten weeks in a secondary school. The pre-professional will:
1. Observe classes
To fulfill course requirements, pre-professionals need to observe a wide range of teaching styles
and methods from several teachers. They will observe diverse settings such as whole group instruction,
small group or cooperative learning and laboratory classes. They should also observe a variety of types of
students including special classes or inclusion programs for students with special needs. The cooperating
teacher will allow pre-professionals to observe teachers in the school who are willing to be observed. It is
important that the pre-professionals spend enough time with the cooperating teacher to get to know the
class that they will be teaching.
2. Assist with clerical tasks
The following are some of the types of clerical tasks which will provide pre-professionals with
opportunities to learn: grading papers, recording grades, checking roll, and helping with any other
paperwork.
8
3. Work with students through small group or individual interaction
The purpose of this activity is to enable our pre-professionals to work with individuals who need
special help, or with small groups of students.
4. Assist with teaching as appropriate
Pre-professionals should not be left alone with the class. They have had no training in classroom
management and are just beginning their training in teaching methods. They are required to teach two
lessons but may teach more if the cooperating teacher feels it necessary and if time permits.
5. Collect information about the school programs or community required in corequisite courses.
6. Develop professional behavior, communication skills and human relations skills appropriate for a
teacher.
CAREER GUIDANCE
Anyone, pre-professional, cooperating teacher, or supervisor who sees evidence that teaching may
not be a wise career choice for a particular pre-professional or that a pre-professional has weaknesses that
need to be remedied, should request a concern conference as soon as the problem becomes apparent.
Please call Dr. Barbara Stanford, coordinator of secondary education or the pre-professional's advisor (Dr.
Andrew Hunt, social studies and business; Dr. Barbara Stanford, English, speech and journalism; Dr. Pam
Warrick, math and foreign language; and Dr. Cheryl Grable, science) at 569-3124 as soon as the problem is
detected.
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FIELD EXPERIENCE CONTRACT
PRE-PROFESSIONAL EXPERIENCE
Cooperating Teacher___________________School________________Date_______
UNIVERSITY PRE-PROFESSIONAL
I, _____________________________, agree to comply with the following:
Pre-professional's name
A.
Arrange to spend 30 hours of productive time in the school under the supervision of the cooperating
teacher indicated above from _________ through _____________.
B.
I understand that I am expected to do the following:
1. Observe classes.
2. Assist with teaching and clerical tasks as appropriate.
3. Work with students through small group or individual interaction.
4. Collect information about the school programs as required in co-requisite courses.
5. Teach at least two lessons utilizing teaching strategies which require secondary students to
apply their knowledge. For each lesson, I will prepare written plans, including a post-test, in
consultation with the cooperating teacher. I understand that the university supervisor will
observe my lessons.
C.
I will submit a journal, signed by the cooperating teacher, summarizing and documenting the
activities I have undertaken and the time I have spent in the school.
COOPERATING TEACHER
I, ______________________, have read the above contract and agree to work with this pre-professional to
comply with the above requirements.
UNIVERSITY SUPERVISOR
____________________________________________
This form should be turned in to the University Supervisor or the Supervisory team.
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EVALUATION OF PRE-PROFESSIONAL
by Cooperating Teacher
Please complete this form and give it to the university supervisor or supervisory team.
Name of Pre-professional_________________School_______________Date_______
Check only one column
Emotional stability
Flexibility/adaptability
Interest in learning
Openness to young people
Professional appearance
Professional behavior
Communication skill
Human relations skills
Speech and voice control
Sense of responsibility
Receptiveness to criticism
Content knowledge
Excellent
Good
Needs work
Not acceptable
Please answer the following questions. Use the reverse side if more space is needed.
1.
How well does the pre-professional work with students?
2.
How well has the pre-professional helped you with clerical or teaching assistant chores?
3.
Does the pre-professional behave professionally and demonstrate good communication
and human relations skills?
4.
What areas, if any, does this student need to improve in order to become a good teacher?
5.
Do you recommend that the student be admitted to or continue in the UALR education
program?
If not, please explain your concerns.
Signature___________________________________ Date_________________
(The family educational Rights and Privacy Act of 1974 as amended provides student a right of access to this
evaluation.)
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ATTENDANCE LOG
Date
Time In
Time Out
Cooperating Teacher's Signature
Notes:
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PRE-PROFESSIONAL EXPERIENCE CHECKLIST
YOU HAVE TO START SOMEWHERE. . . . INTRODUCTION TO SCHOOL
When you arrive at the school, get acquainted with your cooperating teacher and give him or her a
chance to get to know you. Check to make sure he or she has received a copy of your autobiographical
sheet and has your phone number for emergency contact. You will begin your classroom activity with a
period of observation that may vary in length from five to ten days. Do not waste this time.
_____ Become acquainted with principal, counselor, faculty and staff.
_____ Read all information in the Orientation Packet provided by the cooperating teacher.
_____ Become familiar with school rules and regulations.
_____ Learn the layout of the school in case of tornado or fire drills.
_____ Watch what your cooperating teacher is doing and how she or he does it.
_____ You need to understand all of your cooperating teacher's policies and procedures.
_____ If you want to use different procedures, you need to discuss them in advance with the cooperating
teacher.
TAKING THE NEXT STEP. . . . INTRODUCTION TO THE CLASSROOM AND STUDENTS
_____ Learn your students' names as quickly as possible.
_____ Make a seating chart if your cooperating teacher does not provide you with one.
_____ Take notes on students' behavior and what the cooperating teacher is doing.
_____ You may be asked to grade a set of tests.
_____ Become familiar with the classes' daily routines; make a checklist if necessary.
_____ Obtain and become familiar with the textbook and ancillary materials provided.
_____ Assist teacher in distributing and collecting materials and supplies.
_____ Become familiar with the media canter and the services offered.
_____ Observe other classrooms as approved by cooperating teacher and document observations on
provided form. (Form provided in the appendix. Remember to keep these sheets in a binder.)
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SECONDARY EDUCATION GRADUATE INTERNSHIP
APPLICATION
Autobiographical Data Sheet
UNIVERSITY OF ARKANSAS AT LITTLE ROCK
Name: _______________________________________________Date: _____________________
Address: __________________________________________Phone: _______________________
Place of Birth: ______________________________________Date of Birth: __________________
Sex: _____ High School: ______________________________Date of Graduation: ____________
College or University:_____________________________________________________________
Date of baccalaureate graduation: ____________________________________________________
Baccalaureate degree: _______________Major: _________________Minor:__________________
Date entered UALR's M.Ed. in Secondary Education Program:______________________________
Option:_________________________________________________________________________
M.Ed. Teaching Specialty Emphasis:__________________________________________________
(Area in which you will be eligible for certification upon graduation)
Anticipated date of M.Ed. Graduation: __________________________________________________
List all other colleges and universities which you have attended:______________________________
________________________________________________________________________________
List any scholarships or honors received: _______________________________________________
________________________________________________________________________________
In what type of community have you lived most of your life?
Rural: ______________________Suburban: ____________________City: ____________________
Marital Status: _______________________Name of Spouse: _______________________________
Occupation of Spouse: ______________________________________________________________
Ages of children, if any: ____________________________________________________________
Place of employment, if working part-time: _____________________________________________
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What forms of recreation or hobbies do you prefer?_______________________________________
What experiences have you had working with 12 - 18 year-olds? _____________________________
________________________________________________________________________________
________________________________________________________________________________
Did your father or mother ever teach?___________________________________________________
When did you first give serious consideration to teaching?___________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Why do you want to enter the teaching profession now?_____________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Academic preparation for TEACHING SPECIALTY: undergraduate hours: ________; graduate
hours:_________________. List all courses completed, both at undergraduate and graduate levels or
attach an unofficial copy of your transcript:
Number
Title
Grade
Number
Title
Grade
______
________________
_____
______
_________________
_____
______
________________
_____
______
_________________
_____
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________________
_____
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_________________
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________________
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_________________
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________________
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_________________
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________________
_____
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_________________
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________________
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________________
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________________
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________________
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_________________
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________________
_____
______
_________________
_____
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The following form must be completed for students who are applying for a nontraditional
internship and will be teaching with a provisional license. The form should be turned in with the
internship application to the program coordinator.
PRINCIPAL AND MENTOR INFORMATION
____________________is applying for permission to complete licensure requirements through an
internship supervised by UALR. We understand that he/she has been approved for a non-traditional
provisional license and has been hired by your district with all of the duties, responsibilities, and
supervision normally expected of a regular teacher in your district.
UALR will provide a university supervisor who will conduct at least four classroom observations
and evaluation conferences during the internship. The supervisor will also provide support and guidance
for improving teaching.
In addition, UALR requires the appointment of an on-site, Pathwise mentor to assist the intern in
learning school procedures and requirements and in developing effective classroom teaching and
classroom management techniques. We ask that the principal recommend a mentor who meets the
following criteria:
____is fully licensed
____has three years of teaching experience and has successfully completed Pathwise training
____is willing to assist the intern
____is a good model of teaching methods, classroom management, and professional behavior.
The mentor will agree to orient the intern to the school and school procedures, to consult with the
intern weekly, and to be available for questions. The mentor will complete an evaluation form twice
during the semester.
If you approve of the non-traditional provisional licensure internship and the appointment of the
mentor, please sign the intern's application form.
16
ARKANSAS LAW CONCERNING STUDENT TEACHING
Act 386 OF 1973 - "Student teachers in the public schools shall, while engaged in the performance of their
student teaching duties, enjoy the same immunities provided by law for teachers in the public schools .”
Act 1310 of 1995 3.08
OTEL: Office of Teacher Education and Licensure
4:00 THE CRIMINAL BACKGROUND CHECK
4.01
Each applicant for an initial license issued by the SBE will submit the following to the Office
of Teacher Education and Licensure:
(A)
Completed application form including program of studies verification (if
applicable)
(B)
Official transcripts (must bear college seal)
(C)
Satisfactory scores of National Teachers Examinations including:
(1) PPST
(2) Test of Professional Knowledge
(3) Specialty area test
(D)
Effective July 1, 1996, no application for issuance of a first-time license will
be considered without a criminal background check by the Arkansas State Police
and the FBI.
4.02
Each applicant shall complete the State Police fingerprint card in the presence of a law
enforcement officer and shall have the law enforcement officer sign the fingerprint card
and give his/her jurisdiction, the date and his/her badge number.
4.03
Each applicant must sign a release of information (Appendix A), and submit it to the ADE
and shall be solely responsible for the payment of any fee associated with the criminal
background check to the Arkansas State Police.
4.04
Upon completion of the criminal background check, the Identification Bureau of the
Arkansas State Police shall forward all information obtained concerning the applicant in
the commission of any Ark. Code Ann.§ 6-17-410(C) to the Legal Office of the ADE.
4.05
The criminal background check conducted by the Arkansas State Police and the FBI shall
have been completed no earlier than twelve (12) months prior to the application for an
initial license issued by the SBE.
4 .06
SBE shall be authorized to issue a six-month, non-renewable letter of provisional eligibility
for licensure. This letter of provisional eligibility for licensure shall be issued only to those
applicants who meet all other qualifications for licensure by the SBE, and who have
submitted the Arkansas State Police background check showing no violations listed in
Ark. Code Ann. §
6-17-410(C).
4 .07
The letter of provisional eligibility will immediately become invalid upon receipt of
information obtained from the criminal background check from the FBI indicating any
offense listed in Ark. Code Ann. § 6-17-410 (C).
17
GOALS, GUIDELINES AND PROCEDURES FOR INTERNS
GOALS
The goals for the intern include the following:
1.
Gaining an understanding of
A.
Assigned school policies
B.
Daily school and teacher routines
C.
Attendance recording
D.
Grading and evaluation
2.
Assuming the role of instructional leader in the classroom.
3.
Demonstrating mastery of the content area(s) and the scope and sequence of each.
4.
Developing an awareness of the scope of teaching as it relates to the school, parents, community
and students.
RESPONSIBILITIES OF THE INTERN
1.
Interns will abide by all school rules and/or policies concerning teachers.
2.
If the intern must be absent, he or she will call the cooperating teacher and the university
supervisor before 7:00 AM on the day of the absence. All absences must be made up at the end of
the internship.
3.
Daily lesson plans will be developed according to prescribed methods and will be checked and
approved by the cooperating teacher a minimum of three days prior to being taught. Revisions
may be suggested by the cooperating teacher.
4.
All lesson plans should be kept, in chronological order by date, in a binder. The complete plan
book, which should always be available at your assigned school, will be given to the supervisor
prior to each observation. Observation log sheets will also be kept in the back of the lesson plan
binder.
5.
Interns will keep a daily journal that reflects their perceptions and impressions of the classroom
experience and their reflections on their teaching experiences.
6.
Interns are responsible for maintaining communication with the cooperating teacher and
supervisor. Graduate interns will be observed at least four times during the internship by a
university supervisor. Since most of the observations will be unannounced, it will be necessary for
each intern to provide a weekly schedule which reflects the periods/classes that he/she will be
teaching as well as lunch period and planning period to the supervisory team. By mutual
agreement, interns and supervisors may communicate through faculty boxes and on the internet if
both have access to these means (E-mail).
18
7.
Interns are expected to participate in faculty meetings and planned staff development days as well
as meetings set up by the supervisory team. Interns may also request meetings with the
supervisory team as needed.
SUMMARY OF INTERN RESPONSIBILITIES
1. Daily
____Write up lesson plans
____Check plans with cooperating teacher (a minimum of 3 days prior to teaching that lesson)
____Write reflections on what worked, why it worked, problems, how you have tried to solve
them and concerns in your journal.
2. Weekly
____Turn in schedule to supervisor
____Meet with cooperating teacher to discuss progress and plans
3. Keep in your notebook to turn in whenever your supervisor visits
____Journal
____Daily lesson plans in order
____Evaluations from observations
19
HELPFUL HINTS AND CHECKLIST FOR A SUCCESSFUL
INTERNSHIP
Welcome to the laboratory situation that is a part of your teacher preparation. You are borrowing
someone else's students to perfect your teaching techniques. The internship experience is structured by
your cooperating teacher, who is responsible to the school district, the students, and their parents for the
students' performance and behavior. The Cooperating Teacher is also partly responsible to the University
and to the teaching profession for your development into a blue-ribbon teacher. You are ready to begin a
relationship with the teaching profession that will last from now until you walk out of the classroom for
the last time.
As stated previously, the internship will be broken down into sections. The following information
is a week by week checklist of specific responsibilities for that week. Some items may overlap; interns
should use professional judgment in making adaptations.
YOU HAVE TO START SOMEWHERE. . .WEEK ONE (1). . . INTRODUCTION TO SCHOOL
When you arrive at the school, get acquainted with your cooperating teacher and give him or her a
chance to get to know you. Check to make sure he or she has received a copy of your autobiographical
sheet and has your phone number for emergency contact. You will begin your classroom activity with a
period of observation that may vary in length from five to ten days. Do not waste this time.
_____ Become acquainted with principal, counselor, faculty and staff.
_____ Read all information in the Orientation Packet provided by the cooperating teacher.
_____ Become familiar with school rules and regulations.
_____ Learn the layout of the school in case of tornado or fire drills.
_____ Watch what your cooperating teacher is doing and how she or he does it.
_____ You need to understand all of your cooperating teacher's policies and procedures.
_____ If you want to use different procedures, you need to discuss them in advance with the cooperating
teacher.
TAKING THE NEXT STEP....WEEK TWO (2)...INTRODUCTION TO THE CLASSROOM AND
STUDENTS
_____ Learn your students' names as quickly as possible.
_____ Make a seating chart if your cooperating teacher does not provide you with one.
_____ Take notes on students' behavior and what the cooperating teacher is doing.
_____ You may be asked to grade a set of tests.
_____ Become familiar with the classes' daily routines; make a checklist if necessary.
_____ Obtain and become familiar with the textbook and ancillary materials provided.
_____ Assist teacher in distributing and collecting materials and supplies.
_____ Become familiar with the media canter and the services offered.
_____ Observe other classrooms as approved by cooperating teacher and document observations on
provided form. (Form provided in the appendix. Remember to keep these sheets in a binder.)
20
IN THE MIDST…BEGINNING INSTRUCTION
Immediately after you and your cooperating teacher decide what lesson/class you will teach, begin
preparing. You have to be a real magician to stay more than a day ahead of the students after you start
teaching, so start getting ready ahead of time. Begin gradually assuming teaching responsibilities
_____Take attendance daily and complete required forms.
_____Observe and study the classroom teacher and document observations on provided form. (Remember
to keep these sheets in a binder.)
_____ Assist in administering and correcting test papers.
INTERN CHECK LIST
1. Did you learn your students' names?
2. Did you check the curriculum guide for your course direction?
3. Did you get your lesson plans in as scheduled?
4. Did you learn where AV equipment is located? How to check it out and use it?
5. Did you and your cooperating teacher agree on a grading system?
6. How do you look?
7. How do you sound?
8. You are responsible for students. How many have you reached?
9. How many teaching techniques did you use? Which ones did you find most effective?
10. Did you establish classroom rules and consequences for inappropriate behavior?
11. Discuss each day with the cooperating teacher.
EXHALE....CLOSING WEEK….REFLECTION
You've done it, and now you are either reinforcing your desire to become a teacher or examining
other career choices. The last week has been set aside for you to reflect on your entire teaching
experience. This is the time to meet with the cooperating teacher and supervisory team for evaluation
analysis and also self-analysis. Read comments and suggestions on all of the forms and attempt to make
connections between the comment and your recollection of the event. Watch videos of your teaching and
use the Reflection Guideline sheet provided in the appendix for self-evaluation.
21
APPENDIX
University of Arkansas at Little Rock
Department of Teacher Education
Confidentiality Agreement
I understand that as a professional-in-training, I may have access to confidential information
(educational records) about children and their families. I understand that all laws and policies
pertaining to the confidentiality of information related to children and families applies to me
during my professional training. (This includes federal regulations in P.L. 93-380, Privacy Rights
of Parents and Students known as the Buckley Amendment, 1976.) No personally identifiable
information can be disclosed to third parties without explicit written consent.
I understand that confidentiality laws apply to such records as specific medical diagnoses,
participation in specific treatments or programs, standardized test scores, Individualized
Educational Plans, and similar records.
I understand that any written reports I make which refer to confidential information will not
include such information that would make the child identifiable (including the name of the child
or the child's address, the name of the classroom teacher, the name of the school, or the name of
any specific treatment facility or program.)
I understand that I may discuss such confidential information only in the context of the university
classroom or with the appropriate school personnel (classroom teacher, counselor, principal,
etc.)
I understand that any violation of this confidentiality may result in my termination from the
professional program at the University of Arkansas at Little Rock as determined by the
appropriate university official(s) or judicial committee.
______________________
Student Signature
___________________
Student I.D.
______________
Date
a
VIDEO/AUDIOTAPE CONSENT FORM
UALR encourages teacher candidates to video/audiotape teaching episodes to improve the quality of their
teaching.
I give my permission for my child, ______________________________________________, to be
video/audiotaped for educational purposes only.
_____________________________________________
_______________________
Parent Signature
Date
b
ATTENDANCE LOG
Date
Time In
Time Out
Cooperating Teacher's Signature
Notes:
c
LESSON PLAN (PET Based)
Name of Intern________________
Date________________
Grade level and Subject__________
_______________________
Topic________________________________________
Objective(s):
Materials:
Set:
Teaching to the Objective: (Explanation, questioning, response to the learner in terms of the learning,
guided activities, and independent activities.)
Closure:
d
PROJECTED ACTIVITY SCHEDULE for the week of___________________
Graduate Intern_________________________ Supervising Teacher_____________________________
Cooperating School_____________________ University Supervisor_____________________________
******************************************************************************
Monday
Tuesday
Wednesday
Thursday
Friday
1st Period
Time:
Room:
2nd Period
Time:
Room:
3rd Period
Time:
Room:
4th Period
Time:
Room:
5th Period
Time:
Room:
6th Period
Time:
Room:
7th Period
Time:
Room:
e
PATHWISE PLUS TEACHER ASSESSMENT SYSTEM
The New State Assessment Program
The Praxis assessments are a series of teacher evaluation examinations designed by the
Educational Testing Service and adopted by the Arkansas Department of Education. Arkansas licensure
requirements, which are planned to go into effect in 2002, will require all teachers to pass the Praxis I and
II written examinations and the Praxis III classroom observation examination. The Praxis III
examinations will be taken during the first years of actual teaching and will require observation by an
outside evaluator who will come to the classroom.
UALR's Pathwise Plus instruments are designed to coach students on the skills that are required to
pass the Praxis III examination. They are based on the domains and criteria of the Praxis III, but are
adapted to the conditions of pre-service field placements. They are also used for assessment of field
placements and internships in the secondary education program.
The Praxis Domains and UALR classes and field placements
The Praxis assessment system divides teaching skills into four domains:
Domain A: Planning (Getting to know the class and lesson planning)
Domain B: Creating an environment for learning (Classroom management)
Domain C: Teaching (Instructional skills demonstrated in the classroom)
Domain D: Professionalism (Skills shown outside the classroom)
More detailed descriptions of the domains can be found in the Pathwise Orientation Guide,
available from Educational Testing Service.
UALR courses are coordinated with these domains. The following are the courses and field
placements in which each domain is evaluated. All domains are evaluated by the internship supervisor.
Domain A:
Domain B:
Domain C:
Domain D:
SCED 7202 (methods) and SCED 7201 (curriculum) and SCED 3211 and 4321.
SCED 7106 Instructional Skills Practicum and 4124: Adolescent Diversity Practicum.
SCED 7103 Supervised clinical teaching
All field placements and internship.
UALR graduate students receive instruction for Domains A and C in SCED 7202 Specialized
Instructional Methods and SCED 7201: Curriculum Design. Students develop plans and are evaluated on
Domain A in those classes. Students are evaluated on Domain C in the co-requisite field placements,
SCED 7103.
Students receive instruction on Domain B in SCED 7206: Instructional Skills and Classroom
Management. They are evaluated on performance in SCED 7106: Instructional Skills Practicum.
Procedures for Supervisors
Supervisors will meet at the beginning of the semester with cooperating teachers and students.
Supervisors will observe students twice for approximately 50 minutes for each preprofessional
field placement and four times during the internship. During the observation, the supervisor will
document evidence of the level of performance using either the checklist "Indicators and Evidence" or
other forms of documentation such as full scripting or other observation instruments. Note that the
f
checklist is not an official part of the evaluation process. It is one of many ways a supervisor can collect
evidence on an observation--and the supervisor may adapt it in any way that seems useful. The student
may also use it for practicing and for self-evaluation.
The supervisor and the student will then discuss the rating on each criterion using the scoring
rubric. This is the official evaluation. To receive the highest score, a student must demonstrate complete
achievement of all characteristics of that level. If a student shows some characteristics of the higher level
but not all, the supervisor may give a decimal score. The supervisor has the final say in the scoring.
The supervisor then records a score on the Assessment Form. The supervisor will also note
strengths and achievements, priorities for improvement, and steps to be taken by the next observation.
One copy of this form will be kept by the student in the portfolio and the other copy will be kept by the
supervisor and turned in to the coordinator with grades.
Grades for preprofessional courses are calculated as follows using the 3 point scores from the
scoring rubrics:
______25% first observation
______25% second observation
______25% cooperating teacher evaluation (They will give letter grades. Convert them using the scoring
system below.
______25% Domain D assessment
______Average
2.5 and up = A
2.0 and up = B
Under 2.0= Students who score below a "2" will be evaluated by a committee of faculty and may be
required to repeat the preprofessional experience before continuing in the program.
g
INSTRUCTION AND REFLECTION PROFILE
(For lessons that will be evaluated with Pathwise Plus)
These forms should be completed and submitted to your supervisor, your cooperating teacher and your
methods instructor a week before the planned observation if possible. Your methods instructor will grade
the plan using Domain A. Your supervisor will grade your teaching of the lesson and your reflection and
professionalism using Domains C and D. All three will give you helpful suggestions for improvement.
Background information
I. Describe the students' background knowledge and experience that is relevant to their learning this topic
or to the choice of teaching methods you are using.
II. Describe the methods you used to analyze students' background.
III. Is there anything about the learning environment that you think might affect your students or your
choices. (Information the observer should know)The Lesson Plan (Do on a separate sheet of paper so you can use it during the class.)
I. Goals for student learning
II. Procedures, materials, and activities (described in enough detail that a substitute could use them)
III. Evaluation.
Rationale for the lesson plan.
I. Why have you chosen these goals?
II. Why have you chosen these procedures, materials, and activities?
III. Why have you chosen this method of evaluation?
Attach the observer's forms
Reflection (to be completed after teaching the lesson, administering the evaluation and after
discussion with the observer.)
I. To what extent did students learn what you intended? How do you know that?
II. In what ways were your methods, activities and materials effective? How do you know?
III. What did you learn from the evaluation of this lesson? How will you use this information in future
planning?
IV. If you were going to teach this lesson to this class again, what would you do differently? What would
you do the same? Why?
V. Based on what happened in this lesson, what would you do next with the class if you had full control
of the class?
h
VI. Identify an individual or group of students who did well in today's lesson. How do you account for
this individual or group's performance?
VII. Identify an individual or group of students who had difficulty with today's lesson. What accounted
for this individual or group's performance? How will you help these students achieve the learning goals?
i
Scoring Rubric: Specialized Instructional Methods
Adapted from Pathwise Domain A: Organizing Content Knowledge for Student Knowledge
A1 Becoming familiar with relevant aspects of students background knowledge and experience
1.0 Unable to explain why
Is unable to describe ways to
Shows no evidence of familiarity
understanding students
become familiar with students'
with students' background
background is important
background.
2.0 Gives some explanation of Describes some ways of
Demonstrates some familiarity
importance
becoming familiar with
with background of students
background
3.0 Provides comprehensive
Describes several procedures for
Demonstrates a clear
explanation of importance obtaining information about
understanding of students'
of knowledge of students' students' background.
background knowledge and
background.
experiences.
A2 Articulating clear learning goals for the lesson that are appropriate to the students
1.0 Does not articulate clear learning goals.
Learning goals are inappropriate for the students
2.0 Articulates clear learning goals.
Goals are appropriate for students
3.0 Articulates clear learning goals
Provides well thought explanation of why goals are
appropriate for all students or differentiates goals
for groups or individual students.
A3 Demonstrating an understanding of the connections between the content that was learned
previously, the current content, and the content that remains to be learned in the future.
1.0 The teacher does not explain how the content of this lesson relates to previous or future lessons or
the explanation is illogical or inaccurate
2.0 The teacher accurately explains how the content of this lesson relates to the content of previous or
future lessons.
3.0 In addition, the teacher accurately explains how the content of this lesson fits within the structure
of the discipline.
A4 Creating or selecting teaching methods, learning activities, and instructional materials or other
resources that are appropriate to the students and that are aligned with the goals of the lesson.
1.0 Methods, activities and materials are
Methods, activities and materials are not appropriate
unrelated to goals of the lesson
to the students.
2.0 Methods, activities and materials are aligned Methods, activities and materials are generally
with the goals.
appropriate to the students.
3.0 Methods, activities and materials are aligned Methods are differentiated for individuals or groups
with goals.
with special needs or teacher demonstrates that
methods are appropriate for all students.
A5 Creating or selecting evaluation strategies that are appropriate for the students and that are
aligned with the goals of the lesson.
1.0 The teacher has not provided for
Evaluation is inappropriate to goals or students
evaluation
2.0 Teacher has evaluation plan
Plan is appropriate to goals and students
3.0 Meets requirements for 2
Can describe how evaluation will affect future teaching.
j
Methods Assessment Form: Domain A
Student_____________________________
School____________________________ Observer___________________________
Grade and subject__________________ Date ____________________________
______A1 Becoming familiar with relevant aspects of students' background knowledge and experiences
______A2 Articulating clear learning goals for the lesson that are appropriate to the students.
______A3 Demonstrating an understanding of the connections between the content that was learned
previously, the current content, and the content that remains to be learned in the future.
______A4 Creating or selecting teaching methods, learning activities, and instructional materials or
other resources that are appropriate to the students.
______A5 Creating or selecting evaluation strategies that are appropriate for the students and that are
aligned with the goals of the lesson.
Strengths and achievements:
Priorities for improvement:
Steps to be taken by the next observation:
k
Scoring Rubric: Classroom Management Practicum and Internship
Adapted from Pathwise Domain B: Scoring Rubric
B1 Creating a climate that promotes fairness.
B-1
Teacher treatment of students
Teacher handling of fairness among students
1.0
Unfair to students.
tolerates obviously unfair behavior among students
2.0
Fair to students
Does not accept obviously unfair behavior among students
3.0
Fair to students
Actively encourages fairness among students
B2 Establishing and maintaining rapport with students
B-2 Establishment of rapport
Appropriateness to students
1.0 No attempt is made
Attempts are inappropriate
2.0 Basic level of rapport is established
Generally appropriate
3.0 Attempts to establish rapport are successful
Appropriate for students’ diverse needs and
backgrounds
B3 Communicating challenging learning expectations to each students
1.0
Communicates low expectations to class or individuals
2.0
Neutral
3.0
Actively encourages all students to meet challenging expectations
B4 Establishing and maintaining consistent standards of classroom behavior
B-4
Response to behavior
Respect for students
1.0
No attempt to respond to disruptive behavior
responses do not demonstrate
respect
2.0
Appropriate attempts to respond or no disruptive behavior
Attempts to respond demonstrate
respect
3.0
Consistent, successful responses to disruptive behavior and Responses demonstrate respect.
minor misbehavior or maintenance of proper behavior
established by cooperating teacher
B5
1.0
2.0
3.0
Making the physical environment as safe and conducive to learning as possible.
unaware of elements in the environment that are unsafe or not conducive to learning, if any.
able to describe elements in the environment that are unsafe or not conducive to learning, if any.
able to discuss advantages and disadvantages of room arrangement and possible alternatives.
l
Classroom Management Practicum and Internship Assessment Form
Domain B
Student_____________________________
School____________________________ Observer___________________________
Grade and subject__________________ Date ____________________________
______B1
______B2
______B3
______B4
______B5
Creating a climate that promotes fairness
Establishing and maintaining rapport with students
Communicating challenging learning expectations to student
Establishing and maintaining consistent standards of classroom behavior
Making the physical environment as safe and conducive to learning as possible.
Strengths and achievements:
Priorities for improvement:
Steps to be taken by the next observation:
m
Scoring Rubric: Supervised Clinical Teaching and Internship
Scoring Rubric for Domain C: Instruction.
C1 Making learning goals and instructional procedures clear to students
Learning goals
Instructional procedures
1.0
Students receive no information or Students receive no information, confusing information or
confusing or inaccurate information inaccurate information about instructional procedures
about goals
2.0
Students receive accurate
Teacher provides clear, accurate information; most
information about the goals of
students seem to understand
instruction
3.0
Students seem understand fully the All students, including those who have trouble initially,
goals of instruction
succeed in carrying out tasks.
C2 Making content comprehensible to students
Accuracy of content
Comprehensibility
1.0
Inaccurate
Presentation of content is
inappropriate to culture or age level or
unclear.
2.0
Accurate
Some of presentation is clear and
appropriate
3.0
Content is accurate and
All of presentation is clear and
teacher shows awareness appropriate to the age level and
of structure of the
background knowledge of the students
discipline
Lesson structure
Structure of lesson
confusing or hinders
learning
Most of structure is clear
Lesson is organized to
facilitate learning and
remembering.
C3 Encouraging students to extend their thinking
1.0
Discourages students from exploring ideas beyond the knowledge or comprehension level.
2.0
Includes application of learning and allows some exploration of divergent thinking.
3.0
Actively encourages students to relate new knowledge to experience and other classes and
encourages both learning of new knowledge and skills and higher order thinking.
C4 Monitoring students' understanding of content through a variety of means, providing feedback
to students to assist learning, and adjusting learning activities as the situation demands.
Monitoring
Providing feedback
Adjusting
1.0
No attempt to monitor
Not provided
No adjustments
student learning
2.0
Monitors general learning Provides some feedback
Minimal adjustments or
of group
inappropriate adjustments
3.0
Monitors individuals' or
Provides substantive and
Adjusts as needed
groups' understanding
specific feedback as needed
C5 Using instructional time effectively
Use of instructional time
1.0
Substantial time wasted or spent on activities of little
instructional value
2.0
Most time used on appropriate instructional activities
3.0
Students spend entire period actively engaged in activities
Pacing
Pacing inappropriate
Pacing appropriate for most students
Pacing appropriate and adaptations
n
of high instructional value.
made for students needing different
pacing.
C6 Communicating effectively
1.0
Teacher's spoken language is inaudible, or written or media
presentations are illegible or inappropriate media are used
2.0
3.0
Teacher's spoken language is appropriate and useful media
are used
Teacher effectively uses language, body language, and media
to communicate.
Spoken or written language
contains many grammar and
syntax errors.
Spoken and written language
generally free of errors
Teacher's speaking and writing is
effective and error-free.
o
Supervised Clinical Teaching and Internship Assessment Form: Domain C
Student_____________________________
School____________________________ Observer___________________________
Grade and subject__________________ Date ____________________________
______C1 Making learning goals and instructional procedures clear to students.
______C2 Making content comprehensible to students.
______C3 Encouraging students to extend their thinking.
______C4 Monitoring students’ understanding of content through a variety of means, providing
feedback to students to assist learning, and adjusting learning activities as the situation demands.
______C5 Using instructional time effectively.
______C6 Communicating effectively.
Strengths and achievements:
Priorities for improvement:
Steps to be taken by the next observation:
p
DOMAIN D Rubric and Scoring Sheet
______D1 Reflects on the extent to which the learning goals were met
Identifying strengths and weaknesses of lesson
Using this experience in the future
1.0
Cannot identify strengths and weakness of lesson
Does not use feedback provided by
cooperating teacher or supervisor
2.0
Describe some strengths and weaknesses
Makes some attempt to use information
3.0
Describes strengths and weaknesses of lesson in
Actively uses reflection to improve
detail
teaching
_____D2 Assumes responsibility for own learning and student learning
1.0
No attempt. Focuses on blaming students or circumstances beyond the teacher's control.
2.0
Makes minimal attempts to learn and to help students, but has limited repertoire of responses
3.0
Attempts to help and has a large repertoire of possible responses and ideas to suggest.
_____D3 Builds professional relationships with colleagues
1.0
Behaves or dresses in obviously unprofessional and inappropriate manner.
2.0
Attempts to behave and dress in a professional manner
3.0
Behavior and dress are clearly professional
_____D4 Relates effectively to parents
1.0
Makes comments which show disrespect for parents
2.0
Discusses parents with respect and suggests ways that would appropriate to work with parents in
teacher's own classroom.
3.0
Takes advantages of appropriate opportunities to get to know parents and to involve them in
student learning.
_____D5 Accepts responsibilities and maintains accurate records
1.0
Fails to keep records assigned by university or cooperating teacher or records kept are inaccurate
or unusable.
2.0
Keeps all required records
3.0
All required records are kept neatly and are filed in an easily accessible form.
_____D6 Demonstrates professional ethics
1.0
Violates ethical standards or shows no commitment or responsibility to the school as a whole
and to his or her own professional growth.
2.0
Follows ethical standards, supports and enforces school policies, and participates in professional
growth activities.
3.0
Demonstrates professional ethics. Takes as active a role in school improvement activities as is
appropriate for placement and actively seeks professional development opportunities.
Overall Domain D score__________
q