1
STUDENT TEACHING
HANDBOOK
HD FS 417C
Department of Human Development
and Family Studies (HD FS)
Supervised Student Teaching Programs
in Early Childhood Education
Karen Colbert, Early Childhood Coordinator
Iowa State University
2014-2015
Revised July 2014
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TABLE OF CONTENTS
Directory ......................................................................................................... 4
Introduction ..................................................................................................... 5
Program & Policies ......................................................................................... 6
Responsibilities and Expectations................................................................. 13
Standards ....................................................................................................... 22
Assignments .................................................................................................. 27
Grading and Evaluation ................................................................................ 37
Forms............................................................................................................. 40
Form A Checklist For Classroom: Suggested Completion Dates ................................ 41
Form B Managing Risk – First Day Interview ............................................................. 42
Form C Timeline for Classroom Assignments and Responsibilities ............................ 46
Form D Group Activity Plan ...................................................................... 53
Form E Learning Center Plan..................................................................... 55
Form F
Evaluation of Children Target Behavior Summary ......................................... 57
Form G Student Teaching Classroom Demographic Information ......................... 58
Form H IEP/IFSP Report .......................................................................... 59
Form I
Report on Parent or Paraprofessional Contact ...................................... 60
Form J
Supervised Student Teaching Report on Program Visit........................... 61
Form K Supervised Student Teaching Professional Goals for Self........................ 65
Form L Weekly Self-Evaluation of Student Teaching ....................................... 67
Form M Student Teaching Progress Report .................................................... 68
Form N Midterm Evaluation ...................................................................... 69
Form O Final Evaluation........................................................................... 73
Form P
Evaluation of University Supervisor .................................................. 77
Form Q Evaluation of Cooperating Teaching ................................................. 79
Form R Individualized Education Program Rubric........................................... 81
Form S
Documentation Form for Student Concerns ......................................... 82
Form T Student Plan for Improvement ......................................................... 83
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Endorsements ................................................................................................ 84
Cooperating Teachers ................................................................................... 90
Home Intervention ...................................................................................... 111
Form AA Checklist for Home Intervention: Suggested Completion Dates .................112
Form BB Home Intervention Resource ......................................................... 113
Form CC New Parent Interview Form .......................................................... 114
Form DD Home Intervention Activity Plan .................................................... 115
Form EE Home Intervention Student Teaching Progress Report.......................... 116
Form FF Individualized Family Service Plan Rubric ....................................... 117
Form GG Timeline for Home Intervention Assignments and Responsibilities .............118
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UTEP & STUDENT SERVICE DIRECTORY
0133 MACKAY
IOWA STATE UNIVERSITY
AMES, IOWA 50011
515-296-UTEP (8837)
FAX: 515-294-6467
UNIVERSITY TEACHER EDUCATION PROGRAM
ADMINISTRATION
Heidi Doellinger
Teacher Education Services 515-294-7886
Director
hldoell@iastate.edu
FIELD EXPERIENCES
Tiffany Coetzee
Ann Pierce
Karen Colbert
Student Teacher Coordinator
Practica Coordinator
Early Childhood Program
Coordinator
2317 Palmer Building
515-294-1915
515-294-3158
515-294-7151
tcoetzee@iastate.edu
apierce@iastate.edu
kcolbert@iastate.edu
515-294-7004
takahler@iastate.edu
LICENSURE
Teresa Kahler
Licensure Coordinator
HUMAN SCIENCES STUDENT SERVICES
CAREER SERVICES
Loni Pringnitz
Career Services Coordinator
515-294-3708
lonip@iastate.edu
WEBSITE
http://www.education.hs.iastate.edu/te/
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STUDENT TEACHING HANDBOOK
GUIDELINES FOR STUDENT TEACHERS, COOPERATING TEACHERS
AND UNIVERSITY SUPERVISORS
INTRODUCTION
Student teaching is the culminating experience in the teacher preparation program at Iowa State
University. The professional semester is a time of transition from a student role to a professional
role and is exemplified by the fact that the student teacher becomes an important and integral
part of the host school system under the direction of an expert teacher and a university
supervisor. The experience provides students with the opportunity to integrate theoretical
information in a practical, applied situation in order to prepare the student teacher for the initial
step towards a career in education.
The cooperating teacher has a critical role in assisting students. Research shows that the
classroom cooperating teacher is the most important contributor to an emerging educator’s
professional growth and development. The professional expertise provided and the time and
effort devoted are crucial to the success of the student teacher.
Further, the university supervisor is also important in the professional growth and development
of the student. Because the student teacher may be some distance from campus, the supervising
role may be complex and diverse. Assistance in meeting the many needs of the student teacher is
an important factor in the student’s success. The university supervisor makes frequent visits to
the classroom and gives feedback to help ensure the experience is successful. All Iowa State
University staff involved will do their best to make student teaching a most rewarding
experience.
The Iowa State University Teacher Education Program is indebted to the public, parochial, and
private schools in our central Iowa service area, across Iowa, the nation and overseas which
accommodate our students and provide a clinical practice setting for this important phase of our
program. This cooperative effort is imperative for a teacher education program to be strong and
flourish.
The purpose of this handbook is to serve as a guide for Iowa State University students,
cooperating teachers and university supervisors. Its contents are based on expectations, policies,
and standards the university has for all participants graduating from their teacher preparation
program. The assignments represent a blend of the performance standards integrated with the
Iowa Teaching Standards and Criteria. On behalf of the University Teacher Education Program
at Iowa State University, welcome to student teaching!
Non-discrimination Statement
“Iowa State University does not discriminate on the basis of race, color, age, religion, national
origin, sexual orientation, gender identity, sex, marital status, disability, or status as a U.S.
veteran. Inquiries can be directed to the Director of Equal Opportunity and Diversity, 3680
Beardshear Hall, (515) 294-7612.”
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PROGRAM & POLICIES
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STUDENT TEACHING PROGRAM AND POLICIES
Student Teaching Qualifications
To be eligible to enter student teaching, students must:
1. Have full admission to the Teacher Education Program at the time of application for student
teaching. Students in accelerated graduate programs must be fully admitted by midsemester prior to the student teaching semester.
2. Have earned a cumulative GPA of at least 2.5.
3. Have or be concurrently completing a minimum of 80 hours of pre-student teaching field
experience.
4. Provide a self-disclosure statement about any felony or misdemeanor arrest or conviction.
5. Have a report from a criminal background check initiated by ISU’s recommending official.
Attendance
The student teacher will inform the cooperating teacher and university supervisor of any
absences. Two or more days of absences in an eight week session or three or more days of
absences in a twelve week session, consecutive or not, must be reported to the director of field
experiences. The student teaching experience may be terminated or extended. Consideration
will be given to extension of the experience provided the performance level of the student
teacher indicates potential for completion at a “C” level or better evaluation.
Breaks
Student teachers are asked to follow the calendars of their respective schools. This means
students will take the Thanksgiving and Spring breaks of the host schools, not those of the
university. Students living in university housing will need to make arrangements with their
directors to remain over any Iowa State University breaks.
Absence of the Cooperating Teacher (Substituting)
A student teacher from Iowa State University fulfilling the student teaching requirements shall
not be used as a substitute teacher for a cooperating teacher or any other teacher. The rationale
for this policy is the student is not licensed and would be teaching without immediate
supervision by a licensed teacher. Building principals are legally responsible for the welfare and
supervision of all classrooms in their charge in the absence of the cooperating teacher.
Working or Coaching While Student Teaching
Employment during student teaching is discouraged. Student teaching is considered to be a fulltime responsibility. If a student teacher is employed prior to student teaching he/she is
encouraged to discontinue or cut back hours of employment. Priorities or focus on activities
outside the student teaching experience can and often do adversely affect daily, mid-term and
final evaluations. Student teachers will not be released early to arrive at a job or coaching
position.
Any student teacher wishing to coach must do so as a volunteer without pay. Student teachers
must report any coaching activities to their supervisor and to the Field Experience Director. Paid
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coaching can be construed to present a conflict of interest. Some university programs do not
allow coaching under any circumstances and have the right to enforce that policy.
Job Interviews
The University Teacher Education Program encourages student teachers to participate in job
interviews. However, it is important that student teachers consider their classroom
responsibilities and seek prior approval from cooperating teachers and university supervisors
before scheduling interviews. Student teachers are allowed the equivalent of one full day to
interview and must have definite appointments for the excused absence. Simply missing school
to attend a “job fair” away from the immediate area is not allowed.
Legal Status of a Student Teacher
The Iowa State University Teacher Education Program is approved by the Iowa Department of
Education. As such, the following summary of Sections 262, 272, and 670 of the State Code of
Iowa pertain to the administration of Teacher Education Programs and the status of student
teachers.
Section 262.30 – “Contracts for Training Teachers” permits the Board of Directors for
school districts to enter a cooperative agreement with the State Board of Regents on behalf of
Iowa State University.
Section 272.27 – “Student Teaching” directs teacher preparation programs to enter into a
written cooperative agreement with any accredited school district and provides that student
teachers placed in a school district under the terms of this agreement are “entitled to the same
protection under section 670.8, as is afforded by that section to officers and employees of the
school district, during the time they are so assigned.”
Section 670.8 – “Officers and Employees Defended” indicates that a student teacher who
is jointly assigned to a placement in a school district under the terms of a cooperative agreement
between the district and Iowa State University is accorded the same civil and constitutional
guarantees of the laws and protection as a licensed teacher. In other words, the student teacher
has the same legal responsibility and may be held liable for his/her negligent acts and is also
accorded the same protection of the laws as the licensed teacher. This code stipulates that
student teachers who teach in Iowa Public Schools are afforded the same liability protection that
school districts provide for their employees. Student teachers placed outside of the State of Iowa
or in non-public schools may be asked to document that they have liability insurance. Should
this be required, student membership in the Iowa State Education Association or the Professional
Educators of Iowa organization is available at a reasonable cost.
Since student teachers are legally protected through the cooperative agreement between the
University and the school district, cooperating teachers do not need to be physically present in
the classroom at all times. However, ultimately, the licensed teacher is responsible for the
students in their classroom and should exercise judgment in determining the suitability of leaving
the room considering the students involved, the lesson being presented, and capability of the
student teacher.
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A student teacher should NOT be used as a substitute teacher for a cooperating teacher or any
other teacher. The rationale for this policy is that the student teacher is not licensed and would
be teaching in an isolated situation without the immediate supervision of a licensed teacher.
Career Services/Credential Files
Credential File Registration Packets are available at the Human Sciences Career Services office
in 0131 MacKay (515-294-6466). It is recommended to have this completed prior to student
teaching. There is a charge for the credential services and it includes 15 years of storage from
graduation date for recommendation letters as well as inclusion in the Availability Database
which is accessed when school districts request lists of teacher candidates for vacancies.
Information on resumes, cover letters, interviewing workshops, and on-campus interviews is
available on the Career Services Website at http://www.ss.hs.iastate.edu/career
Licensure
The Iowa Board of Educational Examiners requires that all persons applying for initial
licensure in Iowa be fingerprinted and that a criminal background check be completed
before issuing a license. The licensing process starts at the beginning of the graduation
semester, but applicants will not receive their license until all official grades are posted to
transcripts and verification of graduation is completed (approximately three weeks following
graduation). The cost of a teaching license is $85.00 and there is a $65.00 charge for the
background check. (Note: the cost is subject to change.) These fees must be paid with check or
money order payable to the Iowa Board of Educational Examiners. It is recommended to apply
for an Iowa license at the time the teaching program is completed regardless of future plans.
Coursework and programs can become dated and further coursework could be required if
licensure is not completed upon student teaching and graduation. For further information on the
licensing process contact: Teresa Kahler, 0133 MacKay, 515-294-7004 or email
takahler@iastate.edu.
Students with Disabilities
If a student has a documented disability that may affect his/her ability to participate fully in the
student teaching course or if he/she requires accommodations, it is the responsibility of the
student to let the Field Experience Director know immediately so that appropriate
accommodations can be arranged.
Please request that a Disability Resources (DR) staff member send a Student Academic
Accommodations Request (SAAR) form verifying your disability and specifying the
accommodation(s) you will need. The DR office is located on the main floor of the Student
Services Building, Room 1076, 515-294-6624.
Academic Dishonesty
The University has specific policies that govern academic dishonesty. These policies are posted
on the web at http://www.dso.iastate.edu/ja/academic/misconduct.html. Dishonest work will not
be accepted for a grade and may be subject to ISU sanctions.
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Dismissal from Student Teaching
In some instances a student teacher may be dismissed from the current student teaching
placement and/or for the remainder of the semester. Dismissal is different from “withdrawal”
which generally indicates the student is having a successful student teaching experience but
needs to withdraw for personal or health reasons and will be given consideration of an
incomplete grade.
Dismissal would be the final action after the university supervisor, cooperating teacher, and
school administrator in consultation with ISU Field Experience Director and/or Director of
Student Teaching or faculty coordinator have worked with the student teacher to change
deficiencies, remediate and refocus the student teaching experience. Appropriate documentation
by the cooperating teacher and/or the supervisor and/or performance observation in the following
areas could lead to dismissal:
1.
2.
3.
4.
5.
6.
7.
8.
Unprofessional conduct
Poor interpersonal relationships
Lack of organizational and planning skills
Poor communication (oral and written) skills
Poor use of appropriate teaching strategies
Attendance
Unacceptable completion of minimum requirements
Criminal charges
A conference with the university supervisor, the cooperating teacher, student teacher and the
faculty academic coordinator of the student teaching program and if necessary, the Director of
Field Experiences and/or Director of Student Teaching or faculty coordinator may be held to
discuss the situation.
If the cooperating teacher or the university supervisor believes the student teacher has a serious
problem adhering to the expectations of the student teaching placement, the following actions
may be recommended:
a. In some instances the student teaching credits may be redirected to practicum or
internship credits and progress toward graduation without licensure.
b. Transfer the student teacher to a new placement.
c. Extend the student teaching session for an agreed upon time which may involve
an “I” for the semester.
d. Immediately terminate student teaching, giving an “incomplete” and allowing the
student to student teach again during a subsequent session.
e. Immediately terminate student teaching with no credit given.
If the student continues to student teach after being warned about a C grade or below, he/she
must realize the low grade could impact the 2.5 gpa needed for licensure.
In the event a student teacher is counseled out of student teaching or is dismissed from student
teaching, the student will be asked to complete the official drop from student teaching at the
university.
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Appeal Process
The university provides an appeal process for students who are dissatisfied with a committee’s
decision or action. Most dismissal from student teaching decisions fall into three types and each
would indicate a line of appeal.
1. Dismissal from student teaching should offer the student progress toward a degree
without opportunity for teaching licensure. A formal appeal in writing should be
addressed to the University Teacher Education Committee. The next/last resort of appeal
would be heard by the UTE Director.
2. Dismissal from student teaching and the university without a degree should follow the
student appeal policy as described in the Iowa State University Bulletin (catalog) under
the Academic Regulations and Evaluation of Academic Progress section of Academic
Life.
3. Dismissal from student teaching should offer the opportunity of remediation and a repeat
of the student teaching session. Any appeal of this decision should be made in writing to
the University Teacher Education Director.
Professional Ethics and Dispositions
Student teachers should be proud to be entering the teaching profession and will want to act
appropriately, embracing and accepting the responsibility to adhere to the highest ethical
standard. The student teacher’s personal disposition should comprise character, skills, and traits
appropriate for the teaching profession. Moreover, the student teacher is expected to model
exemplary ethical and legal behaviors at all times (both on and off the school grounds). Any
breach of these standards may result in withdrawal from the student teaching placement and/or
the University Teacher Education Program. Iowa State University has the following professional
expectations of pre-service teachers:
The Iowa Board of Educational Examiners addresses professional ethics in Chapters 25 and 26
of the Iowa Code. (http//www.state.ia.us/boee). Scroll to the Licensure Rules (Iowa
Administrative Code) section.
Professional Dispositions
•Value learning and commit to the continual learning and development of understanding by all
students.
•Respond professionally to feedback.
•Carefully prepare for all lessons/classes for which you are responsible, consulting your
cooperating teacher and/or supervisor well ahead of time.
•Avoid absences unless you encounter an emergency situation (e.g. flat tire on the way to
placement site) or have a legitimate illness (e.g. running a high temperature or vomiting). In
such cases you need to contact site personnel immediately as they are planning for your arrival.
•Unless prearranged, arrive early and leave only after consulting with cooperating teacher.
•Follow and uphold all school rules, including those regarding drug and alcohol use and sexual
harassment.
•Maintain professional relationship with students, cooperating teacher and supervisor.
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•Demonstrate respect for colleagues, administrators, parents and students and their differing
opinions, abilities, and feelings.
•Respect the confidentiality of students, colleagues and parents.
•Communicate regularly with cooperating teacher and supervisor, contacting them immediately
when problems arise.
Professional Dress/Demeanor
•Dress neatly – clean, not too wrinkled, neither too tight nor oversized and sagging.
•Attend to grooming –
Men: Appear clean-shaven, trimmed beards, clean hair and nails.
Women: Clean hair and nails
•Piercings – other than ears and those with religious significance, body piercings require the
approval of the building principal.
•Tattoos – cover them.
•Footwear – should be comfortable and clean (no flip/flops or beachwear).
•Avoid – chewing gum, eating or drinking in rooms when students are not permitted to eat or
drink, sitting on desks or table tops, or wearing caps – unless for religious reasons or medical
necessity. No jeans or sweat pants – not even green, black or brown jeans or your best sweat and
pajama pants!!
•Avoid attire that contains questionable wording (e.g. those containing obscene, gang related or
offensive messages, or references to products that are illegal to minors). Garments that are low
riding, exposing underwear, cleavage, or midsections are forbidden. Sheer fabrics, backless/offthe-shoulder clothing, or anything that does not adequately conceal the body. NO SHORTS!
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RESPONSIBILITIES &
EXPECTATIONS
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RESPONSIBILITIES OF STUDENT TEACHERS
The student teaching program at Iowa State University places priority on developing student
teachers’ abilities to become reflective practitioners. As a required field experience for teacher
education students, the program provides a time for learning, experimentation, critical analysis
and practice. In so doing, the student teacher will have certain responsibilities.
Requirements
•Attend all student teaching related seminars. (Note: cancellations due to inclement weather
will be announced via local radio stations.)
•Attend, participate in and complete assignments for university supervisor-initiated seminars.
•Inform cooperating teacher(s) and university supervisor of any absence. The student teacher
may be required to student teach beyond the published ending date to make up an excessive
number of absences.
•Follow school calendar and contract days, not the university calendar (includes Thanksgiving
and Spring breaks). Display behavior that is prompt, courteous and dependable. Daily
attendance is required.
•Adhere to the policies and philosophies of the cooperating school and district where assigned.
•Consider your position as an intern in the school; you are encouraged to experiment but also to
recognize and respect the advice and counsel of your cooperating teacher and the school
administration.
•Accept and implement suggestions from your cooperating teacher and supervisor. Work
cooperatively with school personnel.
•Display a highly professional attitude and integrity with respect to the confidentiality of
students, colleagues, and parents in all spoken, written, and digital work (i.e. email, blogs, and
web pages).
•Bring to the teaching experience adequate knowledge in the areas of basic subject matter,
human growth and development and procedures. The student teacher’s general
knowledge/competency should be evident in oral, written, computational and computer skills.
•Complete all assignments in a professional and timely manner.
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Suggestions
•Make student teaching your first priority. After school jobs, although often necessary, do
distract from student teaching. If you are working on lesson plans while you should be
observing your cooperating teacher model, that is a misplaced priority.
•Contact all of your cooperating teachers and make arrangements to visit prior to student
teaching.
•Build contingency plans for emergencies (e.g. child care for sick and well children,
transportation problems, military obligations, etc).
•Attend all orientation seminars and shoptalks.
•Learn your students’ names and study student records.
•Volunteer to help with classroom and after-school duties. Assume instructional supervision
responsibilities with cooperating teachers (e.g. parent conferences, recess/hall duty, lunch/study
hall duty, etc.)
•Take the initiative in seeking help and feedback from your cooperating teacher(s). Welcome
constructive criticism.
•Remember, you are a guest in the schools.
•Conduct yourself as a professional.
•Treat students fairly and with dignity.
Notify the university supervisor and/or the Early Childhood Coordinator (515-294-7151)
should problems occur.
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RESPONSIBILITIES OF COOPERATING TEACHERS
Cooperating teachers (or co-ops) are one of the most important resources in the student teaching
experience. They serve as professional mentors for student teachers – the confidantes, the
cheerleaders, the trusted counselors. Of all the contacts the student teacher has, few are
remembered as well as the cooperating teacher. For that reason, cooperating teachers are
selected with care and with the knowledge that their experience will provide a nurturing
environment for the student teacher. Any cooperating teacher who feels the student teacher
placed in his/her classroom is not a good match should contact Karen Colbert (515-294-7151),
Early Childhood Coordinator, as soon as possible. It is of primary importance that the student
teaching process be a positive experience for both the student teacher and the cooperating
teacher. Given their importance, we trust the cooperating teachers will assist the student teachers
in the following ways:
Responsibilities
•Prepare students for the arrival of the student teacher.
•Provide student teachers with work space within their classroom.
•Introduce student teachers to students and school staff.
•Induct student teachers gradually into full-time teaching responsibilities.
•Serve as models for the student teachers’ observations. Maintain a climate that allows the
student teacher to develop the skills necessary for success in teaching.
•Encourage the student teacher to collaboratively make decisions leading to development of
independence of his/her own teaching strategies.
•Acquaint the student teacher with resources (both material and human) which might aid in
understanding the program and population served by that program.
•Develop a plan that identifies expectations and responsibilities for the duration of the student
teaching experience.
•Provide the student teacher with an overview of the long-range plans, standards and benchmarks
for the classroom, samples of actual lesson plans and explanations of the process.
•Guide the student teacher in setting appropriate individual and group goals and in planning and
preparing appropriate activities and materials for meeting those goals. Establish specific
guidelines for the student teacher to follow in formulating lesson plans, a time frame for review
prior to implementation and clarification of the amount of detail expected.
•Provide relevant experiences for the student teacher that include but are not limited to:
observations, classroom activities, teacher responsibilities, parent/teacher conferences, and
professional meetings.
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•Observe and critique the student teacher’s performance on a frequent and continual basis.
Conduct daily conferences to provide constructive feedback and provide periodic evaluations of
his/her teaching to the student teacher and university supervisor.
•Communicate with university supervisors regarding progress, concerns, etc.
•Complete and discuss a mid-term evaluation that addresses specific goals for the remainder of
the student teaching experience.
•Complete and discuss the final evaluation form and discuss it with the student teacher at the
final three-way conference.
•Recommend a final grade that is reflective of the student teacher’s performance to the university
supervisor and return all evaluation forms.
Notify the university supervisor and/or the Early Childhood Coordinator (515-294-7151)
should problems occur.
Suggestions for Cooperating Teachers
•Provide the student teacher with a packet of materials pertinent to your school (e.g., handbook,
school rules, staff list, your home phone or cell number).
•Encourage the student teacher to attend staff meetings and to participate in other school events.
•Respect the dual role of the student teacher as an intern and a professional.
•Acquaint the student teacher with appropriate student records and explain the manner in which
they are to be kept and used, including the importance of confidentiality.
•Support the student teacher in developing classroom management strategies.
•Share “helpful hints”, resources or interesting anecdotes.
•Provide opportunities for team planning and team teaching with the student teacher in the early
weeks of the experience.
•Encourage the student teacher to be a “risk-taker” in developing teaching strategies.
•Be specific, use examples, and provide a rationale when communicating with the student
teacher, especially when providing feedback or constructive criticism.
•Conduct conferences on a regular basis so the student teacher can gain insight into his/her
teaching behaviors.
•Assist the student teacher in making arrangements to observe both students and teachers at other
grade levels, teaching preps and in other buildings.
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RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR
The university supervisor serves as liaison and works cooperatively with the cooperating teacher
and local school district in interpreting the program, visiting as often as possible to share the
evaluation of the student teacher’s progress, and providing assistance and advisement in problem
situations. The visits are usually planned in advance. The supervisor is ultimately responsible
for recommending a grade for the student teacher to the Director of Field Experiences or content
area Program Coordinator. The supervisor may also serve as a resource person and consultant
for the cooperating teacher.
Responsibilities
•Direct small group seminars (shoptalks) that clarify material related to student teaching
expectations, Cooperative Discipline techniques, the Iowa Teaching Standards and topics of
common concern and/or interest.
•Visit, observe in a variety of teaching situations and regularly discuss the student teaching
experience with both student teachers and cooperating teachers.
•Give feedback, guidance and support as needed based on teaching observations and
conversations.
•Provide student teachers and cooperating teachers with written feedback concerning progress,
problems and recommendations.
•Review and provide honest feedback on student teaching assignments.
•Conduct final evaluation conferences.
•Recommend student teaching final grades after consultation with cooperating teachers. Submit
grades and evaluation forms to the Early Childhood Coordinator.
Suggestions and Guidelines
•Attend the scheduled supervisor meeting prior to the first day of seminars. (You will receive
this information via a memo.)
•Check to see if the cooperating teacher has received the STUDENT TEACHING HANDBOOK.
Please highlight the College of Human Sciences website and links to the University Teacher
Education Program and Field Experiences.
•The district has received copies of the Student Information Sheets (biographies). Check each
session to see that the cooperating teachers have this information.
•Make initial school visits the first week in the term. (An early 3-way conference with the
cooperating teacher and student teacher can be very effective – especially for secondary
placements.
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•Inquire if this is a “first time” cooperating teacher and schedule an orientation meeting with
him/her to familiarize them with Iowa State University requirements and procedures.
•Make a point to meet and visit with the principal. These connections often lead to important
conversations and stronger partnerships.
•Discuss your visitation and conferencing schedule with the cooperating teacher.
•Use the Special Education information in the Handbook if working with special education
placements. These forms are to be substituted for the regular assignments and evaluation forms.
•Attend and participate in the On-Campus Seminars for students (ELEMENTARY and ECE
SUPERVISORS ONLY). Conduct an orientation with your students each session. If you are
teaching, or cannot attend the seminars, arrange for another supervisor to cover your students.
Orientation Guidelines For Supervisors
(Secondary supervisors will conduct the orientation off-campus.)
•Give name, address, phone, email (hours you prefer to be contacted) to both student and
cooperating teacher.
•Cover specific student obligations and all information outlined in the Handbook. Be sure to
cover grading and planning thoroughly.
•Remind students to call both their supervisor and cooperating teacher if ill or out for any reason
(snow, field trips, etc.) Inform students that you will report absences of more that two days per
session or any unexcused absences to the Early Childhood Coordinator.
•Stress being at school for at least the minimum contract day. Encourage or require attendance at
professional meetings, in-services, etc. Make your expectations known to the students.
•Inform students of your visitation plans. Try to confer after visits, leave a note or email as the
student gets busier. Make sure that you watch complete lessons during the full-time teaching
weeks. Fewer but longer visits may be beneficial.
•Ask student to provide you with a schedule of preferred observation times and times to avoid.
•Cover the Minimum Requirements of Student Teaching, and Student Policies.
•Encourage students to write thank you notes to their cooperating teachers when student teaching
has been completed.
•Inform students you will schedule at least one shop talk during the session.
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Mid-Session
•Collect Midterm Evaluation Forms from the co-op teachers (week 4 or 5 for ECE and
elementary or K-12 programs and week 6 or 7 for secondary). These must be retained and
submitted to Iowa State University for the student’s permanent file.
•Conduct conferences with any students needing extra assistance and include cooperating
teachers as necessary. Use the mid-session forms to assist all student teachers in setting goals for
the remainder of the session.
•Review all student teaching assignments and collect unit/linked lesson outlines from student
teachers.
•Document concerns on an on-going basis.
End of Session
•Schedule and conduct conferences with cooperating teacher and student. Use the Final
Evaluation Form filled out by the cooperating teacher as the basis for your conferences.
(Provide the student teacher with copies if requested.)
•Write personal thank you notes to cooperating teachers each session.
•Each session distribute the Supervisor Evaluation form to your student teachers. Please arrange
a way to have students return theirs. (Return forms to 2317 Palmer Building.)
•Attend the scheduled end-of –the-semester meeting (for elementary, special education, and
secondary math, science and social studies) to submit documentation, grade sheets and
complete unfinished tasks. Please return:
1. The Mid-Term Form.
2. The Final Evaluation Form – initiated by the cooperating teacher.
3. Grade recommendation form – you will receive this in the mail. These forms are
filed for a five-year period.
On-Going Supervisor Responsibilities
•Travel Expense Sheets are due after each 8 week session. Record your mileage and submit to
Deeanna Bechtel-133 MacKay. Please hand in printed legibly or typed. Travel expenses must
be submitted within 30 days of the session. We will not accept any expense sheets for fall
semester after January 30 or for spring semester after May 30. Please call or email Deeanna
(dbechtel@iastate.edu) if you have any questions about forms or allowable expenses.
•Schedule at least one shop talk each session with your assigned student teachers. It is up to the
supervisor to determine the time, location and topics. Students can share ideas/concerns or
supervisors can schedule speakers on topics such as discipline, first year expectations, teaching
standards and portfolios, etc.
21
•Visit student teachers approximately four times in an eight-week period. Students needing
more help will receive the higher number of contacts. Visit as many subject areas or class
periods as possible. Try to schedule at least one long visit staying through an entire lesson and
across the transition times. Keep records of observations. Indicate the date and time of the visit,
along with your personal notes. Carefully document any concerns or problems.
Grading
•Potential problem situations – If at any time during a session you believe a student has fallen
below a B- grade, inform Karen Colbert, Early Childhood Coordinator.
•Mid-term warnings – At the end of Session One (university mid-term date), any student
earning a C or less needs to be reported. Let the Early Childhood Coordinator know at least
one week before the end of Session One. The coordinator may wish to schedule a meeting with
you and the student teacher to design a plan of action.
22
STANDARDS
23
In fall 2001, the Iowa Department of Education mandated that Iowa State’s Teacher Education
Program comply with a performance-based system for teacher training. The idea was there are
certain things that beginning teachers should be able to do, and that these competencies would
provide evidence for a teacher in training to become licensed.
Iowa State University’s standards, which are filed with the Iowa Department of Education,
closely incorporate the INTASC Standards. In the fall of 2007 the Iowa State University
Teacher Education Program adopted the Iowa DOE Chapter 79 standards. These standards are
the basis of the teacher preparation program at Iowa State, and students must demonstrate an
acceptable level of proficiency in each area in order to obtain licensure. These twelve standards
are listed below.
State of Iowa
Teacher Education Licensure Standards
Chapter 79
Adopted by
Iowa State University Teacher Education
1. Content/Subject Matter Specialization. The candidate demonstrates an understanding
of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate
teaches, and creates learning experiences that make these aspects of the subject matter
meaningful for students.
2. Student Learning. The candidate demonstrates an understanding of human growth and
development, how students learn, and receives learning opportunities that support
intellectual, career, social and personal development.
3. Diverse Learners. The candidate demonstrates an understanding of how students differ
in their approaches to learning and creates instructional opportunities that are equitable
and are adaptable to diverse learners.
4. Instructional Planning. The candidate plans instruction based upon knowledge of
subject matter, students, the community, curriculum goals, and state curriculum models.
5. Instructional Strategies. The candidate demonstrates an understanding and use of a
variety of instructional strategies to encourage students' development of critical thinking,
problem solving, and performance skills.
6. Learning Environment/Classroom Management. The candidate uses an
understanding of individual and group motivation and behavior; creates a learning
environment that encourages positive social interaction, active engagement in learning,
and self-motivation; maintains effective classroom management, and is prepared to
address behaviors related to substance abuse and other high-risk behaviors.
7. Communication. The candidate uses knowledge of effective verbal, nonverbal, and
media communication techniques, and other forms of symbolic representation, to foster
inquiry, collaboration, and support interaction in the classroom.
24
8. Assessment. The candidate understands and uses formal and informal assessment
strategies to evaluate the continuous intellectual, social, and physical development of the
student, and effectively uses both formative and summative assessment of students,
including student achievement data, to determine appropriate instruction.
9. Foundations, Reflective Practice and Professional Development. The candidate
develops knowledge of the social, historical, and philosophical foundations of education.
The candidate continually evaluates the effects of the candidate’s choices and actions on
students, parents, and other professionals in the learning community; actively seeks out
opportunities to grow professionally; and demonstrates an understanding of teachers as
consumers of research and as researchers in the classroom.
10. Collaboration, Ethics, and Relationships. The candidate fosters relationships with
parents, school colleagues, and organizations in the larger community to support students'
learning and development; demonstrates an understanding of educational law and policy,
ethics, and the profession of teaching, including the role of boards of education and
education agencies; and demonstrates knowledge and dispositions for cooperation with
other educators, especially in collaborative/co-teaching as well as other educational team
situations.
11. Technology. The candidate effectively integrates technology into instruction to support
student learning.
12. Methods of Teaching. Methods of teaching have an emphasis on the subject and grade
level endorsement required.
Following this same competency based system, the state of Iowa (mandated through the Teacher
Quality Act) developed and implemented a competency system for beginning teachers in order
for them to qualify for a standard license. Specific competencies, or model criteria, are listed for
each standard. These standards have a close correspondence with both the Iowa State and
Chapter 79 twelve standards and the INTASC standards. As of July 2005, this system is also
being used to evaluate the performance of all teachers.
STATE OF IOWA STANDARDS
Standard 1
Demonstrates ability to enhance academic performance and support for implementation
of the school district student achievement goals.
The teacher:
a. Provides evidence of student learning to students, families, and staff.
b. Implements strategies supporting student, building, and district goals.
c. Uses student performance data as a guide for decision-making.
d. Accepts and demonstrates responsibility for creating a classroom culture that supports the
learning of every student.
e. Creates an environment of mutual respect, rapport, and fairness.
f. Participates in and contributes to a school culture that focuses on improved student
learning.
g. Communicates with students, families, colleagues, and communities effectively and
accurately.
25
Standard 2
Demonstrates competence in content knowledge appropriate to the teaching position.
The teacher:
a. Understands and uses key concepts, underlying themes, relationships, and different
perspectives related to the content area.
b. Uses knowledge of student development to make learning experiences in the content area
meaningful and accessible for every student.
c. Relates ideas and information within and across content areas.
d. Understands and uses instructional strategies that are appropriate to the content area.
Standard 3
Demonstrates competence in planning and preparing for instruction.
The teacher:
a. Uses student achievement data, local standards, and the district curriculum in planning
for instruction.
b. Sets and communicates high expectations for social, behavioral, and academic success of
all students.
c. Uses student developmental needs, background, and interests in planning for instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in the development and sequencing of
instruction.
Standard 4
Uses strategies to deliver instruction that meets the multiple learning needs of students.
The teacher:
a. Aligns classroom instruction with local standards and district curriculum.
b. Uses research-based instructional strategies that address the full range of cognitive levels.
c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student
needs.
d. Engages students in varied experiences that meet diverse needs and promote social,
emotional, and academic growth.
e. Connects students' prior knowledge, life experiences, and interests in the instructional
process.
f. Uses available resources, including technologies in the delivery of instruction.
Standard 5
Uses a variety of methods to monitor student learning.
The teacher:
a. Aligns classroom assessment with instruction.
b. Communicates assessment criteria and standards to all students and parents.
c. Understands and uses the results of multiple assessments to guide planning and
instruction.
d. Guides students in goal setting and assessing their own learning.
e. Provides substantive, timely, and constructive feedback to students and parents.
f. Works with other staff and building and district leadership in analysis of student progress.
26
Standard 6
Demonstrates competence in classroom management.
a. Creates a learning community that encourages positive social interaction, active
engagement, and self-regulation for every student.
b. Establishes, communicates, models and maintains standards of responsible student
behavior.
c. Develops and implements classroom procedures and routines that support high
expectations for student learning.
d. Uses instructional time effectively to maximize student achievement.
e. Creates a safe and purposeful learning environment.
Standard 7
Engages in professional growth.
The teacher:
a. Demonstrates habits and skills of continuous inquiry and learning.
b. Works collaboratively to improve professional practice and student learning.
c. Applies research, knowledge, and skills from professional development opportunities to
improve practice.
d. Establishes and implements professional development plans based upon the teacher's
needs aligned to the Iowa Teaching Standards and district/building student achievement
goals.
Standard 8
Fulfills professional responsibilities established by the school district.
The teacher:
a. Adheres to board policies, district procedures, and contractual obligations.
b. Demonstrates professional and ethical conduct as defined by state law and individual
district policy.
c. Contributes to efforts to achieve district and building goals.
d. Demonstrates an understanding of and respect for all learners and staff.
e. Collaborates with students, families, colleagues, and communities to enhance student
learning.
The student teaching semester is a transitional time for teacher education candidates preparing
for initial licensure. They must show competency in the twelve State of Iowa Chapter 79
Standards adopted by Iowa State University Teacher Education through their student teaching
assignments. In addition, they also need to become familiar with the eight State of Iowa
Standards. Beginning teachers will be expected to start gathering evidence of their competency
in each area to share with their principals and administrators. Our final evaluation form reflects
this transition, and is designed to help students begin to see these connections.
27
ASSIGNMENTS
28
WHAT IS EXPECTED OF STUDENT TEACHERS?
As a result of their student teaching experiences, students will:
A.
Develop and Project Characteristics Necessary to Effective Teaching.
Inquiring mind
Initiative
Professionalism
Self-evaluation/Reflection
Enthusiasm
Responsibility and reliability
Creativity/Flexibility
Organization
Intelligent risk-taking
Positive self-concept/Confidence
B.
Use Effective Teaching Components and Demonstrate Proficiency in the
Twelve Iowa State University Teacher Education Standards Listed Below.
1. Content/Subject Matter Specialization. The candidate demonstrates an understanding
of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate
teaches, and creates learning experiences that make these aspects of the subject matter
meaningful for students.
2. Student Learning. The candidate demonstrates an understanding of human growth and
development, how students learn, and receives learning opportunities that support
intellectual, career, social and personal development.
3. Diverse Learners. The candidate demonstrates an understanding of how students differ
in their approaches to learning and creates instructional opportunities that are equitable
and are adaptable to diverse learners.
4. Instructional Planning. The candidate plans instruction based upon knowledge of
subject matter, students, the community, curriculum goals, and state curriculum models.
5. Instructional Strategies. The candidate demonstrates an understanding and use of a
variety of instructional strategies to encourage students' development of critical thinking,
problem solving, and performance skills.
6. Learning Environment/Classroom Management. The candidate uses an
understanding of individual and group motivation and behavior; creates a learning
environment that encourages positive social interaction, active engagement in learning,
and self-motivation; maintains effective classroom management, and is prepared to
address behaviors related to substance abuse and other high-risk behaviors.
7. Communication. The candidate uses knowledge of effective verbal, nonverbal, and
media communication techniques, and other forms of symbolic representation, to foster
inquiry, collaboration, and support interaction in the classroom.
8. Assessment. The candidate understands and uses formal and informal assessment
strategies to evaluate the continuous intellectual, social, and physical development of the
student, and effectively uses both formative and summative assessment of students,
including student achievement data, to determine appropriate instruction.
29
9. Foundations, Reflective Practice and Professional Development. The candidate
develops knowledge of the social, historical, and philosophical foundations of education.
The candidate continually evaluates the effects of the candidate’s choices and actions on
students, parents, and other professionals in the learning community; actively seeks out
opportunities to grow professionally; and demonstrates an understanding of teachers as
consumers of research and as researchers in the classroom.
10. Collaboration, Ethics, and Relationships. The candidate fosters relationships with
parents, school colleagues, and organizations in the larger community to support students'
learning and development; demonstrates an understanding of educational law and policy,
ethics, and the profession of teaching, including the role of boards of education and
education agencies; and demonstrates knowledge and dispositions for cooperation with
other educators, especially in collaborative/co-teaching as well as other educational team
situations.
11. Technology. The candidate effectively integrates technology into instruction to support
student learning.
12. Methods of Teaching. Methods of teaching have an emphasis on the subject and grade
level endorsement required.
C.
Lead Teaching and Progression of Student Teaching
“Eight-and-Eight” Week Placements
1
2
3
4
5
6
7
Observe Intro
Full Teach
Change to second placement
9
10
11
12 13
14
Observe Intro
15
Full Teach
8
Phase Out
16
Phase Out
During the observation stage, the student teacher should be getting to know the students, the
school, and cooperating teacher’s methods. She/he might be taking attendance, doing lunch
count, and working with small groups and individuals. The student teacher and the cooperating
teacher should be determining the schedule for the student teaching experience. During the
introductory or integration stage, the student teacher gradually takes on more and more
responsibility for developing and presenting lessons until he/she has more or less assumed all of
the teaching responsibilities for an elementary class or for secondary classes related to no more
than four separate preparations, at which point the full-time teaching stage has begun. After two
weeks (Elementary, ECE, and K-12) or four weeks (Secondary 12 or 16) the student teacher
should gradually relinquish the teaching duties. The phase out stage involves this tapering off of
responsibilities, increased reflective analysis, participation in different activities, and observation
in other classrooms.
The progression recommendations above are suggestions only. The cooperating teacher may
choose to implement a different progression according to his/her own professional judgment.
Block scheduling, the nature of the subject, the needs of the students and various other factors
may warrant approaches that differ from the above recommendations. Student teachers are
encouraged to accommodate the scheduling and progression needs of the placement site.
30
ASSIGNMENTS
General Assignments
1. Attendance in the classroom. The exact date on which your assignment is to begin has
been indicated on the ECE Student Teaching Assignments Sheets. Verify this with your
cooperating teacher. Your assignment is the teacher contract day and your hours will
usually be the same as those of your cooperating teacher. Plan to arrive early. Follow
the vacation and holiday schedule of your assigned school rather than the University
schedule.
2. Discussion of program/personal goals. As soon as possible with the first week, meet with
your cooperating teacher to discuss the program. Learn about the school’s philosophy
and policies. Be prepared to discuss and ask questions about goals, objectives, district
standards and benchmarks, classroom organization, class schedule, rules and
management techniques. Discuss your teaching experiences and your goals for student
teaching. Identify skills you want to strengthen or develop. Use Form K to record your
goals. Review these goals at midterm and final evaluation time.
3. Development of timeline. During the first week, discuss with your cooperating teacher
the tentative assignment completion dates and phasing in of the teaching progression (see
discussion of lead teaching in this section). Discuss these dates with your supervisor
during his/her first on-site visit and confirm specific completion dates. Use Form C to
help you with this task.
4. Attend scheduled seminars (Elementary and ECE student teachers) and shop talks.
5. Maintain a file of all assignments completed during your eight week experience. All
assignments are to be given to the University Supervisor as soon as they are completed,
and no later than two days prior to the last day of your student teaching. Develop a
system for filing program ideas and resources for future reference.
Teaching and Assignments
1. During the first few days in the classroom, take some time to observe the children/students
and to become acquainted with the individuals in the classroom and elsewhere in the school.
Fill out Form B and Form G. Begin to interact with the students, learn their names and help
with daily activities. During the first week, become familiar with the physical aspects of the
classroom, concepts and skills being developed, classroom management, and assessment.
This is not a formal written assignment but should be noted in your journal.
2. The student teacher will be responsible for writing a journal entry at least two times each
week. The journal is not intended to be a log of activities. Rather, it is to be a guided
reflective-writing process in which the student teacher undergoes self-critique in relation to
the identified standards. The journal must adhere to professional confidentiality standards,
and, therefore, should not contain any identifying information pertaining to individual
students or their family members.
31
Journal entries are intended to:
•develop self-understanding by reflecting on your daily experiences, feelings, responses,etc.
•increase your skill in recording and interpreting significant interactions and experiences.
•focus your attention on your professional questions, thoughts and observations rather than to
account for your daily activities.
Questions for journal reflection may include:
•An outline of the daily schedule and its influence on children/students (e.g. block vs. period
scheduling).
•Physical environment of the classroom.
•Role of the teachers or professionals.
•Implementation of diverse, anti-bias curriculum
•Review of resources.
•Curriculum decisions.
•Critical incidents – events that change, direct, influence, challenge your thinking.
•You as decision-maker.
Each student teacher will write three reflective journal entries each week that relate his/her
classroom experience to at least one of the eight Iowa Teaching Standards (42 criteria).
Describe in detail at least one event in the classroom that connects your actions to student
learning or to your own professional growth. Reflect on whether the event would lend itself
to an artifact or an observation opportunity that could be evaluated by a cooperating
teacher/supervisor/principal. Please be specific about which standard your comments are
addressing. Be sure to use proper sentence structure, grammar, punctuation and spelling.
On Fridays, use the “weekly self evaluation of student teaching” (Form L) instead of writing
the usual journal entry.
3. Instructional plans for every area of teaching are expected and must be approved in
advance by the cooperating teacher. When assuming the responsibility for lesson
preparation, the student teacher must present all lesson plans to the cooperating teacher for
approval at least a day (to be determined when conferencing with your cooperating teacher)
prior to implementation. Once the lesson plans are approved, a copy of the lesson plans and
any accompanying instructional materials must be available in the classroom to be used in
the event that the student teacher is absent. These plans and materials must be sufficiently
detailed to serve as guidelines for a substitute teacher. For all scheduled supervisor visits, a
copy of the lesson plan must be made available upon his/her arrival.
It is important to note that later in the student teaching session and after completing many
exemplary lesson plans, the cooperating teacher and university supervisor may work with
the student teacher to transition to an abbreviated style of lesson plan more representative of
those used by experienced teachers. This is a privilege and not an expectation.
Individual and group activities. (Form D). Conduct individual and group activities using
the cooperating teacher's plans. Vary these activities so that you become increasingly
comfortable with the teaching of all daily activities. When you and the cooperating teacher
are comfortable with your teaching style, comfort level and level of understanding using the
teacher's plans, begin using your own plans. Use the "Activity Plan" Form D, when
planning your own activities. Plan activities in all curricular areas or time segments of the
program day before you begin planning full sessions. Share your written plans with your
32
cooperating teacher prior to implementation. Mail your activity plans and evaluations to
your university supervisor along with your journals.
Learning center/classroom area/home visit plan. (Form E). Depending upon the
cooperating teacher's plans and preferences, develop a learning center, classroom area or
home visit plan to support the attainment of the goals you have developed for your focus
children. The center or area might revolve around a particular theme and/or particular skill;
it could be for things such as dramatic play, art, listening, woodworking, or literature; or it
could focus on family driven goals; and it could include student-made materials as well as
commercially available ones. Use the "Learning Center Plan," Form E, and write a brief
description of the center and the goals for the children. After the plan has been utilized,
write an evaluation of its effectiveness in contributing to the achievement of the stated goals
for the children. Mail a copy of your plan and evaluation to your university supervisor
along with your journal entries.
Lead teaching. You are responsible for total curriculum planning and lead teaching of the
entire group of children for at least 10 days. You may choose to teach 10 consecutive full
days or to intersperse several full days of teaching over a few weeks' time. You must lead
teach 5 consecutive full days. Submit copies of your lead teaching plans to your
cooperating teacher prior to implementation and to your university supervisor with your
journals. Evaluate your planning in your journals.
Programs for infants and some for young children "at risk" will function with different staff
having primary responsibility for a limited number of children and/or responsibility for
planning. In these instances, you will emphasize more detailed assessment, planning and
record keeping on 3 or 4 individual children and utilization of learning centers or home visit
plans rather than group plans.
4. Evaluation and assessment are a critical part of early childhood education. Develop a
system for recording information about children's skills, development, etc. You can use
whatever method (e.g., clipboard, sticky notes, labels, note cards, or notebook) you wish.
Use these notes to help you to meet individual needs through the activities you plan. Share
the information with your university supervisor when she/he visits.
Target Behavior Summary. Select at least 3 children as foci for observation and evaluation.
Select one to two target behaviors for each focus child. Develop specific behavioral
observation systems for use with each focus child (e.g. anecdotal records, event recording,
permanent product, duration recording, time sampling, etc.). Summarize the data in the
form of a written report with graphs or percentages. (See Form F). Interpret your results
and share this information with your cooperating teacher and university supervisor.
IEP/IFSP Report. (Form H). Using the knowledge and skills acquired during the course of
your professional preparation, develop a comprehensive plan for one child in the program.
Select a child. You and your cooperating teacher should work cooperatively to select the
child. Review all available records pertaining to the child. Write a summary statement of
pertinent background information. Assess the child using both formal assessment
instrument(s) and behavioral observations. Summarize assessment results. Interpret the
results of the assessments and write a preliminary report specifying both the child's present
level of functioning and the basis for functioning in all the areas of development. Select and
write long-term goals in each developmental area based upon your understanding of the
child. Select and write short-term objectives in each developmental area based upon your
understanding of the child. Complete the program's or agency's IEP or IFSP report form.
33
Compile all materials into a report. Be sure to summarize your data and evaluate the
overall success of your program. Submit copies to both your cooperating teacher and your
university supervisor. Remember to retain a copy for your own files.
5. Students will get a variety of opportunities to work on communications skills while student
teaching. Contact with families and opportunities to interact with paraprofessional staff
(teacher aides, teaching assistants, educational assistants) in the classroom are important
learning times. Complete four “Report on Parent or Paraprofessional Contact” (Form I);
two on parent contacts and two on paraprofessional contacts.
The following types of interactions may be included:
 Informal contacts. Informal contacts include interactions with parents/family when
the children arrive and/or leave, and phone calls to the parents. It also includes
incidental interactions with paraprofessionals in the context of the classroom.
 Formal contacts. The formal parent contacts that are available to you depend upon
the individual program, the time of year during which you are participating in the
program, and numerous other factors. Formal contacts include parent meetings, home
visits, parent-teacher conferences, open houses, and family social events. Formal
contacts with paraprofessionals include staff meetings or meeting with the principal.
 Written communication. At some point during your student teaching experience and
with the approval of your cooperating teacher, plan for some form of written
communication with an individual parent or a group of parents. Written contacts
include such things as a parent notebook system, notes attached to children’s work, or
a parent newsletter. Written communication with paraprofessionals includes directions
for setting up materials or assigning tasks.
6. The student teaching semester has many opportunities to develop professionalism built into
the experience.
Involvement in professional development activities. Engage actively in several professional
out-of-class activities during your eight-week experience. Explore the possibilities for
professional involvement that are available to you and participate in those which have most
promise for contributing to your professional development. Suggestions for professional
activities include:





participation in advisory council meeting, parent organizations, etc.
participation in staff meetings, child staffing meetings, and evaluation sessions.
participation in in-service training sessions
participation in professional workshops and meetings (local, state, regional national)
scheduled observation/discussion time with other staff members, such as parent
involvement coordinators, speech clinicians, occupational and physical therapists,
psychologists, etc.
 scheduled conference time with the program administrator. Some will provide an
opportunity for a mock interview. (You may want to ask him/her to visit your
classroom while you are head teaching so that he/she could be in a position to write a
recommendation for you.)
Record your involvement and evaluate in your journal.
34
Program visitation.
Plan and arrange for a visit to at least one other early childhood program. You may wish to
visit another classroom in the same school in which you are participating or you may want
to observe an outside program. Complete the Report on Program Visit (Form J) and hand it
in to your University Supervisor with your weekly journals.
Media recordings.
Use a video or audio tape recorder on at least one occasion to tape yourself with the
children. Discuss your evaluation of this recording with your university supervisor and
cooperating teacher. Reflect on your observations in your journal.
Conferences.
Discuss your professional experiences and progress on an ongoing basis with your
cooperating teacher and university supervisor. It is anticipated that you will have daily
dialogue with your cooperating teacher, but you should schedule a particular time for a
conference at least once per week.
Using the “Student Teaching Progress Report” (Form M) can help your cooperating teacher
give useful feedback. Conferences with your university supervisor will be during his/her
visits to your center as well as by telephone.
Midterm Conference with cooperating teacher.
On the first day in your center make sure your cooperating teacher has a copy of the
"Evaluation Form for Student Teaching.” (Form N)
Schedule an evaluation conference with your cooperating teacher approximately half-way
through your experience. Use the evaluation form as an outline for the conference. You
and your cooperating teacher should independently complete the forms prior to the time of
the conference. Discuss your ratings and comments. Use this conference to discuss your
goals and your progress, and to determine the direction for the rest of your student teaching
experience. Submit a copy of each form to your university supervisor.
Final Conference with cooperating teacher. (Form O).
A final conference is to be scheduled with your cooperating teacher at the end of your lead
teaching experience. Use the same procedure as for the midterm evaluation. Your
cooperating teacher's copy of the form is to be mailed to your university supervisor so that
it is received two days prior to the end of your experience. The cooperating teacher is to
complete the form, record a recommended grade, and sign the form before it is sent to the
University Supervisor.
Written, final self-evaluation.
You are to write a supplementary self-evaluation and mail a typed copy to your university
supervisor no later than two days prior to the end of your off-campus experience.
Following are topics for your consideration in writing your self-evaluation.
 opportunities and assignments which were most beneficial and those that were less
beneficial
 degree of success in meeting your goals and in executing your responsibilities.
 problems you encountered and how they were resolved
35
 personal development, highlighting specific strengths and areas still needing
improvement
 a discussion of your teaching philosophy and any changes in it or in your view of the
role of the adult/teacher in this setting
 goals for your continuing professional development
 your participation as a team member
 any changes you would make in the program and why
Final conference with university supervisor.
Schedule and participate in a final conference with your university supervisor. This is to
be held on campus immediately following the conclusion of your off-campus experience.
As a part of this conference you may be asked to complete a departmental curriculum
evaluation.
Student evaluation of professional semester program.
It is helpful to the Human Development and Family Studies departmental supervisory staff
to receive student evaluations of the university supervisor, the professional semester
experience, and of the cooperating teacher.
Use the “Evaluation of University Supervisor” (Form P) in evaluating your university
supervisor and student teaching experience. Return the completed form to the Early
Childhood Placement Coordinator (Karen Colbert), who will give feedback to the
respective supervisors.
Use the “Evaluation of the Cooperating Teacher” (Form Q) in evaluating your cooperating
teacher. Return a copy of the completed form to the cooperating teacher (if he/she wishes
to receive it) and a copy to the Early Childhood Coordinator (Karen Colbert).
36
As result of their student teaching experiences, students will develop
and exhibit dispositions necessary to effective teaching:
 Caring
o Empathy, compassion, rapport, respect, passion, and
cultural competence
 Communication
o Presence, responsiveness, attentiveness, authenticity,
collaborativeness, voice
 Creative
o Flexibility, inventiveness, resourcefulness
 Critical
o Reflectiveness, initiative, open-mindedness, efficacy,
humility
 Professional
o Professionalism, personal and professional ethics and
integrity, work ethic and responsibility, confidentiality
37
GRADING AND
EVALUATION
38
GRADING AND EVALUATION OF STUDENT TEACHERS
Grades for the professional semester should indicate the competency of a person to be
recommended for initial licensure. Competency should be assessed with reference to the
student’s peers in the professional setting and as a developing novice teacher. The university
supervisor coordinates and is directly involved in student teaching performance assessment.
He/she relies heavily upon the cooperating teacher’s input and then forwards a recommendation
for the final grade to the university.
It is hoped that the terminology used in the grading criteria below will assist not only in
determining an appropriate grade for a student but also in writing his/her recommendation or
letter of reference. For elaboration of the grading criteria, please refer to the Final Evaluation
Form for Student Teaching.
An individual who earns an A:



is capable of functioning effectively and independently as an entry level professional
person.
has demonstrated outstanding knowledge, skills and attitudes relevant to a wide variety
of professional responsibilities and relationships.
has demonstrated a high level of self-motivation, ability to learn and interest in his/her
professional development.
A person who receives an A can be recommended with slight if any, reservation.
An individual who earns a B:



will need occasional assistance in order to function as an entry-level professional person.
has demonstrated a good base of knowledge, skills and attitudes relevant to professional
roles responsibilities and relationships.
has demonstrated an adequate level of self-motivation, ability to learn and interest in
his/her professional development.
A person who receives a B can be recommended with confidence for a position after noting
strengths and weaknesses.
An individual who earns a C:



will need considerable assistance in order to function effectively as an entry-level
professional person.
has demonstrated adequate knowledge, skill and attitudes in some relevant
professional areas, and is making progress in developing a good base level in other
relevant areas.
has demonstrated a need for more initiative and/or guidance in his/her learning and
continued professional development.
A person who receives a C can be recommended with reservations.
39
An individual who earns a D:



may fall short of overall effectiveness as a professional person, even with extensive assistance.
has demonstrated limited knowledge, skills and attitudes relevant to the field and has
demonstrated little progress in developing an adequate level of functioning necessary to
assuming professional responsibilities.
has demonstrated characteristics that may preclude success in working effectively with children
and others.
A person who receives a D may or may not be recommended with serious reservations.
An individual who earns an F:



has inadequate knowledge, skills and attitudes to function as a professional person.
has not demonstrated sufficient knowledge, skills or attitudes for an entry level
professional.
has demonstrated characteristics that could be detrimental to children and/or others.
A person who receives an F cannot be recommended for a position working professionally
with children and/or others.
SCORING CRITERIA FOR FINAL EVALUATION
In an effort to be consistent with the state of Iowa evaluation process, yet have enough
information to determine letter grades for the student teaching experience, we have adopted a
five point system. “Unacceptable” performances (rated as a 1) correlate with letter grades that
indicate failure or need for remediation, such as D’s and F’s. “Developing” performances (rated
as a 2) indicate limited skills, but reflect a passing grade such as those in the C range. Students
who are making progress, but will need additional assistance to be successful are included in this
category. “Good” performances (rated as a 3) signify adequate skills on the part of the student
teacher to be successful, and correlate with grades in the B range. “Proficient” performances
(rated as a 4) are reserved for those students who exhibit higher level skills, are independent, and
have gone well beyond minimum expectations for licensure. These students would be earning
grades in the A range. The final category, “distinguished” performances (rated as a 5) are given
to the infrequent but exceptional A+ student who is excellent and exemplary in their teaching
skills. The category is rarely used for student teachers, but is consistent with the state system
that recognizes the highest quality teaching of experienced teachers who have earned the respect
and confidence of their peers for their excellence in teaching.
40
FORMS
41
FORM A
Checklist For Classroom: Suggested Completion Dates
From Student:
___
Timeline: within first week
___
Goals: _____ Initial (within first week) _____ Midterm update (by week 4)
_____ Final update (2 Days prior to final conference)
___
Journals: 2 times per week for 7 weeks (mailed by Saturday or e-mailed by Sunday)
___
Weekly self-evaluations: weekly for 7 weeks (mailed by Saturday or e-mailed by Sunday)
___
IEP/IFSP assignment:
by week 2: Have child selected and behavioral observations begun
by week 4: Have formal assessment completed
by week 6: Have long-term goals and short-term objectives selected/IEP or IFSP completed
by week 7: Programs and data collection completed
___
Summary (observation and evaluation) of 3 children/observational anecdotes/graph:
by week 2: Have target children selected and anecdotes collected
by week 4: Have behavioral observation system developed and data collection started
by week 8: All data collected and summarized in written report
___
Learning center plan and evaluation (1-2) completed before lead teaching (by week 5)
___
Professional activity: as opportunity develops
___
Media record: by week 7
___
Parent or paraprofessional contact forms: once weekly during weeks 2-5 (mailed by Saturday or emailed by Sunday) must equal a total of 4 contact forms; 2 parent and 2 paraprofessional
___
Program visit: by week 5, if possible
___
Individual/group activity plans: (1-2) completed before lead teaching (by week 5)
___
Lesson plans from lead teaching: plans submitted for review before lead teaching (by week 5),
completed plans right after lead teaching (10 days, 5 consecutive child contact days)
___
Final self-evaluation narrative: 2 days prior to final conference (no form, answer questions on p. 35)
___
Final self-evaluation form: 2 days prior to final conference (fill out Form O on self)
___
Evaluation of cooperating teacher: week of final conference
___
Evaluation of university supervisor: week of final conference
___
Evaluations to discuss with cooperating teacher and supervisor
_____ Midterm
_____Final
Evaluations From Cooperating Teacher:
Please discuss these with the student teacher and turn a copy in to the university supervisor.
___
Student Teaching Progress Report: (minimum of 4) bi-weekly
___
Midterm evaluation: by week 4
___
Final evaluation: 2 days prior to final conference
42
FORM B
Managing Risk – First Day Interview
This form is designed to force a dialog between you, the student teacher, and your cooperating teacher.
The information collected will help you better manage risk in classrooms during your student teaching
experience. Please keep this as reference throughout your experience.
Communication
How do I contact the office or others in the building during? Before? And after office hours?
Is there an intercom? How do I use it?
Is there a phone? How do I use it?
Is there a directory of phone numbers? Location?
When do I call 911 directly?
Are there phone numbers and contact information for students in classrooms?
Sending Students to the Nurse
What are the procedures? Should I notify the nurse that I am sending someone?
Should a student be sent to the nurse alone? If not, who should accompany the student? (You
may need to identify responsible students who could accompany a sick /injured student).
Reporting Suspected Abuse or Neglect
Is this strictly the teacher’s responsibility to report?
Who do I notify about suspicions and when?
Dealing with Student Health or Injuries
Are there any students who have special needs or heath issues (e.g., seizures, asthma, chronic
disease)? If so, list them and discuss each.
In case of an incident, are there things I can do for students or do I just call someone?
Where do I send/take an injured student?
Who do I contact regarding student injury at school?
Who will contact the parents?
What are my First Aid responsibilities? What should teachers do or not do?
Where are first aid materials in the classroom / school?
What procedures should be followed when an injury occurs on field trips or other activities away
from school?
43
Safety
Are there special rules and procedures for safety in Science lab / shop / FCS lab / gym / locker
room /playground?
Where is the safety equipment in classroom(s), school, lab, gym, playground?
Hygiene
Use of hand sanitizers by children in classroom: Okay to provide? Okay to require all to use?
What personal protective equipment is provided? Where is it stored?
Cleaning Up
What procedures are to be used to clean up potentially infectious materials like vomit? blood?
saliva? feces? urine?
Who do I contact? And how?
What do I do with the child who had the difficulty?
What do I do with other students while waiting for clean up?
Fire Drill Procedure
Where do I go and by what route?
Is there a secondary exit, if necessary, in case of blocked doorway?
Are there procedures to follow in route to the location?
What do I do when we are there?
What should I (the teacher) take for the fire drill (student list, grade book, emergency kit, etc.)?
What should students take?
Do I lock the classroom door or not?
Do I close classroom windows or not?
Do I take an emergency kit? Location?
Where are the fire alarms located?
Where is the fire extinguisher located?
44
Tornado Drill
Where do we go and by what route?
What procedures do I follow in route to location?
What do I do when there?
What should I (the teacher) take for the tornado drill (student list, grade book, emergency kit,
entertainment materials for the kids, cell phone, etc.)?
What should students take?
Do I lock the classroom door or not?
Do I close the classroom windows or not?
Where is the emergency kit located?
Lock Down Procedures
How will I know a lock down is needed?
What do I do?
Where do I go with the class?
How will I know the lock down has ended?
Strangers in Hallways or Classroom
What do I do if strangers are observed in the school without proper identification?
What do I do if I observe suspicious individuals outside of the school?
What do I do if someone shows up in the classroom without a note or visitor’s pass to take a
child home, especially if the office has not notified me?
Role of Security Personnel
If school has security personnel, what are their roles?
How and when should they be contacted?
Violent or Inappropriate Behaviors
What are my responsibilities, if I observe students fighting?
What are my responsibilities, if I see or hear about students bullying other students?
What are my responsibilities, if I observe or hear about sexual harassment?
45
Inappropriate Use of Technology
What are the school’s policies on the use of computers in the school (visiting inappropriate sites,
handling reports on this from students, etc.)?
What do I do if I observe the inappropriate use of technology? Who needs to know?
What is the school’s policy on the possession and use of cell phones and pagers? What do I do if
you observe inappropriate use?
What is the school’s policy on the possession and use of iPods and similar gadgets? What do I
do if you observe inappropriate use?
46
FORM C
TIMELINE FOR CLASSROOM
ASSIGNMENTS AND RESPONSIBILITIES
HDFS 417C
Suggested Timeline
Prior to Beginning:
Task/Assignment
Date Completed
Comments
Visit program
Read "The Student Teacher Handbook"
Week 1: Dates
Task/Assignment
Verify classroom attendance dates/hours
Discuss program (philosophy, goals, organization,
schedule, rules, etc.) with cooperating teacher.
Develop a timeline for completion of assignments
and goals using the "Outline of Student Teaching
Responsibilities”
Observation/Familiarization. Take time to
become acquainted with children & staff, review
children's files as appropriate
Select and write goals for student teaching;
discuss with cooperating teacher
Journal
Weekly Self-Evaluation (Friday)
Weekly conference with cooperating teacher.
Turn in forms every other week.
Contact with University Supervisor
Date Completed
Comments
47
Week 2: Dates
Task/Assignment
Date Completed
Comments
Date Completed
Comments
Attendance
Maintain file for tasks/assignments
Use of cooperating teacher's plans for individual
and group activities
Develop a file of observational anecdotes, target
behaviors
Choose an individual child for the
developmental profile, IEP or IFSP
Parent/Paraprofessional Contact
Journal
Weekly Self-Evaluation
Weekly conference with cooperating teacher
Contact with University Supervisor
Week 3: Dates
Task/Assignment
Attendance
Maintain file
Use of cooperating teacher's plans for individual
and group activities
Begin planning for your own individual and
group activities
Begin planning for learning center/classroom
area/home visit
Observational anecdotes, target children
Begin assessment of child for Developmental
Profile, IEP or IFSP
Parent/Paraprofessional Contact
Engage actively in several professional out-ofclass activities. Comment on these activities in
your journal
Program visitation (1st half). Use this
opportunity to visit your second half placement
site. Complete the form in your handbook.
Journals
Weekly Self- Evaluation
48
Complete a media record of your teaching. Use
your journal to comment on what you notice.
Discuss with cooperating teacher & university
supervisor
Contact with university supervisor
Week 4: Dates
Task/Assignment
Attendance
Maintain file
Use of own plans for individual activities
Use of own plans for group activities
Continue planning for learning center/classroom
area/home visits
Observational anecdotes, target behaviors
Continue assessment of child for Developmental
Profile, IEP, IFSP
Parent/Paraprofessional Contact
Engage actively in several professional out-ofclass activities.
Journals
Weekly Self- Evaluation
Midterm conference with cooperating teacher
Midterm conference with university supervisor
Date Completed
Comments
49
Week 5: Dates
Task/Assignment
Date Completed
Comments
Date Completed
Comments
Attendance
Maintain file
Use of own plans for individual activities
Use of own plans for group activities
Implement learning center/classroom area, home
visits
Turn lead teaching plans into cooperating teacher
and university supervisor
Observational anecdotes, target behaviors
Continue assessment of child for Developmental
Profile, IEP, IFSP
Parent/Paraprofessional Contact
Engage actively in several professional out-ofclass activities.
Journals
Weekly Self- Evaluation
Conference with cooperating teacher
Contact with university supervisor
Week 6: Dates
Task/Assignment
Attendance
Maintain file
Use of own plans for lead teaching. Turn lead
teaching plans into university supervisor at end
of week with any changes noted. Turn in lead
teaching plans for next week to cooperating
teacher and university supervisor
Observational anecdotes, target behaviors
Complete assessment of child for Developmental
Profile, IEP, IFSP
50
Week 6, continued
Engage actively in several professional out-ofclass activities
Journals
Weekly Self- Evaluation
Conference with cooperating teacher
Contact with university supervisor
Week 7: Dates
Task/Assignment
Attendance
Maintain file
Lead Teaching. Send a copy of your plans to
your university supervisor with any changes
noted
Observational anecdotes, target behaviors
Share information from IEP, IFSP with
cooperating teacher and child's parents, if
cooperating teacher instructs you to do so.
Engage actively in several professional out-ofclass activities
Journals
Weekly Self- Evaluation
Complete second media record of your teaching,
if desired
Conference with cooperating teacher
Contact with university supervisor
Date Completed
Comments
51
Week 8: Dates
Task/Assignment
Date Completed
Comments
Attendance
Maintain file
Program visitation (2nd half). Complete the
form in your handbook
Final Self Evaluation Form (Form C)
Final conference with cooperating teacher
Final conference with university supervisor (on
campus).
Written final self-evaluation (narrative)
Student evaluation of professional semester
program. Evaluate your cooperating teacher and
your university supervisor. Return the form to
Karen Colbert.
Complete and submit all work at least two days prior to the end of your placement.
52
Student Teacher
Assign. Calendar:
Monday
Tuesday Wednesday
*Due each week by Sunday
afternoon or before:
Wk. 1 journals and self-eval
Student teaching goals
Wk. 2 journals and self-eval
Para/parent contact 1
Have selected intervention and
IEP children
Wk. 3 journals and self-eval
Para/parent contact 2
*Progress report from co-op
*Begin lesson plans for 10 days
Week 1
Week 2
Week 3
Week 4
Copy of lesson
plans to co-op
teacher.
Week 5
Lead-teaching
plans for second
week of lead-teaching
to co-op
Week 6
Lead-teaching plans for
third week of lead-teaching
to co-op (Done)
Week 7
Week 8
Thursday Friday Saturday
*All final assignments due: IEP project, 3 interventions,
Final narrative, Form O on yourself, Eval of co-op and
supervisor to Karen.
Wk. 4 journals and self-eval
Para/parent contact 3
Mid-term-update on goals
Interventions in place, data
collection started, TSG
completed.
Wk. 5 journals and self-eval
Para/parent contact 4 (Done)
Learning Center plan
Activity plan
*Program visit done – if
possible
*Copy of midterm eval to
supervisor
Wk. 6 journals and self-eval
*Progress report
*Copy of all lead-teaching plans
to supervisor
Wk. 7 journals and self-eval
(Done)
Media recording included in
journal
Final up-date on goals
53
FORM D
LARGE/SMALL GROUP ACTIVITY PLAN
Student’s Name _______________________ Date activity will be done _________
Activity ____________________________________________________________
Teaching Strategies GOLD areas and objectives to target specific needs:
(Choose two objectives and specify the general level you will teach to meet the needs of
the group overall as standard procedure).
List two Iowa Quality Preschool Program Standards that you will also meet
through this activity.
Brief description of what your activity will consist of including transitions and
three critical thinking questions:
54
Differentiation for Individual Children:
Additional Support: List the names of the children needing additional support and state
the specific strategies that might be used for each of those individuals. (Consider
modifications such as seating arrangements, adult supervision/assistance, materials,
prompting, questions, mode of presentation and consequences).
Extension: List the names of the children ready for more challenges and state the
specific strategies that might be used for each of those individuals. (Consider
extensions such as materials, questions, and activity changes).
Assessment: Attach format for assessing how children met/did not meet Teaching
Strategies GOLD objectives.
Evaluation:
Attach your evaluation of the activity on a separate sheet of paper. Address each of the
following points:
 How do you think the activity went? What did you do that contributed to the
activity’s success?
 What would you do differently if you did this activity again?
 Based on the assessment, how did children do overall in regard to meeting the
Teaching Strategies GOLD objectives you set for them? How does this affect
future planning?
 What did you learn about individual children during this activity?
55
FORM E
LEARNING CENTER PLAN
Student Teacher__________________________________________________________
Inclusive dates
_
Curriculum area__________________________________________________________
Type and title of center____________________________ Set up area
Write two specific Creative Curriculum goals you hope to meet through this center.
1.
2.
Write two specific and measurable goals (or more) for children who need accommodations
(including conditions, behavior, criteria).
1.
2.
Description of your Learning Center plan:
*Describe your plan:
*Materials needed:
*Drawing of center:
*Number of children who will participate and way to control the number if needed. Will there
be additional teacher guidance needed?
*How you will introduce the center so children know expectations:
*How will you assess if your Creative Curriculum goals and individual objectives have been
met?
56
LEARNING CENTER PLAN (continued)
Evaluation
Rate the success of the area/center. Explain your rating.
1
Unsuccessful
2
3
Average
4
5
Very successful
To what extent were the stated goals/objectives met? What factors may have contributed to or
interfered with the attainment of the goals/objectives?
How might the area/center be modified in the future? How would it be improved and/or built
upon?
57
FORM F
EVALUATION OF CHILDREN
TARGET BEHAVIOR SUMMARY
Child’s Name:
Birthdate:
Student Teacher:
Date of report:
Introduction:
 Choose a child with a specific need; identify the specific need and why this is of concern.
 Include at least two to three specific observations indicating the specific problem.
 Include specific peer comparisons showing a discrepancy between where your target
child is at on his/her skills and where peers are functioning. (Observations for peers need
to be specific and measurable as well.)
 Include a specific and measurable goal (conditions, behavior, criteria).
Intervention:
 How exactly will you teach the child this skill? Your plan should include:
o when and where you will carry out your intervention.
o specific materials you will use.
o what you will say and do.
o any plans to use reinforcers and how you will include the child’s strengths and
interests in this plan.
o how you will evaluate if your child is making progress. (This should be different
than how you are teaching the skill.)
o how what you are doing to teach this skill is different from what your teacher is
already doing in the classroom.
Your graph and data collection system should be set up BEFORE you begin to
implement your intervention.
Summary and Recommendations:
 Based on the results of your data, summarize what happened during the implementation
of your intervention.
 Based on this same data, what do you specifically recommend as next steps for this child?
 Give at least two to three specific suggestions for any activities teacher/families should
carry out at school/home.
*Attach your data collection system, sticky notes/work samples and your graph to this
intervention.
58
Form G
STUDENT-TEACHING CLASSROOM
DEMOGRAPHIC INFORMATION
This form must be completed for each separate student-teaching placement and
attached to the college supervisor’s final evaluation.
Student Teacher: ______________________
Cooperating Teacher(s):_______________________
Endorsement Area: _____________________
Term and Year: _____________________________
School District: _____________________________
Check all placement categories that apply:
___ Self-Contained Classroom
___ Full Inclusion
Total number of students worked with: _______
(PK-12 Secondary-total in all classes)
___ Resource Room
___ Other __________________
Age range of students worked with ________
Number of English Language Learners:
_______
Number of students on free & reduced lunch: _______
Number of students with an IEP:
_______
Number of students worked with having the following exceptionalities:
Autism:
Hearing Impairment:
Multiple Impairments:
Other Health Impairments:
Speech-Language Impairment:
Visual Impairment:
_______
_______
_______
_______
_______
_______
Behavioral Disorder:
Mild Mental Retardation:
Orthopedic Impairments:
Specific Learning Disabilities:
Traumatic Brain Injury:
Talented & Gifted:
_______
_______
_______
_______
_______
_______
Number of students worked with from each ethnic group:
African American
Asian / Pacific Islander
Caucasian
_______
_______
_______
____________________________________________
Signature of College Supervisor
____________________________________________
Signature of Student Teacher/Teacher Candidate
Hispanic
Native American / Alaskan
Other: ________________
_______
_______
_______
_____________________________
Date
____________________________
Date
59
FORM H
IEP/IFSP REPORT
(Supervised student teaching)
(Please type)
Child: _________________________
Birth date: ______________________
Chronological Age: ______________
Student Teacher:
Date of Report:
Introduction:
 Include child’s strengths, interests, and preferences.
 What are the areas of concern? (Do they occur in one setting or across settings?)
 Are there any vision, hearing, or health concerns that affect the child’s performance or
participation in age appropriate activities?
 Describe any ecological factors (i.e. race, ethnicity, culture, language or life circumstances) that
affect the child’s education performance in the areas of concern.
Social and emotional development:
 Summary of child’s social and emotional development.
 Identify if this is an area of concern/peer comparison.
 Source(s) of data for this report.
Physical development:
 Summary of child’s large and fine motor development.
 Identify if this is an area of concern/peer comparison.
 Source(s) of data for this report.
Language development:
 Summary of child’s language/communication development.
 Identify if this is an area of concern/peer comparison.
 Source(s) of data for this report.
Cognitive development: (Also include Literacy, Math, and Science and Technology when
completing this section.)
 Summary of child’s cognitive development.
 Identify if this is an area of concern/peer comparison.
 Source(s) of data for this report.
Self-help skills:
 Summary of child’s self-help development.
 Identify if this is an area of concern/peer comparison.
 Source(s) of data for this report.
Summary and Recommendations:
 What are child’s needs in the area of instruction? (What will help child learn?)
 What are child’s needs in the area of environment? (I.e. adaptations, schedules, routines,
behavioral expectations, room or seating arrangements, etc.)
 What are activities and supports we can provide for the family to help the child learn?
(Attached to this report should be: the assessment/evaluation you used to determine where the child was
functioning, the goal area you developed an intervention for, and the data collected, graph for data, and
a completed Individualized Education Program Form.)
60
FORM I
REPORT ON PARENT OR PARAPROFESSIONAL CONTACT
Name: ________________________________
Date: ________________________________
Time: ________________________________
Type of contact:
Parent
Written
Phone
Personal contact
Conference
Parent meeting/education
Home visit
IEP or IFSP meeting
Newsletter (attach copy)
Individual note
Other
Paraprofessional
Personal contact (getting to know the
paraprofessional
Giving direction for set-up of materials
Giving directions on how to manage
child/children
Assigning tasks to be completed by
paraprofessional (i.e. cutting out
materials, making classroom materials,
gathering books from the library)
Staff meeting (i.e. teaching,
paraprofessional, student teacher meet to
discuss how things are going in the
classroom, or brainstorming idea to
manage a particular behavior, etc.)
Resolving conflict between
paraprofessional and self, or between
paraprofessional and others
Meeting with teacher, paraprofessionals
and principal
Other
Objective of Contact (What are you trying to accomplish?):
Summary of what happened (How did the contact go?):
Conclusions (What was the result or outcome from this contact?):
61
FORM J
SUPERVISED STUDENT TEACHING
REPORT ON PROGRAM VISIT
(Please type)
Student teacher:
Date:
Name and location of program or agency: _________________________________________
___________________________________________________________________________
Include the Program Visit checklist with this report.

Give a brief description of the program, its philosophy, the population served, the staff,
and anything else of note (curriculum, teaching approaches, physical environment).

In what ways was this program similar to the one in which you are participating?

In what ways did it differ?

What are your overall impressions of this program?
62
Form J (continued)
SUPERVISED STUDENT TEACHING
REPORT ON PROGRAM VISIT
DATE___________________
OBSERVER______________________________
Please make your classroom observations considering ECE Developmentally Appropriate Practice. Mark your observations with an X and include any comments.
CLASSROOM PROPERTIES
Yes
No
N/A
Comments
CLASSROOM PROPERTIES
Yes
No
N/A
Comments
Space for instruction.
Space is divided into activity
area or learning centers.
Adaptations for specific
Space for small group
handicapping conditions.
instruction.
Space for material/equipment
storage.
Space appears to be adequate for
the number of children and
adults.
Space for large motor activities.
Major furnishings of classroom
(tables, chairs, sinks, toilets,
water fountains, shelves, coat
racks, etc.) match the size and
ability levels of children.
Overall atmosphere of the
children’s area(s) is pleasant
(i.e., well lighted, comfortable,
clean, etc.).
Schedule provides for optimal
involvement of children and
teachers at all times.
Carpeted area for floor activities
Classroom is arranged so that
quiet areas are grouped together
and noisy or active areas are
separate.
Equipment which is
developmentally suited to needs
of children in class.
Space is accessible for children
with physical disabilities.
63
DAILY ACTIVITIES (The
following activities are reflected
in the daily scheduling.)
Total group
Yes
No
N/A
Comments
HEALTH AND SAFETY
STANDARDS
Nonedible substances (cleaning
products, paint, medicines) are
safely out of children’s sight and
reach.
Small groups
Appropriate sanitation
procedures are in force in the
classroom.
Teacher directed
Room temperature is
comfortable for children.
Child initiated
Staff are trained in the
positioning and transfer of
students with physical
disabilities.
Obvious emphasis on one or
more types of activities listed
alone. (Please specify.)
TEACHER
CHARACTERISTICS
Schedule reflects planning a
balance between quiet/sedentary
and noisy/movement activities.
Demonstrates enthusiasm when
working with children.
Transitions from one activity to
another are smooth and orderly.
(Note any transition techniques
apparent to the observer--music,
bell, verbal cues, etc.)
Maintains confidence and poise
in handling daily decisionmaking.
HEALTH AND SAFETY
STANDARDS
Displays patience and
understanding toward children,
considering developmental
levels and individual needs.
Classrooms are “child-proof”
(e.g., unbreakable furniture and
toys, covered outlets, etc.)
Yes
No
N/A
Comments
64
TEACHER
CHARACTERISTICS
Modifies own language
behaviors (volume, pitch, rate,
vocabulary, sentence length,
gestures, facial expressions) to
meet the language levels of
individual children.
Uses appropriate strategies to
teach and maintain attending
behavior with individual
children and children in a group.
Consistently uses appropriate
and genuine positive
reinforcement (i.e.,
individualized, well-timed and
continuously evaluated) to
provide and maintain a positive
environment.
Effectively uses modeling,
prompting and cueing technique
to elicit desired responses and
fades assistance as task response
is learned.
Uses consistent and appropriate
guidance (i.e., ignoring, natural,
consequences, “time out,” etc.)
to decrease inappropriate
behaviors.
Teaches social skills such as turn
taking, asking, etc.
Yes
No
N/A
Comments
TEACHER
CHARACTERISTICS
Integrates concepts across
several activities (art, music, free
play, group lessons, snack, gross
motor) to provide for repetition
practice and generalization.
Selects and uses a variety of
teaching materials which are
attractive to children,
developmentally appropriate and
foster creativity and skill
development.
Yes
No
N/A
Comments
65
FORM K
Supervised Student Teaching
Professional Goals for Self
GOALS
METHOD TO ACCOMPLISH STATED GOALS
66
Form 7.1 (continued)
Midterm Evaluation:
Final Evaluation:
67
FORM L
WEEKLY SELF-EVALUATION OF STUDENT TEACHING
Student Teacher________________________________________ Week of
1. The most positive aspects of my experience this week are:
2. The aspects of my experience which most need improvement:
3. The most important thing(s) I have learned this week are:
4. What I especially want to keep in mind when planning for next week for an individual child
or group of children are:
5. A goal for myself that I particularly want to work on next week:
68
FORM M
Iowa State University
Student Teaching Progress Report
Student Teacher
Cooperating Teacher
Date
Please evaluate your student teacher’s present level of competency in each area. After
using this report as a focus for a conference with your student teacher, please give a copy
to the university supervisor.
Key: 1 = Unacceptable
2 = Developing
3 = Good
4 = Proficient
Professional Characteristics and Skill
Personal Characteristics:
Communication Skills:
Enthusiasm
1 2 3 4
Rapport w/staff
Creativity
1 2 3 4
Rapport w/parents & families
Flexibility
1 2 3 4
Rapport w/children
Resourcefulness
1 2 3 4
Written communication skills
Initiative
1 2 3 4
Confidence
1 2 3 4
Professionalism:
Dependability/Responsibility
1 2 3 4
Keeps confidentiality
Professional Appearance
1 2 3 4
Ethical
Cooperates/Collaborates
1 2 3 4
Self evaluation/reflection skills
Organized
1 2 3 4
Instructional Planning:
Appropriate Objectives/Goals
Organized Materials
Appropriate Use of Time
Motivates Students
Skill in Giving Directions
Questioning Skills
Appropriate Content
Knowledge of Subject Matter
Skills Assessing Students
System for Collecting Data
Awareness of Individual Needs
Modifies and Extends Lessons
Awareness of Diversity
Teaching Strategies
Variety of Materials
Summary of Strengths:
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Teaching Behaviors
Classroom Management:
2 3 4
Creates a Safe Learning
2 3 4
Environment
2 3 4
Creates a Developmentally
2 3 4
Appropriate Environment
2 3 4
Monitors Environment
2 3 4
Anticipates/Prevents Problems
2 3 4
Uses Redirection
2 3 4
Uses Positive Guidance
2 3 4
Encourages Independence
2 3 4
Provides Clear Rules
2 3 4
Manages Transitions
2 3 4
Individual Guidance Skills
2 3 4
Group Guidance Skills
2 3 4
Initiative in Guidance
2 3 4
Consistency in Guidance
Suggestions for Improvement:
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
69
FORM N - MIDTERM EVALUATION
Human Development and Family Studies
Student Teacher
Date
Cooperating Teacher
University Supervisor
Placement
Evaluation Completed by
DISTINGUISHED – The candidate independently demonstrates the skills, attributes, attitudes, and behaviors in a manner expected of an experienced teacher.
PROFICIENT - The candidate independently demonstrates the skills, attributes, attitudes, and behaviors in a manner expected of a beginning teacher.
ACCEPTABLE - The candidate demonstrates the skills, attributes, attitudes, and behaviors, but needs occasional assistance and/or additional experiences to function effectively and
independently as a beginning teacher.
DEVELOPING – The candidate demonstrates the skills, attributes, attitudes, and behaviors, but needs considerable assistance to perform effectively and independently as a beginning
teacher. Progress is being made in this area.
UNACCEPTABLE – The candidate does not demonstrate the skills, attributes, attitudes, and behaviors at a level acceptable for a beginning teacher.
Student Learning:
Understands how students learn and develop, and provides learning opportunities that
support intellectual, career, social, and personal development.
Utilizes guidance procedures appropriate to the individual child and situation; gives clear,
positively stated directions and explanations, and provides children with opportunities to
assume responsibility for their own behavior. Anticipates inappropriate behavior, redirects
whenever possible; attempts to teach appropriate behavior rather than punish inappropriate
behavior.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standards 1 and 2)
Date Source/Evidence
Diverse Learners:
Understands how students differ in their approaches to learning and creates instructional
opportunities that are equitable and are adaptable to diverse learners.
Selects a wide variety of teaching methods to match children’s differing needs, interests, and
abilities.
(State of Iowa Teaching Standard 4)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
70
Instructional Planning:
Plans instruction based upon knowledge of subject matter, students, the community,
curriculum goals, and state curriculum models.
Sets appropriate and purposeful objectives for group activities and for individual children.
Provides for concrete, first hand learning experiences. Plans demonstrate knowledge of child
development and early childhood education and provide for a multi-cultural nonsexist
curriculum.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 3)
Date Source/Evidence
Instructional Strategies:
Understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving and performance skills
Incorporates a variety of media forms and effectively utilizes resource persons in instruction.
Introduces activities meaningfully and creatively. Facilitates the construction of knowledge,
rather than dispensing knowledge; offering both encouragement and positive reinforcement,
and utilizing reflective listening and appropriate open-ended question.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 4)
Date Source/Evidence
Learning Environment/Classroom Management:
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.
Establishes and maintains a safe healthy learning environment. Provides a nurturing
atmosphere and clearly communicates expectations to children. Is able to: position self so as
to be aware of entire classroom, frequently scan classroom and attend to two (or more)
activities simultaneously. Uses appropriate techniques to maintain order and provide smooth
transitions.
(State of Iowa Teaching Standard 6)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
71
Communication:
Uses knowledge of effective verbal, nonverbal, and media communication techniques,
and other forms of symbolic representation, to foster inquiry, collaboration, and support
interaction in the classroom.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
Is able to establish a positive rapport with all children. Is able to relate effectively with
supervisors, peers and other staff. Seeks opportunities to communicate and work
cooperatively with parents. Contributes to a team effort through sharing ideas, observations
and relevant information in an open and tactful way.
(State of Iowa Teaching Standard 1)
Date Source/Evidence
Assessment:
Understands and uses formal and informal assessment strategies to evaluate the
continuous intellectual, social, and physical development of the learner.
Uses a variety of methods (e.g., observation, work samples, parent information, and
assessment instruments) to appraise children’s developmental level and progress and
interprets this assessment information carefully. Uses assessment information to set
appropriate learning objectives for children. Critically reviews daily activities and
experiences to see if goals and objectives are being met and adjusts future plans accordingly.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 5)
Date Source/Evidence
Foundations, Reflection and Professional Development:
Continually evaluates the effects of her/his choices and actions on students, parents, and
other professionals in the learning community, and actively seeks out opportunities to
grow professionally.
Demonstrates professionalism as a teacher and behaves in an ethical and professional way in
regard to children, parents and staff. Maintains composure in difficult situations. Completes
tasks in a timely manner. Seeks feedback and implements suggestions for improving
instructional performance. Is able to assess own effectiveness.
(State of Iowa Teaching Standard 7)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths::
Unacceptable
1
72
Collaboration, Ethics, and Relationships:
Fosters relationships with parents, school colleagues, and organizations in the larger
community to support students’ learning and development.
Demonstrates a positive attitude, enthusiasm and willingness to take the initiative. Exhibits
self-acceptance and self-confidence and a sensitivity and responsiveness to the feelings and
needs of others.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standards 8)
Date Source/Evidence
Please comment on the student’s overall performance and progress
during the student teaching experience in this section.
1. Specifically, what are this student’s strengths and how are they effectively used?
2. Please comment on any areas of concern. What have you observed that concerns you? What can the student do to improve or
work on stated concerns?
3. Please describe and illustrate with examples areas in which the student has made significant progress this semester.
Please return this form to your University
Supervisor or Karen Colbert
Human Development and Family Studies
4380 Palmer Building
Iowa State University
Ames, IA 50011-4380
73
FORM 0 - FINAL EVALUATION
Human Development and Family Studies
Student Teacher
Date
Cooperating Teacher
University Supervisor
Placement
Evaluation Completed by
Recommended Grade
DISTINGUISHED – The candidate independently demonstrates the skills, attributes, attitudes, and behaviors in a manner expected of an experienced teacher.
PROFICIENT - The candidate independently demonstrates the skills, attributes, attitudes, and behaviors in a manner expected of a beginning teacher.
ACCEPTABLE - The candidate demonstrates the skills, attributes, attitudes, and behaviors, but needs occasional assistance and/or additional experiences to function effectively and
independently as a beginning teacher.
DEVELOPING – The candidate demonstrates the skills, attributes, attitudes, and behaviors, but needs considerable assistance to perform effectively and independently as a beginning
teacher. Progress is being made in this area.
UNACCEPTABLE – The candidate does not demonstrate the skills, attributes, attitudes, and behaviors at a level acceptable for a beginning teacher.
Student Learning:
Understands how students learn and develop, and provides learning opportunities that
support intellectual, career, social, and personal development.
Utilizes guidance procedures appropriate to the individual child and situation; gives clear,
positively stated directions and explanations, and provides children with opportunities to
assume responsibility for their own behavior. Anticipates inappropriate behavior, redirects
whenever possible; attempts to teach appropriate behavior rather than punish inappropriate
behavior.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standards 1 and 2)
Date Source/Evidence
Diverse Learners:
Understands how students differ in their approaches to learning and creates instructional
opportunities that are equitable and are adaptable to diverse learners.
Selects a wide variety of teaching methods to match children’s differing needs, interests, and
abilities.
(State of Iowa Teaching Standard 4)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
74
Instructional Planning:
Plans instruction based upon knowledge of subject matter, students, the community,
curriculum goals, and state curriculum models.
Sets appropriate and purposeful objectives for group activities and for individual children.
Provides for concrete, first hand learning experiences. Plans demonstrate knowledge of child
development and early childhood education and provide for a multi-cultural nonsexist
curriculum.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 3)
Date Source/Evidence
Instructional Strategies:
Understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving and performance skills
Incorporates a variety of media forms and effectively utilizes resource persons in instruction.
Introduces activities meaningfully and creatively. Facilitates the construction of knowledge,
rather than dispensing knowledge; offering both encouragement and positive reinforcement,
and utilizing reflective listening and appropriate open-ended question.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 4)
Date Source/Evidence
Learning Environment/Classroom Management:
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.
Establishes and maintains a safe healthy learning environment. Provides a nurturing
atmosphere and clearly communicates expectations to children. Is able to: position self so as
to be aware of entire classroom, frequently scan classroom and attend to two (or more)
activities simultaneously. Uses appropriate techniques to maintain order and provide smooth
transitions.
(State of Iowa Teaching Standard 6)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
75
Communication:
Uses knowledge of effective verbal, nonverbal, and media communication techniques,
and other forms of symbolic representation, to foster inquiry, collaboration, and support
interaction in the classroom.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
Is able to establish a positive rapport with all children. Is able to relate effectively with
supervisors, peers and other staff. Seeks opportunities to communicate and work
cooperatively with parents. Contributes to a team effort through sharing ideas, observations
and relevant information in an open and tactful way.
(State of Iowa Teaching Standard 1)
Date Source/Evidence
Assessment:
Understands and uses formal and informal assessment strategies to evaluate the
continuous intellectual, social, and physical development of the learner.
Uses a variety of methods (e.g., observation, work samples, parent information, and
assessment instruments) to appraise children’s developmental level and progress and
interprets this assessment information carefully. Uses assessment information to set
appropriate learning objectives for children. Critically reviews daily activities and
experiences to see if goals and objectives are being met and adjusts future plans accordingly.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 5)
Date Source/Evidence
Foundations, Reflection and Professional Development:
Continually evaluates the effects of her/his choices and actions on students, parents, and
other professionals in the learning community, and actively seeks out opportunities to
grow professionally.
Demonstrates professionalism as a teacher and behaves in an ethical and professional way in
regard to children, parents and staff. Maintains composure in difficult situations. Completes
tasks in a timely manner. Seeks feedback and implements suggestions for improving
instructional performance. Is able to assess own effectiveness.
(State of Iowa Teaching Standard 7)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
76
Collaboration, Ethics, and Relationships:
Fosters relationships with parents, school colleagues, and organizations in the larger
community to support students’ learning and development.
Demonstrates a positive attitude, enthusiasm and willingness to take the initiative. Exhibits
self-acceptance and self-confidence and a sensitivity and responsiveness to the feelings and
needs of others.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 8)
Date Source/Evidence
Please comment on the student’s overall performance and progress
during the student teaching experience in this section.
4. Specifically, what are this student’s strengths and how are they effectively used?
5. Please comment on any areas of concern. What have you observed that concerns you? What can the student do to improve or
work on stated concerns?
6. Please describe and illustrate with examples areas in which the student has made significant progress this semester.
Please return this form to your University
Supervisor or Karen Colbert
Human Development and Family Studies
4380 Palmer Building
Iowa State University
Ames, IA 50011-4380
77
FORM P
EVALUATION OF UNIVERSITY SUPERVISOR
HD FS 417C
Please return the completed form to Karen Colbert, Early Childhood Coordinator, HDFS, 4380 Palmer
Building, Suite 2317, Iowa State University, Ames, IA 50011-4380.
Name of University Supervisor_____________________________________Date_______________________
Please answer the following questions by rating your responses on a scale from 1-5.
1
indicating - “not at all” or “inadequately”
5
indicating - “very frequently” or “very adequately”
Explanatory examples or comments are welcome.
To what extent did your University Supervisor:
1.
2.
3.
Make her/himself available to you?
1
2
3
4
5
Establish rapport with you that encouraged open communication?
1
2
3
4
5
Facilitate rapport between you and your cooperating teacher?
1
2
3
4
5
not needed____
4.
Define and clarify the requirements of the professional term at orientation and throughout your student
teaching?
1
2
3
4
5
5.
Assist you by suggesting resources (such as materials, people, and facilities) that might be available?
1
2
3
4
5
not needed____
6.
Make suggestions or answer questions concerning your assignments?
1
2
3
7.
8.
9.
4
5
not needed____
Recognize your successes and state specific areas of professional strength?
1
2
3
4
5
Help you in identifying areas needing improvement and offer suggestions?
1
2
3
4
5
Pose questions that stimulated you to examine your procedures and philosophy in working in this
professional setting?
1
2
3
4
5
78
10.
Comment on the quality of your diaries and respond to statements and concerns which you expressed in
your diaries?
1
2
3
4
5
11.
Observe you in the professional setting and provide feedback?
1
2
3
4
5
Provide feedback on other written work?
1
2
4
5
12.
13.
3
As a whole, how would you rate the supervision of your University Supervisor?
1
2
3
4
5
Please answer the questions below briefly:
A.
In what ways could your supervisor have been of more help to you during your professional experience?
B.
What strengths did your supervisor demonstrate?
C.
What suggestions do you have to improve the off-campus professional experience?
79
FORM Q
EVALUATION OF COOPERATING TEACHER
HD FS 417C
Please return the completed form to Karen Colbert, Early Childhood Coordinator, HDFS, 4380 Palmer
Building, 2317 Palmer, Iowa State University, Ames, IA 50011-4380. Also give a copy to your cooperating
teacher if he/she wishes to have one.
Name of Cooperating Teacher_____________________________________Date_______________________
Please answer the following questions by rating your responses on a scale from 1-5.
1
indicating - “not at all” or “inadequately”
5
indicating - “very frequently” or “very adequately”
Explanatory examples or comments are welcome.
To what extent did your Cooperating Teacher:
1.
Provide an orientation to your school/center (introduction, tour of facilities, etc.)?
1
2
3
4
5
2.
Work with you to define your role and a plan for increasing your responsibilities and obtaining
experiences to meet your goals?
1
2
3
4
5
3.
Advise you of opportunities for professional growth (professional meetings, board meetings, visits to
referral agencies, etc.)?
1
2
3
4
5
4.
Assist you in understanding the development and needs of individuals and groups?
1
2
3
4
5
Acquaint you with available literature and resources, including materials?
1
2
3
4
5
Provide helpful feedback on goals set, plans made, and techniques used?
1
2
3
4
5
5.
6.
7.
Work with you to select an appropriate topic for lessons, or select a child for which to plan an individual
education program?
1
2
3
4
5
8.
Help you to become aware of and feel a part of the total school/center program?
1
2
3
4
5
Recognize your successes and state specific areas of professional strength?
1
2
3
4
5
9.
80
10.
11.
12.
13.
Help you identify areas needing improvement and offer suggestions?
1
2
3
4
5
Establish rapport with you that encouraged open communication?
1
2
3
4
5
Provide emotional support to you as a person?
1
2
4
5
3
Pose questions that stimulated you to examine your procedures and philosophy in working with this
professional setting?
1
2
3
4
5
**As a whole how would you rate the guidance of your cooperating teacher?
1
2
3
4
5
Please answer the questions below briefly:
A.
In what ways could your cooperating teacher have been of more help to you during your professional
experience?
B.
What strengths did your cooperating teacher demonstrate?
81
FORM R
Individual Education Program – rubric
*Number in each box represents point value given
Addition of total number of points equals: 11 – 15 Acceptable, 0 -10 Unacceptable
Student’s Name:___________________________________
Comments:________________________________________________
__________________________________________________________
Date reviewed:____________________________________
Meets expectations
Assessment:
Report:
All areas of development are assessed
using appropriate early childhood
assessments (i.e. AEPS, Teaching
Strategies GOLD, Denver, etc. w/
attention to details)
3
Report is complete, covering all
areas of development, skills are summarized
specifically addressing what child can and
cannot do with smooth progression.
3
Goals:
Goals come directly from
assessment info, are written in specific
objective form, and milestones are
appropriate for objectives. 3
I.E.P. Form:
Form is completely filled in; each area is
accurately addressed including ECO’s. 3
Professional Manner
Report form is typed. I.E.P form is neat and
readable or has been typed. Grammar/
language are professional.
3
__________________________________________________________
Generally on target, but is
missing some details.
This area still needs work.
Major details are missing.
Generally all areas are assessed,
but lack some details.
Have not assessed all areas of development,
and/or may not have used an appropriate
assessment..
2
Has covered the majority of areas of
development, summary using can/
cannot statement. Could use more
detail with regard to observations of
developmental skills. 2
Goals generally come from assessment, may lack details, and
objectives (while on target) – may
need to be refined or made
more specific and measurable. 2
Generally form is complete, most
Information is accurate, may be
missing a couple of minor details
and/or ECO’s.
2
Report form is typed. I.E.P. form is
average – there are some minor
mistakes. Generally grammar/
language are professional.
2
1
Has not addressed all areas of development, has
left out part/all of summaries/can-cannot statements. Lacks necessary detail.
1
Not all goals are related to assessment. Goals/
milestones lack details, and milestones are not
broken down in reasonable “chunks”.
1
Form is incomplete, it is missing major parts,
and some information may not be accurate.
1
Report is not typed. (It is hand-written). I.E.P.
form is hard to read, (not neatly hand written or
has not been typed online). Significant mistakes
in grammar/language.
1
82
Form S
Iowa State University
University Teacher Education Program
DOCUMENTATION FORM
FOR STUDENT CONCERNS
Dear Iowa State University Supervisor,
Please complete this documentation form each time you are concerned about a student teacher's
progress/behavior, including academic, interpersonal, ethical, etc. Send your documentation information to the
University Teacher Education Program, 0133 MacKay, Iowa State University, Ames, IA 50011-1125.
Date
Circle One:
Student Teacher
Practicum Student
Student Name
Cooperating Teacher
Supervisor Name
School
DESCRIPTION OF CONCERN OR INCIDENT
INTERVENTION
Include guidelines for improvement discussed with student,
and a copy of the student's "Plan for Improvement" (Buff Form)
83
Form T
STUDENT PLAN FOR IMPROVEMENT
NAME_____________________________ SCHOOL _____________________________
DATE_____________________________ CO-OP TEACHER__________________________
My understanding of the problem:
Steps I will take for improvement: (attach other pages)
Timeline of action:
Student Signature: ___________________________________________________
Supervisor Signature: _________________________________________________
84
ENDORSEMENTS
85
Endorsement 100
100 ---Teacher--Prekindergarten through grade three, including special education.
a. Authorization. The holder of this endorsement is authorized to teach children from birth through grade three.
b. Program requirements.
(1) Degree--baccalaureate.
(2) Completion of an approved human relations program.
(3) Completion of the professional education core. See 14.19(3).
c. Content.
(NOTE: Because of the nature of the requirements for this endorsement, applicants must complete the teacher
preparation institution’s approved program. There is no avenue available for adding this endorsement through the
completing of state minimum standards.)
(1) Child growth and development.
1.Understand the nature of child growth and development for infants and toddlers (birth through age 2),
preprimary (age 3 through age 5) and primary school children (age 6 through age 8), both typical and atypical, in
areas of cognition, language development, physical motor, social-emotional, aesthetics, and adaptive behavior.
2.Understand individual differences in development and learning including risk factors, developmental variations
and developmental patterns of specific disabilities and special abilities.
3.Recognize that children are best understood in the contexts of family, culture and society and that cultural and
linguistic diversity influences development and learning.
(2) Developmentally appropriate learning environment and curriculum implementation.
1.Establish learning environments with social support, from the teacher and from other students, for all children to
meet their optimal potential, with a climate characterized by mutual respect, encouraging and valuing the efforts of
all regardless of proficiency.
2.Appropriately use informal and formal assessment to monitor development of children and to plan and evaluate
curriculum and teaching practices to meet individual needs of children and families.
3.Plan, implement, and continuously evaluate developmentally and individually appropriate curriculum goals,
content, and teaching practices for infants, toddlers, preprimary and primary children based on the needs and
interests of individual children, their families and community.
4.Use both child-initiated and teacher-directed instructional methods, including strategies such as small and large
group projects, unstructured and structured play, systematic instruction, group discussion and cooperative decision
making.
5.Develop and implement integrated learning experiences for home-, center- and school-based environments for
infants, toddlers, preprimary and primary children:
·Develop and implement integrated learning experiences that facilitate cognition, communication, social and
physical development of infants and toddlers within the context of parent-child and caregiver-child relationships.
86
·Develop and implement learning experiences for preprimary and primary children with focus on multicultural
and nonsexist content that includes development of responsibility, aesthetic and artistic development, physical
development and well-being, cognitive development, and emotional and social development.
·Develop and implement learning experiences for infants, toddlers, preprimary, and primary children with a focus
on language, mathematics, science, social studies, visual and expressive arts, social skills, higher-thinking skills,
and developmentally appropriate methodology.
·Develop adaptations and accommodations for infants, toddlers, preprimary, and primary aged children to meet
their individual needs.
6.Adapt materials, equipment, the environment, programs and use of human resources to meet social, cognitive,
physical motor, communication, and medical needs of children and diverse learning needs.
(3) Health, safety and nutrition.
1.Design and implement physically and psychologically safe and healthy indoor and outdoor environments to
promote development and learning.
2.Promote nutritional practices that support cognitive, social, cultural and physical development of young children.
3.Implement appropriate appraisal and management of health concerns of young children including procedures for
children with special health care needs.
4.Recognize signs of emotional distress, physical and mental abuse and neglect in young children and understand
mandatory reporting procedures.
5.Demonstrate proficiency in infant-child cardiopulmonary resuscitation, emergency procedures and first aid.
(4) Family and community collaboration.
1.Apply theories and knowledge of dynamic roles and relationships within and between families, schools, and
communities.
2.Assist families in identifying resources, priorities, and concerns in relation to the child's development.
3.Link families, based on identified needs, priorities and concerns, with a variety of resources.
4.Use communication, problem-solving and help-giving skills in collaboration with families and other
professionals to support the development, learning and well-being of young children.
5.Participate as an effective member of a team with other professionals and families to develop and implement
learning plans and environments for young children.
(5) Professionalism.
1.Understand legislation and public policy that affect all young children, with and without disabilities, and their
families.
2.Understand legal aspects, historical, philosophical, and social foundations of early childhood education and
special education.
3.Understand principles of administration, organization and operation of programs for children aged birth to 8 and
their families, including staff and program development, supervision and evaluation of staff, and continuing
improvement of programs and services.
4.Identify current trends and issues of the profession to inform and improve practices and advocate for quality
programs for young children and their families.
87
5.Adhere to professional and ethical codes.
6.Engage in reflective inquiry and demonstration of professional self-knowledge.
(6) Prestudent teaching field experiences. Complete 100 clock hours of prestudent teaching field experience with
three age levels in infant and toddler, preprimary and primary programs and in different settings, such as rural and
urban, encompassing differing socio-economic status, ability levels, cultural and linguistic diversity and program
types and sponsorship.
(7) Student teaching. Complete a supervised student teaching experience of at least 12 weeks total in at least two
different settings in two of three age levels: infant and toddler, preprimary, primary and with children with and
without disabilities.
88
Endorsement 262
15.2(19) Early childhood—special education.
This endorsement authorizes instruction at the PK–K level only for instructional special
education programs without regard to the instructional model.
The applicant must present evidence of having completed the following program
requirements.
a. Foundations of special education. The philosophical, historical and legal bases for
special education, including the definitions and etiologies of individuals with
disabilities, exceptional child, and including individuals from culturally and linguistically
diverse backgrounds.
b. Characteristics of learners. Preparation which includes an overview of current
trends in educational programming and theories of child development, both typical and
atypical; the identification of pre–, peri–, and postnatal development and factors that
affect children’s development and learning. Identification of specific disabilities,
including the etiology, characteristics, and classification of common disabilities in
young children.
Application of the knowledge of cultural and linguistic diversity and the significant
sociocultural context for the development of and learning in young children.
c. Assessment, diagnosis and evaluation. Legal provisions, regulations and guidelines
regarding unbiased assessment and use of psychometric instruments and instructional
assessment measures with individuals with disabilities. Application of assessment
results to individualized program development and management, and the relationship
between assessment and placement decisions. Knowledge of any specialized
strategies such as functional behavioral assessment and any specialized terminology
used in the assessment of various disabling conditions. Assess children’s cognitive,
social–emotional, communication, motor, adaptive, and aesthetic development; and
select, adapt, and administer assessment instruments and procedures for specific
sensory and motor disabilities.
d. Methods and strategies. Methods and strategies which include numerous models to
plan and implement appropriate curricular and instructional practices based on
knowledge of individual children, the family, the community, and curricular goals and
content. Select intervention curricula and methods for children with specific disabilities
including motor, sensory, health, communication, social–emotional and cognitive
disabilities.
Implement developmentally and functionally appropriate individual and group activities
using a variety of formats; develop and implement an integrated curriculum that
focuses on special education children from birth to age six, and incorporate
information and strategies from multiple disciplines in the design of intervention
strategies.
89
Curricula for the development of cognitive, academic, social, language and
functional life skills for individuals with exceptional learning needs, and related
instructional and remedial methods and techniques, including appropriate assistive
technology. This preparation must include alternatives for teaching skills and
strategies to individuals with disabilities who differ in degree and nature of disability,
and the integration of appropriate age– and ability–level academic instruction.
e. Managing student behavior and social interaction skills. Preparation in individual
behavioral management, behavioral change strategies, and classroom management
theories, methods, and techniques for individuals with exceptional learning needs.
Theories of behavior problems in individuals with disabilities and the use of
nonaversive techniques for the purpose of controlling targeted behavior and
maintaining attention of individuals with disabilities. Design, implement, and evaluate
instructional programs that enhance an individual’s social participation in family,
school, and community activities.
f. Communication and collaborative partnerships. Awareness of the sources of unique
services, networks, and organizations for individuals with disabilities including
transitional support. Knowledge of family systems, family dynamics, parent rights,
advocacy, multicultural issues, and communication to invite and appreciate many
different forms of parent involvement. Strategies for working with regular classroom
teachers, support services personnel, paraprofessionals, and other individuals
involved in the educational program. Knowledge of the collaborative and consultative
roles of special education teachers in the integration of individuals with disabilities into
the general curriculum and classroom.
g. Student teaching. Student teaching in a PK–K special education program.
90
Cooperating Teachers
91
RESPONSIBILITIES OF COOPERATING TEACHERS
Cooperating teachers (or co-ops) are one of the most important resources in the student
teaching experience. They serve as professional mentors for student teachers – the confidantes,
the cheerleaders, the trusted counselors. Of all the contacts the student teacher has, few are
remembered as well as the cooperating teacher. For that reason, cooperating teachers are
selected with care and with the knowledge that their experience will provide a nurturing
environment for the student teacher. Any cooperating teacher who feels the student teacher
placed in his/her classroom is not a good match should contact Gayle Huey (515-294-1915),
Director of Field Experiences, as soon as possible. It is of primary importance that the student
teaching process be a positive experience for both the student teacher and the cooperating
teacher. Given their importance, we trust the cooperating teachers will assist the student
teachers in the following ways:
Responsibilities
•Prepare students for the arrival of the student teacher.
•Provide student teachers with work space within their classroom.
•Introduce student teachers to students and school staff.
•Induct student teachers gradually into full-time teaching responsibilities.
•Serve as models for the student teachers’ observations. Maintain a climate that allows the
student teacher to develop the skills necessary for success in teaching.
•Encourage the student teacher to collaboratively make decisions leading to development of
independence of his/her own teaching strategies.
•Acquaint the student teacher with resources (both material and human) which might aid in
understanding the program and population served by that program.
•Develop a plan that identifies expectations and responsibilities for the duration of the student
teaching experience.
•Provide the student teacher with an overview of the long-range plans, standards and
benchmarks for the classroom, samples of actual lesson plans and explanations of the process.
•Guide the student teacher in setting appropriate individual and group goals and in planning and
preparing appropriate activities and materials for meeting those goals. Establish specific
guidelines for the student teacher to follow in formulating lesson plans, a time frame for review
prior to implementation and clarification of the amount of detail expected.
•Provide relevant experiences for the student teacher that include but are not limited to:
observations, classroom activities, teacher responsibilities, parent/teacher conferences, and
professional meetings.
•Observe and critique the student teacher’s performance on a frequent and continual basis.
Conduct daily conferences to provide constructive feedback and provide periodic evaluations
of his/her teaching to the student teacher and university supervisor.
•Communicate with university supervisors regarding progress, concerns, etc.
92
•Complete and discuss a mid-term evaluation that addresses specific goals for the remainder of
the student teaching experience.
•Complete and discuss the final evaluation form and discuss it with the student teacher at the
final three-way conference.
•Recommend a final grade that is reflective of the student teacher’s performance to the
university supervisor and return all evaluation forms.
Notify the university supervisor and/or the Director of Field Experiences
(515-296-UTEP {8837}) should problems occur.
Suggestions for Cooperating Teachers
•Provide the student teacher with a packet of materials pertinent to your school (e.g., handbook,
school rules, staff list, your home phone or cell number).
•Encourage the student teacher to attend staff meetings and to participate in other school
events.
•Respect the dual role of the student teacher as an intern and a professional.
•Acquaint the student teacher with appropriate student records and explain the manner in which
they are to be kept and used, including the importance of confidentiality.
•Support the student teacher in developing classroom management strategies.
•Share “helpful hints”, resources or interesting anecdotes.
•Provide opportunities for team planning and team teaching with the student teacher in the early
weeks of the experience.
•Encourage the student teacher to be a “risk-taker” in developing teaching strategies.
•Be specific, use examples, and provide a rationale when communicating with the student
teacher, especially when providing feedback or constructive criticism.
•Conduct conferences on a regular basis so the student teacher can gain insight into his/her
teaching behaviors.
•Assist the student teacher in making arrangements to observe both students and teachers at
other grade levels, teaching preps and in other buildings.
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Lead Teaching and Progression of Student Teaching
“Eight-and-Eight” Week Placements
1 2 3 4 5 6 7 8 change 9
Observe Intro
Full Teach Phase
10
11
Observe Intro
12
13
14
Full Teach
15
16
Phase
During the observation stage, the student teacher should be getting to know the students, the
school, and cooperating teacher’s methods. She/he might be taking attendance, doing lunch
count, and working with small groups and individuals. The student teacher and the cooperating
teacher should be determining the schedule for the student teaching experience. During the
introductory or integration stage, the student teacher gradually takes on more and more
responsibility for developing and presenting lessons until he/she has more or less assumed all
of the teaching responsibilities for an early childhood class, at which point the full-time
teaching stage has begun. After two weeks of lead teaching, the student teacher should
gradually relinquish the teaching duties. The phase out stage involves this tapering off of
responsibilities, increased reflective analysis, participation in different activities, and
observation in other classrooms.
The progression recommendations above are suggestions only. The cooperating teacher may
choose to implement a different progression according to his/her own professional judgment.
Block scheduling, the nature of the subject, the needs of the students and various other factors
may warrant approaches that differ from the above recommendations. Student teachers are
encouraged to accommodate the scheduling and progression needs of the placement site.
94
FORM M
Iowa State University
Student Teaching Progress Report
Student Teacher
Cooperating Teacher
Date
Please evaluate your student teacher’s present level of competency in each area. After
using this report as a focus for a conference with your student teacher, please give a copy
to the university supervisor.
Key: 1 = Unacceptable
2 = Developing
3 = Good
4 = Proficient
Professional Characteristics and Skill
Personal Characteristics:
Communication Skills:
Enthusiasm
1 2 3 4
Rapport w/staff
Creativity
1 2 3 4
Rapport w/parents & families
Flexibility
1 2 3 4
Rapport w/children
Resourcefulness
1 2 3 4
Written communication skills
Initiative
1 2 3 4
Confidence
1 2 3 4
Professionalism:
Dependability/Responsibility
1 2 3 4
Keeps confidentiality
Professional Appearance
1 2 3 4
Ethical
Cooperates/Collaborates
1 2 3 4
Self evaluation/reflection skills
Organized
1 2 3 4
Instructional Planning:
Appropriate Objectives/Goals
Organized Materials
Appropriate Use of Time
Motivates Students
Skill in Giving Directions
Questioning Skills
Appropriate Content
Knowledge of Subject Matter
Skills Assessing Students
System for Collecting Data
Awareness of Individual Needs
Modifies and Extends Lessons
Awareness of Diversity
Teaching Strategies
Variety of Materials
Summary of Strengths:
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Teaching Behaviors
Classroom Management:
2 3 4
Creates a Safe Learning
2 3 4
Environment
2 3 4
Creates a Developmentally
2 3 4
Appropriate Environment
2 3 4
Monitors Environment
2 3 4
Anticipates/Prevents Problems
2 3 4
Uses Redirection
2 3 4
Uses Positive Guidance
2 3 4
Encourages Independence
2 3 4
Provides Clear Rules
2 3 4
Manages Transitions
2 3 4
Individual Guidance Skills
2 3 4
Group Guidance Skills
2 3 4
Initiative in Guidance
2 3 4
Consistency in Guidance
Suggestions for Improvement:
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
95
FORM N - MIDTERM EVALUATION
Human Development and Family Studies
Student Teacher
Date
Cooperating Teacher
University Supervisor
Placement
Evaluation Completed by
DISTINGUISHED – The candidate independently demonstrates the skills, attributes, attitudes, and behaviors in a manner expected of an experienced teacher.
PROFICIENT - The candidate independently demonstrates the skills, attributes, attitudes, and behaviors in a manner expected of a beginning teacher.
ACCEPTABLE - The candidate demonstrates the skills, attributes, attitudes, and behaviors, but needs occasional assistance and/or additional experiences to function effectively and
independently as a beginning teacher.
DEVELOPING – The candidate demonstrates the skills, attributes, attitudes, and behaviors, but needs considerable assistance to perform effectively and independently as a beginning
teacher. Progress is being made in this area.
UNACCEPTABLE – The candidate does not demonstrate the skills, attributes, attitudes, and behaviors at a level acceptable for a beginning teacher.
Student Learning:
Understands how students learn and develop, and provides learning opportunities that
support intellectual, career, social, and personal development.
Utilizes guidance procedures appropriate to the individual child and situation; gives clear,
positively stated directions and explanations, and provides children with opportunities to
assume responsibility for their own behavior. Anticipates inappropriate behavior, redirects
whenever possible; attempts to teach appropriate behavior rather than punish inappropriate
behavior.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standards 1 and 2)
Date Source/Evidence
Diverse Learners:
Understands how students differ in their approaches to learning and creates instructional
opportunities that are equitable and are adaptable to diverse learners.
Selects a wide variety of teaching methods to match children’s differing needs, interests, and
abilities.
(State of Iowa Teaching Standard 4)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
96
Instructional Planning:
Plans instruction based upon knowledge of subject matter, students, the community,
curriculum goals, and state curriculum models.
Sets appropriate and purposeful objectives for group activities and for individual children.
Provides for concrete, first hand learning experiences. Plans demonstrate knowledge of child
development and early childhood education and provide for a multi-cultural nonsexist
curriculum.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 3)
Date Source/Evidence
Instructional Strategies:
Understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving and performance skills
Incorporates a variety of media forms and effectively utilizes resource persons in instruction.
Introduces activities meaningfully and creatively. Facilitates the construction of knowledge,
rather than dispensing knowledge; offering both encouragement and positive reinforcement,
and utilizing reflective listening and appropriate open-ended question.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 4)
Date Source/Evidence
Learning Environment/Classroom Management:
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.
Establishes and maintains a safe healthy learning environment. Provides a nurturing
atmosphere and clearly communicates expectations to children. Is able to: position self so as
to be aware of entire classroom, frequently scan classroom and attend to two (or more)
activities simultaneously. Uses appropriate techniques to maintain order and provide smooth
transitions.
(State of Iowa Teaching Standard 6)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
97
Communication:
Uses knowledge of effective verbal, nonverbal, and media communication techniques,
and other forms of symbolic representation, to foster inquiry, collaboration, and support
interaction in the classroom.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
Is able to establish a positive rapport with all children. Is able to relate effectively with
supervisors, peers and other staff. Seeks opportunities to communicate and work
cooperatively with parents. Contributes to a team effort through sharing ideas, observations
and relevant information in an open and tactful way.
(State of Iowa Teaching Standard 1)
Date Source/Evidence
Assessment:
Understands and uses formal and informal assessment strategies to evaluate the
continuous intellectual, social, and physical development of the learner.
Uses a variety of methods (e.g., observation, work samples, parent information, and
assessment instruments) to appraise children’s developmental level and progress and
interprets this assessment information carefully. Uses assessment information to set
appropriate learning objectives for children. Critically reviews daily activities and
experiences to see if goals and objectives are being met and adjusts future plans accordingly.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 5)
Date Source/Evidence
Foundations, Reflection and Professional Development:
Continually evaluates the effects of her/his choices and actions on students, parents, and
other professionals in the learning community, and actively seeks out opportunities to
grow professionally.
Demonstrates professionalism as a teacher and behaves in an ethical and professional way in
regard to children, parents and staff. Maintains composure in difficult situations. Completes
tasks in a timely manner. Seeks feedback and implements suggestions for improving
instructional performance. Is able to assess own effectiveness.
(State of Iowa Teaching Standard 7)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths::
Unacceptable
1
98
Collaboration, Ethics, and Relationships:
Fosters relationships with parents, school colleagues, and organizations in the larger
community to support students’ learning and development.
Demonstrates a positive attitude, enthusiasm and willingness to take the initiative. Exhibits
self-acceptance and self-confidence and a sensitivity and responsiveness to the feelings and
needs of others.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standards 8)
Date Source/Evidence
Please comment on the student’s overall performance and progress
during the student teaching experience in this section.
1. Specifically, what are this student’s strengths and how are they effectively used?
2. Please comment on any areas of concern. What have you observed that concerns you? What can the student do to improve or
work on stated concerns?
3. Please describe and illustrate with examples areas in which the student has made significant progress this semester.
Please return this form to your University
Supervisor or Karen Colbert
Human Development and Family Studies
4380 Palmer Building
Iowa State University
Ames, IA 50011-4380
99
FORM 0 - FINAL EVALUATION
Human Development and Family Studies
Student Teacher
Date
Cooperating Teacher
University Supervisor
Placement
Evaluation Completed by
Recommended Grade
DISTINGUISHED – The candidate independently demonstrates the skills, attributes, attitudes, and behaviors in a manner expected of an experienced teacher.
PROFICIENT - The candidate independently demonstrates the skills, attributes, attitudes, and behaviors in a manner expected of a beginning teacher.
ACCEPTABLE - The candidate demonstrates the skills, attributes, attitudes, and behaviors, but needs occasional assistance and/or additional experiences to function effectively and
independently as a beginning teacher.
DEVELOPING – The candidate demonstrates the skills, attributes, attitudes, and behaviors, but needs considerable assistance to perform effectively and independently as a beginning
teacher. Progress is being made in this area.
UNACCEPTABLE – The candidate does not demonstrate the skills, attributes, attitudes, and behaviors at a level acceptable for a beginning teacher.
Student Learning:
Understands how students learn and develop, and provides learning opportunities that
support intellectual, career, social, and personal development.
Utilizes guidance procedures appropriate to the individual child and situation; gives clear,
positively stated directions and explanations, and provides children with opportunities to
assume responsibility for their own behavior. Anticipates inappropriate behavior, redirects
whenever possible; attempts to teach appropriate behavior rather than punish inappropriate
behavior.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standards 1 and 2)
Date Source/Evidence
Diverse Learners:
Understands how students differ in their approaches to learning and creates instructional
opportunities that are equitable and are adaptable to diverse learners.
Selects a wide variety of teaching methods to match children’s differing needs, interests, and
abilities.
(State of Iowa Teaching Standard 4)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
100
Instructional Planning:
Plans instruction based upon knowledge of subject matter, students, the community,
curriculum goals, and state curriculum models.
Sets appropriate and purposeful objectives for group activities and for individual children.
Provides for concrete, first hand learning experiences. Plans demonstrate knowledge of child
development and early childhood education and provide for a multi-cultural nonsexist
curriculum.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 3)
Date Source/Evidence
Instructional Strategies:
Understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving and performance skills
Incorporates a variety of media forms and effectively utilizes resource persons in instruction.
Introduces activities meaningfully and creatively. Facilitates the construction of knowledge,
rather than dispensing knowledge; offering both encouragement and positive reinforcement,
and utilizing reflective listening and appropriate open-ended question.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 4)
Date Source/Evidence
Learning Environment/Classroom Management:
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.
Establishes and maintains a safe healthy learning environment. Provides a nurturing
atmosphere and clearly communicates expectations to children. Is able to: position self so as
to be aware of entire classroom, frequently scan classroom and attend to two (or more)
activities simultaneously. Uses appropriate techniques to maintain order and provide smooth
transitions.
(State of Iowa Teaching Standard 6)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
101
Communication:
Uses knowledge of effective verbal, nonverbal, and media communication techniques,
and other forms of symbolic representation, to foster inquiry, collaboration, and support
interaction in the classroom.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
Is able to establish a positive rapport with all children. Is able to relate effectively with
supervisors, peers and other staff. Seeks opportunities to communicate and work
cooperatively with parents. Contributes to a team effort through sharing ideas, observations
and relevant information in an open and tactful way.
(State of Iowa Teaching Standard 1)
Date Source/Evidence
Assessment:
Understands and uses formal and informal assessment strategies to evaluate the
continuous intellectual, social, and physical development of the learner.
Uses a variety of methods (e.g., observation, work samples, parent information, and
assessment instruments) to appraise children’s developmental level and progress and
interprets this assessment information carefully. Uses assessment information to set
appropriate learning objectives for children. Critically reviews daily activities and
experiences to see if goals and objectives are being met and adjusts future plans accordingly.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 5)
Date Source/Evidence
Foundations, Reflection and Professional Development:
Continually evaluates the effects of her/his choices and actions on students, parents, and
other professionals in the learning community, and actively seeks out opportunities to
grow professionally.
Demonstrates professionalism as a teacher and behaves in an ethical and professional way in
regard to children, parents and staff. Maintains composure in difficult situations. Completes
tasks in a timely manner. Seeks feedback and implements suggestions for improving
instructional performance. Is able to assess own effectiveness.
(State of Iowa Teaching Standard 7)
Date Source/Evidence
Distinguished Proficient
5
4
Good
3
Developing
2
Comments on Challenges and Strengths:
Unacceptable
1
102
Collaboration, Ethics, and Relationships:
Fosters relationships with parents, school colleagues, and organizations in the larger
community to support students’ learning and development.
Demonstrates a positive attitude, enthusiasm and willingness to take the initiative. Exhibits
self-acceptance and self-confidence and a sensitivity and responsiveness to the feelings and
needs of others.
Distinguished Proficient
5
4
Good
3
Developing
2
Unacceptable
1
Comments on Challenges and Strengths:
(State of Iowa Teaching Standard 8)
Date Source/Evidence
Please comment on the student’s overall performance and progress
during the student teaching experience in this section.
1. Specifically, what are this student’s strengths and how are they effectively used?
2. Please comment on any areas of concern. What have you observed that concerns you? What can the student do to improve or
work on stated concerns?
3. Please describe and illustrate with examples areas in which the student has made significant progress this semester.
Please return this form to your University
Supervisor or Karen Colbert
Human Development and Family Studies
4380 Palmer Building
Iowa State University
Ames, IA 50011-4380
103
Form B
Managing Risk – First Day Interview
This form is designed to force a dialog between you, the student teacher, and your cooperating teacher.
The information collected will help you better manage risk in classrooms during your student teaching
experience. Please keep this as reference throughout your experience.
Communication
How do I contact the office or others in the building during? Before? And after office hours?
Is there an intercom? How do I use it?
Is there a phone? How do I use it?
Is there a directory of phone numbers? Location?
When do I call 911 directly?
Are there phone numbers and contact information for students in classrooms?
Sending Students to the Nurse
What are the procedures? Should I notify the nurse that I am sending someone?
Should a student be sent to the nurse alone? If not, who should accompany the student? (You
may need to identify responsible students who could accompany a sick /injured student).
Reporting Suspected Abuse or Neglect
Is this strictly the teacher’s responsibility to report?
Who do I notify about suspicions and when?
Dealing with Student Health or Injuries
Are there any students who have special needs or heath issues (e.g., seizures, asthma, chronic
disease)? If so, list them and discuss each.
In case of an incident, are there things I can do for students or do I just call someone?
Where do I send/take an injured student?
Who do I contact regarding student injury at school?
Who will contact the parents?
What are my First Aid responsibilities? What should teachers do or not do?
Where are first aid materials in the classroom / school?
104
What procedures should be followed when an injury occurs on field trips or other activities
away from school?
Safety
Are there special rules and procedures for safety in Science lab / shop / FCS lab / gym / locker
room /playground?
Where is the safety equipment in classroom(s), school, lab, gym, playground?
Hygiene
Use of hand sanitizers by children in classroom: Okay to provide? Okay to require all to use?
What personal protective equipment is provided? Where is it stored?
Cleaning Up
What procedures are to be used to clean up potentially infectious materials like vomit? blood?
saliva? feces? urine?
Who do I contact? And how?
What do I do with the child who had the difficulty?
What do I do with other students while waiting for clean up?
Fire Drill Procedure
Where do I go and by what route?
Is there a secondary exit, if necessary, in case of blocked doorway?
Are there procedures to follow in route to the location?
What do I do when we are there?
What should I (the teacher) take for the fire drill (student list, grade book, emergency kit, etc.)?
What should students take?
Do I lock the classroom door or not?
Do I close classroom windows or not?
Do I take an emergency kit? Location?
Where are the fire alarms located?
Where is the fire extinguisher located?
105
Tornado Drill
Where do we go and by what route?
What procedures do I follow in route to location?
What do I do when there?
What should I (the teacher) take for the tornado drill (student list, grade book, emergency kit,
entertainment materials for the kids, cell phone, etc.)?
What should students take?
Do I lock the classroom door or not?
Do I close the classroom windows or not?
Where is the emergency kit located?
Lock Down Procedures
How will I know a lock down is needed?
What do I do?
Where do I go with the class?
How will I know the lock down has ended?
Strangers in Hallways or Classroom
What do I do if strangers are observed in the school without proper identification?
What do I do if I observe suspicious individuals outside of the school?
What do I do if someone shows up in the classroom without a note or visitor’s pass to take a
child home, especially if the office has not notified me?
Role of Security Personnel
If school has security personnel, what are their roles?
How and when should they be contacted?
Violent or Inappropriate Behaviors
What are my responsibilities, if I observe students fighting?
What are my responsibilities, if I see or hear about students bullying other students?
What are my responsibilities, if I observe or hear about sexual harassment?
106
Inappropriate Use of Technology
What are the school’s policies on the use of computers in the school (visiting inappropriate
sites, handling reports on this from students, etc.)?
What do I do if I observe the inappropriate use of technology? Who needs to know?
What is the school’s policy on the possession and use of cell phones and pagers? What do I do
if you observe inappropriate use?
What is the school’s policy on the possession and use of iPods and similar gadgets? What do I
do if you observe inappropriate use?
107
108
109
110
111
Home Intervention
112
FORM AA
Checklist For Home Intervention: Suggested Completion Dates
From Student:
___
Timeline: within first week
___
Goals: _____ Initial (within first week) _____ Midterm update (By week 4)
_____ Final update (2 Days prior to final conference)
___
Journals: 2 times per week for 7 weeks (mailed by Saturday or e-mailed by Sunday)
___
Weekly self-evaluations: weekly for 7 weeks (mailed by Saturday or e-mailed by Sunday)
___
IEP/IFSP assignment:
by week 2: Have child selected and behavioral observations started
by week 4: Have behavioral observations completed and formal assessment started
by week 6: Have formal assessment completed/ long-term goals and short-term objectives selected/IEP
or IFSP completed
by week 8: Programs and data collection completed
___
Summary (observation and evaluation) of 3 children/observational anecdotes/graph:
by week 2: Have target children selected and anecdotes started
by week 4: Have behavioral observation system developed and data collection started
by week 8: All data collected and summarized in written report
___
Complete one “new” parent interview and write up what you learn: by week 7*
___
Weekly professional activity: weekly (just noted in journal)
___
Media record: by week 7
___
Parent Resource Handout (by week 6)*
___
Program visit: by week 5
___
Individual/”lesson plans” (5-10) for children you see individually on home visits (by week 7)*
___
Write plans for and participate in 1-2 group experiences: by week 7
___
Final self-evaluation narrative: 2 days prior to final conference (no form, answer questions on p. 35)
___
Final self-evaluation form: 2 days prior to final conference (fill out Form 0 on self)
___
Evaluation of cooperating teacher: week of final conference
___
Evaluation of university supervisor: week of final conference
___
Mandatory Reporter of Child Abuse Training Certificate
___
Evaluations to discuss with cooperating teacher and supervisor
_____ Midterm
_____Final
Evaluations From Cooperating Teacher:
Please discuss these with the student teacher and turn a copy in to the university supervisor.
___
Student Teaching Progress Report: (minimum of 4) bi-weekly
___
Midterm evaluation: by week 4
___
Final evaluation: 2 days prior to final conference
*See Home Intervention Handbook for specific guidelines.
113
Home Intervention Resource
Form BB
1. Media type used for resource: (Circle one) Video Book Article Pamphlet
Other _________
2. Resource used:
(Give name or description of the resource)
3. Write a short paragraph or two discussing the relevance of these materials for this
particular family(s).
4. Attach the resource you have developed. (For example, you may have developed a
page or two listing the important points in a video, article or book OR you may have
developed a list of community resources for summer learning opportunities.)
5. Include one paragraph from your cooperating teacher as a written evaluation of the
materials you have prepared and how effective it was with the family you targeted.
6. Please be sure to attach:
*The article or pamphlet you used
*Your resource Handbook
*Paragraph evaluating your resource by the cooperating teacher
114
New Parent Interview Form
Form CC
1. Share the relevant background information for the family who is the subject of your
“New Parent Interview”.
2. Discuss which team members will attend this visit and why/why not this is
different from a routine visit.
3. Discuss and compare the paperwork and materials you would bring for a “New
Parent Interview” versus a routine visit.
4. What was the outcome of your visit? Include the family’s response to your visit
and what next steps you are planning with the family. How is this different than a
routine visit?
5. Discuss your readiness to implement an initial visit on your own. What steps
would you take to prepare yourself and your materials for this “New Parent
Interview” in the future? Why are these particular steps important?
115
Form DD
Home Intervention Activity Plan
(*You may use the format your cooperating teacher uses. However, please make sure all of
the below mentioned information is included in this format.)
Student Teacher
Date of visit
Staff and family members present during visit
Materials/equipment necessary for this visit:
Skills addressed during this visit (and how materials/equipment will be used to
address those skills):
Observations during this visit:
Recommendations for next time:
Next Visit Scheduled:
116
FORM EE
Iowa State University
Home Intervention Student Teaching Progress Report
Student Teacher
Cooperating Teacher
Date
Please evaluate your home intervention student teacher’s present level of competency in each area. After
using this report as a focus for a conference with your student teacher, please give a copy to the university
supervisor.
Key: 1 = Not observed
2 – Unacceptable
3 = Developing
4 = Good
5 = Proficient
Professional Characteristics and Skill
Personal Characteristics:
Enthusiastic about teaching
Creativity
Flexibility
Resourcefulness
Initiative
Confidence
Dependability/Responsibility
Professional Appearance
Collaborates with other team
members/parents
Professionalism:
Ethical
Keeps confidentiality
Self evaluation/reflection skills
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
Communication Skills:
Greets child/parent upon arrival
1
Transitions child into planned activity 1
Maintains eye contact during interaction 1
Gets down on child(ren)’s level
1
Easily establishes rapport with child
1
Shows affection with respect
1
Listens to children
1
Uses low, calm voice
1
Communicates with parent (re: their
1
questions, concerns, sharing
information
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Teaching Behaviors
Instructional Planning:
Organized Materials
Knowledge of subject matter
Speaks in simple, understandable terms
Uses voice as a teaching tool
Encourages language through modeling
Draws child into planned activity
Removes distractions-TV, extra
toys, etc.)
Skill in giving appropriate directions
(models activity when needed)
Follows up with suggested activity or
parent resource at visits end
Assesses child’s needs appropriately
Uses appropriate monitoring system
Modifies/extends lessons
Appropriate “wait time”
Awareness of diversity
Frequent opportunities for success
Visit flows smoothly
Appropriate variety of materials
Questioning skills
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
1 2 3 4 5
1 2 3 4 5
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
Behavior Management:
Manages child’s off task behavior
Models appropriate guidance
techniques for parents
Provide guidance resources for parents
Uses redirection
States directions in positive terms
Utilizes non-punitive ways of dealing
with inappropriate behavior
Exercises authority without
undermining child’s self worth
Encourages independence
Encourages problems solving
Anticipates and prevents problems
Provides clear rules
Initiative/consistency in guidance
Summary of Strengths:
Suggestions for Improvement:
1 2 3 4 5
1 2 3 4 5
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
1 2 3 4 5
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
117
Student’s name:
Date reviewed:
Form FF
Individualized Family Service Plan - rubric
*Number in each box represents point value give
*Addition of total number of points equals:
11-15 Acceptable, 10 Marginal, 0-9 Unacceptable
Meets expectations
Assessment
Report
Outcomes
I.F.S.P. Form
Professional Manner
All areas of development are
assessed using appropriate early
childhood assessments (i.e.,
AEPS, Creative Curriculum,
Denver, etc.), with attention to
details.
3
Report is complete, covering all
areas of development, skills are
summarized and student addresses
specifically what child can/cannot
do in each developmental area.
3
Outcomes are related to family
preference and/or assessment
info and are written in the
appropriate form.
3
Form is completely filled in; each
area is accurately addressed.
3
Report is typed. It is written at a
level family can understand. IFSP
form is neatly written or typed.
Grammar/language are
professional.
3
Comments:
Generally on target, but is
missing some details
Generally all areas are assessed,
but lack some details.
2
Has covered the majority of areas
of development, summary and
can/cannot statements. Could use
more detail with regard to specific
observations of developmental
skills.
2
Outcomes are generally related to
family preference and/or
assessment info. Form may need
to be refined to be clearer.
2
Generally form is complete, most
information is accurate, may be
missing a couple of minor details.
2
Report is typed with few errors.
Generally it is at family’s reading
level. IFSP form is average –
includes minor mistakes.
Grammar/language are generally
professional. 2
This area still needs work.
Major details are missing.
Have not assessed all areas of
development and/or may not have
used an appropriate assessment.
1
Has not addressed all areas of
development, has left out part/all
of summaries/can – cannot
statements.
1
Outcomes are not related to family
preference or assessment data.
Outcomes are unclear.
1
Form is incomplete, it is missing
major parts, some information
may not be accurate.
1
Report is not typed or contains
numerous errors. It does not
match reading level of family.
IFSP form is hard to read.
Significant mistakes in
grammar/language.
1
118
FORM GG
TIMELINE FOR HOME INTERVENTION
ASSIGNMENTS AND RESPONSIBILITIES
HDFS 417C
Suggested Timeline
Prior to Beginning:
Task/Assignment
Date Completed
Comments
Visit program
Read "The Student Teacher Handbook"
Week 1: Dates
Task/Assignment
1.1
1.2
Verify attendance dates/hours with Home
Intervention Cooperating teacher
Discuss program (philosophy, goals,
organization, schedule, rules, etc.) with
cooperating teacher.
1.3
Develop a timeline for completion of
assignments and goals using the "Outline of
Student Teaching Responsibilities”
2.1
Observation/Familiarization. Take time to
become acquainted with staff, review child's
files as appropriate, and become acquainted
with children as you begin your home visits.
7.1
Select and write goals for student teaching;
discuss with cooperating teacher
7.2
Journal (Monday through Thursday)
7.3
Weekly Self-Evaluation (Friday)
7.5
Weekly conference with cooperating
teacher. Turn in forms every other week.
Contact with University Supervisor
Date Completed
Comments
119
Week 2: Dates
Task/Assignment
Date Completed
Comments
Date Completed
Comments
1.1 Attendance
1.4 Maintain file for tasks/assignments
2.3 Use of cooperating teacher's plans for
individual home visit as coop allows.
3.1 Develop a file of observational anecdotes,
target behaviors
4.0 Choose an individual child for the IFSP
7.2 Journal (M-T)
7.3 Weekly Self-Evaluation
7.5 Weekly conference with cooperating teacher
Contact with University Supervisor
Week 3: Dates
Task/Assignment
1.1 Attendance
1.4 Maintain file
2.3 Use of cooperating teacher's plans for
home visits as coop allows
2.3 Begin planning for your own individual
home visits (and group activity – if you have
an opportunity to complete a toddler group)
3.0 Observational anecdotes, target children
4.1 Begin assessment of child for IFSP
Begin collecting information to use in
developing your own parent resource
handout.
6.1 Engage actively in several professional outof-class activities. Comment on these
activities in your journal
6.2 Program visitation (1st half). Use this
opportunity to visit your second half
placement site. Complete the form in your
handbook.
7.2 Journals
120
7.3 Weekly Self- Evaluation
7.4 Complete a media record of your teaching.
Use your journal to comment on what you
notice. Discuss with cooperating teacher &
university supervisor
Contact with university supervisor
Week 4: Dates
Task/Assignment
1.1 Attendance
1.4 Maintain file
2.3 Use of own plans for home visits
2.4 Continue planning future home visits
3.1- 3.4 Observational anecdotes, target
behaviors
4.1 Continue assessment of child for IFSP
5.0 Continue work on your parent resource
handout
6.1 Engage actively in several professional outof-class activities.
7.2 Journals
7.3 Weekly Self- Evaluation
7.6 Midterm conference with cooperating teacher
Midterm conference with university supervisor
Date Completed
Comments
121
Week 5: Dates
Task/Assignment
Date Completed
Comments
Date Completed
Comments
1.1 Attendance
1.4 Maintain file
2.3 Use of own plans for home visits
Implement toddler group plans (if that is an
available option)
2.5 Turn lead teaching plans into cooperating
teacher and university supervisor
3.1- 3.4 Observational anecdotes, target
behaviors
4.0 Continue assessment of child for IFSP
6.1 Engage actively in several professional outof-class activities.
7.2 Journals
7.3 Weekly Self- Evaluation
7.5 Conference with cooperating teacher
Contact with university supervisor
Week 6: Dates
Task/Assignment
1.1 Attendance
1.4 Maintain file
2.5 Use of own plans for lead teaching. Turn
lead teaching plans into university supervisor at
end of week with any changes noted. Turn in
lead teaching plans for next week to cooperating
teacher and university supervisor
3.1- 3.5 Observational anecdotes, target
behaviors
4.0 Complete assessment of child for IFSP
122
Week 6, continued
5.0 Complete and turn in parent resource
6.1 Engage actively in several professional outof-class activities
7.2 Journals
7.3 Weekly Self- Evaluation
7.5 Conference with cooperating teacher
Contact with university supervisor
Week 7: Dates
Task/Assignment
1.1 Attendance
1.4 Maintain file
2.5 Lead Teaching. Send a copy of your plans
to your university supervisor with any
changes noted
3.1 - 3.5 Observational anecdotes, target
behaviors
4.0 Share information from IFSP with
cooperating teacher and child's parents, if
cooperating teacher instructs you to do so.
6.1 Engage actively in several professional outof-class activities
7.2 Journals
7.3 Weekly Self- Evaluation
7.4 Complete second media record of your
teaching, if desired
7.5 Conference with cooperating teacher
Contact with university supervisor
Date Completed
Comments
123
Week 8: Dates
Task/Assignment
Date Completed
Comments
1.1 Attendance
1.4 Maintain file
6.2 Program visitation (2nd half). Complete the
form in your handbook
7.2 Journals
7.3 Weekly Self- Evaluation
7.7 Final conference with cooperating teacher
7.8 Final conference with university supervisor
(on campus).
7.9 Written final self-evaluation (differs from
weekly checklist)
7.10 Student evaluation of professional semester
program. Evaluate your cooperating teacher
and your university supervisor. Return the
form to Karen Colbert.
Complete and submit all work at least two days prior to the end of your placement.