TEACHER EDUCATION CENTER
(TEC)
HANDBOOK
Fall 2012
Conceptual Framework
YOUNGSTOWN STATE UNIVERSITY
Beeghly College of Education
Educating for Reflective Professional Practice in the 21st Century
Beeghly Hall
One University Plaza
1
Youngstown, OH 44555
TABLE OF CONTENTS
STANDARDS & OUTCOMES
BCOE Contact Information …………………………………………………………………………3
BCOE Conceptual Framework……………………………………………………………………....4
BCOE Institutional Standards & Outcomes Statements…………………………………………….5
Ohio Standards for the Teaching Profession……………………………………………………….. 7
Alignment: Ohio Standards for the Teaching Profession and BCOE Conceptual Framework……...8
National Education for the Education of Young Children (NAEYC) Standards…………………..12
BCOE Candidate Dispositions…………………………………………………………………….. 13
Candidate Performance Alert Process………………………………………………………………14
Candidate Performance Alert…………...…………………………………………………………..16
TEC GUIDELINES & REGULATIONS
Professionalism……………………………………………………………………………………..17
TEC Guidelines……………………………………………………………………………………..18
Candidate Responsibilities………………………………………………………………………….19
Attire, Cell Phones, Smoking, Tattoos and Piercings………………………………………………20
TEC Grading Scale for 4 Content Areas (LA, MA, SC, SS)……………………………………….21
Resource Teacher Responsibilities………………………………………………………………….22
TEC Calendar……………………………………………………………………………………….23
LESSON PLANNING
TaskStream Lesson Rubric………..………………………………………………………………..28
Standards…………………………………………………………………………………………...30
TEC Lesson Plan Description………………………………………………………………………31
Writing Objectives / Academic Language………………………………………………………….33
Appendix A: Academic Language for Elementary Literacy……………………………………….34
Appendix A: Academic Language for Elementary Mathematics…………………………………..36
Teacher Candidate Reflection Exercise and Holistic Rubric ..…………………………………….38
Action Words for Bloom’s Taxonomy…...………………………………………………………...40
TEC TPA Chrysanthemum Lesson Plan…………………………………………………………...41
CRITICAL TASK: INTEGRATED & THEMED UNIT
TaskStream Unit Directions and Rubric …………………………………………………………..46
Unit Block Planning Sheet…………………………………………………………………………50
Integrated Unit Checklist…………………………………………………………………………..51
How to Get Your Unit Finished on Time…………………………………………………………..52
Integrated Unit—Lesson with Learning Center Directions………………………………………..53
Sample Lesson Plan with Center,,…………………………………………………………………54
Licensure Code of Professional Conduct for Ohio Educators …………………………………….57
TEC EVALUATIONS
Field Attendance Form……………………………………………………………………………..63
Preclinical Vita……………………………………………………………………………………..64
ECE TEC Preclinical Observation Form—Lesson Week………………………………………….65
ECE TEC Preclinical Observation Form—Unit with Center .……………………………………..66
ECE TEC Preclinical Assessment………………………………………………………………….67
Preclinical Program Evaluation…………………………………………………………………… 69
TEC Dispositions/Professionalism and Rubric….………………………………………………....70
Field Verification Form.…………………………………………………………………………....74
2
BEEGHLY COLLEGE OF EDUCATION
Hours for all offices: 8:00 a.m.-5:00 p.m. Monday through Friday
PHONE NUMBERS YOU MAY NEED:
Dean’s Office
Dr. Charles L. Howell
330-941-3215
Coord. Assess & P-12 Outreach
Ms. Susan Moorer
330-941-2161
Office of Student Field Experience
Mrs. Therese Kightlinger
Mrs. Kathy Mock
330-941-3269
College of Education Advisors
(Advisement by appointment only)
Ms. Karen Henning
Mr. Jim Stipetich
330-941-3602
330-941-3559
Certification/Licensure Coordinator
(Advisement by appointment only)
Ms. Crystal Hawthorne
330-941-3270
Educational Foundations, Research,
Technology and Leadership
Dr. Richard McEwing (Chair)
330-941-1437
Teacher Education Department
Secondary Education Programs
Early Childhood Education Programs
Middle Childhood Education Program
Dr. Dora Bailey (Chair)
330-941-3251
DEPARTMENTS
Counseling & Special Education Dept. Dr. Jake J. Protivnak (Chair)
330-941-3257
Curriculum Resource Center (CRC)
Ms. Alyssa Jordan
330-941-3217
Dr. Peter Kasvinsky, Dean
330-941-3091
Dr. Crystal Ratican
330-941-3245
Dr. Kathleen Cripe
Dr. Lauren Cummins
Dr. Anita O’Mellan
330-941-3517
330-941-7237
330-941-1809
GRADUATE STUDIES
Admissions Inquiries
TEC FACULTY
Coordinator and Language Arts
Instructor
Science Instructor
Social Studies Instructor
Mathematics Instructor
3
BCOE CONCEPTUAL FRAMEWORK
Reflection in Action
The Beeghly College of Education is accredited by the National Council for Accreditation of Teacher Education
(NCATE); and all teacher education programs are approved by the Ohio Department of Education. Field
experiences and the culminating student teaching experience are integral parts of these programs. Youngstown
State University is accredited by the Higher Learning Commission.
At the initial level, the College’s professional education programs are defined within a conceptual framework
that articulates goals and identifies institutional standards that all teacher candidates are expected to meet. Our
Conceptual Framework, Reflection in Action, seeks to develop reflective teachers who are:
Reasoned:
Candidates exercise rational judgment and give thoughtful consideration to their
professional activities and decisions.
Ethical:
Candidates act in a moral, legal, and principled manner in
professional practice.
Fair:
Candidates exercise democratic fairness, principled concern, and
humane care in their professional activities.
Logical:
Candidates think analytically in a deliberately consistent and
rationally defensible manner.
Effective:
Candidates apply professional knowledge in a consciously
purposeful and deliberate manner.
Critical:
Candidates use professional knowledge, objectively applying it to their own professional
actions and the professional actions of others to the benefit of their students and clients.
Technical:
Candidates attend to procedural details and optimize the use of technologies appropriate
to professional practice.
This conceptual framework functions to inform, guide, and inspire faculty and teacher candidates by providing
a central core of related ideas from which programs evolve, are explained, and are assessed.
The field experiences designed by the Beeghly College of Education provide an opportunity for teacher
candidates to implement the ideals embraced in the conceptual framework in actual classroom practice. These
field experiences take place in a variety of school and community settings that encompass cultural and
demographic diversity, as well as exceptional populations. The nature and duration of field-based activities
vary in the amount of observation and participation based on specific course and program requirements,
culminating in the clinical experience referred to as student teaching. Student teaching is a full day
commitment for sixteen weeks for all majors. All field and clinical experiences encourage the teacher candidate
to reflect on current practices both observed and experienced. An integral part of the reflection process is the
feedback that candidates receive from the College of Education faculty, school faculty and their peers.
4
BCOE Institutional Standards & Outcome Statements
R1: Reflective practice is Reasoned.
Candidates exercise rational judgment and give thoughtful consideration to their professional
activities and decisions.
Outcomes:
A. Candidates use research, theory, and wisdom of practice to inform their pedagogy.
B. Candidates apply the appropriate knowledge of assessment and evaluation to their practice.
C. Candidates utilize evaluation results for evidence-based decision-making.
D. Candidates employ reflective professional judgment across all facets of their practice.
R2: Reflective practice is Ethical.
Candidates act in a moral, legal, and principled manner in professional practice.
Outcomes:
A. Candidates apply ethical and legal practices in performing their professional
responsibilities.
B. Candidates demonstrate knowledge of education policies at the local, state and national level for
instructional decision-making.
C. Candidates value and apply the professional code of conduct particular to their area.
R3: Reflective practice is Fair.
Candidates exercise democratic fairness, principled concern, and humane care in their professional
activities.
Outcomes:
A. Candidates demonstrate professional, collaborative, and inclusive dispositions both in
their field placements and within their courses.
B. Candidates foster inclusive environments, and respect the backgrounds of and beliefs
held by their students or clients.
C. Candidates strive to meet the educational needs of all students or clients in a caring, nondiscriminatory, and equitable manner.
D. Candidates collaborate with colleagues, families and communities to ensure that all
students reach their potential.
R4: Reflective practice is Logical.
Candidates think analytically in a deliberately consistent and rationally defensible manner.
Outcomes:
A. Candidates think systematically and analytically about professional practice and
professional decision-making.
B. Candidates appropriately apply knowledge of research to their professional practice.
5
R5: Reflective practice is Effective.
Candidates apply professional knowledge in a consciously purposeful and deliberate manner.
Outcomes:
A. Candidates are proficient in the procedures, techniques, and methods of their respective
B. Candidates are proficient in the content of their respective fields.
R6: Reflective practice is Critical.
Candidates use professional knowledge, objectively applying it to their own professional actions and the
professional actions of others to the benefit of their students and clients.
Outcomes:
A. Candidates evaluate their own effectiveness by giving attentive consideration to the
positive growth of their students/clients.
B. Candidates assess the needs for professional development and actively engage in
professional activities to expand their knowledge, experiences and relationships.
R7: Reflective practice is Technical.
Candidates attend to procedural details and optimize the use of technologies appropriate to
professional practice.
Outcomes:
A. Candidates effectively and appropriately integrate various technologies into their work as
teachers, counselors and administrators to maximize P-12 student learning.
B. Candidates utilize technology to enhance their own professional development.
6
fields.
Ohio Standards for the Teaching Profession
1
• Teachers select, develop and use a variety
Teachers understand student learning and
development and respect the diversity of the
students they teach.
• Teachers display knowledge of how students learn and
of the developmental characteristics of age groups.
• Teachers understand what students know and are
able to do and use this knowledge to meet the
needs of all students.
• Teachers expect that all students will achieve to
their full potential.
• Teachers model respect for students’ diverse
cultures, language skills and experiences.
• Teachers recognize characteristics of gifted
students, students with disabilities and at-risk
students in order to assist in appropriate
identification, instruction and intervention.
2
Teachers know and understand the content area
for which they have instructional responsibility.
• Teachers know the content they teach and use
their knowledge of content-area concepts,
assumptions and skills to plan instruction.
• Teachers understand and use content-specific
instructional strategies to effectively teach the
central concepts and skills of the discipline.
• Teachers understand school and district
curriculum priorities and the Ohio academic
content standards.
• Teachers understand the relationship of
knowledge within the discipline to other
content areas.
• Teachers connect content to relevant life
experiences and career opportunities.
3
Teachers understand and use varied assessments
to inform instruction, evaluate and ensure
student learning.
• Teachers are knowledgeable about assessment
types, their purposes and the data they generate.
of diagnostic, formative and summative
assessments.
• Teachers analyze data to monitor student
progress and learning, and to plan, differentiate
and modify instruction.
• Teachers collaborate and communicate student
progress with students, parents and colleagues.
• Teachers involve learners in self-assessment and
goal setting to address gaps between performance
and potential.
4
Teachers plan and deliver effective instruction
that advances the learning of each individual student.
• Teachers align their instructional goals and
activitites with school and district priorities and
Ohio’s academic content standards.
• Teachers use information about students’ learning
and performance to plan and deliver instruction
that will close the achievement gap.
• Teachers communicate clear learning goals
and explicitly link learning activities to those
defined goals.
• Teachers apply knowledge of how students think
and learn to instructional design and delivery.
• Teachers differentiate instruction to support the
learning needs of all students, including students
identified as gifted, students with disabilities and
at-risk students.
• Teachers create and select activities that are
designed to help students develop as independent
learners and complex problem-solvers.
• Teachers use resources effectively, including
technology, to enhance student learning.
5
Teachers create learning environments that
promote high levels of learning and achievement
for all students.
• Teachers treat all students fairly and establish
7
an environment that is respectful, supportive and caring.
• Teachers create an environment that is physically
and emotionally safe.
• Teachers motivate students to work productively
and assume responsibility for their own learning.
• Teachers create learning situations in which
students work independently, collaboratively
and/or as a whole class.
• Teachers maintain an environment that is
conducive to learning for all students.
6
Teachers collaborate and communicate with
students, parents, other educators, administrators
and the community to support student learning.
• Teachers communicate clearly and effectively.
• Teachers share responsibility with parents and
caregivers to support student learning, emotional
and physical development and mental health.
• Teachers collaborate effectively with other
teachers, administrators and school and
district staff.
• Teachers collaborate effectively with the local
community and community agencies, when
and where appropriate, to promote a positive
environment for student learning.
7
Teachers assume responsibility for professional
growth, performance and involvement as
an individual and as a member of a learning
community.
• Teachers understand, uphold and follow
professional ethics, policies and legal codes of
professional conduct.
• Teachers take responsibility for engaging in
continuous, purposeful professional development.
• Teachers are agents of change who seek
opportunities to positively impact
teaching quality, school improvements and
student achievement.
Alignment: Ohio Standards for the Teaching Profession and BCOE Conceptual Framework
Standard
Number
1
1.1
1.2
1.3
1.4
1.5
2
2.1
2.2
2.3
2.4
Conceptual
Framework
Conceptual Framework
‘R’
Students: Teachers understand student learning and development, and respect the diversity of the students they teach.
Teachers display knowledge of how students
R4B
R4: Reflective practice is Logical.
learn and of the developmental characteristics
R4B: Candidates appropriately apply knowledge of research to their
of age groups.
professional practice.
Teachers understand what students know and
R4B; R5A
R4: Reflective practice is Logical.
are able to do and use this knowledge to meet
R4B: Candidates appropriately apply knowledge of research to their
the needs of all students.
professional practice.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques, and
methods of their respective fields.
Teachers expect that all students will achieve to
R3C
R3: Reflective practice is Fair.
their full potential.
R3C: Candidates strive to meet the educational needs of all students or
clients in a caring, non-discriminatory, and equitable manner.
Teachers model respect for students’ diverse
R3B
R3: Reflective practice is Fair.
cultures, language skills and experiences.
R3B: Candidates foster inclusive environments and respect the
backgrounds of and beliefs held by their students or clients.
Teachers recognize characteristics of gifted
R3C; R5A
R3: Reflective practice is Fair.
students, students with disabilities and at-risk
R3C: Candidates strive to meet the educational needs of all students or
students in order to assist in appropriate
clients in a caring, non-discriminatory, and equitable manner.
identification, instruction, and intervention.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques, and
methods of their respective fields.
Content: Teachers know and understand the content area for which they have instructional responsibility.
Teachers know the content they teach and use
R5B
R5: Reflective practice is Effective.
their knowledge of content-specific concepts,
R5B: Candidates are proficient in the content of their respective fields.
assumptions and skills to plan instruction.
Teacher Standards
Teachers understand and use content-specific
instructional strategies to effectively teach the
central concepts and skills of the discipline.
Teachers understand school and district
curriculum priorities and the Ohio academic
content standards.
Teachers understand the relationship of
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques, and
methods of their respective fields.
R2: Reflective practice is Ethical.
R2B: Candidates demonstrate knowledge of education policies at the
local, state, and national level for instructional decision-making.
R5: Reflective practice is Effective.
R5A
R2B
R5B
8
2.5
3
3.1
3.2
3.3
3.4
3.5
4
4.1
4.2
4.3
knowledge within the content area to other
content areas.
Teachers connect content to relevant life
experiences and career opportunities.
R5B: Candidates are proficient in the content of their respective fields.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques, and
methods of their respective fields.
R4: Reflective practice is Logical
R4A: Candidates think systematically and analytically about professional
practice and professional decision-making.
Assessment: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
Teachers are knowledgeable about assessment
R1B
R1: Reflective practice is Reasoned.
types, their purposes and the data they
R1B: Candidates apply the appropriate knowledge of assessment and
generate.
evaluation to their practice.
Teachers select, develop and use a variety of
R1B
R1: Reflective practice is Reasoned.
diagnostic, formative and summative
R1B: Candidates apply the appropriate knowledge of assessment and
assessments.
evaluation to their practice.
Teachers analyze data to monitor student
R1C
R1: Reflective practice is Reasoned.
progress and learning, and to plan, differentiate
R1C: Candidates utilize evaluation results for evidence-based decisionand modify instruction.
making.
Teachers collaborate with and communicate
R3A; R3D
R3: Reflective practice is Fair.
student progress with students, parents and
R3A: Candidates demonstrate professional, collaborative and inclusive
colleagues.
dispositions both in their field placements and within their courses.
R3D: Candidates collaborate with colleagues, families and communities
to ensure that all students reach their potential.
Teachers involve learners in self-assessment
R1C
R1: Reflective practice is Reasoned.
and goal setting to address gaps between
R1C: Candidates utilize evaluation results for evidence-based decisionperformance and potential.
making.
Instruction: Teachers plan and deliver effective instruction that advances the learning of each individual student.
Teachers align their instructional goals and
R2B
R2: Reflective practice is Ethical.
activities with school and district priorities and
R2B: Candidates demonstrate knowledge of education policies at the
Ohio’s academic content standards.
local, state and national level for instructional decision-making.
Teachers use information about students’
R5A
R5: Reflective practice is Effective.
learning and performance to plan and deliver
R5A: Candidates are proficient in the procedures, techniques, and
instruction that will close the achievement gap.
methods of their respective fields.
Teachers communicate clear learning goals and
R5A
R5: Reflective practice is Effective.
explicitly link learning activities to those
R5A: Candidates are proficient in the procedures, techniques, and
defined goals.
methods of their respective fields.
R5A, R4A
9
4.4
4.5
4.6
4.7
5
5.1
5.2
Teachers apply knowledge of how students
think and learn to instructional design and
delivery.
Teachers differentiate instruction to support
the learning needs of all students, including
students identified as gifted, students with
disabilities and at-risk students.
Teachers create and select activities that are
designed to help students develop as
independent learners and complex problemsolvers.
Teachers use resources effectively, including
technology, to enhance student learning.
R1A
R3C; R5A
R5A
R1: Reflective practice is Reasoned.
R1A: Candidates use research, theory and wisdom of practice to inform
their pedagogy.
R3: Reflective practice is Fair.
R3C: Candidates strive to meet the educational needs of all students or
clients in a caring, non-discriminatory, and equitable manner.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques, and
methods of their respective fields.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques, and
methods of their respective fields.
R7: Reflective practice is Technical.
R7A: Candidates effectively and appropriately integrate various
technologies into their work as teachers, counselors and administrators to
maximize P-12 student learning.
Learning Environment: Teachers create learning environments that promote high levels of learning and achievement for all students.
Teachers treat all students fairly and establish
R3B
R3: Reflective practice is Fair.
an environment that is respectful, supportive
R3B: Candidates foster inclusive environments and respect the
and caring.
backgrounds of and beliefs held by their students or clients.
Teachers create an environment that is
R3C
R3: Reflective practice is Fair.
physically and emotionally safe.
R3C: Candidates strive to meet the educational needs of all students or
clients in a caring, non-discriminatory, and equitable manner.
5.3
Teachers motivate students to work
productively and assume responsibility for their
own learning.
5.4
Teachers create learning situations in which
students work independently, collaboratively
and/or as a whole class.
R7A
R1C; R5A
R5A
10
R1: Reflective practice is Reasoned.
R1C: Candidates utilize evaluation results for evidence-based decisionmaking.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques, and
methods of their respective fields.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques, and
methods of their respective fields.
5.5
6
6.1
6.2
6.3
6.4
7
7.1
7.2
7.3
R3: Reflective practice is Fair.
R3B: Candidates foster inclusive environments and respect the
backgrounds of and beliefs held by their students or clients.
R3C: Candidates strive to meet the educational needs of all students or
clients in a caring, non-discriminatory, and equitable manner.
Collaboration and Communication: Teachers collaborate and communicate with other educators, administrators, students and parents and
the community to support student learning.
Teachers communicate clearly and effectively.
R3A
R3: Reflective practice is Fair.
R3A: Candidates demonstrate professional, collaborative and inclusive
dispositions both in their field placements and within their courses.
Teachers share responsibility with parents and
R3D
R3: Reflective practice is Fair.
caregivers to support student learning,
R3D: Candidates collaborate with colleagues, families and communities
emotional and physical development and
to ensure that all students reach their potential.
mental health.
Teachers collaborate effectively with other
R6B
R6: Reflective practice is Critical.
teachers, administrators and school and district
R6B: Candidates assess the needs for professional development and
staff.
actively engage in professional activities to expand their knowledge,
experiences and relationships.
Teachers collaborate effectively with the local
R3D
R3: Reflective practice is Fair.
community and community agencies, when and
R3D: Candidates collaborate with colleagues, families and communities
where appropriate, to promote a positive
to ensure that all students reach their potential.
environment for student learning.
Professional Responsibility and Growth: Teachers assume responsibility for professional growth, performance, and involvement as an
individual and as a member of a learning community.
Teachers understand, uphold and follow
R2A; R2C
R2: Reflective practice is Ethical.
professional ethics, policies and legal codes of
R2A: Candidates apply ethical and legal practices in performing their
professional conduct.
professional responsibilities.
R2C: Candidates value and apply the professional code of conduct
particular to their area.
Teachers take responsibility for engaging in
R6A
R6: Reflective practice is Critical.
continuous, purposeful professional
R6A: Candidates evaluate their own effectiveness by giving attentive
development.
consideration to the positive growth of their students/clients.
Teachers are agents of change who seek
R6B
R6: Reflective practice is Critical.
opportunities to positively impact teaching
R6B: Candidates assess the needs for professional development and
quality, school improvements and student
actively engage in professional activities to expand their knowledge,
achievement.
experiences and relationships.
Teachers maintain an environment that is
conducive to learning for all students.
R3B; R3C
11
National Association for the Education of Young Children
Standard 1. Promoting Child Development and Learning
Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting
influences on children’s development and learning, to create environments that are healthy, respectful,
supportive, and challenging for all children.
Standard 2. Building Family and Community Relationships
Candidates know about, understand, and value the importance and complex characteristics of children’s
families and communities. They use this understanding to create respectful, reciprocal relationships that support
and empower families, and to involve all families in their children’s development and learning.
Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use
systematic observations, documentation, and other effective assessment strategies in a responsible way, in
partnership with families and other professionals, to positively influence children’s development and learning.
Standard 4. Teaching and Learning
Candidates integrate their understanding of relationships with children and families; their understanding of
developmentally effective approaches to teaching and learning; apply developmentally appropriate practices,
and reflecting on their own teaching.
Sub-Standard 4a. Connecting with children and families
Candidates know, understand, and use positive relationships and supportive interactions as the foundation for their
work with young children.
Sub-Standard 4b. Using developmentally effective approaches
Candidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively
influence children’s development and learning.
Sub-Standard 4c. Applying developmentally appropriate teaching /learning approaches
Candidates use a flexible, research-based variety of teaching/learning approaches to promote young children’s
individual characteristics, needs, and interests.
Sub-Standard 4d. Reflecting on own practice to promote positive outcomes for each child
Candidates use reflective, responsive, and intentional instruction to promote positive outcomes for all children.
Standard 5. Using Content Knowledge to Build Meaningful Curriculum
Candidates understand content knowledge and resources in all early childhood academic disciplines. They
know and use central concepts, inquiry tools, and structures of content areas. They use their own knowledge,
appropriate early learning standards, and other resources to design, implement, and evaluate, meaningful,
challenging curricula for each child.
Standard 6. Becoming a Professional
Candidates identify and conduct themselves as members of the early childhood profession. They know and
use ethical guidelines and other professional standards related to early childhood practice. They are
continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their
work, making informed decisions that integrate knowledge from a variety of sources. They are informed
advocates for sound educational practices and policies.
12
BEEGHLY COLLEGE OF EDUCATION CANDIDATE DISPOSITIONS
Preamble: (Dr. Paul Carr)
In reflecting on the dispositions that Beeghly College of Education candidates should strive for
and exhibit, it is important to acknowledge the formal skills, knowledge, and competencies acquired
through the bachelor’s, master’s, and doctoral level programs. Candidates can reasonably be expected to
have received a range of courses, instruction, and experiences that will prepare them to effectively meet
the challenges in the schools and community. It is also critical to note that learning how to teach,
counsel, and/or provide leadership, as well as learning about others involved in education, is an
evolutionary process; we continually learn through education and from experience. Lastly,
understanding, appreciating, and being engaged in the learning process of others, especially those from
different backgrounds, origins and experiences, requires a conscientious commitment to accepting and
working with all students. Having high expectations and being attuned to the social context from which
students derive is crucial to the educational success of the diverse student population in our schools.
Attaining the essence of the content of the dispositions described below requires a multi-layered, multiparticipant approach to supporting those involved in the field of education.
The Beeghly College of Education teacher preparation, counselor preparation, and administrator
preparation programs seek to produce candidates who are:
Collaborative: Candidates who exhibit a collaborative nature demonstrate an ability to work with
others, accept responsibility as required, respect different thoughts and opinions, and contribute to
efforts to examine and enact productive solutions. Candidates exhibit these behaviors towards
colleagues, school personnel, clinical personnel, students, and mentors.
Inclusive: Candidates who exhibit an inclusive nature demonstrate respect, empathy, openmindedness, flexibility in thought, and the ability to anticipate and understand diverse and/or conflicting
views, ethnicities, exceptionalities, etc. Candidates exhibit these behaviors towards colleagues, school
personnel, clinical personnel, students, and mentors.
Professional: Candidates who exhibit a professional nature demonstrate principled behaviors
including ethical conduct, knowledge, respect, inclusiveness, confidence, appropriateness in the context
of one’s workplace; competence in translating knowledge into effective teaching/learning, counseling,
and/or administrative practices and a propensity for both demonstrating and encouraging excellences in
self and others. Candidates exhibit these behaviors towards colleagues, school personnel, clinical
personnel, students, and mentors.
Candidate dispositions will be assessed in the BCOE programs and various field experiences.
13
Youngstown State University
Beeghly College of Education
Candidate Performance Alert Process
The purpose of the alert process is to identify candidate performance or conduct that fails to satisfy professional expectations
associated with professionalism, inclusivity, and collaboration determined by the BCOE faculty as necessary standards to effectively
serve all student or clients. This alert process is intended to encourage early and informal remediation of concerns associated
with the dispositions set out below. It is not intended that it be used to address student misconduct such as prohibited in the
university Code of Student Conduct, nor as the means for addressing questions of academic dishonesty. Complaints of these
types of student conduct may be pursued through the Student Judicial System, or resolved through the Academic Grievance
Procedure (see University Student Handbook for details pertaining to both).
Dispositions are the values, commitments and professional ethics of candidates in the Beeghly College of Education (BCOE)
professional preparation programs. These candidate behaviors are critical to the development of students, families, colleagues,
and communities that affect student learning. Candidate behaviors impact student motivation and development, and the
candidate’s own professional growth. Dispositions are commonly reflected in candidate beliefs, attitudes, or behaviors related
to values such as caring, fairness, honesty responsibility and social justice (NCATE, 2001, p.53).
Candidate Performance Alert Form (CPA) The candidate performance alert form is completed when a concern is raised
about a candidate’s performance during any class, sponsored activity by the Beeghly College of Education or during a YSU
required field or clinical experience. This form may be used when a candidate engages in conduct, irrespective of its time or
location, which raises substantial questions about the candidate’s ability to perform his or her role as an educational
professional. The CPA can be used by university faculty and staff, supervisors, cooperating teachers or other school personnel
(reporting party) when they have a concern other than one that can be effectively addressed through routine means of
supervision.
Process
Minor to Moderate Performance Concern(s)
The reporting party should briefly describe the specific conduct or behavior by with sufficient particulars, including time and
location, in order to assist the candidate and other university representatives to understand the concern. The concern, as
recorded in the Concern Section of the CPA must be reviewed with the candidate within 5 university days of its completion.
During this conference the nature of the concern and a course of action to improve the candidate’s performance must be
discussed with the candidate. At this conference the signature of the candidate must be secured to acknowledge receipt of the
form and the recommendations for improvement. The completed form will then be promptly forwarded to the Program
Coordinator then the Department Chair for review and placement in the Department CPA file and the candidate’s file.
Monitoring the implementation of the recommendations for improvement of a minor to moderate breach of professional
expectations as outlined on the CPA will be the responsibility of the reporting party.
A candidate who denies responsibility for the concern or disagrees with the recommendations outlined in the CPA may appeal
in writing to the Program Coordinator or the Department Chair within 5 university days after the required conference.
14
Serious or Chronic Performance Concern
When a candidate has received two or more CPAs or has committed a serious breach of professional behavior, the reporting
party should complete the Concern Section of the CPA following the conduct or concern or its discovery.
The reporting party will meet with the candidate to advise him or her of the concern and that the matter is being forwarded
for departmental review. A conference with the candidate, the reporting party, the Program Coordinator and Department
Chair will be convened within 5 university days to discuss the concern or conduct and determine the recommendation(s) to
improve the candidate’s performance. The Program Coordinator or Department Chair may invite the participation of
additional individuals with knowledge of the candidate’s performance. The candidate will have an opportunity at the meeting
to ask questions of the reporting party and other university representatives present, as well as explain his or her perspective
regarding the concern or conduct reported on the CPA. All conference members and the candidate present at the meeting will
determine recommendations or remedial or disciplinary measures that will be required with a timeline for completion. A
professional development plan (PDP) can include, but is not limited to, additional course work (which may be at the expense
of the student), counseling, or additional time working in school settings. The Program Coordinator or the Department Chair
and reporting party will summarize the recommendations, secure signatures of acknowledgement on the Department PDP
form, to be placed in the Department CPA file and the candidate’s file.
The successful completion of the PDP will be the responsibility of the candidate and will be monitored by the program
coordinator, department chair, or a faculty member designated in writing at the time of the CPA conference. The evaluation
of the candidate’s performance on the conditions and criteria of the PDP will be reviewed by the Program Coordinator and
the Department Chair. The candidate will be promptly notified in writing of the review by the program coordinator or the
department chair.
In the event that the program coordinator and department chair conclude that the candidate’s performance cannot
be reasonably remediated, the candidate’s future enrollment in program/department courses may be restricted or
terminated based on a vote of the governing faculty of the program or department, as applicable.
Candidate Opportunity to Appeal
Candidates may appeal the recommendations and requirements imposed by program or departmental level actions as a result
of CPAs by submitting a letter within 10 university days to the appropriate Undergraduate and Graduate Committees within the
Beeghly College of Education. These committees include the Upper Division Retention Subcommittee for undergraduate
students and the Graduate Studies Committee for graduate students. The purpose of these committees is to review the
CPA(s), the written records of the program or department, including PDPs, any statements added to the CPAs by the
candidate, and the candidate’s written reasons for the appeal. The committee will also review adherence to procedures and
timelines by the parties. Unless the respective undergraduate or graduate committee finds the conclusions and remedial
measures of the Program or Department unreasonable, or a material deviation from prescribed procedures has occurred, the
decision and recommendation of the program or department will be affirmed. In the event the committee finds the candidate
has been subjected to unreasonable or arbitrary or capricious actions, or actions that violate state or federal law, the matter will
be returned to the program or department for further consideration in light of the findings of the respective undergraduate or
graduate committee. All appeals will be acted upon within 30 university days from the receipt of the letter by the respective
committee chair.
In the event that the action of the Program or Department or the College Undergraduate or Graduate Committee
involves an academic matter under the jurisdiction of University Academic Grievance Procedure, the candidate
may file a grievance with that body pursuant to standards set out in the Student handbook.
15
YOUNGSTOWN STATE UNIVERSITY
BEEGHLY COLLEGE OF EDUCATION
Candidate Performance Alert
Candidate: _________________________________________________________________ PID: __________________
Semester: ____________ Department Chair(s):__________________________________________________________
Program: Pre-Ed ____ Early ____ Middle _____ AYA ____ SPED ____ Multi-Age ____
MSE ____ Career and Technical _____ Admin____ Counseling ____
Content Area: ______________________
Catalog Number: __________
Course Title: ____________________________________
Areas of Concern (Dispositions)
Collaborative: Candidates who exhibit a collaborative nature demonstrate an ability to work with others, accept
responsibility as required, respect different thoughts and opinions, and contribute to efforts to examine and enact
productive solutions. Candidates exhibit these behaviors towards colleagues, school personnel, clinical personnel,
students, and/or mentors.
Inclusive: Candidates who exhibit an inclusive nature demonstrate respect, empathy, open-mindedness, flexibility in
thought, and the ability to anticipate and understand diverse and/or conflicting views, ethnicities, exceptionalities, etc.
Candidates exhibit these behaviors towards colleagues, school personnel, clinical personnel, students, and/or mentors.
Professional: Candidates who exhibit a professional nature demonstrate principled behaviors including ethical conduct,
knowledge, respect, confidence, appropriateness in the context of one’s workplace; competence in translating knowledge
into effective teaching/learning, counseling, and/or administrative practices and a propensity for both demonstrating and
encouraging excellences in self and others. Candidates exhibit these behaviors towards colleagues, school personnel,
clinical personnel, students, and/or mentors.
Concerns:
Check one:
a mild to moderate concern
 a serious or chronic concern
Date of Conference: _________________________________________________________________________________
Recommendation: ___________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
No further action at this time
Refer for department review/action
Faculty signature indicates a conference occurred with this candidate regarding the concerns.
Candidate signature indicates that the candidate has reviewed the form, but may not necessarily agree.
__________________________
Faculty Signature
_________________
Date
____________________________
Candidate Signature
Copies to Candidate, Department Chair(s), and Candidate
16
_________________
Date
TEC GUIDELINES/REGULATIONS
Welcome to TEC! You have accomplished much in your college education and are ready for the next important
step in your teacher preparation. This is a semester that will help to prepare you for student teaching. This will
be an exciting semester as you get to be part of a classroom environment and teach lessons to some very
wonderful students. The TEC Faculty is looking forward to instructing you, helping you prepare lessons,
observing you in a school setting and mentoring you along with your cooperating teacher.
PROFESSIONALISM: the conduct, aims or qualities that characterize or mark a profession or a
professional person.
When you enter TEC you have taken the second step in becoming a teacher. This step affords you the
opportunity to learn about teaching style, content, and conduct from the TEC faculty, cooperating
teachers, and your peers. It provides you the chance to explore and develop your own philosophy, work
in the classroom with students, and grow professionally as a result of working with other professional
persons.
You are expected to act as a PROFESSIONAL. Although the definition of professional far exceeds any
boundaries that can be listed on paper, guidelines for this TEC experience are listed below.
Everyone in the class begins with 24 professional points. If infractions occur, points will be deducted
from the 24 points.
Professionalism will be closely monitored during the TEC class meetings and field experience. If at any time
your professionalism is questionable or deemed inadequate, points will be deducted or in the case of a serious
infraction, you will be removed from your field experience and receive no credit (NC) and/or be in serious
jeopardy of failure.
BCOE Professionalism Statement
At any time during the TEC experience, TEC students can be removed, for the remainder of the semester, from
TEC for behavior and/or actions deemed unethical and/or unprofessional by the cooperating teacher, building
principal, and/or the TEC coordinator. The TEC student may receive a grade of No Credit for the semester in
which he/she is removed.
1.
TEC students are to conduct themselves in a manner that will not compromise their ability to be
effective in any teaching placement. The professional code of ethics for teachers extends beyond the
classroom into the community and demands careful and wise decision-making. Therefore, TEC students
must maintain a high level of professional dress, confidentially, and professionalism at all times and
with all individuals involved with the TEC experience.
2. TEC students are to maintain a high level of professionalism within and outside of their TEC
placements; therefore TEC students cannot contact or talk to any media without the written consent from
the school district administration and the YSU Beeghly College of Education Dean’s Office.
Additionally, TEC students cannot use a media source, including videotaping, for instruction without the
clearance from the assigned school district.
3. The Beeghly College of Education does not condone TEC students’ involvement in social networking
with district students outside of educational purposes. TEC students are to follow their assigned
17
district’s social networking policies regarding texting, emailing, Facebook, Twitter, YouTube, MySpace,
blogging, etc. TEC students involved in any social networking with district students may be removed
from TEC for the remainder of the semester. TEC students need to be aware further actions from the
district may occur.
Grading Policy:
Candidates will receive credit for their performance in the field. Professionalism and overall performance in the
school site are considered. Cooperating teachers will evaluate candidates’ performance through observation,
completing YSU observation forms, and conferences. A final evaluation form will be completed by cooperating
teachers and the university faculty.
TEC Guidelines:
Points will be deducted for an infraction of professional behavior at the instructor’s discretion. Points deducted
will be doubled for each additional infraction. PLEASE be professional in all circumstances, but especially in
the following instances:
1. Monitoring your personal language, dress, and deportment.
2. Maintaining confidentiality concerning students, parents, and cooperating teachers, as well as
discussing concerns only with persons directly involved.
3. Accepting responsibility for your academic and personal performance.
4. Being ON TIME and ready to begin daily lessons.
5. Submitting LESSON WEEK and CENTERS AND UNIT WEEK lesson plans and information
ON TIME to both university faculty and cooperating teachers (Cooperating teachers must always
have your lesson plans at least 24 hours prior to your teaching to check for content and gradelevel appropriateness. If not, you are not permitted to teach Lessons, the Integrated Unit / Critical
Task, or implement the Centers.
6. Planning your lessons carefully and being prepared with all necessary materials for teaching.
7. Knowing and following TEC procedures outlines by your TEC handbook, (i.e. reporting off,
returning borrowed materials, signing in and out of schools during observation and teaching days,
etc).
8. Accepting and offering constructive suggestions.
9. Submitting all required assignments on time, particularly the CRITICAL TASK / INTEGRATED
UNIT AND CENTERS. There will be a 5 point per day per subject area deduction for lateness of
the CRITICAL TASK/ INTEGRATED UNIT/CENTERS. All other late assignments are reduced
by 10% per each class time.
18
10. Remedying a problem that may arise in a particular class by following the chain of command
starting with the faculty member, the TEC coordinator, the Department Chair, Assistant Dean,
and finally the Dean.
Candidate Responsibilities
1. It is the policy of the Department of Teacher Education that once you have been assigned a particular TEC
site, there will be NO changing of the assignment.
2. The time schedule for TEC begins with your regular university schedule and continues with designated preclinical hours determined by both university requirements as well as the needs of the school to which you
are assigned. During TEC, Mondays and some whole weeks are used for pre-clinical hours as well as
afternoon general session meetings for all TEC blocks. Be sure to check your TEC calendar for specific
dates and details.
3. In the event that you MUST call off or if you are LATE:
a. Call your resource teacher and state the reason for your absence or tardiness. Call the school
secretary of your assigned school. Identify yourself by stating your name, TEC/YSU, your resource
teacher’s name and the reason for your absence or tardiness.
b. Call or email the TEC Coordinator, Dr. Crystal Ratican (330)941-3245. State your name and that
you are a student in TEC, designated school and resource teacher. Give the reason for your absence.
(You must bring a doctor’s excuse or proof of funeral attendance when you return, so you will not be
penalized).
c. You must make up any missed field days / hours.
4.
Wear your YSU ID / name tag every day. Sign in and out at the school office.
5. Stay out of the faculty lounges, unless the principal personally invites the TEC candidates in the school to
utilize the facility.
6. Participate in all school activities to which you are invited.
7. Attendance is MANDATORY. TEC candidates are NOT permitted to leave the building during pre-clinical
hours.
8. Any candidate having a physical and / or medical condition that may hamper your performance in the
classroom needs to see the TEC coordinator privately. This would be information that would have to be
filed with a principal or district.
9. Dress professionally, follow the dress code (business casual) of the district at all times. Remember you are a
guest in the district and a potential employee. Make a good impression!
19
Attire
Teacher candidates should consider the TEC experience their first job interview. A job interview has many
parts, one of them being appearance. To assist students in this aspect of interviewing, the following are
suggested professional attire.
For female candidates:
For male candidates:
Blazer or Jacket
Skirts at least knee length or longer
Slacks
Blouse
Sweater
Comfortable shoes
Check about flip flops, sandals or tennis
shoes
Blazer or Jacket
Slacks
Shirt
Sweater
Tie-required
Comfortable shoes
Check about flip flops, sandals or tennis
shoes
Absolutely NO DENIM
Cover all tattoos and piercings
Absolutely NO DENIM
Cover all tattoos and piercings
Cell Phones
Cell phones are a part of our culture and cultures worldwide. While they are beneficial and sometimes a
necessity, certain guidelines apply to classes and field experience. Cell phones should be turned off in all TEC
classes as a courtesy to the instructors and fellow candidates. In case of an emergency situation, inform the
instructor and put the cell phone on vibrate. Cell phones used inappropriately can be confiscated in classes.
At the field site cell phones should remain in your vehicle. Calls for family emergencies should be handled
through the school office. Make sure your family has this number on file. This is an established policy in most
schools.
Smoking
Some schools require cigarettes be left in your vehicle and not brought into school (even purse / personal bag).
Find an off campus location to smoke and use fresh breath spray and / or gum, or mints to mask the odor from
students. It is best to not smoke during the school day.
20
TEC GRADING SCALE FOR 4 CONTENT AREAS (LA, MA, SC, SS)
Minimum Requirements: A grade of “C” or above is required of all TEC courses to pass.
If minimum requirements are not met, the following will apply:
1. Failure to pass one (1) course (D or F) will result in retaking that course in the next available TEC. All
competencies and requirements for that course must be fulfilled (with the exception of the Integrated
Unit: the student must integrate the subject of Language Arts with the failed subject rather than all four
subjects during that teaching week). The full field experience must be completed.
2. Failure to pass (2) courses (D or F) will result in retaking both courses in the next available TEC. All
competencies and requirements for those courses must be fulfilled including the Integrated Unit and the
full field experience completed.
3. Failure to pass 3 or 4 courses (D or F) will result in retaking the entire TEC experience in the next
available TEC.
4. The TEC candidate must successfully develop, plan and teach all required lessons in order to receive
credit.
5. Courses in TEC can be repeated only once, that is taken a total of two (2) times only.
Note: IN ORDER TO PROCEED TO STUDENT TEACHING, CANDIDATES MUST
SUCCESSFULLY COMPLETE THE TEC EXPERIENCE
Courses taken under the CR / NC option may not be counted toward a student’s major or minor. Students
should confer with their advisors prior to electing the CR / NC option. Please be advised that TEC courses fall
under these guidelines.
When retaking a course, all candidate work submitted must be new for that semester.
There are certain assignments across the content areas that are considered major assignments. For these
assignments no revisions for an increase in points or grade are permitted. The following Critical Task
assignments fall into this category:
1. INTEGRATED UNIT PLAN & ACCOMPANYING CENTERS- all content
areas
2. PRE/POST ASSESSMENT- social studies
3. CONTEXTUAL FACTORS- social studies
4. TEACHER INFORMATION- all content areas
5. PROFESSIONAL DISPOSITIONS- all content areas
21
RESOURCE TEACHER RESPONSIBILITIES
Candidates will be creating and implementing 4 Integrated Lesson Plans (Week 10) and one Critical Task
Integrated Unit with Centers (Week 16). Candidates are preparing lesson plans and given time to complete the
unit here at YSU. The resource teacher’s responsibility is to suggest topics and allow our candidates to
implement the lessons and the unit and centers in his / her classroom.

Complete and return the Resource Teacher Vita as soon as possible. The university is required to
collect these every semester.

Discuss themes for the Integrated Lesson Plans and another theme for the Critical Task/ Integrated Unit
with Centers as early as possible. Help your TEC student to understand what would be considered
review material for the centers content. Consult your TEC Calendar for teaching dates.

Try to pick diverse topics for the Critical Task / Integrated Unit with Centers topic. (The Integrated Unit
topic should be one you, the resource teacher, suggests. We suggest to the candidates to frame the unit
around Social Studies since it relates to the real world. The topics are developed, planned and taught in
alignment with Common Core and Ohio Academic Content Standards.)

Act as a role model, especially emphasizing successful classroom management techniques and offer
guidance and suggestions to the TEC candidate to improve performance in the classroom.

Provide opportunities for the TEC candidate to work with the children informally in the classroom on a
regular basis.

Complete at least 2 ECE TEC Preclinical Observation forms, one for Lesson Week and the second for
Unit with Center teaching, provided by the university. Those forms are found in the Resource Teacher
Packet and online (under BCOE/Teacher Education Department/Resources & Links/Preclinical
Experiences).

Provide frequent encouragement, constructive criticism and recognition of success through conferences
with the teacher candidate.

Complete the ECE TEC Preclinical Assessment form indicating the TEC candidate’s performance
during the entire TEC pre-clinical experience. That form is also provided by the university and is found
in the Resource Teacher Packet and online.

Complete an attendance / tardiness form for the candidate, supplied by the university and online.

Complete the requested university Preclinical Program Evaluation form, supplied by the university.

All forms are also available on the Teacher Education website, under Resources and Links and
Preclinical Experience and TEC Early Childhood Preclinical Experience
The university appreciates your willingness to share your classroom and students with our candidates. All
paperwork is due in the Teacher Education Mailroom, BCOE #2402 by 5 pm on Friday, December 7,
2012 (before finals week).
Please feel free to contact me at any time.
Dr. Crystal Ratican
Phone: 330-941-3245
Early Childhood TEC Coordinator
E-mail: cratican@ysu.edu
22
August 2012
Sun
Mon
Tue
Wed
Thu
Fri
Sat
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
First Day of
Math: Pretest
Week 1
TEC Classes
26
Week 2
27
28
29
30
31
Sc: Quiz 1
Welcome to
TEC Meeting
1-2 pm McKay
23
September 2012
Sun
Mon
Tue
Wed
Thu
Fri
Sat
1
2
Week 3
3 Labor Day
4
5
6
7
8
14
15
Math: Pretest
No Class or Field
Analysis
LA; Resume
9
Week 4
16
Week 5
23
10
Field—
Day 1
11
12
13
Lesson Week
Sc: Discrepant
Math: Manipulative
TEC Mtg.
Event
HO
SS: History PEER
lesson
19
20
21
1-2 pm McKay
17
Field—
18
LA: Handwriting
Day 2
Packet
Math: Activity HO
24
Field—Day 3
22
25
26
Week 6
SS: Diversity
Bags/Presentation
27
28
Math: Short Lesson
SS: Geography/Peer
Presentations
Lesson AND
Context for Planning
30
24
29
October 2012
Sun
Week 7
Mon
Field—Day 4
1
Tue
Wed
2
3
LA: Story Element
Sc: Peer Teaching
LP only
Math: Short
Lesson
Presentations
7
8
Field—Day 5
10
15 Field—Day 6 16
Lesson plan
Math: Lesson Week
Lesson Plan
Week 10
28
Week 11
Math: Short
Lesson
Presentations
SS: Government
Peer Lesson
11
12
22
Field—Day 7
Field- Day
12
6
13
SS: Economics
Peer Lesson
23
Field- Day 8
17
18
Sc: Lesson Week
LA: Mid-term Due
19
20
Lesson Plan
SS: Lesson Week
Lesson Plan
24
Field- Day 9
Lesson Week
29
Sat
Math: Short Lesson
LA: Lesson Week
21
5
LA: LP Attachments
Week 9
Fri
4
Presentations
Week 8
14
9
Thu
25
Field- Day 10
26 Field-
Day 11
27
Optional: Reading
Conference
30
31
Unit with Center
TEC Mtg
1-2 pm McKay
SS: Lesson
Reflections
Sc: Quiz 2
25
November 2012
Sun
Mon
Tue
Wed
Thu
1
2
Week 11
LA: Lesson Plan
(continued)
Math: Lesson Plan
4
Reflection
Reflection
5 Field-Day 13
6 Field-Day 14
7
No Class or Field
Week 12
Week 13
18
SS: Assessing
Learning
Sc: Lesson Plan
Reflection
9
Math: Midterm
No Class or Field
10
Work on
Work on Unit/
Unit/Centers
12 Veterans Day
13
14
15
16
No Class or Field
No Class or Field
No Class or Field
No Class or Field
No Class or Field
Work on Unit/ Centers
Work on Unit/ Centers
Work on Unit/ Centers
Work on Unit/ Centers
Work on Unit/ Centers
19Field-
20 Field-Day
21 No Class or Field
22
23
Thanksgiving
No Class or Field
29 Field-
30 Field-
Day 15
16
17
24
LA and Math Unit Due
on Taskstream by 2 pm
Week 14
SS and Sc Unit Due on
Taskstream by 12 pm
25
26 Field-
Day 17
27 Field-
Day 18
28 Field-
Day 19
Week 15
26
Sat
3
8
Centers
11
Fri
Day 20
Day 21
December 2012
Mon
Sun
Tue
Wed
Thu
Fri
Sat
1
2
Week 16
3 Field- Day 22
4 Field- Day 23
5 Field- Day 24
6 Field- Day 25
7 Field- Day 26
Teach Unit /
Teach Unit
Teach Unit /
Teach Unit /
Teach Unit /
Centers Week
/Centers Week
Centers Week
Centers Week
Centers Week
Observations
Observations
Observations
Observations
Observations
All RT Forms Due by 5
pm
9
10 Field-
Day 27
LA Portfolios Due on
11
Field- Day 28
LA: Reflections Due
12
Field- Day 29
13 Field-
Day 30
14 Field-
Day 31
8
-Attendance
-Lesson Observation
-Unit Observation
-TEC Final Evaluation
-Preclinical Program Eval
15
Sc: Reflection Due
Week 17
Taskstream
16
17
18
19
20
21
22
23/30
24/31
25
26
27
28
29
Math: Reflection
& assessment
analysis
27
RT FORMS:
-RT Vita
TEC Lesson Plan-Revised
Unsatisfactory
Satisfactory
Competent
The lesson has
little or no
evidence of
consideration for
what the teacher
candidate has
learned about the
young children in
the classroom.
The lesson
demonstrates
some
consideration for
what the teacher
candidate has
learned about the
young children in
the classroom
The lesson
demonstrates
consideration for
what the teacher
candidate has
learned about the
young children in
the classroom
(interests,
learning needs,
classroom
management,
etc.).
The lesson
demonstrates
significant
consideration for
what the teacher
candidate has
learned about the
young children in the
classroom (interests,
learning needs,
classroom
management,
etc.).
Procedural
strategies,
materials and
resources
demonstrate little
consideration for
different learning
styles and
learning needs.
Procedural
strategies,
materials and
resources
demonstrate
some
consideration for
different learning
styles and
learning needs.
Procedural
strategies,
materials and
resources
demonstrate
consideration for
different learning
styles and
learning needs.
Procedural
strategies, materials
and resources
demonstrate
significant and
specific
consideration for
different learning
styles and learning
needs including
ability levels.
Draws from a
continuum of teaching
strategies that are
integrated and
developmentally
appropriate.
Little of the lesson
is planned
appropriately for
the developmental
age, promoting
hands-on,
engaged and
meaningful
learning that is
integrated.
Some of the
lesson is planned
appropriately for
the developmental
age, promoting
hands-on,
engaged and
meaningful
learning that is
integrated.
Most of the lesson
is planned
appropriately for
the developmental
age, promoting
hands-on,
engaged and
meaningful
learning that is
effectively
integrated.
All of the lesson is
planned
appropriately for the
developmental age,
promoting hands-on,
engaged and
meaningful learning
that is effectively
integrated.
NAEYC 4C; OSTP 2.1;
C.F. R5B KNOWS, AND
UNDERSTANDS THE
IMPORTANCE,
CENTRAL CONCEPTS,
INQUIRY TOOLS AND
STRUCTURES OF
CONTENT AREAS OR
ACADEMIC
DISCIPLINES.
Little of the lesson
is explicitly linked
to content
standards,
including few
assessment,
procedural
strategies,
materials and
resources.
Some of the
lesson is explicitly
linked to content
standards,
including
assessment,
procedural
strategies,
materials and
resources.
Most of the lesson
is explicitly linked
to content
standards
including
assessment,
procedural
strategies,
materials and
resources.
All of the lesson is
explicitly linked to
content standards in
every way including;
assessment
questions,
procedural
strategies, materials
and resources.
The teacher
candidate’s use of
The teacher
candidate’s use of
The teacher
candidate’s use of
The teacher
candidate’s use of
value: 1
NAEYC 4b; OSTP 4.4;
C.F. R1A KNOWS,
UNDERSTANDS AND
USES APPROPRIATE
AND EFFECTIVE
APPROACHES AND
STRATEGIES FOR
EARLY EDUCATION.
Modifies lessons to
included learning
differences, based on
contextual
information.
value: 2
value: 3
Exemplary
value: 4
Alignment of Learning
Objective/Standard/
Assessment
Accurate
Representation of
28
Score/
Level
Content and use of
resources to support
content knowledge.
content appears
to contain
numerous
inaccuracies.
Content seems to
be viewed more
as isolated skills
and facts rather
than a part of a
larger conceptual
structure. Teacher
information and
resources are
inadequate.
content contains
minor
inaccuracies.
Demonstrates
some congruence
with the structure
of the discipline.
Some of the
teacher
information is
appropriate and
supports
content.
content appears
to be mostly
accurate. Focus of
the content is
congruent with
the structure of
the discipline.
Most of the
teacher
information is
appropriate and
supports
content.
content is explicitly
accurate. Focus of
the content is
congruent with the
structure of the
discipline Teacher
information is
effective with
appropriate use of
resources to support
content.
Procedure Quality of
lessons
Few procedural
steps in the
lesson are
planned clearly
and effectively.
Some procedural
steps in the
lesson are
planned clearly
and effectively.
Most procedural
steps in the
lesson are
planned clearly
and effectively.
All procedural steps
in the lesson are
planned clearly and
effectively.
Materials/Vocabulary
Few of the
materials and
vocabulary are
effective and/or
support each of
the lesson
objectives and
procedural
strategies.
Some of the
materials and
vocabulary are
effective and/or
support each of
the lesson
objectives and
procedural
strategies.
Most of the
materials and
vocabulary are
effective and
support each of
the lesson
objectives and
procedural
strategies.
All of the materials
and vocabulary are
effective and support
each of the lesson
objectives and
procedural
strategies.
Inclusive/Technical
The lesson has
few of the
required elements
and is difficult to
understand in
most areas,
and/or has
significant spelling
and or grammar
errors.
Some of the
required elements
for the lesson are
included and is
mostly clear
and/or has some
spelling/grammar
errors.
The lesson has
most of the
required elements
and is clear and
professionally
done with few
spelling/grammar
errors.
All the required
elements for the
lesson are included
(ie: lesson obj. has
all 4 criteria,
appropriate
questioning
strategies are used,
real world
connections, makes
sense). Lesson is
clear and
professionally done
with no spelling or
grammar errors.
TOTAL
/28
29
Standards
The Common Core State Standards (CCSS) for Mathematics and Language Arts were released in June 2010.
Ohio is one of over 40 states that have adopted these content standards. According to the Ohio Department of
Education (ODE) website, students will be assessed on these standards in the 2014-2015 school year. Most
school districts will phase in the use of the Common Core Standards with many schools using Common Core
Standards in the 2011-2012 school year for at least the kindergarten grade level.
Schools will continue to use Ohio Academic Content Standards for Science and Social Studies. These standards
were revised in 2010. School districts are phasing in the use of the 2010 standards to replace the use of the
current 2002 Science and Social Studies standards.
Documents that provide comparison of the CCSS to current Ohio Standards, comparison of 2010 Science and
Social Studies Standards to 2002 Science and Social Studies Standards, and Model Curriculum documents are
available at the ODE website. Links to the Common Core State Standards for Mathematics and Language Arts
and the 2010 Ohio Standards for Science and Social Studies can be found at the ODE website or on
TaskStream. You must download and print the CCSS for Mathematics and Language Arts and the 2010 Ohio
Standards for Science and Social Studies. The 2002 Standards booklets that you may have used in previous
courses are not being used in TEC this semester.
When selecting standards on TaskStream, select from OH-Ohio Academic Content Standards (2011). You first
select a content area. The remaining selections differ depending on the content area selected.
Mathematics: Select a Grade; a Domain; an Area; and a Standard.
English Language Arts: Select a Grade; a Content Area; a Strand; a Domain; a Standard; and in some cases,
bulleted Examples [Reading Foundational Skills, Writing (only grade 3), Speaking & Listening (specifically
Comprehension and Collaboration), and Language strands].
Science: Select a Grade; a Strand Connection; a Strand; a Topic; and a Content Statement.
Social Studies: Select the Grade band Pre-K to 8; a Course / Grade with Theme; a Strand; a Topic; and a
Content Statement.
Note – TaskStream may change how Standards are selected. If changes to the terminology used or the selection
process described above are necessary, these changes will be described in class.
30
TEC (TPA) Lesson Plan Description
Content Standard(s):
 Identify the state/ national content standard(s)
Learning TARGET: SEPARATE
 What do you want the students to learn and remember about the content and academic language of this
lesson, weeks, months, even years from now? This is the very essence of your lesson.
 Example: State complete content statement (end of year).
Academic Language TARGET: SEPARATE
 What language, words, or concepts in the learning target, your instructional language, and Bloom’s
Taxonomy questions will need to be taught in order for students to be successful in completing this
broad goal?
Learning OBJECTIVE: SEPARATE
 What specific or behavioral objectives are you going to use to attain the learning and academic language
targets in this particular lesson?
 Example: Given (learning activities or teaching strategies), the students will (assessable behaviors) in
order to demonstrate (connection to standards) in this specific lesson.
Academic Language OBJECTIVE: SEPARATE
 What language, words, or concepts in the learning objective, your instructional language, and Bloom’s
Taxonomy questions will need to be taught in order for students to be successful in completing this
specific learning objective?
Assessment of Student Learning:
 How will you assess student learning before, during and after instruction? How will students
demonstrate their understanding? The formal and informal assessments should connect with the
learning targets and vary in cognitive complexity (Bloom’s Taxonomy). What progress checks will you
use? How will you measure the learning target to determine if the material has been learned? Make
sure to include your criteria.
Resources and Materials:
 List resources and materials you will need to have ready and those students must bring to class.
Vocabulary:
 List and define in child-friendly terms all important vocabulary used in this lesson and when and how
you will introduce it.
Motivational Techniques: (Beginning)
 This is the springboard into your lesson by focusing the students’ attention on what they will learn.
How will you pique students’ interest? Use past learning, everyday examples, or life skills to anchor the
lesson. How does this lesson connect to yesterday’s learning and why are you adding to this learning –
where is this all going?
Opening Statement: (Beginning)
 Simply states the purpose of the lesson.
31
Set: (Beginning)
 Activates the students’ prior knowledge, upon which you will build your lesson.
Instructional Strategies / Key Learning Activities: (Middle)
 List the steps or progression that the lesson will follow. Identify what you will be doing and the
methods you will use to support student learning. Consider the BEST procedure in order to maintain
classroom management or order.

Identify the progression of what learning activities students will be doing. What teaching strategy or
strategies are you going to employ to ensure students are involved in learning? How are you going to
extend student thinking according to the hierarchy of Bloom’s Taxonomy? List your exact spoken
language containing at least 8 Bloom’s Taxonomy questions during the lesson and / or the closure.
Transitions Throughout:
 List all teacher behaviors and statements or actions that change the focus or location of the lesson.
Closure Activity: (End)
 How will you ‘close’ the lesson, i.e., wrap up the key points of the lesson. Look at your learning targets
– what important points will you want to review before the end of the class period. How will this be
achieved? Set the tone for the next lesson. Some of the required Bloom’s Taxonomy questions may be
used here.
Homework / Home Participation (when appropriate):
 Optional
Classroom Management:
 State the techniques deemed necessary to encourage and / or maintain a positive learning environment
for each particular lesson.
Diversity Considerations:
 How will you support diverse learning needs to ensure student learning?
 As gleaned from your Contextual Factors assignment, list at least three different types of diversity
modifications or accommodations such as: learning styles (Visual, Auditory, and Tactile /
Kinesthetic), ability (both high and low), and a choice of ELL or ESL, behavior considerations, or
IEP adaptations needed by individual students.
Real World Connections:
 State how this lesson relates to other subjects, content, or life inside or outside of the classroom.
Teacher Information:
 State the actual information you researched and found for your background knowledge for this lesson.
After each statement or paragraph, list the resource number in parentheses (1, 2, or 3, etc.) from the
references listed below. Stating that you should “know about” certain topics is not acceptable and will
lose credit.
References:
 List all of the sources you used to prepare your own background knowledge and actual materials for this
lesson, by number in alphabetical order.
32
WRITING OBJECTIVES
OBJECTIVE(S): (State the expected outcome(s) of the lesson in behavioral terms (TSWBAT). Include the
four parts for a complete objective with the focus on the learner and should be aligned with the Ohio
Performance-based Academic Content Standards.
1) Audience (the learners): Focus on what the children as students will be able to do at the end of the
lesson: the children are the focus.
2) Behavior: State the portion of the learning objective that applies to this lesson. (Action verb such as
read, use, record, locate, identify, explain...The action verb is important and must be measurable by
the teacher. The action verb manifests the learned behavior of the objective.)
3) Condition (/teaching strategy): Conditions under which children are expected to perform.
4) Degree or Criteria: How well the behavior must be done or anticipated level of performance. (This
does not include the assessment method or the exact grade or degree of performance. “Anticipated”
depends upon sequence within the learning cycle— formative or summative assessment) (optional)
“TSWBAT practice telling time using an analog clock by successfully manipulating the clock hands to tell time
to the nearest 5 minute interval on analog (dial) timepieces by completing a data collection sheet of examples.
What is Academic Language?
Academic language is the language used in textbooks, in classrooms, and on tests. It is different in
structure and vocabulary from the everyday spoken English of social interactions. Many students
who speak English well have trouble comprehending the academic language used in high school and
college classrooms. Low academic language skills have been shown to be associated with low
academic performance in a variety of educational settings.
The main barrier to student comprehension of texts and lectures is low academic vocabulary
knowledge. Academic vocabulary is sub-technical vocabulary. In other words, it is not the technical
vocabulary of a particular academic discipline. Academic vocabulary is used across all academic
disciplines to teach about the content of the discipline. For example, before taking chemistry, no
students know the technical words used in chemistry. But the underprepared students also don't
know the vocabulary used to teach the chemistry concepts. Underprepared students are unfamiliar
with words like evaluation, theory, hypothesis, assumption, capacity, validate. Professors assume
students comprehend such academic vocabulary, but such vocabulary is not often used in the
everyday spoken English of many students.
Academic vocabulary is based on more Latin and Greek roots than is everyday spoken English
vocabulary. In addition, academic lectures and texts tend to use longer, more complex sentences
than are used in spoken English.
Retrieved from: http://www.academiclanguage.org/Academic_Language.html (August 2011).
33
Appendix A
Academic Language for Elementary Literacy
Academic language differs from everyday language. The differences include:
 a defined system of genres with explicit expectations about how texts are organized to achieve academic
purposes;
 precisely-defined vocabulary to express abstract concepts and complex ideas;
 more complex grammar in order to pack more information into each sentence;
 a greater variety of conjunctions and connective words and phrases to create coherence among multiple
ideas;
 textual resources (formatting conventions, graphics and organizational titles and headings) to guide
understanding of texts
Academic language also includes instructional language needed to participate in learning and assessment tasks, such
as:
 discussing ideas and asking questions,
 summarizing instructional and disciplinary texts,
 following and giving instructions,
 listening to a mini-lesson,
 explaining thinking aloud,
 giving reasons for a point of view,
 writing essays to display knowledge on tests.
Academic language takes the form of many genres. Genres are generic designs applicable across multiple topics to
guide the process of interpreting or constructing texts. The designs are structured to achieve specific purposes
related to a particular cultural (e.g., literary community, parent community) and situational context (e.g., classroom
discussion, test, school newspaper, or a creative writing journal featuring student writing.)
Examples of genres in elementary literacy:
 representing ideas in words
 explaining or justifying a position
 describing an experience using precise language
 summarizing the plot of a story
 defining and relating mathematical concepts
 evaluating or constructing arguments
 interpreting and explaining how an author indirectly conveys character’s feelings
Examples of linguistic features of genres:
 related clusters of vocabulary to express the content such as toad, pond, dragonflies or birthday, surprised,
family, presents
 connector words that join sentences, clauses, phrases and words in logical relationships of time, cause and
effect, comparison, or addition1
 cohesive devices that link information in writing and help the text flow and hold together2
1
Knapp, P. and Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney: University
of New South Wales Press, Ltd. p. 49
2
Knapp & Watkins, op. cit., p. 47
34


grammatical structures such as comparisons (The ___ is longer than the ____.); passive voice,
nominalizations where verbs are turned into nouns like add into addition to help condense text and make
connections between sentences as in “Plants produce oxygen as a byproduct of photosynthesis. This
oxygen production…”
text organization strategies
Examples of connector words for different purposes:
 Temporal: first, next, then
 Causal: because, since, however, therefore
 Comparative: rather, instead, also, on the other hand
 Additive: and, or, furthermore, similarly, while
 Coordinating: and, nor, but, so
Example of text organization strategies for increasingly complex arguments3:
• Simple argument: point/proposition, elaboration. An example is: This truck is my favorite toy because I
like to make it go fast.
• Argument with evidence: Proposition, argument, conclusion
• Discussion: statement of issue, arguments for, arguments against, recommendation
• Elaborated discussion: statement of issue, preview of pro/con, several iterations of point/elaboration
representing arguments against, several iterations of point/elaboration representing arguments for,
summary, conclusion
3
Adapted from Knapp & Watkins, op. cit., pp. 190-195.
35
Appendix A
Academic Language for Elementary Mathematics
Academic language differs from everyday language. The differences include:
 a defined system of genres with explicit expectations about how texts are organized to achieve academic
purposes;
 precisely-defined vocabulary to express abstract concepts and complex ideas;
 more complex grammar in order to pack more information into each sentence;
 a greater variety of conjunctions and connective words and phrases to create coherence among multiple
ideas;
 textual resources (formatting conventions, graphics and organizational titles and headings) to guide
understanding of texts
Academic language also includes instructional language needed to participate in learning and assessment tasks, such
as:
 discussing ideas and asking questions,
 summarizing instructional and disciplinary texts,
 following and giving instructions,
 listening to a mini-lesson,
 explaining thinking aloud,
 giving reasons for a point of view,
 showing problem solving steps to display knowledge on tests.
Academic language takes the form of many genres. Genres are generic designs applicable across multiple topics to
guide the process of interpreting or constructing texts. The designs are structured to achieve specific purposes
related to a particular cultural (e.g., mathematics community, parent community) and situational context (e.g.,
classroom discussion, test, school newspaper, or mathematics competition.)
Examples of genres in elementary mathematics:
 representing word problems mathematically
 explaining or justifying mathematical reasoning
 describing computational procedures
 recounting how a problem was solved
 defining and relating mathematical concepts
 evaluating or constructing mathematical arguments
 interpreting and explaining proofs
Examples of linguistic features of genres:
 related clusters of vocabulary to express the content such as angle, triangle or divide, divisor, dividend
 connector words that join sentences, clauses, phrases and words in logical relationships of time, cause and
effect, comparison, or addition4
 cohesive devices that link information in writing and help the text flow and hold together5
 grammatical structures such as comparisons (The ___ is longer than the ____.); passive voice,
nominalizations where verbs are turned into nouns like add into addition to help condense text and make
connections between sentences as in “ I added 2 to 3 to get 5. By this addition, I found the number of
books that Susana and Peter had together.”
4
Knapp, P. and Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney: University
of New South Wales Press, Ltd. p. 49
5
Knapp & Watkins, op. cit., p. 47
36

text organization strategies
Examples of connector words for different purposes:
 Temporal: first, next, then
 Causal: because, since, however, therefore
 Comparative: rather, instead, also, on the other hand
 Additive: and, or, furthermore, similarly, while
 Coordinating: and, nor, but, so
Example of text organization strategies for increasingly complex arguments6:
• Simple argument: point/proposition, elaboration I added 3 plus 7 because I wanted to find the total
number of cookies that Mei Lee and Kevin brought.
• Argument with evidence: Proposition, argument, conclusion
• Discussion: statement of issue, arguments for, arguments against, recommendation
• Elaborated discussion: statement of issue, preview of pro/con, several iterations of point/elaboration
representing arguments against, several iterations of point/elaboration representing arguments for,
summary, conclusion
6
Adapted from Knapp & Watkins, op. cit., pp. 190-195.
37
Teacher Candidate Reflection Exercise
TEC-Individual Lesson
Reflection:
 Adequate
 Needs Improvement
Name:
Date:
Class:
Reflection - a fixing of the thoughts on something; careful consideration. Daily reflection should be focused on some
aspect of teaching and learning, which can include classroom management issues. Consider the following reflection
cycle in your writing. The underlined questions are important to answer. The bullets below are prompts to focus your
reflection.
The Reflection Cycle should be continuous as a teacher—
Reflection-on-action - this is retrospective reflection, you reflect on actions that have already occurred, usually, but not always, fairly
soon after the event. Things that didn't go well; what can I do next time to improve things ?
That went well; how can I make use of what I have learned? You recall incidents, ruminating in depth on how you can improve your
practice. You may mull something over spontaneously while traveling or resting or you may put specific time aside and formally
structure your reflections (Schon, 1998). This is where you, as a student teacher will likely begin the reflection process that will lead
to your becoming a reflective teacher. Reflective teaching implies a systematic process of collecting, recording and analyzing our
thoughts and observations, as well as those of our students, and then going on to make changes (Tice, 2004).
This reflection should relate to the following areas:
Student factors
Teacher factors
Teaching practices
Classroom dynamics
(student’s abilities and levels of competency)
(teacher’s level of competence in lesson delivery and classroom management)
(methodologies, materials, resources, and facilitating learning)
(activities that minimized or maximized disruptive behavior, facilitating learning)
Begin with: Reflection—Level 1 What? What happened?
 What is working?
 What is not?
 For whom (were the needs of all learners met)?
 Why do you think?
 What is it related to (content, classroom management, students, teacher, methods, materials, or any
combination thereof)?
Move to:
Reflection—Level 2: So What? What does it mean?
 Mentally prioritize what you wrote above.
 In your opinion what appears to be important enough to impact student learning?
 Is it a short term or long term issue?
Finish with: Reflection—Level 3: Now what? What do I do now?
 How does what happened inform what you would plan to do in the next lesson?
 Be able to discuss specific research/theory that support/do not support what happened.
 What will now guide your selection of the teaching strategies and materials you will use to help your
students develop skills necessary to meet the learning objectives in your unit?
 How does this reflection inform the unit?
38
TEC Reflection
Holistic Rubric
Levels/Criteria
Content of
Reflection
Technical
1
Little or none of the 3
levels are included in
the reflection
2
Some of the 3 levels are
included in the
reflection
3
Most of the 3 levels are
included in the
reflection
4
Each of the 3 levels are
included in the
reflection
• The reflection for
each of the levels is not
specific and not
pertinent to the
prompts.
• The reflection for
each of the levels
somewhat specific and
/ or somewhat
pertinent to the
prompts.
• The reflection for
each of the levels is
mostly specific and / or
mostly pertinent to the
prompts.
• The reflection for
each of the levels is
specific and pertinent
to the prompts.
• The reflection speaks
to one or none of the 4
factors (Student
factors, Teacher
factors, Teaching
practices, and
Classroom dynamics)
• Writing has 5 or more
spelling and/or
grammar errors
• The reflection speaks
to two of the 4 factors
(Student factors,
Teacher factors,
Teaching practices, and
Classroom dynamics)
• The reflection speaks
to three of the 4 factors
(Student factors,
Teacher factors,
Teaching practices, and
Classroom dynamics)
• The reflection speaks
to each of the 4 factors
(Student factors,
Teacher factors,
Teaching practices, and
Classroom dynamics)
• Writing has 3-4
spelling and/or
grammar errors
• Writing has 1-2
spelling and/or
grammar errors
• Writing has no
spelling and/or
grammar errors
39
Score/Level
Action Words for Bloom’s Taxonomy
Knowledge
define
identify
describe
label
List
name
state
match
recognize
select
Examine
locate
memorize
quote
recall
reproduce
tabulate
tell
copy
discover
duplicate
enumerate
listen
observe
omit
read
recite
record
repeat
retell
visualize
Understand
explain
describe
interpret
paraphrase
summarize
classify
compare
differentiate
discuss
distinguish
extend
predict
associate
contrast
convert
demonstrate
estimate
express
identify
indicate
infer
relate
restate
select
translate
ask
cite
discover
generalize
give examples
group
illustrate
judge
observe
order
report
represent
research
review
rewrite
show
trace
transform
Apply
solve
apply
illustrate
modify
use
calculate
change
choose
demonstrate
discover
experiment
relate
show
sketch
complete
construct
dramatize
interpret
manipulate
paint
prepare
produce
report
teach
act
administer
articulate
chart
collect
compute
determine
develop
employ
establish
examine
explain
interview
judge
list
operate
practice
predict
record
schedule
simulate
transfer
write
Analyze
analyze
compare
classify
contrast
distinguish
infer
separate
explain
select
categorize
connect
differentiate
discriminate
divide
order
point out
prioritize
subdivide
survey
advertise
appraise
break down
calculate
conclude
correlate
criticize
deduce
devise
diagram
dissect
estimate
evaluate
experiment
focus
illustrate
organize
outline
plan
question
test
40
Evaluate
reframe
criticize
evaluate
order
appraise
judge
support
compare
decide
discriminate
recommend
summarize
assess
choose
convince
defend
estimate
find errors
grade
measure
predict
rank
score
select
test
argue
conclude
consider
critique
debate
distinguish
editorialize
justify
persuade
rate
weigh
Create/Synthesize
design
compose
create
plan
combine
formulate
invent
hypothesize
substitute
write
compile
construct
develop
generalize
integrate
modify
organize
prepare
produce
rearrange
rewrite
role-play
adapt
anticipate
arrange
assemble
choose
collaborate
collect
devise
express
facilitate
imagine
infer
intervene
justify
make
manage
negotiate
originate
propose
reorganize
report
revise
schematize
simulate
solve
speculate
structure
support
test
validate
TEC (TPA) Chrysanthemum Lesson Plan
Content Standard(s):
 Identify the state/ national content standard(s)
 English Language Arts Standards (Common Core State Standards)
 Reading: Literature – Grade 1
 RL. 1.3. Describe characters, settings, and major events in a story, using key details.
Learning and Academic Language Targets:
 What do you want the students to learn and remember about the content and academic language of this
lesson, weeks, months, even years from now? This is the very essence of your lesson.
 TSWBAT describe characters, settings, and major events in a story, using key details through
writing and drawing to the best of their ability.
 Academic language targets: Story element terminology—characters, setting, major events, key details.
 TSWBAT identify story element terminology—characters, setting, major events, and key details
through writing and drawing them to the best of their ability.
Learning and Academic Language Objective(s):
 What specific or behavioral objectives are you going to use to attain the learning and academic language
targets?
 Example: Given (learning activities or teaching strategies), the students will (assessable behaviors) in
order to demonstrate (connection to standards).
 TSWBAT (audience) listen to the story Chrysanthemum read aloud, (condition) illustrate and
retell in writing to the best of their ability (degree or criteria) the beginning, middle and ending of
the story (behavior) in the provided story frame.
 Academic language objectives: illustrate, retell, beginning, middle, ending of a story, story frame,
sentence, capital letter, punctuation, correct.
 TSWBAT(audience) listen to the story Chrysanthemum read aloud (condition), illustrate and retell
in writing to the best of their ability (degree or criteria), the beginning, middle, and ending of the
story (behavior) in the provided story frame.
Assessment of Student Learning:
 How will you assess student learning before, during and after instruction? How will students
demonstrate their understanding? The formal and informal assessments should connect with the
learning targets and vary in cognitive complexity (Bloom’s Taxonomy). What progress checks will you
use? How will you measure the learning target to determine if the material has been learned? Make
sure to include your criteria.
 Formative assessment—Students will illustrate and retell in writing to the best of their ability, the
beginning, middle and ending of the story in the provided story frame. A rubric will be used to
evaluate the product and is attached.
Resources and Materials:
 List resources and materials you will need to have ready and those students must bring to class.
 Chrysanthemum book
41


Duplicated sheet of paper with three boxes
Rubric
Vocabulary:
 List and define in child-friendly terms all important vocabulary used in this lesson and when and how
you will introduce it.
 Introduce through discussion and within story reading
o wilted—drooping or limp, like a flower that needs water
o pleasant—enjoyable or fun to do
o dreadful—very sad and unhappy, extremely disagreeable or awful
o fascinating—attractive, agreeable, interesting, delightful
o jealous—wanting something that someone else gets and you don’t
Motivational Techniques:
 This is the springboard into your lesson by focusing the students’ attention on what they will learn.
How will you pique students’ interest? Use past learning, everyday examples, or life skills to anchor the
lesson. How does this lesson connect to yesterday’s learning and why are you adding to this learning –
where is this all going?
 We all have different names, (some of us may share the same names). Let’s go around the room
and say each of our names. How many of you like your name? Do some people have names that
remind you of something? What do you think of when I say my dog’s name is Cocoa?
Opening Statement:
 Simply states the purpose of the lesson.
 Today we are going to listen to a story about a little girl’s unusual name and how other children
treat her.
Set:




Activates the student’s prior knowledge, upon which you will build your lesson.
Can you count the letters in your name? (K)
Who has a really short/long name (2-3 vs. 10 letters)? (An)
How do you feel when someone teases you or makes fun of you? (C)
Instructional Strategies / Key Learning Activities:
 List the steps or progression that the lesson will follow. Identify what you will be doing and the
methods you will use to support student learning. Consider the BEST procedure in order to maintain
classroom management or order.
 Identify the progression of what learning activities students will be doing. What teaching strategy or
strategies are you going to employ to ensure students are involved in learning? How are you going to
extend student thinking according to the hierarchy of Bloom’s Taxonomy? List your exact spoken
language containing at least 8 Bloom’s Taxonomy questions during the lesson and / or the closure.
1. TSWB called to the carpet by tables or rows.
2. TSW listen to the story, read in sections and stopping to discuss teaching points.
3. TSW discuss the following questions (Instructional Strategy—Questioning):
42
• Why did Chrysanthemum think her name was absolutely perfect? (An) [cause/effect]
• What do you think wilted means? (C)
• Why did Chrysanthemum feel bad/sad? (C)
• Why did the author say the same line over and over?
“Chrysanthemum wilted. She did not think her name was absolutely perfect. She thought it was
absolutely dreadful”? (An) [cause/effect]
• Why did Chrysanthemum finally believe that her name was perfect, just like her parents said?
(C)
4. TSWBAT summarize the story by answering the following questions (Learning Activity—
Summarizing):
• How did the students’ teasing make Chrysanthemum feel? (C)
• What changed her sadness? (K)
• What would you say to Chrysanthemum if you could? (Ap)
5. TSWB given duplicated B-M-E sheets to illustrate and write a sentence about each part of the
story. As a review or summary of the story, the following questions will be asked.
 How did Chrysanthemum feel in the beginning of the story? Why? (C/An)
 How did she feel at the end of the story? Why? (C/An)
 What happened in between the beginning and the end? (C/An)
 How did she feel in the middle of the story? Why? (C/An)
 Let’s line up in a groups of three (or more). Who is at the beginning, middle, and end of the
line? A story is like that too, something begins the story and something else ends the story. In
the middle, lots of different things can happen.
Transitions Throughout:
 List all teacher behaviors and statements or actions that change the focus or location of the lesson.
 TSW will be called to the carpet by tables.
 Teacher statements: Let’s stop here and answer a/some/more question(s).
 When you are handed a story paper, take it back to your seat and using your crayons, draw a
picture about the beginning of the story in the top box, a picture about the middle of the story in
the center box, and another picture about how the story ends in the bottom box. Then write a
sentence about each picture underneath it.
Closure Activity:
 How will you ‘close’ the lesson, i.e., wrap up the key points of the lesson. Look at your learning targets
– what important points will you want to review before the end of the class period. How will this be
achieved? Set the tone for the next lesson. Some of the required Bloom’s Taxonomy questions may be
used here.
 What did we learn from the story Chrysanthemum?(Ev)
 How does it feel to tease/bully someone? (S)
 How does it feel to be teased/bullied?(C)
 How should we talk to/treat our classmates? (C)
Homework / Home Participation (when appropriate):
 Optional
43

N/A
Classroom Management:
 State the techniques deemed necessary to encourage and maintain a positive learning environment for
each particular lesson.
 Students will be reminded of appropriate behavior at carpet time, i.e., asked to tiptoe to group and
back to seats, raise hands before speaking, keep hands in their own laps, etc. and to be good
listeners.
 They will be reminded of consequences for misbehavior—one warning before being sent back to
their seats.
Diversity Considerations:
 How will you support diverse learning needs to ensure student learning?
 As gleaned from your Contextual Factors assignment, list at least three different types of diversity
modifications or accommodations such as: learning styles (Visual, Auditory, and Tactile /
Kinesthetic), ability (both high and low), and a choice of ELL or ESL, behavior considerations, or IEP
adaptations needed by individual students.
 Visual learners will be able to view the book and illustrations, auditory learners will hear the story
being read aloud, and tactile-kinesthetic learners will benefit from lining up in groups of three or
more, demonstrating beginning, middle, and end and also drawing and writing their responses.
 The student with the IEP will be accompanied by his aide for both the reading of the story and
assessment.
 Advanced learners will be asked to write more than one sentence, beginning with capital letters
and ending with periods.
 Below grade level students will be asked to write a sentence to the best of their ability.
 The student with a behavior problem will be seated right in front of the teacher and asked to help
hold the book.
Real World Connections:
 State how this lesson relates to other subjects, content, or life inside or outside of the classroom.
 Everyone gets teased at some point in their lives, and all children need to learn how to respond or
ignore and find affirmation or support from others. Students who do the teasing need to realize
that it is unkind and hurtful, and learn how to speak to others in a supportive manner. The
concept of bullying/teasing will be further discussed in subsequent lessons.
Teacher Information:
 State the actual information you researched and found for your background knowledge for this lesson.
After each statement or paragraph, list the resource number in parentheses (1, 2, or 3, etc.) from the
references listed below. Stating that you should “know about” certain topics is not acceptable and will
lose credit.
 I looked up material from the anti-defamation league (ADL Curriculum Connections) about antibias lesson plans using children’s literature to address bullying by increasing empathy and helping
children cope with bullying. Bullying is present at all age levels and needs to be addressed
whenever it occurs to protect children. Children need to be taught how to respond and how to feel
44
safe. (1)

I also read Read About Best Practices in Understanding Read Alouds from Benchmark Education I
learned that good read alouds are one or two levels above students’ grade level. The value of read
alouds include: demonstrate reading for a purpose; provide an adult demonstration of phrased,
fluent reading; develop a sense of story; increase vocabulary; make complex ideas available to
students; and more. It includes four components of comprehension: listening, speaking, reading,
and writing. (2)
References:
 List all of the sources you used to prepare your own background knowledge and actual materials for this
lesson, by number in alphabetical order.
1. ADL Curriculum Connections (2005). Words That Heal: Using Children’s Literature to Address
Bullying at http://www.adl.org/education/curriculum_connections/winter/2005/Chrysanthemum.asp?c...
2. Benchmark Education Company (1997-2010). Read About Best Practices in Understanding Readalouds at http://www.benchmarkeducation.com/educational-leader/reading/understanding-read-alou...
3. Gallagher, C. (2005). Teaching Hearts Chrysanthemum Kevin Henkes Author Study at
http://www.teachingheart.net/kevinideasc.html
4. Henkes, K. (1996). Chrysanthemum. Mulberry Books.
5. Patsalides, L. (2005). Using Bloom’s Taxonomy in Lesson Plans at
http://www.brighthub.com/education/k-12/articles/3648.aspx
6. Patsalides, L. (2009). Chrysanthemum, Chrysanthemum, Chrysanthemum at
http://brighthub.com/education/k-12/articles/4014.aspx
45
Directions Preview
Unit Plan (Language Arts Unit Plan)
Directions
TEC Integrated UNIT 44 pts. (50% OF COURSE Grade with field experience assessment)
NAEYC Standards 4 and 5
Description: This task requires teacher candidates to create and implement an integrated unit centered
on a theme. Teacher candidates are expected to know, understand, and use appropriate and effective
approaches and strategies for Early Education. This is exemplified by modifying lessons to include
learning differences and draw from a continuum of teaching strategies that area developmentally
appropriate. (NAEYC 4b)
In addition candidates demonstrate knowledge and understanding of the importance of concepts,
inquiries, tools and structures of content areas or academic disciplines by the alignment of learning
objectives, standards and assessments. (NAEYC 5)
Lastly candidate use their own knowledge and other resources to design, implement and evaluate
meaningful challenging curriculum to promote positive outcomes by developing a block schedule of the
integrated unit. This schedule serves as an overview of instruction. (NAEYC 5).
UNIT Directions
1.Candidates will develop 4 lessons in each of the contents of Math, Science, Social Studies and
Language Arts for a total of 16 lessons for the unit week. These lessons will be integrated around a
Theme appropriate for young children, K -3 grade. Candidates will use the lesson plan format found on
Taskstream for early childhood education.
2.A weekly block schedule for the 4 content lessons will be developed to demonstrate the flow of
lessons throughout each day and throughout the week. Each block for each lesson will include the grade
level indicator, the lesson objective, assessment and transition.
3.The unit plan must also include examples of activities for each lesson when appropriate, as well as the
documentation used for lesson assessment as; child-friendly rubrics, checklists and/or rating scales.
Rubrics:
1. TEC UNIT Revised(a)
Evaluation Method
A rubric is used in this Evaluation.
Name of rubric: TEC Unit Revised (b) [View rubric]
Final scoring method: Score is automatically computed based on rubric criteria scores
Max DRF points awarded: 44
46
TEC Unit Revised (b)
Unsatisfactory
Satisfactory
The unit has little
or no evidence of
consideration for
what the teacher
candidate has
learned about the
young children in
the classroom
The unit
demonstrates
some
consideration for
what the teacher
candidate has
learned about the
young children in
the classroom
The unit
demonstrates
consideration for
what the teacher
candidate has
learned about the
young children in
the classroom.
(interests, learning
needs, classroom
management,
etc)
The unit
demonstrates
significant
consideration for
what the teacher
candidate has
learned about the
young children in
the classroom.
(interests, learning
needs, classroom
management,
etc)
Modifies lessons to
included learning
differences.
Procedural
strategies,
materials and
resources
demonstrate little
or no consideration
for different
learning styles and
learning needs.
Procedural
strategies,
materials and
resources
demonstrate some
consideration for
different learning
styles and learning
needs.
Procedural
strategies,
materials and
resources
demonstrate
consideration for
different learning
styles and learning
needs
Procedural
strategies,
materials and
resources
demonstrate
significant and
specific
consideration for
different learning
styles and learning
needs including
ability levels.
Draws from a
continuum of teaching
strategies that are
integrated and
developmentally
appropriate.
Few lessons (1 out
of 4) are planned
appropriately for
the developmental
age, promoting
hands-on,
engaged and
meaningful
learning that is
integrated.
Some lessons (2
out of 4) are
planned
appropriately for
the developmental
age, promoting
hands-on,
engaged and
meaningful
learning that is
integrated.
Most lessons (3
out of 4)are
planned
appropriately for
the developmental
age, promoting
hands-on,
engaged and
meaningful
learning that is
effectively
integrated.
All lessons are
planned
appropriately for
the developmental
age, promoting
hands-on,
engaged and
meaningful
learning that is
effectively
integrated.
Supports learning
through technology
Technology is used
within the unit, but
does not support
and/or extend
learning.
Technology is used Technology is used
within the unit and within the unit to
somewhat
support learning.
supports
learning.
Technology is used
within the unit to
effectively support
and/or extend
learning.
value: 1
NAEYC 4b; OSTP 4.4;
C.F. R1A KNOWS,
UNDERSTANDS AND
USES APPROPRIATE
AND EFFECTIVE
APPROACHES AND
STRATEGIES FOR
EARLY EDUCATION.
value: 2
Focuses on children
characteristics, needs
and interests through
the use of contextual
information.
47
Competent
value: 3
Exemplary
value: 4
Score/
Level
NAEYC 5; OSTP 2.1;
C.F. R5B KNOWS, AND
UNDERSTANDS THE
IMPORTANCE,
CENTRAL CONCEPTS,
INQUIRY TOOLS AND
STRUCTURES OF
CONTENT AREAS OR
ACADEMIC
DISCIPLINES.
Few lessons (1 or
2) are explicitly
linked to content
standards,
including few
assessments,
procedural
strategies,
materials and
resources.
Most lessons (3
out of the 4) are
linked to content
standards,
including most
assessments,
procedural
strategies,
materials and
resources.
All lessons in unit
are linked to
content standard
including
assessments,
procedural
strategies,
materials and
resources
All lesson in unit
are explicitly
linked to content
standards in every
way including;
questions,
assessments,
procedural
strategies,
materials and
resources
Accurate
Representation of
Content and use of
resources to support
content knowledge.
The teacher
candidate’s use of
content appears to
contain numerous
inaccuracies.
Content seems to
be viewed more as
isolated skills and
facts rather than a
part of a larger
conceptual
structure. Teacher
information and
resources are
inadequate.
The teacher
candidate’s use of
content contains
minor
inaccuracies.
Demonstrates
some congruence
with the structure
of the discipline.
Some of the
teacher
information is
appropriate and
supports content.
The teacher
candidate’s use of
content appears to
be mostly
accurate. Focus of
the content is
congruent with the
structure of the
discipline. Most of
the teacher
information is
appropriate and
supports content.
The teacher
candidate’s use of
content is explicitly
accurate. Focus of
the content is
congruent with the
structure of
Teacher
information is
effective with
appropriate use of
resources to
support content.
NAEYC 5; OSTP 4.6,
4.7; C.F. R4A, R5A,
R7A
USES OWN
KNOWLEDGE AND
OTHER RESOURCES TO
DESIGN, IMPLEMENT,
AND EVALUATE
MEANINGFUL,
CHALLENGING
CURRICULUM TO
PROMOTE POSITIVE
OUTCOMES.
The lessons within
the unit are not
logically organized
to move each
student toward
achieving the
standard(s). Block
schedule is not
included.
Transitions are
missing or
inappropriate.
Most lessons
within the unit are
logically organized
and somewhat
useful in moving
each student
toward achieving
the standard (s).
Weak transitions
and/or lack of flow
to unit lessons.
All lessons within
the unit are
logically organized
and appear to be
useful in moving
each student
toward achieving
the standard (s).
Some transitions
do not appear to
provide a seamless
flow to unit
lessons.
All lessons within
the unit are
integrated
effectively, are
logically organized
and explicitly
move each student
towards achieving
standards. Good
transitions and
flow of unit
lesson.
Procedural steps in Procedural steps in
few lessons are
some lessons are
planned clearly
planned clearly
and effectively.
and effectively.
Procedural steps in
most lessons are
planned clearly
and effectively.
Procedural steps in
all lessons are
planned clearly
and effectively.
Alignment of Learning
Objective/Standard/
Assessment
Block Schedule
Procedure Quality of
lessons
48
Materials/Vocabulary
Few of the
materials and
vocabulary are
effective and/or
support each of
the lesson
objectives and
procedural
strategies.
Some of the
materials and
vocabulary are
effective and/or
support each of
the lesson
objectives and
procedural
strategies.
Most of the
materials and
vocabulary are
effective and
support each of
the lesson
objectives and
procedural
strategies.
All of the Materials
and vocabulary are
effective and
support each of
the lesson
objectives and
procedural
strategies
Inclusive
Few of the lessons
have the required
elements
Some of the
required elements
for each lesson are
included
Most of lessons
have the required
elements for each
lesson.
All the required
elements for each
lesson are included
(ie: lesson obj. has
all 4 criteria,
appropriate
questioning
strategies are
used, real world
connections,
makes sense)
Technical
Unit is difficult to
understand in
most areas, and/or
has significant
spelling and/or
grammar errors.
Unit is mostly clear
and/or has some
spelling/grammar
errors.
Unit is clear and
professionally
done with few
spelling errors.
Unit is clear and
professionally
done with no
spelling or
grammar errors.
49
Early Childhood Education
TEC Integrated Unit
Grade:
School:
Day 1
Date:
Content:
Standard/Content Statement:
Target:
Objective:
Assessment:
Subject transition:
Teacher:
Student:
Day 2
Day 3
PLEASE INCLUDE all four
content lessons in this block style
and write the lessons in the order
you will teach them. Follow the
above required information for
each lesson each day.
50
TEC
Day 4
Integrated Unit Checklist
Each content area is uploaded to content faculty via TaskStream™
__________Four days of lesson plans with one plan including directions for one center for each content area




Language Arts
Math
Science
Social Studies
__________Use lesson plan format
__________Include all classroom worksheets (data sheets, maps, math story problems, etc.) and assessments
attached to the specific lesson plan.
__________Include contextual factors for each content area
__________Upload to content faculty via TaskStream™
__________All assessments uploaded to TaskStream™, or handed in as hardcopy per faculty instructions




Rubrics
Checklists
Rating Scales
Grade Sheets




Work Samples
Anecdotal Notes
Participation Charts
Data Collection Sheets
__________A technology standard is included in every content area
__________A library standard is included in social studies and language arts
__________A community involvement activity is included in one lesson in the unit (any content area), and
submitted to Dr. Ratican on TaskStream™
__________The block schedule with transitions uploaded to TaskStream™
Transitions from previous or to following lessons
__________Each content area has at least two references per day and five overall (at least
20 total); the same book may be used on two days and in more than one content area
__________Unit Bibliography (a compilation of references)
 Color coded by content area, indicate dual content usage (LA/M)
 Cited using APA 5th edition
 Includes readings for Teacher Information (coded as such)
 Alphabetized at the end of the unit
Using the TaskStream™ clock:
Unit is due November 21, 2012
12:00 pm (noon) Science and Social Studies due
2:00 pm Language Arts and Mathematics due
NO EXCUSES FOR BEING LATE WILL BE ENTERTAINED
Varying point values (5) are lost daily from each content area if turned in late
(-2 point deduction, late, same day)
51
How to Get Your Unit Finished on Time
October 29- November 8
Thinking, collecting ideas, materials and resources, and working
November 9
Complete Day/Content One of the unit
November 12
Complete Day/Content Two of the unit
November 13
Complete Day/Content Three of the unit
November 14
Complete Day/Content Four of the unit
November 15
Finish the unit
November 16
Complete the checklist
November 19
Color code bibliography and teacher information
Make sure all necessary components are included: contextual factors, four days of lesson
plans using lesson plan format, handouts, assessments, rubrics, bibliography, student
evaluations, etc.
November 21
1. Upload onto TaskStream™ by 12:00 pm
(Science and Social Studies)
2. Upload by 2:00 pm (Math and Language Arts)
No excuses for being late will be entertained. Varying point values are lost daily from each
content area if turned in late
November and December Schedule:
November 5-6
Field Monday and Tuesday
November 7
No TEC Classes
November 8
TEC classes
November 9-16
Unit + center work week, no TEC classes or field
November 19-20
Full field days if your school is in session.
Give your cooperating teacher a copy of the unit.
November 21-23
No field or class (The Administration offices at YSU will be open on November 21)
November 26-30
Full field days if your school is in session.
December 3-7
Teach your unit. Observations by your supervisor
and resource teacher during this week.
December 7 (by 5 pm)
Beeghly #2402
All resource teacher-completed forms are due in department mailroom. This
includes:
1) Resource Teacher Vita form,
2) Attendance Sheet (signed),
3) TEC Observation form (for lesson plan week)
4) TEC Observation form (for unit with centers week)
5) TEC Final Evaluation,
6) Preclinical Program Evaluation Form.
Electronic Portfolios Due on TaskStream™
Full Field Week – in assigned classroom or visit other classrooms
December 10
December 10-14
52
Integrated Unit
Lesson w/ learning center.
One lesson in the unit for each subject area needs to have the teaching strategy (method) of a learning center.
The learning center should reflect the content that is being taught in the unit for each of the contents, and also
reflect the theme. When you reflect on appropriate uses of center-based activities, one popular use is to build on
what has already been taught in a prior lesson. Therefore, it makes sense to have your center experience after you
have taught at least one lesson related to your unit learning objective. It may also be advantageous to do all your
centers the same day. If you chose to do all 4 content centers in one day, a two hour timeframe would seem
reasonable, since a separate lesson for each content area should last ½ hour or longer. So, you may want to
schedule centers for 1.5 to 2 hrs. This means that each center activity should be a rich experience that can last at
least 20 minutes to ½ hour.
One advantage of doing the centers at the same time is that you get the feel of how to run a center-based experience
in a primary classroom where children will be doing different things at the same time. You learn how to rotate your
time, how to provide classroom guidance, and especially how to ask children good questions to help them think
about what they are doing, versus just complete the task. You may also do two centers a day, which would mean
you would need an individual lesson for the other two contents. A one-hour timeframe for the centers would be
appropriate here. However, you may not teach a center activity in isolation. This turns a center-based experience
into an individual lesson and it makes no sense then, to call it a center.
What will you need to do for each center;
1. Write it in the procedural part of one lesson.
2. Indicate how you will incorporate academic language including vocabulary for the center that will
reinforce key concepts and understandings for the learning objective.
3. Have materials that will be hands-on, minds-on and will be available for students when they are in a
small group.
4. Indicate how you will transition students from one center to another
53
Author
Grade/Level
Subject(s)
Anita O'Mellan
Kindergarten
Center, Mathematics
Content Standards
Display:
Collapse All
Expand All
OH- Ohio Academic Content Standards (2011)
Subject: Mathematics
Grade: Kindergarten
Domain: Counting and Cardinality K.CC
Cluster:
Count to tell the number of objects. 4. Understand the relationship between numbers and
quantities; connect counting to cardinality. a. When counting objects, say the number
names in the standard order, pairing each object with one and only one number name and
each number name with one and only one object. b. Understand that the last number name
said tells the number of objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted. c. Understand that each
successive number name refers to a quantity that is one larger.
Learning and Academic Language
Targets
Learning Target: Students will count to tell the number of objects.
Academic Language Target: Students will represent the quantity of objects in a set using
appropriate words and numerals.
Learning and Academic Language
Objectives
Learning Objective: Given a bag with 8 object cards showing 1 to 5 objects each and
envelopes labeled one, two, three, four, and five, TSWBAT count the objects on a card and
place the card in the envelope with the word matching the number of objects on the card.
Academic Language Objective: TSW understand that the last word said when counting
indicates the number of items and will recognize the words one, two, three, four, and five in
written word form.
Assessment of Student Learning
Resources and Materials
Each manila envelope has a student’s name on it so that each student may find his or her
own envelope and the activity may be later assessed. A student is successful if they put at
least 6 of the 8 object cards into the correct envelopes.
For each student:
1 manila envelope containing 8 object cards and 5 standard size envelopes marked 1-one,
2-two, 3-three, 4-four, and 5-five.
Each object card contains 1, 2, 3, 4, or 5 objects.
Vocabulary
numeral - the symbolic written expression of a number.
Example: 5 is the numeral for five.
Procedures
Transition: "Tables 1 and 2, go to the carpet area so that we can discuss the math and
science activities."
Motivation: "This week we've been talking about important members of the community.
Who brings the mail to your house every day? Yes, the mail carrier. Today you all get to be
mail carriers and deliver some mail. But it is important to deliver the mail to the correct
house, so you will need to know your numbers and be able to count."
Opening Statement: "You will count the number of items on each card, and deliver those
54
items to the correct house by putting the card in the envelope with that number on it."
Set:
"Let's practice counting by counting to ten: one, two, ... , ten." (K)
"Let's count the number of cookies shown on this card: one, two, three, four." (C)
"Why do you only count each object once when you are counting?" (An)
"Why is the last number that you say important when you are counting?" (E)
Learning Activities:
1. The students will observe a set of envelopes with one to five written on them.
2. The students will practice the activity by counting together the number of objects on an
object card and indicating what house (envelope) the card should be delivered to (put into).
3. Students will receive directions and practice for the Science center activity.
Transition: "Table 1, go to the math center so that you can be mail carriers. Table 2, go to
the science center so that you can ...."
4. The two groups of students will complete the two activities.
Closure: "Now that you have finished delivering all the mail, I have a few questions. If a
card had five items, which envelope would I put it into? (C) How many items would a card
have if I put it into this envelope? (C) Why is it important for the mail carrier to know
numbers? (E) You were all very good at being mail carriers, I can't wait to see what mail
you left for me at each house."
Homework/Home Participation
Classroom Management
The usual classroom rules will be enforced. Students will be reminded (if necessary) to
count silently, not out loud.
There will be 5 or 6 students at the math center and 5 or 6 students at the science center.
The remaining students will be monitored by the resource teacher. Students will have 15
minutes to complete the center. A bell will be used to signify that it is time to switch
centers. After both centers are completed, students who were at the centers will switch
places with the students who were monitored by the classroom teacher.
Diversity Consideration
Students who are advanced may be given more object cards to deliver or may be given
object cards with more than five objects and additional appropriately labeled envelopes.
Students who are struggling may be limited to object cards containing only 1, 2, or 3
objects and envelopes labeled one, two, and three.
Visual learners can count the objects pictured on the cards.
Kinesthetic learners can be provided with objects to help facilitate the count.
Verbal (linguistic) learners can be encouraged to count out loud.
Early finishers will decorate each envelope by drawing and coloring on each envelope the
number of objects that match the numeral and number word on the envelope.
55
Envelopes will be provided that contain the word name both in English and in Spanish for
the ESL student who speaks Spanish.
Real World Connections
Teacher Information
Counting to determine a quantity and recognizing the word name and the numeral for a
number are skills that are used daily in the real world. This lesson also provides a
connection to the unit topic Community via the theme of having students pretend to be
postal workers.
Instead of using the word "numeral" with the children, I will use the term "number" for both
numerals and number words. This is at the request of my resource teacher.
Both the numeral and the number word appear on each envelope. This will help those
children who cannot yet read the number words.
When students count objects, they need to count each object exactly once. Some students
count faster than they point to objects while others point faster than they count or lose
track of which objects have already been counted. Students need to understand that when
each object is counted exactly once, the last number counted is the number of objects.
The object cards were printed from material sheets found at
http://wps.prenhall.com/chet_burris_understand_1/
References
Burris, A. C. (2005). Understanding the math you teach: Content and methods for
prekindergarten through grade 4. Upper Saddle River, NJ. Prentice Hall
56
Licensure Code of Professional Conduct
for Ohio Educators
Adopted March 11, 2008, State Board of Education
Educators are entrusted by the public with the responsibility of providing a high-quality education to every student. Through various
roles, these professionals devote themselves to providing a safe and nurturing environment in which all students can learn. In
alignment with the Standards for Ohio Educators and the Ohio Academic Content Standards for Students, our state’s educators strive
for excellence through high expectations that they hold for themselves and their students. The professional conduct of every educator
affects attitudes toward the profession. Educators are trustees of the profession and share with the broader community the
responsibility of providing high-quality public education. Aware of the importance of maintaining the confidence and trust of students,
parents, colleagues, and the public, Ohio educators maintain the highest degree of professional conduct for themselves and their peers.
The Licensure Code of Professional Conduct for Ohio Educators serves as the basis for decisions on issues pertaining to licensure that
are consistent with applicable law, and provides a guide for conduct in situations that have professional implications for all individuals
licensed by the State Board of Education, such as teachers, principals, superintendents, and other persons serving schools (e.g., school
nurses, coaches, substitute teachers). Ohio is nationally known as a state that produces high-quality educators and recognizes that its
250,000 practicing educators hold the fundamental beliefs defined in the following eight principles:
1.
2.
3.
4.
5.
6.
7.
8.
Educators behave in a professional manner, realizing that one’s actions reflect directly on the status and substance of the
profession.
Educators maintain a professional relationship with all students at all times, both in and outside the classroom.
Educators accurately report information required by the local board of education or governing board, state education
agency, federal agency or state or federal law.
Educators adhere to federal, state and local laws and statutes regarding criminal activity.
Educators comply with state and federal laws related to maintaining confidential information.
Educators serve as positive role models and do not use, possess or unlawfully distribute illegal or unauthorized drugs.
Educators ensure that school property, public funds or fees paid by students or the community are used in the best
interest of students and not for personal gain.
Educators fulfill all of the terms and obligations in their employment contract.
As education is a public trust, the Ohio Department of Education pursues allegations of unprofessional conduct. By law, educators are
entitled to all due process rights, with each circumstance considered on a case by case basis to determine appropriate action. The
Licensure Code of Professional Conduct for Ohio Educators includes the presumptive range of applicable disciplinary actions
involving any individual licensed by the State Board of Education.
1. Professional Behavior
Educators shall behave as professionals realizing that their actions reflect directly on the status and substance of the
education profession.
An educator serves as a positive role model to both students and adults and is responsible for preserving the dignity and
integrity of the teaching profession and for practicing the profession according to the highest ethical standards.
Conduct unbecoming to the profession includes, but is not limited to, the following actions:
a) Failing to adhere to the Licensure Code of Professional Conduct for Ohio Educators.
b) Committing any violation of state or federal laws, statutes, or rules, although the conduct may not have resulted in a criminal
charge, indictment, prosecution or conviction. (This does not include traffic violations.)
c) Disparaging a colleague, peer or other school personnel while working in a professional setting (e.g., teaching, coaching,
supervising, or conferencing) on the basis of race or ethnicity, socioeconomic status, gender, national origin, sexual
orientation, political or religious affiliation, physical characteristics, age, disability or English language proficiency.
d) Failing to complete a criminal background check as required by state or federal law.
e) Violating local, state or federal procedures related to the security of standardized tests, test supplies or resources.
f) Being disciplined by another state educational entity or other professional licensing board or entity for unethical conduct.
g) Using technology to intentionally host or post improper or inappropriate material that could reasonably be accessed by the
school community.
2. Professional Relationship with Students
57
Educators shall maintain a professional relationship with all students at all times, both in and out of the classroom.
An educator’s responsibility includes nurturing the intellectual, physical, emotional, social, and civic potential of all students
and providing a safe environment free from harassment, intimidation and criminal activity. An educator creates, supports, and
maintains an appropriate learning environment for all students and fulfills the roles of trusted confidante, mentor and advocate
for students’ rights. An educator must serve as a champion against child abuse and be cognizant of student behaviors that
suggest abuse or neglect.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Committing any act of sexual abuse of a student or minor or engaging in inappropriate sexual conduct with a student or
minor.
b) Committing an act of cruelty to children or an act of child endangerment (e.g., physical abuse, mental injury, or emotional
abuse).
c) Soliciting, encouraging, engaging or consummating an inappropriate relationship with a student or minor.
d) Disparaging a student on the basis of race or ethnicity, socioeconomic status, gender, national origin, sexual orientation,
political or religious affiliation, physical characteristics, academic or athletic performance, disability or English language
proficiency.
e) Using inappropriate language, gestures or signs at any school-related activity such as racial slurs, biased, lewd or lascivious
expressions.
f) Provoking an altercation between students, or provoking or engaging in a physical altercation with students, that is not for the
purpose of ensuring the health, safety, and welfare of students.
g) Failing to provide appropriate supervision of students, within the scope of the educator’s official capacity, which risks the
health, safety, and welfare of students or others in the school community.
h) Knowingly contributing to or knowingly failing to intervene in the harassment, intimidation or bullying of a student.
i) Using technology to promote inappropriate communications with students.
3. Accurate Reporting
Educators shall accurately report information required by the local board of education or governing board, state education
agency, federal agency or state or federal law.
An educator communicates appropriate representation of facts concerning qualifications for professional practice, student
information, school board policy, and other educational matters. An educator must report, to the superintendent or designee,
conduct by a licensed educator that substantially impairs his or her ability to function professionally or any conduct that is
detrimental to the health, safety, and welfare of students.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Falsifying, intentionally misrepresenting, willfully omitting or being negligent in reporting information submitted to federal,
state, and other governmental agencies such as professional qualifications, criminal history and information submitted in the
course of an official inquiry or investigation, college or professional development credit and/or degrees, academic awards,
and employment history when applying for employment and/or licensure, or when recommending an individual for
employment, promotion or licensure.
b) Falsifying, intentionally misrepresenting, willfully omitting or being negligent in reporting reasons for absences or leaves.
c) Falsifying, intentionally misrepresenting, willfully omitting or being negligent in reporting information regarding the
evaluation of students and/or personnel.
d) Intentionally failing to report to superintendent or designee conduct that substantially impairs an educator’s ability to function
professionally in his or her position or any conduct that is detrimental to the health, safety, and welfare of students.
e) Intentionally failing to make a mandated report of any violation of state or federal law.
4. Criminal Acts
Educators shall adhere to federal, state and local laws and statutes.
An educator shall not engage in criminal activity as evidenced by a criminal conviction, guilty plea, finding of guilt, or
participation in a court-ordered diversion or treatment in lieu of conviction program.
Conduct unbecoming includes, but is not limited to, the following actions:
a) A criminal offense that is an offense of violence, theft , drug abuse , or sexually-oriented offense as defined in Ohio
Administrative Rule 3301-20-01 (e.g., murder, rape, drug trafficking, kidnapping, robbery, felonious assault).
58
b) A criminal offense that requires an educator to meet the rehabilitation standards as defined in Ohio Administrative Code Rule
3301-20-01 (e.g., assault, passing bad checks, fraud, domestic violence, possession of drugs).
c) A criminal offense that is not identified as an absolute bar offense or offense requiring rehabilitation pursuant to Ohio
Administrative Code Rule 3301-20-01, and the offense involves a student, a minor or an offense involving a school district or
school personnel.
d) Conveying or possessing a deadly weapon or dangerous ordnance in a school safety zone, on school premises, or at a schoolrelated activity unless authorized by state or federal law.
e) A criminal offense that is not identified as an absolute bar offense or offense requiring rehabilitation pursuant to Ohio
Administrative Code Rule 3301-20-01, and the offense does not involve a student, a minor, a school district or school
personnel. (This does not include traffic violations.)
5. Confidentiality
Educators shall comply with state and federal laws related to maintaining confidential information.
An educator is entrusted with information that could be misused to embarrass or damage a student’s reputation or relationship
with others. Therefore, the educator has the responsibility to keep information about students confidential unless disclosure
serves professional purposes, affects the health, safety, and welfare of students and others, is required by law, or parental
permission has been given. An educator maintains the security of confidential information such as academic and disciplinary
records, personal confidences, photographs, health and medical information, family status and/or income.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Willfully or knowingly violating any student confidentiality required by federal or state laws, including publishing, providing
access to, or altering confidential student information on district or public web sites such as grades, personal information,
photographs, disciplinary actions, or individual educational plans (IEPs) without parental consent or consent of students 18
years of age and older.
b) Using confidential student, family, or school-related information in a non-professional way (e.g., gossip, malicious talk or
disparagement).
6. Use, Possession, or Unlawful Distribution of Alcohol, Drugs and Tobacco
Educators shall not use, possess or unlawfully distribute illegal or unauthorized drugs. Educators shall not use alcohol
during any school activity involving students, minors or underage persons. Educators shall not use tobacco during any
school activity except in a designated area. Educators shall not furnish, provide or encourage students or underage persons
to use, possess or unlawfully distribute alcohol, tobacco, illegal or unauthorized drugs.
An educator is entrusted with protecting the health, safety, and welfare of students at any school event. The use of alcohol,
illegal or unauthorized drugs causes impairment of professional judgment that may potentially harm others. A professional
educator must serve as a positive role model and refrain from the illegal use of tobacco on any school grounds or at any school
activity.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Being under the influence of, possessing, using or consuming illegal or unauthorized drugs.
b) Being on school premises in an official capacity (e.g., teaching, coaching, supervising, or conferencing) or at any school
activity involving students, minors or underage persons while under the influence, possessing, or consuming alcoholic
beverages.
c) Furnishing or providing tobacco, alcohol or illegal/unauthorized drugs to any student, minor or underage person.
d) Being on school premises or at any school activity involving students, minors or underage persons while using tobacco
except in a designated area.
e) Promoting the use of steroids, stimulants, or nutritional supplements to accelerate physical growth or contribute to the control
of weight loss or weight gain to enhance physical performance.
7. Accepting Compensation for Self Promotion or Personal Gain
Educators shall ensure that school property, public funds or fees paid by students or the community are not used for
personal gain. Educators shall not make decisions based upon gifts, gratuities, favors or the socioeconomic status of
parents, family members, community members or businesses.
An educator is entrusted with public funds and school property in the course of performing job duties and maintains a high
level of honesty, accuracy and accountability to ensure that institutional privileges are not used for personal gain. An educator
59
maintains integrity with students, colleagues, parents, families, community or businesses when accepting gifts, gratuities or
favors. To avoid bias or prejudice, an educator needs to ensure that decisions made about students or school policy are not
negatively influenced by the socioeconomic status of parents, family members, community members or businesses.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Soliciting students or parents of students to purchase equipment, supplies, or services or to participate in activities that
financially benefit the educator without notifying the superintendent or designee and/or not in accordance with local board
policy.
b) Accepting gifts from vendors or potential vendors for personal use or gain exceeding $25.00 in value.
c) Tutoring students in one’s district for profit without notifying the superintendent or designee and/or not in accordance with
local board policy.
d) Coaching and/or promoting athletic or artistic camps, off season leagues, etc. in one’s district for profit without notifying the
superintendent or designee and/or not in accordance with local board policy.
e) Failing to account for funds related to school activities collected from students, parents, family members, community
members, staff or peers in accordance with local board policy.
f) Co-mingling public or school-related funds with personal funds or checking accounts.
g) Submitting fraudulent requests for reimbursement of expenses.
h) Using school property without the approval of the superintendent or designee and/or not in accordance with local board
policy (e.g., technology, copy machines, vehicles).
8. Commitment to Contract
Educators shall fulfill all of the terms and obligations detailed in their employment contract with the local board of
education or educational agency for the duration of the contract.
An educator knows and understands the rights and responsibilities as outlined in the employment contract and adheres to the
terms and conditions of the agreement by fulfilling responsibilities and duties required of the position.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Abandoning the contractual agreement for professional services without prior release from the contract by the Board of
Education or designee according to Ohio Revised Code 3319.15.
b) Willfully refusing to perform services and duties required by the contract except as outlined in the Ohio Revised Code
Chapter 4117.
c) Violating or interfering with due process as outlined in the contractual agreement.
DISCIPLINARY/DUE PROCESS
The State Board of Education has the authority to suspend, limit, revoke or deny licenses; issue a letter of admonishment; or enter into
a consent agreement with an applicant or licensed educator, to administer the educator discipline process in accordance with Chapter
33 and Chapter 119 of the Ohio Revised Code and Chapter 3301 of the Ohio Administrative Code.
When an educator is reported to the Ohio Department of Education (ODE) for an allegation of unprofessional conduct made by a
principal, parent, teacher, student, superintendent, or community member the department will determine whether the State Board of
Education has jurisdiction to investigate the matter pursuant to Section 3319.311 of the Ohio Revised Code.
If it is determined that an investigation is warranted, a thorough investigation would be conducted pursuant to Section 3319.311 of the
Ohio Revised Code at which time all mitigating circumstances will be fully examined to determine whether the allegation can be
substantiated. If an allegation is reported and it turns out to be a false allegation or unsubstantiated all the information obtained in the
case file will be sealed two years after the investigation is concluded in accordance with Section 3319.311 of the Ohio Revised Code.
If the results of an investigation warrant initiating an action under Section 3319.31 of the Ohio Revised Code, an educator is entitled
to all due process rights afforded pursuant to Chapter 33 and Chapter 119 of the Ohio Revised Code and Chapter 3301of the Ohio
Administrative Code.
DISCIPLINARY GUIDELINES
Upon a determination that the results of an investigation warrant the State Board of Education to impose a disciplinary action pursuant
to Section 3319.31 of the Ohio Revised Code, the State Board may impose an appropriate penalty within the presumptive range on a
60
case by case basis as set forth in these disciplinary guidelines unless the aggravating and mitigating factors in an individual case
warrant a penalty outside the presumptive range.
The range of disciplinary actions are presumptions and may include a letter of admonishment, consent agreement, limitation of a
license, suspension of a license, revocation of a license, or denial of a license. The terms “suspension,” “revocation,” and “denial”
shall mean any length of suspension, revocation or denial, including permanent revocation or permanent denial. A license may be
suspended or limited pursuant to a consent agreement or State Board resolution. A complete explanation of the types of disciplinary
actions can be accessed through the Department of Education’s Web site, www.ode.state.oh.us, search keywords disciplinary actions.
The State Board may determine that a penalty outside the range of the disciplinary guidelines is more appropriate in an individual case
based upon aggravating and mitigating factors as outlined in Sections 3301-73-21 (A) (B) and Section 3301-20-01 (E) of the Ohio
Administrative Code, or any other factors the State Board, district or educational entity, or superintendent considers relevant. Further,
the State Board may determine not to impose a disciplinary action involving an educator’s licensure or application for licensure based
upon a local school district or educational entity appropriately addressing the violation of the Licensure Code of Professional Conduct
for Ohio Educators at the district or building level.
The Licensure Code of Professional Conduct for Ohio Educators applies to all individuals licensed by the Ohio Department of
Education. The presumptive ranges are only applicable for disciplinary actions involving an educator’s licensure or application for
licensure. The presumptive ranges are not applicable for any discipline imposed at the local level. Possible discipline at the local level
must follow all local contractual provisions, including but not limited to due process, progressive discipline, and just cause. However,
an educator who violates one or more of the principles may be subject to discipline at both the state level and local level.
Following are the disciplinary actions, including a presumptive range of penalties that shall apply to violations of the Licensure Code
of Professional Conduct for Ohio Educators.
DISCIPLINARY ACTIONS
1. Professional Behavior
Educators shall behave as professionals realizing that their actions reflect directly on the status and substance of the
education profession.
If an educator violates Principle 1, the presumption for the appropriate range of disciplinary action is the following:
i.
Suspension (1 day to 1 year) of a license depending upon the violation of the testing procedure;
ii. Suspension of a license until the educator comes into compliance with the required background checks;
iii. Letter of admonishment up to revocation/denial of a license for other acts unbecoming to the professional conduct of
educators.
2. Professional Relationship with Students
Educators shall maintain a professional relationship with all students at all times, both in and out of the classroom.
If an educator violates Principle 2, the presumption for the appropriate range of disciplinary action is the following:
i.
Revocation/denial of a license for sexual/physical abuse;
ii. Suspension (1 day to 5 years) of a license up to revocation/denial of a license for psychological, verbal or emotional abuse; to
solicit, encourage, engage, or consummate an inappropriate written, verbal, psychological, emotional or physical relationship
with a student or minor; or inappropriate use of technology with a student.
iii. Suspension (1 day to 5 years) of a license for disparagement, inappropriate language, physical altercations, inappropriate
supervision or harassment.
3. Accurate Reporting
Educators shall accurately report information required by the local board of education or governing board, state education
agency, federal agency or state or federal law.
If an educator violates Principle 3, the presumption for the appropriate range of disciplinary action is suspension (1 day to 1
year) of a license.
4. Criminal Acts
Educators shall adhere to federal, state and local laws and statutes.
If an educator violates Principle 4, the presumption for the appropriate range of disciplinary action is the following:
i. Revocation/denial of a license for a criminal offense that is an offense of violence, theft offense, drug abuse
61
offense or sexually oriented offense as defined in Ohio Administrative Code Rule 3301-20-01;
Revocation/denial of a license for a criminal offense involving the school community or where the victim is a
student or a minor.
iii. Suspension (1 day to 5 years) of a license up to revocation/denial of a license for all other felony criminal
acts;
iv. Letter of admonishment up to revocation/denial of a license for all other misdemeanor criminal acts. (e.g., disorderly conduct,
trespass, assault, passing bad checks, fraud, domestic violence, possession of drugs)
ii.
5. Confidentiality
Educators shall comply with state and federal laws related to maintaining confidential information.
If an educator violates Principle 5, the presumption for the appropriate range of disciplinary action is suspension (1 day to 2
years) of a license.
6. Use, Possession, or Unlawful Distribution of Alcohol, Drugs and Tobacco
Educators shall not use, possess or unlawfully distribute illegal or unauthorized drugs. Educators shall not use alcohol
during any school activity involving students, minors or underage persons. Educators shall not use tobacco during any
school activity except in a designated area. Educators shall not furnish, provide or encourage students or underage persons
to use, possess or unlawfully distribute alcohol, tobacco, illegal or unauthorized drugs.
If an educator violates Principle 6, the presumption for the appropriate range of disciplinary action is the following:
i. Suspension (1 year to 5 years) of a license up to revocation/denial of a license for violations dealing with students, minors, or
underage persons or school activities;
ii. Suspension (1 day to 5 years) of a license for misuses unrelated to students, minors, or underage persons or school activities.
7. Accepting Compensation for Self Promotion or Personal Gain
Educators shall ensure that school property, public funds or fees paid by students or the community are not used for
personal gain. Educators shall not make decisions based upon gifts, gratuities, favors or the socioeconomic status of
parents, family members, community members or businesses.
If an educator violates Principle 7, the presumption for the appropriate range of disciplinary action is the following:
i. Suspension (2 years to 5 years) up to revocation/denial of a license for theft of school property or school funds;
ii. Letter of admonishment up to suspension (1 day to 1 year) of a license for using one’s position for personal gain.
8. Commitment to Contract
Educators shall fulfill all of the terms and obligations detailed in their employment contract with the local board of
education or educational agency for the duration of the contract.
If an educator violates Principle 8, the presumption for the appropriate range of disciplinary action is suspension (1 day to 1
year) of a license.
62
TEC FIELD ATTENDANCE Fall 2012
TEC Student Name:
WEEK DAY
DATE
4
1
Sept. 10
5
2
Sept. 17
6
3
Sept. 24
7
4
Oct. 1
8
5
Oct. 8
9
6
Oct. 15
10
7
Oct. 22
10
8
Oct. 23
10
9
Oct. 24
10
10 Oct. 25
10
11 Oct. 26
11
12 Oct. 29
12
13 Nov. 5
12
14 Nov. 6
DAY
Monday
Monday
Monday
Monday
Monday
Monday
PRESENT ABSENT TARDY
LESSON PLAN TEACHING WEEK
LESSON PLAN TEACHING WEEK
LESSON PLAN TEACHING WEEK
LESSON PLAN TEACHING WEEK
LESSON PLAN TEACHING WEEK
Monday
Monday
Tuesday
November 9-16 Unit Work No TEC classes or Field
14
15 Nov. 19
Monday
14
16 Nov. 20
Tuesday
November 21: Unit Submission on Taskstream- No Field
15
17 Nov. 26
Monday
15
18 Nov. 27
Tuesday
15
19 Nov. 28
Wednesday
15
20 Nov. 29
Thursday
15
21 Nov. 30
Friday
16
22 Dec. 3
UNIT TEACHING WEEK
16
23 Dec. 4
UNIT TEACHING WEEK
16
24 Dec. 5
UNIT TEACHING WEEK
16
25 Dec. 6
UNIT TEACHING WEEK
16
26 Dec. 7
UNIT TEACHING WEEK
17
27 Dec. 10
Monday
17
28 Dec. 11
Tuesday
17
29 Dec. 12
Wednesday
17
30 Dec. 13
Thursday
17
31 Dec. 14
Friday
Resource Teacher Signature:
TOTALS:
63
Current Semester:
PRECLINICAL VITA
_____ Fall
_____ Spring
_____ Year
Resource Teacher __________________________________________________________________________________________________________________
(Last)
(First)
School District__________________________________
(Maiden Name)
School Name __________________________________
Grade Level __________________
Email Address _____________________________________________________________________________________________________________________
Education:
Bachelor’s:
Date: _______
Degree: ____________________ Major: ____________________
College/Univ. _______________________________
Master’s:
Date: _______
Degree: ____________________
Major: ____________________
College/Univ. _______________________________
Doctorate:
Date: _______
Degree: ____________________ Major: ____________________
College/Univ. _______________________________
Bachelor’s (+) hours: _________________
Certificate(s)/License(s)/Endorsements:
Type:
State:
__________________________ ____________
__________________________ ____________
__________________________ ____________
Master’s (+) hours: ________________________
Level and Grade:
____________________
____________________
____________________
Subject/Area:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Highly Qualified in . . .
Content(s) _______________________________________________________________________________________________________________________
Training:
_____ Pathwise
_____ Praxis III
_____ Mentor Teacher
_____ Other: ______________________________________________
Professional Organizations (organization/# years):
_________________________________________________________________________________________________________________________________
Prior to the current school year, how many total years of teaching experience have you had?
_____
Of these, how many years are in the field in which you are supervising your preclinical student? _____
How many students have you mentored in field experiences (other than student teaching) prior to this semester? _____
How many student teachers have you supervised prior to this semester? _____
Number of years as a resource teacher _____
Number of years supervising student teachers_____
Not an official TEC Resource Teacher Vita Form
64
TEC Preclinical Observation Form — Lesson Week
Preclinical Candidate: ___________________________________________
Date: ________________________
Time: _________________________
District/School: ____________________________________________
Observer/Title: ___________________________________________________
Grade/Subject: ___________________________ Class Size: _______
Number of Observation:
What’s Working:
Need to Consider:
Learning Goals
Learning Environment
Instructional Strategies
Modifications
Assessment
OSTP #
Not an official TEC Observation Form
65
1 2 3 4
TEC Preclinical Observation Form – Unit with Center Week
Preclinical Candidate: ___________________________________________
Date: ________________________
District/School: ____________________________________________
Observer/Title: ___________________________________________________
Grade/Subject: ___________________________ Class Size: _______
Number of Observation:
What’s Working:
Need to Consider:
Learning Goals
Learning Environment
Instructional Strategies
Modifications
Assessment
Not an official TEC Observation Form
66
Time: _________________________
1 2 3 4
ECE TEC Preclinical Assessment
Ohio Standards for the Teaching Profession and BCOE Dispositions
Pre-clinical Candidate:
Resource Teacher:
University Faculty:
Date:
Completed by
Resource Teacher (signature):
University Faculty(signature):
Date:
Directions: Using the scoring criteria indicate the pre-clinical candidate’s progress in each standard. Select only one rating per standard.
Scoring:
1= Not Evident
Not Evident:
Improvement Needed:
Satisfactory Progress:
Target Met:
2= Improvement Needed 3= Satisfactory Progress
4=Target Met
A pre-clinical candidate whose performance does not demonstrate knowledge or skills of the elements for the standard.
A pre-clinical candidate whose performance shows insufficient evidence of the knowledge and skills for the standard.
A pre-clinical candidate whose performance shows evidence of adequate knowledge and skills for the standard.
A pre-clinical candidate whose performance shows specific knowledge and skills, without noticeable deficiencies, for the standard.
THE FOCUS OF TEACHING AND LEARNING
Standard 1: Students
The candidate understands the students’ backgrounds and learning styles and needs, and expects that all students can
achieve.



The candidate understands how students learn and the developmental characteristics of this age group. (CF:R4B; NAEYC 1a, 1b, 1c,
2a, 4c, 6d, 6e)
The candidate expects that all students will achieve to their full potential. (CF:R3C; NAEYC 1b, 2a, 4a, 4b, 6e)
The candidate demonstrates respect for students’ diverse cultures, language skills and experiences. (CF: R3B; NAEYC 1a, 1b, 1c, 2a,
2b 4a, 4b, 6b, 6e)
Score
1
2
3
4
Standard 2: Content
The candidate has an understanding of the content he/she teaches.




The candidate uses knowledge of content-specific concepts, assumptions and skills to plan effective instruction. (CF:R5B; NAEYC
5a, 5b, 5c
The candidate understands and uses the Ohio academic content standards. (CF:R2B; NAEYC 5a, 5c)
The candidate connects the discipline with other content areas to plan and deliver effective instruction.(CF:R5B; NAEYC 5a, 5b, 5c)
The candidate connects content to relevant life experiences and career opportunities. (CF:R5A; R4A; NAEYC 4a, 4c)
Standard 3: Assessment
The candidate understands and effectively uses varied assessments.


The candidate understands varied types of assessments, their purposes and the data they generate. (CF: R1B; NAEYC 3a, 3b)
The candidate selects, develops, and uses a variety of diagnostic, formative and summative assessments.
(CF: R1B; NAEYC
3b, 3c)
1
2
3
4
1
2
3
4
Standard 4: Instruction
The candidate plans and delivers effective instruction that advances the learning of each individual student.





The candidate communicates clear learning goals and links learning activities to those goals.(CF:R5A; NAEYC 4b 5a)
The candidate applies knowledge of how students think and learn to planning and instruction. (CF:R1A; NAEYC 1a, 1b, 1c, 4b)
The candidate differentiates instruction to meet the needs of all students, including gifted students, students with disabilities and atrisk students. (CF:R3C;R5A; NAEYC 1b, 1c, 4b, 4c, 4d, 5a, 6b, 6c, 6e)
The candidate creates and selects activities that are designed to help students become independent learners and complex problemsolvers. (CF:R5A; NAEYC 4b, 4c, 4d, 5a, 5c, 6e)
The candidate uses resources effectively, including technology, to enhance student learning. (CF:R7A; NAEYC 4b, 4c )
Not an official TEC Assessment Form
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Evidence
THE CONDITIONS FOR TEACHING AND LEARNING
Not an official TEC Assessment Form
Score
Standard 5: Learning Environment
The candidate creates a learning environment that promotes learning and high achievement.
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The candidate treats all students fairly and has established a classroom environment that is respectful, supportive and caring. (CF:
R3B; NAEYC 1c, 2b, 4a, 4b, 6a, 6b)
The candidate has created a classroom environment that is physically and emotionally safe. (CF:R3C; NAEYC 1c, 4a, 4b, 4d, 6b)
The candidate creates learning situations in which students work independently, collaboratively and/or as a whole class. (CF:R5A;
NAEYC 4c, 4d, 5a, 5b, 5c)
The candidate maintains an environment that is conducive to learning for all students. (CF: R3B; R3C; NAEYC 1c, 4a, 4b, 6a, 6b)
Evidence
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TEACHING AS A PROFESSION
Standard 6: Collaboration and Communication
The candidate collaborates and communicates effectively with colleagues, administrators, parents and the community.
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The candidate communicates clearly and effectively. (CF: R3A; NAEYC 4a)
The candidate collaborates effectively with other teachers, administrators and school and district staff.. (CF:R6B; NAEYC 3d, 4a, 4d,
6a, 6b, 6c, 6d, 6e)
Standard 7: Professional Responsibility and Growth
The candidate assumes responsibility for professional performance and development.

The candidate understands, upholds and follows professional ethics, policies and legal codes of professional conduct. (CF: R2A:
R2C; NAEYC 3d, 6a, 6b)
Score
Score
DISPOSITIONS
1. Creating Fairness in the Classroom
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The candidate conveys the attitude that all students are important.
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The candidate consistently shows support for individual students based on their needs.
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The candidate acts as a positive role model by establishing a climate of courtesy and respect.
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2. Maintaining an Inclusive Environment that is Safe and Conducive to Learning
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The candidate recognizes a physically and emotionally safe environment.
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The candidate maintains a conducive learning environment for all students.
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The candidate utilizes and varies the physical environment to meet individual needs and enhance student learning.
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3. Demonstrating the Belief All Students Can Learn
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The candidate demonstrates through instructional preparation the belief all students can learn.
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The candidate exhibits while teaching the belief all students can learn.
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The candidate demonstrates through classroom procedures the belief all students can learn.
4. Fostering Collaborative Relationships to Support Student Learning and Well-being
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The candidate requests professional assistance from appropriate sources (staff, counselors, and specialists).
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The candidate establishes and maintains rapport with resource teacher and communicates and collaborates with other school
staff.
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The candidate maintains oral and/or written communication with parents
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The candidate attends school functions
5. Exhibiting Professional Shills

The candidate follows the professional ethics and codes of professional conduct for teachers.

The candidate complies with school policies and procedures, demonstrates punctuality, maintains appropriate appearance, and
performs assigned professional duties.
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Evidence
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4
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4
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Evidence
Pre-Clinical Program Evaluation
Thank you for taking the time to participate in this YSU field experience. This classroom experience was an
invaluable component of our YSU teacher preparation program. Your mentorship and expertise provided your teacher
candidate valuable insights into the teaching profession and a forum for the practical application of theory to practice.
Please complete the following survey to help YSU improve the pre-clinical program. Thank you.
Grade level:_________________
Content Area(s):______________________________________________________
District:__________________________________________
Strongly
Strongly
disagree
agree
1. The teaching assignments completed by the teacher candidate:
a. Represented best practices and were aligned with Ohio
Academic Standards.
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5
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8. I would welcome the university supervisor back into my classroom.
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9. I would be willing to participate in this field experience again.
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b. Positively impacted student learning.
c. Met the educational needs of two or more NCLB subgroups
through differentiated instruction.
d. Provided the opportunity to utilize available technologies.
2. The length of time the teacher candidate was in your classroom
was sufficient to meet the specific expectations of this field experience.
3. Observations and/or evaluation forms provided an opportunity
for meaningful feedback.
4. The roles and responsibilities of the classroom teacher were clearly
communicated.
5. The design of this field experience provided opportunities for the
teacher candidate to reflect upon professional practices.
6. The design of this field experience prepares teacher candidates for
student teaching.
7. I had sufficient contact with the YSU Supervisor regarding the teacher
candidate.
10. Please identify two (2) strengths of this field experience:
11. Please provide two (2) suggestions for improving this field experience:
NOT AN OFFICIAL TEC PROGRAM EVALUATION
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Directions for Dispositions Eval (Assessed by YSU instructors, based
on resource teacher data from TEC Evaluation)
Directions:
Professionalism (disposition rubric)
Dispositions are the values, commitments and professional ethics of candidates in the Beeghly
College of Education (BCOE) professional preparation programs. These candidate behaviors are
critical to the development of students, families, colleagues, and communities that affect student
learning. Candidate behaviors impact student motivation and development, and the candidate’s
own professional growth. Dispositions are commonly reflected in candidate beliefs, attitudes, or
behaviors related to values such as caring, fairness, honesty responsibility and social justice
(NCATE, 2001, p.53).
As a growing early childhood professional, candidates know and use ethical guidelines and other
professional standards related to early childhood practice. They are continuous, collaborative
learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making
informed decisions that integrate knowledge from a variety of sources. (NAEYC Standard 5)
Therefore, candidates will be assessed based on their dispositions that have been demonstrated
throughout the semester related to course work, collaborative group work, professional behavior
and field-based experiences.
Rubrics:
1. TEC dispositions Revised(a)
TEC disposition/professionalism Revised (b)
Levels/Criteria
Reflective Practice
is
PROFESSIONAL
NAEYC 6; Ethical
Principles 1.1,
1.2; OSTP 7.1;
C.F. R2A. R2C
Candidates who
exhibit a
professional
nature
demonstrate
principled
behaviors
including ethical
conduct,
knowledge,
respect,
inclusiveness,
confidence,
appropriateness
1
Candidate
ignores most
procedures in
TEC handbook
and/or course
syllabus
throughout the
semester
ignoring
procedures
more than 3
times
throughout
semester
2
Candidate
follows some
procedures in
TEC handbook
and course
syllabus but
ignores two to
three
procedures on
several
occasions
throughout
semester.
70
3
4
Candidate
follows most
procedures
outlined in TEC
handbook and
course syllabus,
but ignores one
or two
procedures
throughout the
semester. (i.e.
hands in
assignment
later one time,
does not have
one assignment
wordprocessed)
Candidate
follows all
procedures
outlined in
TEC handbook
and course
syllabus
Score/Lev
el
Levels/Criteria
1
2
3
4
Candidate has Candidate
consistently
demonstrated
lacked
professional
professional
behavior on
behavior by
some occasions,
demonstrating 3 but has also
or more
been late to
unprofessional class/field and/
behaviors
or used
throughout the inappropriate
semester
language or
dress.
Candidate
demonstrates
professional
behavior most
of the time, but
has
demonstrated
lack of this
behavior on 1
occasion. (i.e.
late to class)
Candidate
consistently
appears like
they are
complaining,
demonstrating
consistent
negative
behaviors, and
chooses
inappropriate
lines of
communication
more than 2
times
throughout the
semester.
Candidate
demonstrates
reflective
judgment most
of the time, but
has one
conversation
that has
negative
connotations or
chooses not to
resolve a
problem or
conflict through
open/positive
dialogue w/
appropriate
person.
Candidate
demonstrates
professional
behavior
throughout
the semester
through
consistent
attendance,
punctuality,
professional
language and
attire in class
& in field.
Candidate
demonstrates
reflective
judgment
throughout
the entire TEC
experience by
resolving
problems and
conflicts in a
positive
manner,
speaking w/
appropriate
person (s).
in the context of
one’s workplace…
Handbook
Procedures
Professional
Behavior
Reflective Practice
is
COLLABORATIVE
NAEYC 6; Ethical
Principles 1.2,
1.7;
OSTP 6.3; C.F.;
R6B
Candidates who
exhibit a
collaborative
nature
demonstrate an
ability to work
with others,
accept
responsibility as
required, respect
different thoughts
and opinions, and
contribute to
efforts to examine
and enact
productive
solutions.
Candidates
exhibit these
behaviors towards
colleagues, school
personnel, clinical
Candidate
demonstrates
some reflective
judgment, but
has 2 negative
conversations
that appear
more like
complaining
than
professional
resolution of the
problem or
chooses
inappropriate
lines of
communication.
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Score/Lev
el
Levels/Criteria
1
2
3
Candidate
valued
professional
growth some of
the time
throughout the
semester, but
did not take
responsibility
academically or
personally by
lack of
followingthrough on
recommendatio
ns 2 or 3 times
throughout the
semester.
Candidate
values
professional
growth and
demonstrates
personal &
academic
responsibility
most of the
time throughout
the semester.
However,
candidates may
have ignored
professional
recommendatio
ns on one
occasion.
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personnel,
students, and
mentors.
Communication to
Resolve Issues
Candidate does
Collaboration for not appear to
Effective Teaching value
professional
growth, by
ignoring
professional
recommendatio
ns on
assignments
and/ or
professional
behavior in the
field.
Candidate
consistently
values
professional
growth by
demonstratin
g personal &
academic
responsibility
throughout
the semester
through
collaborative
conversations
. If applicable,
candidate
adapts
assignments
when needed
and partakes
in
professional
conversations
that seek for
clarity and
deeper
understanding
.
Reflective Practice Candidate
Candidate has Candidate‘s
Candidate's
is INCLUSIVE
repeatedly
demonstrated
interactions are interactions
NAEYC 1c; Ethical demonstrates
positive
positive,
are positive
Principles 1.2,
lack of tolerance interaction with demonstrating throughout
1.4, 1.6, 1.7;
or respect for
others on
respect and
the whole
OSTP 5.1, 5.5;
others through several
tolerance most semester
C.F. R3B
group activities occasions, but of the semester. demonstratin
or interactions also has
g respect and
Candidates who
with faculty
demonstrated
tolerance for
exhibit an
and/or
inability to work
others.
inclusive nature
cooperating
with others on
demonstrate
teacher.
several
respect, empathy,
occasions
72
Score/Lev
el
Levels/Criteria
1
2
3
4
Candidate’s
planning,
implementation
or observation
is at a
beginning level
of
understanding
diverse needs of
children, and/or
demonstrating
understanding
of how
differences may
influence
development &
learning.
Most of the
planning &
implementation
of the lesson(s)
or the written
account of the
observation
takes into
account the
diversity of
needs within
the classroom.
The planning,
implementation
or observation
demonstrates
understanding
of diverse needs
of each child in
the classroom
through written
work and/or
interactions.
The planning,
implementatio
n and/or
observation
demonstrates
keen
sensitivity to
meeting the
diverse needs
of the young
children
within the
classroom
and reflects
understand of
each child’s
development
through the
written work
and/or
interactions.
open-mindedness,
flexibility in
thought, and the
ability to
anticipate and
understand
diverse and/or
conflicting views,
ethnicities,
exceptionalities,
etc. Candidates
exhibit these
behaviors towards
colleagues, school
personnel, clinical
personnel,
students, and
mentors.
Acceptance of
Others,
Respectful
Interactions
Inclusive/Fair/Beli
ef that All
Children can
Learn
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Score/Lev
el
Directions for Field Verification Form
Directions: Complete this form after you finish the field experience for this course but before the last day of the semester. You are required to complete the entire form.
You will identify your experience site, the type of site, hours completed, field diversity, and field activities. You will reflect on your experience with diverse students
and/or adults. Also, based on your activities, you will reflect on how your activities developed you as pre-service teacher.
Click on "Add/Edit Work" button to access the form; then click on the word "Form".
Directions:Complete this form after you finish the field experience for this course but before the last day of the semester. Your are required to complete the entire
form. You will identify your experience site, the type of site, hours completed, field diversity, and field activities. You will reflect on your experience with diverse
students and/or adults. Also, based on your activities, you will reflect on how your activities developed you as pre-service teacher. Click on "Add/Edit Work" button to
access the form; then click on the word "Form".
74
Complete this form after you finish the field experience for this course/internship but before the last day of
the semester.
If you satisfied your field experience in multiple sites, list at most three of those sites. List the site where you spent the most time first,
etc.
Name the first site - school building, agency, institution - and give the city in which the site is located.
(Maximum characters allowed: 500)
Name the second site - school building, agency, institution - and give the city in which the site is located.
(Maximum characters allowed: 500)
Name the third site - school building, agency, institution - and give the city in which the site is located.
(Maximum characters allowed: 500)
Type of site:
Check all that apply.
YSU Campus
Pre-School
K
Grades 1-3
Grades 4-8
Grades 9-12
Career and Technical Center
Adult Education
Agency Adults
Agency Youth
Hospital/Clinic
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Church Group
Learning Center
Self-contained Classroom
Resource Room
Inclusion Classroom
Alternative Site
Total field hours:
Less than 5
5 to 14
15 to 19
20 to 24
25 to 29
30 to 34
35 to 39
40 or more
Field Diversity
Students/adults with whom I was in contact at this site are diverse based on the following:
Check all that apply.
Ethnicity
Race
Socioeconomic Status
Gender
Exceptionality
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Language (to include ESL/ELL)
Religion
Sexual Orientation
Geographical Area
What adjustment(s) in your behavior did/or will you make based on your experience with the diverse students and/or adults at this site?
(Maximum characters allowed: 10,000)
Field Activities
List your four major activities during this experience. Ex. observation, tutoring, assisting in instruction, participating in non-instructional activities, developing instructional materials, micro-teaching, counseling, planning lessons,
evaluating instruction, interviewing teaches, contacting parents, etc.
1.
(Maximum characters allowed: 500)
2.
(Maximum characters allowed: 500)
3.
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(Maximum characters allowed: 500)
4.
(Maximum characters allowed: 500)
Reflection in Action
Reflect on your experience. Using the activities as your basis, specifically describe how you developed as pre-service teacher.
(Maximum characters allowed: 10,000)
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