Field Experience Handbook 2013-2014
DeSales University Clinical Field Experience Guide
2013-2014
TABLE OF CONTENTS
Mission of the Department of Education
2
Clinical Field Overview
2
Clinical Field Personnel
3
Structure of Field Courses
4
Field Stages and Responsibilities for the Stage
 Stage 0: Pre-Field Preparation
 Stage 1: Exploration
 Stage 2: Examination
 Stage 3A: Application
 Stage 3B: Practicum
5
5-6
7-9
10-12
13-16
Pre-Field Requirements / Clearance Information
17
DeSales Clinical Field Experience Request Form
18-19
Student Verification Detail Form
20
DeSales Clinical Field Experience Assurances
21
Annual Field Orientation / Field Schedules
22
Clinical Field Procedures and Policies
23
Professionalism in the Field
24-26
DeSales Regulations for Clinical Field Students
26
Frequently-Asked Questions
27
APPENDICES
 Professional Educator’s Code of Conduct for Pennsylvania
 Field Experience Evaluation Instruments
 3-2-1 Evaluation Form
 PDE430 Evaluation Forms
 Field Log
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MISSION OF THE DEPARTMENT OF EDUCATION
AT DESALES UNIVERSITY
Mission Statement of the Department of Education at DeSales University
The mission of the DeSales University Department of Education is to prepare teacher candidates to
demonstrate content mastery applied in effective, creative, reflective, technology-enhanced, and datadriven pedagogy. Each candidate explores and confirms a personal and professional commitment to the
teaching profession, possessing skills of collaboration and effective and respectful interaction with
colleagues, students, and families. Each candidate commits to supporting the uniqueness and high
potential of self and of those students whose lives he or she will touch. The candidate strives to ensure
educational equity in local and global contexts, thus adhering to the key tenets of Christian Humanism.
Department-Wide Outcomes
Our teacher candidates demonstrate
A. Content mastery across disciplines
B. Effective, creative, reflective, technology-enhanced, and data-driven pedagogy
C. Professionalism in personal, collegial and institutional settings
D. Respect for the uniqueness and diverse perspectives of all learners, families, and communities
E. Leadership in advocating for students and supporting their highest achievement in local and global
contexts.
CLINICAL FIELD EXPERIENCES: OVERVIEW
What are Clinical Field Experiences?
Field experiences are defined at DeSales as pre-professional or professional experiences associated with
schooling and/or the education of youth (ages 0-21). The purpose of field experiences is multidimensional. In field, you will examine your suitability for the teaching profession, your ability to deliver
effective instruction, and your dispositional appropriateness for working with youth. From the DeSales
perspective, we will coach you on the application of what is learned in the college classroom to your
field experiences in the K-12 classroom. We will also have the opportunity to evaluate your disposition
for teaching and your effectiveness in the delivery of instruction. The term “clinical” derives from the
medical model of practice. In short, while knowledge is gained in the classroom, expertise is gained in
the field. A teacher candidate needs ample time to practice.
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The Clinical Supervision Model
A clinical supervision model is based on three stages of observation and supervision: Stage 1 is when
the teacher candidate and the university supervisor discuss goals for teaching improvement. Stage 2 is
when the teacher candidate attempts to enact the improvement actions in the classroom and the
university supervisor observes and evaluates. Stage 3 is the formative feedback stage in which the
university supervisor provides honest and effective feedback on the observed lesson. The process is
cyclical with a second Stage 1 occurring after the feedback loop.
Clinical Field Requirements for Initial Certification
For future teachers seeking certification, the Pennsylvania Department of Education (PDE) currently
requires substantial time spent in the field under the supervision of university field supervisors in
addition to the mandated full-time student teaching experience. While no longer mandating 190 hours
of field prior to student teaching, it is the stance of DeSales University that in order to practice and
demonstrate proficiency in the state-mandated competencies, pre-student teaching field experiences
should approach the 190 hours formally required, or in some programs exceed the 190 hours.
Clinical Field Personnel
There is a team of professionals supporting your Clinical Field Experience at various levels. It is the
responsibility of all to make sure your experience is a fruitful one.
The Field Process Professionals
Field Experience Coordinator (FEC) for Field Experiences: Dr. Michael Waddell, x1665
The FEC for Field is responsible to coordinate placements for field students and to ensure that all policies
and regulations are followed. The FEC for Field works with the Department Coordinators and the Field
Professors to ensure diversity of placement types and quality of placement experiences.
Field Experience Coordinator for Student Teaching: Mr. Robert Misko, x1686
The FEC for Student Teaching is responsible to coordinate placements for student teachers and to ensure
that all policies and regulations are followed. The FEC for Student Teaching works with the Department
Coordinators, the University Supervisors, and the Cooperating teachers and schools to ensure diversity of
placement types and quality of placement experiences. The FEC for Student Teaching works with the
Certifying Officer at DeSales to make sure students meet all requirements for certification eligibility.
Field Professor: See course professors for field courses
The field professor is responsible for orienting students to the field, for providing instruction on methods
of observation and assistance, for communicating with the Field Mentor Teachers, for evaluating the
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written work of the field student, for observing and evaluating the field student in field experiences, for
collecting data on field performance of the students, and for issuing final grades for the field course.
Field Mentor Teacher:
The school-based Field Mentor Teacher provides the field student with opportunities to achieve the field
competencies through instructional conversations, through chances to assist students, and at the higher
levels, through providing opportunities for limited instruction with some minor evaluation feedback.
For Student Teachers, the Field Team consists of the University Supervisor and Cooperating Teacher for
Student Teaching.
Structure of Field Courses
At DeSales University, field experiences are both associated with specific pedagogical content courses
(such as methods courses), but also stand alone as graded field courses. This allows the interaction
between what is learned in the classroom and field experiences and learning. However, the field course
enrollment allows DeSales to fully evaluate your learning and performance in the field and to guarantee
that the field competencies outlined by PDE are fully met and evaluated. Therefore, all field courses are
graded: At the undergraduate level, field courses are pass/fail. This means that ALL assignments must
be completed at a satisfactory level or you will earn a failure. At the graduate level, all field courses are
graded as any other graduate course.
FIELD STAGES AND REQUIREMENTS PER STAGE
Initial Certification
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• Stage 0: Preparation for field
1
• Stage 1: Exploration
2
• Stage 2: Examination
3
• Stage 3A: Application
3
• Stage 3B: Practicum
4
• Stage 4: FULL STUDENT TEACHING
5
STAGE ZERO – PRE-FIELD PREPARATION
Clinical Stage Zero marks the orientation phase to the field experience. The orientation to field is
embedded in the introductory education course during which the educative process and the career of
teaching are examined.
Semester:
Introductory education course (Undergraduate ED 109 or Graduate ED 500)
Experiences: Project-based experiences embedded in course work
REQUIRED/ GRADED ASSESSMENTS
(1)
(2)
(3)
(4)
Completion of all clearances
Initiation of the Field Experience Reflective Journal
Attendance at a School Board meeting at a local district
Interview with a teacher through “A Day in the Life of a Teacher” project
STAGE ONE: EXPLORATION
In Clinical Field Stage One, teacher candidates will acquire a reflective stance towards the education of
youth, with a particular focus on developmental growth of children and what it means to be an effective
teacher.
Semester:
Experiences:
Second or third semester of education course work
Observation; limited assisting
Linked Courses for Stage One
Pedagogy Course
UNDERGRAD
ED 209
Cognition and
Learning
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Field Course*
ED 2801 (STEP) (P/F)
GRADE BAND
7–8
ED 2901 (ECEE) (P/F)
Pre-K
HOURS
30
Field Experience Handbook 2013-2014
GRAD (Stages 1
& 2 combined)
See Stage 2
See Stage 2
6
See Stage 2
See Stage 2
REQUIRED / GRADED ASSESSMENTS
(A passing grade cannot be issued without satisfactory completion of all requirements.)
(1) Reflective Dual-Entry Journal with five required focused prompts
(2) Clinical Field Experience Log for required number of hours
(3) School Profile Report (Focuses: school physical plant; school and district organization; school
demographics; school community)
(4) Student Interview: Origins of Motivation for Student Engagement
(5) Field Mentor Evaluation form: Summative
(6) Formal Note of Appreciation for the Field Mentor Teacher (copy submitted to Field Professor in
addition to mailing)
Competencies Associated with Stage One
A. Planning and Preparation
 A.1: Reflects on elements of planning and preparation from observations in educational
settings.
 A.3: Identifies ways in which the age and/or related characteristics of students observed in
various learning were reflected in instructional planning.
B. Classroom Environment
 B.1: Describes elements of effective classroom management observed in various educational
settings.
 B.2: Observes teacher-to-student and student-to-student interactions and reflects on those
observations.
C. Instructional Delivery
 C.1: Observes and reflects on effective verbal and non-verbal communication techniques.
 C.2: Observes and reflects on effective questioning and discussion techniques.
 C.4: Reflects on the level of active student engagement during instructional delivery.
 C.5: Observes methods of communication of instructional goals, procedures and content.
D. Professional Conduct
 D.1: Represents integrity, ethical behavior and professional conduct as stated in the “PA Code
of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and
regulations.
 D.2: Complies with school policies and procedures regarding professional dress, attendance and
punctuality.
E. Assessment
 E.2: Assesses their own professional growth through focused self-reflection.
F. Knowledge of Diverse Learners
NONE
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Your Supervisor will conduct
(1) FIVE field visits to sites


randomly-selected students and schools
Stage One Supervisor Evaluation Form for each visited student
(2) THREE DSU ambassador visits to the principal or assistance principal with summary write-up
(3) FOUR field meetings: Week One -- General Field Orientation; Week Two -- Models of Observation
meeting; Week Seven – Discussion of Observations; Week Fourteen – Field Summary Discussion and
Evaluation
(4) Grading of Field Reports as required
(5) Grading of Reflective Field Experience Journal
(6) Collecting of quality data and Field Mentor Evaluation Form from field site
(7) Acting as liaison between student and Field Placement staff; monitoring field experience.
STAGE 2: EXAMINATION
In Clinical Field Stage Two, teacher candidates will begin the act of teaching through one-on-one
instruction, small group instruction, and if the mentor is willing, one or two opportunities to teach a minilesson. They begin to focus on learning effectiveness and on individual student needs. They will view
school in the context of the family and wider community.
Semester:
Experiences:
Early pedagogical content course work
Assisting, one-on-one instruction, small group instruction, possible mini-lesson
Linked Courses For Stage 2
Pedagogy Course
Field Course*
UNDERGRAD
ED 211 (Family, School, EE 2902 (P/F)
ECEE
Community)
UNDERGRAD
ED 366 (Literacy
ED 3801 (P/F)
STEP
Intervention)
GRAD (Stages 1
& 2 combined)
GRADE BAND
Pre-K through K
HOURS
30
8-9
45
SC 519 (Stages 1&2)
SC 522 (Stages 1&2)
7-9
90
EE 535 (Stages 1&2)
EE 522 (Stages 1&2)
Pre-K - K
90
REQUIRED/ GRADED ASSESSMENTS
(A passing grade cannot be issued without satisfactory completion of all requirements.)
1) Reflective Dual-Entry Journal with five required focused prompts
2) Clinical Field Experience Log for required number of hours
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3) School Profile Report (Focuses: school demographics; school achievement data; the local
community; surrounding economic climate; the wider community and school-community
relations; reform efforts)
4) Report on Structure of Supportive Services in School for students who have special needs or
who are experiencing challenges in learning.
5) Stage Two Field Mentor Evaluation form: Summative
6) Formal Note of Appreciation for the Field Mentor Teacher (copy submitted to Field Professor in
addition to mailing)
Competencies Associated with Stage Two
A. Planning and Preparation
 A.1: Reflects on elements of planning and preparation from observations in educational
settings.
 A.2: Applies knowledge of Pa. Pre-K-12 Academic Standards to classroom observations.
 A.3: Identifies ways in which the age and/or related characteristics of students observed in
various learning were reflected in instructional planning.
 A.4: Identifies how learning goals were developed to address individual student needs.
 A.5: Identifies how various resources, materials, technology and activities engage students in
meaningful learning based on the instructional goals.
B. Classroom Environment
 B.1: Describes elements of effective classroom management observed in various educational
settings.
 B.2: Observes teacher-to-student and student-to-student interactions and reflects on those
observations.
 B.3: Observes how classroom resources are used to make adaptations and accommodations
required to differentiate instruction for all learners.
C. Instructional Delivery
 C.1: Observes and reflects on effective verbal and non-verbal communication techniques.
 C.2: Observes and reflects on effective questioning and discussion techniques.
 C.3: Identifies ways in which technology is used as a teaching and learning tool.
 C.4: Reflects on the level of active student engagement during instructional delivery.
 C.5: Observes methods of communication of instructional goals, procedures and content.
D. Professional Conduct
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 D.1: Represents integrity, ethical behavior and professional conduct as stated in the “PA Code
of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and
regulations.
 D.2: Complies with school policies and procedures regarding professional dress, attendance and
punctuality.
E. Assessment
 E.1: Identifies and reports on various kinds of assessments used in instruction.
 E.2: Assesses their own professional growth through focused self-reflection.
F. Knowledge of Diverse Learners
 F.1: Reports on the unique characteristics and learning needs of diverse learners (age, gender,
culture or ability) in the classroom.
 F.2: Reports on effective practices and opportunities designed to communicate with and engage
families, caregivers and the broader community.
Your Supervisor will conduct
1) EIGHT or more field visits to sites with the goal of observing all in site
 randomly-selected students and schools
 Stage One Supervisor Evaluation Form for each visited student
2) FOUR field meetings: Week One -- General Field Orientation; Week Two -- Models of
Observation meeting; Week Seven – Discussion of Observations; Week Fourteen – Field
Summary Discussion and Evaluation
3) Grading of Field Reports as required
4) Grading of Reflective Field Experience Journal
5) Collecting of quality data and Stage Two Field Mentor Evaluation Form from field site
6) Acting as liaison between student and Field Placement staff; monitoring field experience.
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STAGE THREE A: APPLICATION / PROFESSIONAL PHASE FIELD EXPERIENCE
In Stage Three A, teacher candidates are in intense process of preparing for Student Teaching. They
become familiar with the curriculum of the classroom, school, and district. They build their repertoire of
teaching strategies and techniques. They begin practicing those techniques in short-length instruction.
They begin understanding data-driven planning and pedagogy. In order to proceed into Stage 3,
certification-seeking students must be admitted into the professional phase.
REQUIREMENTS FOR STAGE 3: PROFESSIONAL-PHASE FIELD EXPERIENCES
1. Successful completion of PAPAs, with passing scores in reading, mathematics and writing and/or
passing composite score
2. Approved application for the Professional Phase
Semester:
Experiences:
twice)
Methods-related course work
Small group instruction, mini-lessons, and limited demonstration teaching (once or
Linked Courses for Stage 3 A
Pedagogy Course
UNDERGRAD ECEE
EE 335
UNDERGRAD STEP
ED 330
GRAD (Stages 3A &
3B combined)
See Stage 3B
See Stage 3B
Field Course*
EE 3901
ED 3802
GRADE BAND
Elementary 1-2
9-10
See Stage 3B
See Stage 3B
10-12
1-4
HOURS
40
45
REQUIRED/ GRADED ASSESSMENTS
(A passing grade cannot be issued without satisfactory completion of all requirements.)
1) Reflective Dual-Entry Journal with five required focused prompts
2) Clinical Field Experience Log for required number of hours
3) School Profile Report (Focuses: school demographics; school achievement data on statewide
assessments; comparisons with local districts; current structure of the curriculum; materials and
resources for learning; professional development for teachers; extracurricular opportunities;
PVAAS and other data-gathering methods; other information related to grade band
requirements.)
4) Curriculum Report on the Grade Band or Subject Area. (How was the curriculum formed? Who
were the stakeholders involved? What curricular philosophy is embedded in the curriculum?
What is the relationship of the curriculum to the mission of the school; how does the school use
data in curricular changes, etc.)
5) Stage Three Field Mentor Evaluation form: Summative
6) DeSales University 3-2-1 Form on one lesson for each student.
7) Formal Note of Appreciation for the Field Mentor Teacher (copy submitted to Field Professor in
addition to mailing)
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Competencies Associated with Stage Three A
A. Planning and Preparation
 A.1: Demonstrates adequate knowledge of content and related research-based pedagogy,
based on sound educational psychology principles.
 A.2: Demonstrates adequate knowledge of PA Pre-K-12 Academic Standards and the ability to
use them to guide instructional planning.
 A.3: Demonstrates adequate knowledge of the age and/or related characteristics of their
students and the ability to use this knowledge to plan instruction.
 A.4: Demonstrates the ability to use formative and summative assessments to adapt learning
goals that match individual student needs.
 A.5: Demonstrates the ability to plan instruction using appropriate resources, materials,
technology and activities to engage students in meaningful learning based on their instructional
goals.
B. Classroom Environment
 B.1: Maintains a culture which values the development of meaningful, caring, and respectful
relationships between teacher and students, and among students.
 B.2: Recognizes and supports the role of the prepared classroom environment as a necessary
element to support optimal learning opportunities.
 B.6: Demonstrates knowledge of and acts to support systems for student transitions, as well as
procedures and routines for instructional and non-instructional responsibilities.
C. Instructional Delivery
 C.1: Uses effective verbal and non-verbal communication techniques.
 C.2: Uses effective questioning and discussion techniques.
 C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate
instructional strategies, which reflect evidence of student engagement, new learning and
assessment.
 C.4: Uses technology as an effective teaching and learning tool.
 C.5: Provides appropriate progress feedback to students in a timely manner.
 C.6: Uses active student engagement during instructional delivery.
 C.7: Uses formal and/or informal assessment to measure student responsiveness to instruction.
 C.8: Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent
to which learning goals were achieved and can offer alternative courses of action.
 C.9: Clearly communicates instructional goals, procedures and content.
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D. Professional Conduct
 D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of
Professional Practice and Conduct for Educators,” as well as local, state and federal laws and
regulations.
 D.4: Applies safety precautions and procedures.
 D.5: Complies with school policies and procedures regarding professional dress, attendance,
punctuality and the use of technology.
 D.6: Develops and maintain professional relationships with school colleagues.
E. Assessment
 E.1: Identifies and reports on various kinds of assessments used in instruction including
formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.
 E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g.
Bloom’s taxonomy).
 E.7: Assesses their own professional growth through focused self-reflection.
Your Supervisor will conduct
1) Observation of all enrolled students: one visit minimum
2) FOUR field meetings: Week One -- General Field Orientation; Week Two – Artifact mining
meeting; Week Seven – Discussion of Observations; Week Fourteen – Field Summary Discussion
and Evaluation
3) Grading of Field Reports as required
4) Grading of Reflective Field Experience Journal
5) Collecting of quality data and Stage Three A Field Mentor Evaluation Form from field site
6) Acting as liaison between student and Field Placement staff; monitoring field experience.
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STAGE THREE B: PRACTICUM
In Stage Three B, teacher candidates are continuing preparation for Student Teaching. They continue to
build their repertoire of teaching strategies and techniques. They intensely reflect on their own teaching
effectiveness through the clinical observation process. They articulate an improvement plan for early
student teaching. They gather materials and resources to be used during student teaching.
Semester:
Experiences:
Subject-area-specific methods-related course work
Small group instruction, Demonstration teaching (three to five short lessons)
Linked Courses for Stage 3B
Pedagogy Course
UNDERGRAD
EE 314
ECEE Sr. Spring
ECEE Sr. Fall
EE 409
Field Course
EE 3902
GRADE BAND
Elementary 3-4
HOURS
40
EE 4901
PreK-K
50
UNDERGRAD
STEP
ED 410-415 Series
same
10-11
60
GRAD
SC 524 (3A and B
SC 525 (3A and B
10-12
100
combined)
combined)
EE 512
EE 524
1-4
100
REQUIRED/ GRADED ASSESSMENTS
(A passing grade cannot be issued without satisfactory completion of all requirements.)
1) Reflective Dual-Entry Journal with five required focused prompts
2) Clinical Field Experience Log for required number of hours
3) School Profile Report (Focuses: Focus on school personnel and teaching staff; organization of
personnel in the district and school; teaching climate; supportive systems for new teachers
including the induction plan for the district; other careers in education within a district; districtunion relations; teacher-school board relations)
4) Career-Focused Documents: Teaching Philosophy, Resume, Teaching Profile
5) Report: Models of Differentiation for Learners with Special Needs and English Language
Learners
6) Stage 3 B Three Field Mentor Evaluation form: Summative
7) DeSales University 3-2-1 Form on one lesson for each student.
8) PDE 430 introduction
9) Formal Note of Appreciation for the Field Mentor Teacher (copy submitted to Field Professor in
addition to mailing)
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Competencies Associated with Stage Three B
A. Planning and Preparation
 A.1: Demonstrates adequate knowledge of content and related research-based pedagogy,
based on sound educational psychology principles.
 A.2: Demonstrates adequate knowledge of PA Pre-K-12 Academic Standards and the ability to
use them to guide instructional planning.
 A.3: Demonstrates adequate knowledge of the age and/or related characteristics of their
students and the ability to use this knowledge to plan instruction.
 A.4: Demonstrates the ability to use formative and summative assessments to adapt learning
goals that match individual student needs.*
 A.5: Demonstrates the ability to plan instruction using appropriate resources, materials,
technology and activities to engage students in meaningful learning based on their instructional
goals.
B. Classroom Environment
 B.1: Maintains a culture which values the development of meaningful, caring, and respectful
relationships between teacher and students, and among students.
 B.2: Recognizes and supports the role of the prepared classroom environment as a necessary
element to support optimal learning opportunities.
 B.3: Uses classroom resources to support equity and maximize learning opportunities, which
are age-, gender-, individually-, culturally- and ability-appropriate.*
 B.4: Assesses classroom resources in order to make adaptations and accommodations
required to differentiate instruction for all learners.*
 B.5: Identifies opportunities for productive family and community contact.*
 B.6: Demonstrates knowledge of and acts to support systems for student transitions, as well as
procedures and routines for instructional and non-instructional responsibilities.
C. Instructional Delivery
 C.1: Uses effective verbal and non-verbal communication techniques.
 C.2: Uses effective questioning and discussion techniques.
 C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate
instructional strategies, which reflect evidence of student engagement, new learning and
assessment.
 C.4: Uses technology as an effective teaching and learning tool.
 C.5: Provides appropriate progress feedback to students in a timely manner.
 C.6: Uses active student engagement during instructional delivery.
 C.7: Uses formal and/or informal assessment to measure student responsiveness to instruction.
 C.8: Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent
to which learning goals were achieved and can offer alternative courses of action.
 C.9: Clearly communicates instructional goals, procedures and content.
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D. Professional Conduct
 D.1: Initiates communication with the cooperating teacher regarding instructional and noninstructional record keeping, procedures and routines, and timelines; including, but not
limited to, grading, attendance, lesson plans, parent communication, and inter-school needs.*
 D.2: Demonstrates knowledge of and participate in district, college, regional, state and/or
national professional development growth and development opportunities. *
 D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of
Professional Practice and Conduct for Educators,” as well as local, state and federal laws and
regulations.
 D.4: Applies safety precautions and procedures.
 D.5: Complies with school policies and procedures regarding professional dress, attendance,
punctuality and the use of technology.
 D.6: Develops and maintain professional relationships with school colleagues.
E. Assessment
 E.1: Identifies and reports on various kinds of assessments used in instruction including
formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.
 E.2: Makes norm-referenced and criterion-referenced interpretations of assessment results.*
 E.3: Applies interpretations to inform planning and instruction for groups and individual
students.*
 E.4: Applies interpretations of status (PSSA) and growth (PVASS) assessment models to
inform planning and instruction for groups and individual students.*
 E.5: Constructs assessments to match cognitive, affective, behavioral and/or psychomotor
curricular goals.*
 E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g.
Bloom’s taxonomy).
 E.7: Assesses their own professional growth through focused self-reflection.
F. Knowledge of Diverse Learners
 F.1: Reports on the unique characteristics and learning needs of diverse learners (age, gender,
culture or ability) in the classroom.
 F.2: Recognizes and supports elements of a positive learning environment that values and
models respect for all students.
 F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful
educational performance.
 F.4: Recognizes policies and procedures designed to ensure that all students, particularly those
traditionally underserved, are valued in the school.
 F.5: Reports on effective practices and opportunities designed to communicate with and engage
families, caregivers, and the broader community.
* Competencies will be assessed in 3B only (not 3A).
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Your Supervisor will conduct
1) Observation of all enrolled students: clinical supervision model (minimum of two visits for each
teacher candidate)
2) FOUR field meetings: Week One -- General Field Orientation; Week Two – Strategies for
Content Instruction, Observation and Application meeting; Week Seven – Discussion of
Observations; Week Fourteen – Field Summary Discussion and Evaluation
3) Grading of Field Reports as required
4) Grading of Reflective Field Experience Journal
5) Collecting of quality data and Stage Three B Field Mentor Evaluation Form from field site
6) Acting as liaison between student and Field Placement staff; monitoring field experience.
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PRE-FIELD REQUIREMENTS
Clearances
It is then the responsibility of each candidate to become familiar with the details of the assignment.
You will have had to obtain all clearances listed below prior to entering the schools. No student will be
permitted to begin the field experience without providing proof that all clearances have been
obtained. A copy goes to the Education Department for your student file; you retain the original as
you will most probably also be asked to provide proof to the schools at which you are placed. [DeSales
does not send student’s personal information to the schools.]
1. FBI Criminal History Background Check (Act 114) ($28.75)
www.cogentid.com
[Because Cogent System is directly linked to PDE, all candidates must do this in Pennsylvania.]
Currently, the closest location to DeSales Center Valley campus is the UPS Store in Hellertown. When you have
been fingerprinted, you will be assigned a Registration ID # (beginning w/ PAE). It is very important to retain
this in your records, and provide a copy to DSU and to each school district to which you are assigned.
Institutions have the ability to check your FBI record with this ID number.
2. PA CRIMINAL HISTORY CLEARANCE (Act 34) ($10)
https://epatch.state.pa.us/Home.jsp
You will be able to print an instant result of your clearance for your records. Provide a copy of this clearance
immediately to the Education department for your file and to the school district to which you are assigned.
3. PA Child Abuse History Clearance (Act 151) ($10)
You can download the form at the link below or pick up a copy in the Education office.
www.dpw.state.pa.us/resources/documents/pdf/FillinForms/DPWchildabuse.pdf
This must be mailed with a MONEY ORDER made payable to: Dept of Public Welfare; they will not accept cash,
personal checks or credit card. Since these results can take 4 to 6 weeks to receive, provide a copy of your money
order or receipt to the Education department as proof that you’ve sent for it. This will allow you 90 days to proceed
with your field experience until the actual clearance arrives. When you receive the clearance, bring a copy to the
Education department.
4. Tuberculin (TB) test
You can either get this done at your physician’s office (he/she can write the date the test was given, the date the result
was read, and the result (negative) on a prescription pad or other health form.
-orYou can get the test done at the DeSales Health Center, McShea Union Center ($10)
In the event the test reads positive, a chest x-ray must be conducted, and proof it was negative provided.
5. ACT 24
Each year you will be asked to sign the Act 24 update form. This will be done at Field Orientation.
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Field Experience Handbook 2013-2014
DeSales University: Education Department
Clinical Field Experience Request Form
18
Date Submitted:
Name: ____________________________________________ Graduating Class: ____________
DeSales Email: ______________________________ Alternate Email: _____________________
Cell Phone: _______________________________ Alternative Phone: _____________________
Current Mailing Address, City, State, Zip: ____________________________________________
Field Experience Request: __________ Fall __________ Spring ____________ Year
Certification Program: ____________ PreK-4
_______________ Secondary (7-12)
Please Check the Appropriate Field Experience Course:
√
Semester
Fall only
Concurrent Course
ED209 Cognition & Learning
Field Course
ED2801 Clinical Field 1 ECE/STEP
Hours
30
Spring only
ED211 Family, School &
Community
EE335 Design Instruction ECE
EE314 Literacy for Early
Elementary
EE409 PreK/Kindergarten
Practicum
STUDENT TEACHING
EE2902 Clinical Field 2 ECE
30
EE3901 Clinical Field 3 ECE
EE3902 Clinical Field 4 ECE
40
40
EE4901 Clinical Field 5 ECE
50
Concurrent Course
ED364 Inclusive Classroom –orED366 Literacy Interventions
Grades 4-12
ED330 Curriculum & Instruction I
ED410-ED415 Teaching STEP
Content Series
STUDENT TEACHING
Field Course
ED3801 Clinical Field 2 STEP
Hours
45
ED3802 Clinical Field 3 STEP
ED4801 Clinical Field 4 STEP
45
60
Fall only
Spring only
Fall only
√
Semester
Fall only
Spring only
Fall only
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Application Needed
Application Needed
Field Experience Handbook 2013-2014
19
Additional Information:
1. Schools which you have previously attended as a student (within 20-mile driving
distance of Center Valley campus)
2. Local schools in which a relative or close friend is working.
3. Updated clearances must be in your student file in the Education Department (FBI, PA
Criminal History, Child Abuse, Act 24, TB test result). You should always retain originals
to show when you enter schools.
Questions regarding clearances can be directed to Alice Debus, Education, Dooling 120, x1465,
alice.debus@desales.edu.
Placement Information:
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Placements are generally made within a 20-mile driving distance of the DeSales Center
Valley campus.
You are responsible to provide your own transportation to and from your placement
site.
During the placement you must maintain a high level of both personal and professional
conduct.
Placement activities will take place over the span of the linked course and must take
place on a regular and predictable basis.
Field experience courses are supervised, assessed, and graded on a pass/fail basis.
Supervision and assessment will be provided by the professor of the linked course.
Signed: ________________________________________ Date: ________________________
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DeSales University Department of Education
CLINICAL FIELD STUDENT VERIFICATION DETAIL FORM
Provide copies to: Field Experience Coordinator, Field Mentor Teacher and Field Professor
Name: ___________________________________________
Date: ________________________
Certification Area: _________________________________
Major: _______________________
DSU Email: ________________________________________
Cell Phone Number: ________________________________
____________________________________________________________________________________
FIELD ARRANGEMENTS/ AGREEMENT
School Name: ___________________________________ District: ____________________________
School Street Address:
School Phone Number: ___________________________ Miles from DeSales to School: ___________
Field Mentor Teacher: ____________________________________________
Grade / Subject Area of Observation: ________________________________
Weekly Schedule for Field Hours:
Field Experience Start-Date: ___________________Anticipated Field End Date: _________________
Total Hours to be Accrued during the semester: ______
Tasks I am expected to perform during my field experience hours:
Field Student Signature: ________________________________________________
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DeSales University Department of Education
CLINICAL FIELD EXPERIENCE ASSURANCES
Name: ___________________________________________
Date: ________________________
Certification Area: _________________________________
Major: _______________________
DSU Email: ________________________________
Phone Number: ____________________________
Initial all items on the Assurances Checklist that have been satisfied:
_____ 1. I have read the Clinical Field Experience Guide carefully and understand its contents.
_____ 2. I agree to abide by all Policies and Regulations while in the field.
_____ 3. I have attended an Annual Field Orientation Session this year. Date: __________________
_____ 4. I have signed and dated the Act 24 form this year.
___________________________________________
Signature
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_______________________
Date
21
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Annual Field Orientation
Once each year, all field-participating students must attend a 90-minute field orientation session to
review critical information such as professionalism, mandated reporting, field documents, and updates
for certification. You will sign in for the annual session. You may not begin your field experience until
you have completed the mandated orientation. The Orientation times will be announced prior to the
start of the semester.
Field Schedules
Tuesday and Thursday mornings are the expected periods during which much of Field 2 and 3 occur.
Please keep these times open in your schedule. However, if there is a course conflict, you may
respectfully contact the field mentor teacher to negotiate a different time at the convenience of the
mentor teacher.
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CLINICAL FIELD PLACEMENT PROCEDURES
Please read the following information carefully.
1) During the regular registration period (in November or March), you will register for the onecredit field course associated with the pedagogical course for your program on WebAdvisor.
2) Fill out a goldenrod Field Experience Request Form (in Education Office, Dooling 120) during
your semester advising session to provide information to the Field Experience Coordinator.
3) Wait for a communication from the Field Experience Coordinator. That communication will
contain the field placement school and directions for contacting the school. Confirm that you
have received the email by replying to the Coordinator’s email.
4) Immediately send a polite email to the mentor teacher thanking the teacher for the opportunity
and to arrange a convenient time for an initial visit.
CLINICAL FIELD PLACEMENT POLICIES
The placement of our field students is a process that takes into account PDE requirements, the goals of diversity of
field experiences, and the particular learning needs of individual students. The primary objective for each field
student is to maximize learning from field experiences. Convenience of the field student is secondary to the primary
objective. Therefore, you, the field student, will not be able to craft your field experience to meet individual
convenience needs.
1) DeSales University will place all field experience students in carefully-selected locations.
Students are not to find their own placements. If the student conducts field hours not arranged
by DSU, the field hours will not count towards course requirements.
2) Field Placements will be assigned over a diverse range of settings and grade bands. Expect to
experience field in rural, suburban, and urban settings. Expect that you will experience
classrooms across the grade bands of your certification.
3) Generally, you will be assigned a field placement within a twenty-mile driving distance of
DeSales, Center Valley campus. We will consider your place of residence in the placement
decision if possible.
4) Once the placement is made, you MUST contact the school and mentor teacher immediately to
negotiate time and location.
5) If you fail to show up for the placement, you will fail the field course without question. You
must retake the course and re-pay the field fee in order to be certified.
6) If you have any medical conditions that should be taken into account for field placement,
documentation by a physician must be submitted along with a letter of request for special
consideration no less than 60 days before the start of the semester.
7) A breach of professionalism or ethics during the placement will result in immediate removal
from the placement and a failure of the field course.
8) Occasionally, some limited field hours may be approved by the field professor in a home school
or may count some hours if the field student engages in a professional development
opportunity. However, those arrangements must be approved in writing and submitted to the
Field Experience Coordinator for your file. Under no conditions can these hours count for more
than 10% of the total field hours required.
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PROFESSIONALISM IN THE FIELD
Expectations for Field Experience Behaviors
1) Within one week of placement communication, you contact the Field Mentor Teacher to
confirm a day and time each week that is of mutual convenience for both parties. You should
never “demand” a time based only on your preferences. If there is a conflict in your available
times and the convenient time for your Field Mentor Teacher (FMT), contact the Field
Experience Coordinator immediately.
2) It is important that you write a letter of introduction providing some relevant information about
yourself and your goals as a future educator to the Field Mentor Teacher. Provide a resume as
well. Remember to thank them for the opportunity they are offering to you.
3) Communicate via email or Field Arrangement Form this time to your Field Professor (FP) to
make sure this is a convenient time for observation of your field experience.
4) Immediately after you have arranged a time with the FMT and FP, contact the school office and
speak to the secretary. Find out the best parking arrangements and communicate your
mutually-agreed-upon field schedule with the secretary. Ask if there are any additional
restrictions you need to know.
5) Arrange an initial meeting with the Field Mentor Teacher, perhaps at the end of the school day.
Discuss your duties and responsibilities. Let your Field Mentor Teacher be your guide with
respect to field tasks and responsibilities in the classroom. Show the FMT the competencies
that are targeted for your level of field.
6) Secure information regarding the school, classroom calendar, and daily bell schedule. You will
be expected to follow the local school district’s calendar during the semester. If the school is
not in session, you will not be able to use those hours towards your field total. Carefully
calculate the amount of time and days you will need to spend in school to accumulate the
minimum number of field hours for the field course (and for a passing grade in the field course).
7) Every week, you attend the scheduled field time as if the time were a semester course. In the
final evaluation, the Field Mentor Teacher will report your record of attendance at the arranged
time.
8) Obtain a copy of the school student handbook online and read it carefully before you appear for
your first session.
9) Provide copies of your Field Arrangement Form to the Field Mentor Teacher, the Field
Experience Coordinator, and your Field Professor.
10) Adhere to the highest standards of professionalism.
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Arrival at the School
1)
2)
3)
4)
5)
You must have a lanyard with your DeSales ID visible at all times when you are in the school.
Bring with you a second form of ID, preferably a driver’s license.
Bring copies of your clearances the first few times you appear at the school.
Bring with you your Field Journal and pen.
Leave your cell phone in the car or at home. If you are expecting an emergency call, you may
keep it hidden on vibrate. At no time should your phone be visible.
6) Adhere for all security procedures mandated by the school.
7) Sign in at the school office each time you arrive for your field session. Never walk directly to the
classroom without signing in.
8) Inquire about staff restrooms. At no time should you use a student restroom.
Professional Dress
Dress and Grooming: Your professional dress sets a tone in the classroom and leaves an impression for
consideration of future employment. While in the placement, dress according to the professional
standard of the school district rather than the standards on the DeSales University campus. If in doubt,
consult with your cooperating teacher during the initial meeting or follow the example of the other
“more formal” teachers in the building.
DRESS CODE FOR FIELD EXPERIENCE
Acceptable Dress for Men:
 Collared shirt, preferably with jacket or blazer
 Tie
 Slacks/dress khakis
 Closed toe, hard or soft soled shoes
Acceptable Dress for Women:
 Dress slacks and sweater or formal shirt
 Dress or skirt – at or below knee length
 Suit; either jacket and skirt or jacket and matching dress pants
 Closed-toe shoes with minimal heel height
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GUIDELINES
The following items are prohibited:
 Clothing, makeup, hair color, or attachments that are, in the opinion of the school’s staff
or DeSales University, disruptive to the teaching and learning process. This includes
extremes in hair color or styles, exposed tattoos or other body markings, exposed body
piercings, etc.
 Clothing that exposes the midriff or that is revealing or tight, including sheer or mesh
attire, halter tops, off-the-shoulder tops, etc.
 Clothing that contains symbols or words which contain profanity, nudity, acts of violence,
or is sexual in nature.
 Clothing that in word or symbol promotes alcoholic beverages, tobacco products or the
use of illegal or controlled substances.
 Torn clothing or denim clothing
 Sneakers, flip-flops, and footwear that may present a hazard.
 Visible undergarments.
 Hats, hoods, headbands, bandanas, or sunglasses worn inside the building except during
designated school events or activities for which such attire has been approved (i.e. Spirit
Day, Eagles Day)
DeSales University Regulations for Clinical Field Experience Students
There are critical areas for regulation in the field experience. Breach of these regulations will result in
immediate removal from the field with a grade of F. These regulations are meant to protect the field
student AND the school students from harm or the suggestion of harm.
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At no time are you EVER to be alone with a school student associated with your placement.
At no time are you to agree to meet a student or students off school grounds.
At no time are you to use a student restroom or student lounge area.
At no time are you to be alone in a room of students without the Field Mentor Teacher during
the Field Experience phase.
At no time are you to use any form of electronic device within the classroom (cell phone,
computer, iPad, tablet, etc.) without the explicit permission of the Field Mentor Teacher and
even then, only with a specific instructional purpose.
Of course, smoking is never to occur on school grounds anywhere.
At no time are you to communicate with any school student or family member via email or
social networking site. All communication must be done through the Field Mentor teacher’s
email or contact system.
You are not to photograph any school student without explicit review of the Field Mentor
teacher. You may, however, photograph empty classrooms, hallways, etc., as long as student
cannot be identifiable in any image.
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FREQUENTLY ASKED QUESTIONS
Can I request field in a specific school?
Unfortunately, no. You will be asked where you will be living during the field experience. We will take
that into consideration when assigning you to a field placement.
Can I count field hours that I experienced before the field course started?
No. PDE has stated that field experience cannot be retroactive. Field experience can only begin on the
first day of the semester of field enrollment so that it is under the supervision of the field supervisor.
Can I do field in the school where I attended?
Generally, no. However, for Field Stage One, the university supervisor may approve a limited number of
hours (up to five hours) with the idea that re-visioning your own school experience through the new
eyes of a future teacher may be of value. However, the focus should be on NEW experiences in a widevariety of schools.
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APPENDIX
Pennsylvania Department of
Education: Professional Educator
Code of Conduct
Section 1. Mission
The Professional Standards and Practices
Commission is committed to providing
leadership for improving the quality of
education in this Commonwealth by
establishing high standards for preparation,
certification, practice and ethical conduct in the
teaching profession.
Section 2. Introduction
(a) Professional conduct defines interactions
between the individual educator and students,
the employing agencies and other
professionals. Generally, the responsibility for
professional conduct rests with the individual
professional educator. However, in this
Commonwealth, a Code of Professional Practice
and Conduct (Code) for certificated educators is
required by statute and violation of specified
sections of the Code may constitute a basis for
public or private reprimand. Violations of the
Code may also be used as supporting evidence,
though may not constitute an independent
basis, for the suspension or revocation of a
certificate. The Professional Standards and
Practices Commission (PSPC) was charged by
the act of December 12, 1973 (P. L. 397, No.
141) (24 P. S. § § 12-1251 - 12-1268), known as
the Teacher Certification Law, with adopting a
Code by July 1, 1991. See 24 P. S. § 121255(a)(10).
(b) This chapter makes explicit the values of the
education profession. When individuals become
educators in this Commonwealth, they make a
moral commitment to uphold these values.
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Section 3. Purpose
(a) Professional educators in this
Commonwealth believe that the quality of their
services directly influences the Nation and its
citizens. Professional educators recognize their
obligation to provide services and to conduct
themselves in a manner which places the
highest esteem on human rights and dignity.
Professional educators seek to ensure that
every student receives the highest quality of
service and that every professional maintains a
high level of competence from entry through
ongoing professional development. Professional
educators are responsible for the development
of sound educational policy and obligated to
implement that policy and its programs to the
public.
(b) Professional educators recognize their
primary responsibility to the student and the
development of the student's potential. Central
to that development is the professional
educator's valuing the worth and dignity of
every person, student and colleague alike; the
pursuit of truth; devotion to excellence;
acquisition of knowledge; and democratic
principles. To those ends, the educator engages
in continuing professional development and
keeps current with research and technology.
Educators encourage and support the use of
resources that best serve the interests and
needs of students. Within the context of
professional excellence, the educator and
student together explore the challenge and the
dignity of the human experience.
Section 4. Practices
(a) Professional practices are behaviors and
attitudes that are based on a set of values that
the professional education community believes
and accepts. These values are evidenced by the
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professional educator's conduct toward
students and colleagues, and the educator's
employer and community. When teacher
candidates become professional educators in
this Commonwealth, they are expected to abide
by this section.
(b) Professional educators are expected to
abide by the following:
(1) Professional educators shall abide by the
Public School Code of 1949 (24 P. S. § § 1-101 27-2702), other school laws of the
Commonwealth, sections 1201(a)(1), (2) and (4)
and (b)(1), (2) and (4) of the Public Employe
Relations Act (43 P. S. § § 1101.1201(a)(1), (2)
and (4) and (b)(1), (2) and (4)) and this chapter.
(2) Professional educators shall be prepared,
and legally certified, in their areas of
assignment. Educators may not be assigned or
willingly accept assignments they are not
certified to fulfill. Educators may be assigned to
or accept assignments outside their certification
area on a temporary, short-term, emergency
basis. Examples: a teacher certified in English
filling in a class period for a physical education
teacher who has that day become ill; a
substitute teacher certified in elementary
education employed as a librarian for several
days until the district can locate and employ a
permanent substitute teacher certified in library
science.
(3) Professional educators shall maintain high
levels of competence throughout their careers.
(4) Professional educators shall exhibit
consistent and equitable treatment of students,
fellow educators and parents. They shall respect
the civil rights of all and not discriminate on the
basis of race, national or ethnic origin, culture,
religion, sex or sexual orientation, marital
status, age, political beliefs, socioeconomic
status, disabling condition or vocational
interest. This list of bases or discrimination is
not all-inclusive.
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(5) Professional educators shall accept the value
of diversity in educational practice. Diversity
requires educators to have a range of
methodologies and to request the necessary
tools for effective teaching and learning.
(6) Professional educators shall impart to their
students principles of good citizenship and
societal responsibility.
(7) Professional educators shall exhibit
acceptable and professional language and
communication skills. Their verbal and written
communications with parents, students and
staff shall reflect sensitivity to the fundamental
human rights of dignity, privacy and respect.
(8) Professional educators shall be openminded, knowledgeable and use appropriate
judgment and communication skills when
responding to an issue within the educational
environment.
(9) Professional educators shall keep in
confidence information obtained in confidence
in the course of professional service unless
required to be disclosed by law or by clear and
compelling professional necessity as
determined by the professional educator.
(10) Professional educators shall exert
reasonable effort to protect the student from
conditions which interfere with learning or are
harmful to the student's health and safety.
Section 5. Conduct
Individual professional conduct reflects upon
the practices, values, integrity and reputation of
the profession. Violation of § § 235.6-235.11
may constitute an independent basis for private
or public reprimand, and may be used as
supporting evidence in cases of certification
suspension and revocation.
Section 6. Legal obligations
(a)The professional educator may not engage in
conduct prohibited by the act of December 12,
1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251-
Field Experience Handbook 2013-2014
12-1268), known as the Teacher Certification
Law.
(b)The professional educator may not engage in
conduct prohibited by:
(1) The Public School Code of 1949 (24 P. S. § §
1-101-27-2702) and other laws relating to the
schools or the education of children.
(2) The applicable laws of the Commonwealth
establishing ethics of public officials and public
employes, including the act of October 4, 1978
(P. L. 883, No. 170) (65 P. S. § § 401-413),
known as the Public Official and Employee
Ethics Law.
(c) Violation of subsection (b) shall have been
found to exist by an agency of proper
jurisdiction to be considered an independent
basis for discipline.
Section 7. Certification
The professional educator may not:
(1) Accept employment, when not properly
certificated, in a position for which certification
is required.
(2) Assist entry into or continuance in the
education profession of an unqualified person.
(3) Employ, or recommend for employment, a
person who is not certificated appropriately for
the position.
Section 8. Civil Rights
The professional educator may not:
(1) Discriminate on the basis of race, National or
ethnic origin, culture, religion, sex or sexual
orientation, marital status, age, political beliefs,
socioeconomic status; disabling condition or
vocational interest against a student or fellow
professional. This list of bases of discrimination
is not all-inclusive. This discrimination shall be
found to exist by an agency of proper
jurisdiction to be considered an independent
basis for discipline.
(2) Interfere with a student's or colleague's
exercise of political and civil rights and
responsibilities.
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Section 9. Improper personal or financial gain
(1) Accept gratuities, gifts or favors that might
impair or appear to impair professional
judgment.
(2) Exploit a professional relationship for
personal gain or advantage.
Section 10. Relationships with students
The professional educator may not:
(1) Knowingly and intentionally distort or
misrepresent evaluations of students.
(2) Knowingly and intentionally misrepresent
subject matter or curriculum.
(3) Sexually harass or engage in sexual
relationships with students.
(4) Knowingly and intentionally withhold
evidence from the proper authorities about
violations of the legal obligations as defined
within this section.
Section 11. Professional relationships
The professional educator may not:
(1) Knowingly and intentionally deny or impede
a colleague in the exercise or enjoyment of a
professional right or privilege in being an
educator.
(2) Knowingly and intentionally distort
evaluations of colleagues.
(3) Sexually harass a fellow employe.
(4) Use coercive means or promise special
treatment to influence professional decisions of
colleagues.
(5) Threaten, coerce or discriminate against a
colleague who in good faith reports or discloses
to a governing agency actual or suspected
violations of law, agency regulations or
standards.
Downloaded from the Pennsylvania
Department of Education Web site
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JUSTIFICATION FOR EVALUATION
1. After reviewing the results of the student teacher/candidate’s performance
indicators in each category, and the pertinent sources of evidence, the assessor
will make a judgment for each category on the PDE-430. The appropriate box is
then checked.
2. This is a key section as it provides the student teacher with a clear understanding
of the
evaluator’s decision based on observations and other specific sources of
evidence. This section also provides further explanation of why the student
teacher is receiving a particular rating for the category. The evaluator’s
comments help to focus the student teacher on his/her specific strengths and
areas for improvement. It is important to write statements that are clear,
consistent, and specify key areas for improvement, if required.
3. The justification section may be expanded to whatever length the rater feels
necessary to help the student teacher/candidate understand the rating, the
reasons for it and steps that can be taken to improve performance, whenever
required.
EVALUATION
1. The evaluation/signature page of the PDE-430 includes the school year and term
during which the observation occurred. An appropriate overall judgment of the
student teacher/candidate’s demonstrated performance will be made and
checked, resulting in either a particular level of proficiency.
2. The signature of the evaluator, usually the student teacher/candidate’s
supervisor, must be included. In addition, the signature of the student
teacher/candidate and the appropriate signature dates must also be included.
The student teacher/candidate does not have to agree with the judgments or
statements of the evaluator in order to sign the form. The student
teacher/candidate is obligated to sign the form once the evaluator has shared
the contents of the form with the student teacher/candidate. Student
teacher/candidate may annotate the form with “I disagree with this rating.”
3. The Overall Justification for Evaluation section should specify any key areas for
improvement, when used for the first assessment, and provide the student
teacher with a clear understanding of the evaluator’s overall judgment of the
their performance. All written sections may be expanded in size in order to fully
express the observations and recommendations to the student
teacher/candidate. Additional pages may be added if necessary.
The level of proficiency indicated in each of the four categories will be added to determine
an overall rating/level of proficiency for the entire PDE-430 form and the single rating period.
At least a satisfactory rating must have been achieved in each of the four categories.
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DESALES UNIVERSITY
EDUCATION PROGRAMS
3-2-1 Student Teacher Evaluation Form
The Cooperating Teacher and/or University Supervisor should use this evaluation/feedback form to assist the student teacher in meeting the requirements
of the program. The Cooperating Teacher and/or University Supervisor should evaluate and comment on the student teacher’s performance in the
following areas.
Student Teacher
Grade/Placement
School District
School
*Rate on a Performance Scale: 3 (Exemplary), 2 (Superior), 1 (Satisfactory), 0 (Unsatisfactory)
Student Teacher’s performance appropriately demonstrates: (Circle the appropriate number)
I.
A.
B.
C.
D.
E.
F.
G.
Planning and Preparation
Knowledge of content
Knowledge of pedagogy
Knowledge of Pennsylvania’s K – 12 Academic Standards
Knowledge of students and use of knowledge to impart instruction
Use of resources, materials, or technology available through the school
Instructional goals that show a recognizable sequence with adaptations for individual student needs
Assessments of student learning aligned to the instructional goals and adapted as required for student needs
3
3
3
3
3
3
3
2
2
2
2
2
2
2
1
1
1
1
1
1
1
0
0
0
0
0
0
0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
3
2
1
0
N/A
3
3
3
3
3
3
3
2
2
2
2
2
2
2
1
1
1
1
1
1
1
0
0
0
0
0
0
0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
3
3
3
3
2
2
2
2
1
1
1
1
0
0
0
0
N/A
N/A
N/A
N/A
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
N/A
N/A
N/A
N/A
N/A
3
2
1
0
Knowledge of school/district procedures/regulations related to attendance, punctuality, etc.
Knowledge of school/district requirements for maintaining accurate records and communicating with families
3
2
1
0
Knowledge of school and/or district events
3
2
1
0
Knowledge of district or college’s professional growth and development opportunities
3
2
1
0
Integrity, ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice
3
2
1
0
and Conduct for Educators; and local, state, and federal laws/regulations
F. Effective communication, both oral and written with students, colleagues, paraprofessionals, related service
3
2
1
0
personnel, and administrators
G. Ability to cultivate professional relationships with school colleagues
3
2
1
0
H. Knowledge of Commonwealth requirements for continuing professional development and licensure
3
2
1
0
Evaluator ____________________________________________________Signature ____________________________________________
Student Signature _____________________________________________ Date: _______________________________________________
N/A
N/A
N/A
N/A
N/A
H. Use of education psychological principles/theories in the construction of lesson plans and setting instructional goals
II.
A.
B.
C.
D.
E.
F.
G.
Management of Classroom Environment
Expectations for student achievement with value placed on the quality of student work
Attention to equitable learning opportunities for students
Appropriate interactions between teacher and students and among students
Effective classroom routines and procedures resulting in little or no loss of instructional time
Clear standards of conduct and effective management of student behavior
Appropriate attention given to safety to the extent that it is under the control of student teacher
Ability to establish and maintain rapport with students
III.
Instructional Delivery
A.
B.
C.
D.
Knowledge of content and pedagogical theory through their instructional delivery
Instructional goals reflecting Pennsylvania K-12 standards
Communication of procedures and clear explanations of content
Instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual
student needs
E. Use of questioning and discussion strategies that encourage many students to participate
F. Engagement of students in learning and adequate pacing of instruction
G. Use of informal and formal assessments to meet learning goals and monitor learning
H. Flexibility and responsiveness in meeting learning goals and monitor student learning
I. Integration of disciplines within the educational curriculum
IV.
Professionalism
A.
B.
C.
D.
E.
CATEGORY
Criteria for Rating
EXEMPLARY
3 POINTS
The candidate consistently and
thoroughly demonstrates indicators of
performance
Evaluation Key:
SUPERIOR
2 POINTS
The candidate usually and extensively
demonstrates indicators of performance
SATISFACTORY
1 POINT
The candidate sometimes and
adequately demonstrates indicators
of performance
N/A = Skill area does not apply or not observed
Student Teacher (White)
Version 1.7.2013
University Supervisor (Yellow)
Cooperating Teacher (pink)
N/A
N/A
N/A
UNSATISFACTORY
0 POINTS
The candidate rarely or never
and inappropriately or
superficially demonstrates
indicators of performance