Clayton State University Department of Teacher Education · culturally responsive to diverse...

Clayton State University Department of Teacher

Education

Intern Handbook 2015 – 2016

Table of Contents:

Conceptual Framework: 3

Conceptual Framework 4

Candidate Outcomes and Proficiencies: 6

Unit Outcomes and Candidate Proficiencies 7

Clayton State Intern Information: 12

Contact Information 13

Intern Information Request 15

Professional Expectations 16

Internship Field Placement Schedule/ Requirements 17

Internship Contract 18

School Calendars 2015-2016: 20

Clayton, DeKalb, Fayette, Fulton, Henry, & Rockdale Counties 21

Monthly Modules: 27

Intern Agendas 28

MAT Intern Agendas 33

Forms: 42

Intern Performance Documentation 43

Field Experiences Time Sheet 44

Monthly Reflective/Comments (Form A2) 45

Professional Dispositions Assessment 46

Diversity Assessment 52

Intern Keys Effectiveness System (abbreviated) 57

Teacher Education Lesson Plan Template 61

Teacher Education Unit Lesson Plan Rubric 63

LiveText Instructions 70

Portfolio Information: 73

Internship Portfolio Directions and Rubrics 74

Part I—School Context 76

Part II—edTPA See Handbooks

Part III—Analysis of Student Learning 81

Part IV—Philosophy 85

Part V—Diversity Evaluation 87

edTPA Information 90

Exit Interview Information: 98

Exit Interview Guidelines 99

Exit Interview Evaluation Form 100

MAT Defense and Action Research Information 101

Appendix 102

Intern-Keys Document 103

The Conceptual

Framework

THE CONCEPTUAL FRAMEWORK

of the

CLAYTON STATE UNIVERSITY TEACHER EDUCATION UNIT

The Clayton State University Teacher Education Unit has defined its theme through the Conceptual Framework. The

Conceptual Framework promotes reflective practice, with an outline for preparing quality teachers who are competent,

caring, committed, collaborative and culturally responsive. These qualities are consistent with standards promoted by

the Georgia Professional Standards Commission (PSC), Council for the Accreditation of Educator Preparation (CAEP),

Interstate New Teacher Assessment and Support Consortium (INTASC), Specialized Professional Associations

(SPAs), National Middle School Association (NMSA), National Council of Teachers of English (NCTE), National

Association of Schools of Music (NASM), National Council of Teachers of Math (NCTM); National Council for

Social Studies (NCSS), and National Science Teachers Association (NSTA).

The descriptors given below clearly illustrate attributes the Unit desires for producing quality teachers.

A CSU Teacher-Candidate engages in reflective practice.

Reflective practice is a critical tool that supports the attributes that the Unit desires for producing quality

teachers. Through reflective practice, CSU trains teacher candidates to become competent in their knowledge

and skills; caring in their desire to help students grow; collaborative in their interactions when possible; and

culturally responsive to diverse groups.

Teacher candidates involved in reflective practice constantly engage in observing classroom teachers and

students and learn how to write weekly reflections of what they have observed. It is important for them to

understand that reflection is a natural expectation for modifying, adjusting, and improving instruction to meet

the needs of all learners. The Unit provides multiple opportunities for juniors and seniors to learn and

practice their reflective skills in their professional education field experiences and internships. Once our

candidates become full-time teachers, they are capable of making critical reflections concerning their

teaching. They apply this reflection to their practice, as they help learners make higher learning gains and

achieve a sense of success.

A CSU Teacher-Candidate is competent.

Candidates are prepared in their chosen content areas and a broad range of Liberal Arts courses.

Additionally, the experiential learning aspect of the education curriculum includes a requirement for field-

based learning. Teacher-candidates in the Teacher Education Programs experience a broad range of content

and education courses in which they receive instruction on campus, as well as observe and participate in field

experiences in area schools. Teacher-candidates learn and observe the nature and needs of students, and how

to provide instruction to PreK-12 learners. They also include use of technology within their instruction as a

means of promoting learning. Teacher candidates have opportunities to apply their knowledge through

extensive culminating experiences so that the Teacher Education Unit is assured that candidates are

competent and confident in their ability to teach their chosen content areas. Measures such as the Teacher

Work Sample reflect this competency in the field experience.

A CSU Teacher-Candidate is caring.

CSU teacher-candidates are caring individuals. Our candidates model behaviors and dispositions that

communicate compassion and understanding while working closely with all members of the education

community, students, other teachers, administrators and caregivers alike. Such teacher-candidates exhibit

consistent caring over time, illustrated by interactions among those with whom they work in their field

experiences.

A CSU Teacher-Candidate is committed.

CSU teacher-candidates are committed to remaining life-long learners. Additionally, CSU candidates are

committed to remaining current in their content fields and to reflecting on their strengths and weaknesses as

potential teachers. They learn the importance of attending professional conferences and workshops pertaining

to their discipline and continue to learn how to use empirical research and the latest technological resources

to enhance classroom instruction.

A CSU Teacher-Candidate is collaborative.

The CSU Teacher Education Unit has strong partnerships with a number of school systems in the Southern

Crescent region. We believe in maintaining a relevant collaborative relationship with these school districts.

This belief is consistent with what effective teachers do. Our teacher-candidates receive effective practice in

working with teams, both in their college courses and in their field-based internships. They are given ample

opportunity to observe collaborative planning and facilitation of learning. During the junior and senior year

while engaged in field experiences and internships, teacher candidates collaborate with teacher teams and

with the broader learning communities of the school and county.

A CSU Teacher-Candidate is culturally responsive.

The Unit requires that teacher-candidates become knowledgeable about, and sensitive to, issues such as

equity, social justice, and human diversity. They are made aware that they are responsible for creating and

fostering a respectful, tolerant and healthy environment for diverse learners, no matter the learning context.

To do this, teacher-candidates develop a sense of the school as a microcosm of the larger diverse society in

which they live. Each student they teach will be seen as a potentially capable learner with unique needs,

regardless of his or her cultural or socio-economic condition. Using school and community resources,

candidates will encourage the social, personal, intellectual, and psychological growth of their students. The

Unit also emphasizes consistent communication with parents or guardians as an integral part of the culturally

responsive teaching and learning process.

Candidate Outcomes and

Proficiencies

CLAYTON STATE UNIVERSITY TEACHER EDUCATION UNIT OUTCOMES AND CANDIDATE PROFICIENCIES

The Teacher Education Unit Outcomes enumerated below come from the knowledge base that was written to address what candidates should know and be able to do upon completion of the program. During the program sequence, the following teacher education outcomes are addressed. These outcomes are aligned with the conceptual framework descriptors and to INTASC Principles and essential knowledge (k), skills (s) and dispositions (d) as relevant. 1. Diagnoses Learning Needs- The candidate uses a variety of assessment techniques and utilizes appropriate technologies to gather information about all students and integrates this information to determine learners' strengths and areas to be developed. (INTASC 1, 2, 3, 6—Collaborative, Reflective, Competent—Skills)

a. Assesses student knowledge with methods appropriate to the learning goals and objectives (1a. s) b. Synthesizes information from assessment data (1b. s) c. Uses assessment processes appropriate to all student academic development (1c. s) d. Reflects on diagnosis and assessment of learning in teaching experiences for modifying instruction appropriate for all

learners (1d. s) 2. Plans for Student Learning- The candidate integrates knowledge of content discipline, of the nature of diverse learners, of learning theories, of instructional strategies and of professional standards and state/local curriculum guides to plan instruction. (INTASC 1, 2, 3, 4, 5, 6, 7, 8—Reflective, Competent, Caring—Knowledge—Skills)

a. Uses student input and information from diagnosis of student learning needs in developing learning goals and objectives (2a. s)

b. Plans for use of a variety of instructional strategies to address learners with diverse learning styles and special needs (2b. k, s)

c. Evaluates teaching resources and curriculum materials, including educational technology for effectiveness, completeness and accuracy and plans for their appropriate use (2c. k, s)

d. Plans equitable teaching/learning processes to address learners from diverse cultural backgrounds and with exceptionalities (2d. k, s)

e. Plans lessons which incorporate authentic situations, previous learning and interdisciplinary content (2e. k, s) f. Reflects on planning for student learning (2f. s)

3. Facilitates Student Learning- The candidate implements instructional plans with flexibility and is guided by knowledge of discipline content, of the nature of all learners, of learning theories and of instructional strategies. (INTASC 1,2,3,8—Reflective, Competent, Caring—Knowledge—Skills) a. Employs effective classroom management techniques (3a. s)

b. Uses individual and group motivation techniques for encouraging positive social interaction and self-involvement (3b.) c. Encourages individual participation while directing group activity (3c. s) d. Uses multiple resources (human, media, technology) effectively for instruction (3d. k, s)

4. Demonstrates Appropriate Knowledge- The candidate has general knowledge in the liberal arts and sciences and possesses discipline specific knowledge at a level appropriate for the chosen teaching field. (INTASC 4, 5, 9—Competent—Knowledge—Skills)

a. Communicates effectively, incorporating the use of technology when appropriate (4a. k, s)

b. Demonstrates discipline knowledge appropriate to the chosen teaching field (4b. k)

c. Integrates knowledge across disciplines, including multicultural and global perspectives (4c. k) d. Accesses knowledge to stay current in one's field (4d. k) e. Reflects on one's strength and weaknesses as a learner (4e. s)

5. Fosters Student Well-being to Support Learning- The candidate interacts with diverse students, school colleagues, parents, and agencies in the larger community to foster student well-being and learning. (INTASC 1,2,3,7,9,10—Collaborative, Caring, Committed—Skills)

a. Identifies socio-cultural factors beyond the school that hamper student learning and uses resources within the school and community to mitigate these factors (5a. s)

b. Communicates with parents or guardians as an essential activity in promoting student well-being and learning (5b. s) c. Reflects on use of community resources and interactions with parents and school colleagues to improve the well-being

of all learners (5c. s)

6. Assumes the Role of a Professional Teacher- The candidate acts in accordance with the structure, standards and responsibilities of the profession and recognizes the role of the school in supporting a democratic society. (INTASC 3, 4, 9, 10—Competent, Collaborative, Caring, Committed—Knowledge—Skills—Dispositions)

a. Demonstrates an awareness of the political, legal, and ethical issues that impact on professional practices (6a. k, d) b. Works collaboratively with colleagues as a professional (6b. d) c. Values using technology as a professional resource and a management tool (6c. s) d. Reflects on professional development as an on-going process (6d. s) e. Exhibits the professional dispositions of a teacher (6e. d)

-Maintains a professional appearance -Communicates effectively with all stakeholders -Maintains regular attendance -Maintains positive attitude and character -Is collaborative and participatory -Demonstrates a strong work ethic -Shows respect for the profession

Teacher Education Unit Outcomes

Conceptual Framework Descriptors

Correlation with INTASC Principles

Knowledge, Skills & Dispositions

Assessments

Outcome 1. Diagnoses Learning Needs Candidate uses a variety of assessment techniques and utilizes appropriate technologies to gather information about all students and integrates this information to determine learners’ strengths and areas to be developed.

Collaborative Reflective Competent

Principles: 1. Learner Development 2. Learning Differences 3. Learning Environments 6. Assessment

1a.-1d. Skills -Class work -Reflections -Group work -University and Mentor Teacher Observations -Field Experiences -edTPA Rubrics 2, 3, 5, 11-15 -Portfolio -Exit Interview

Outcome 2 Plans for Student Learning Candidate integrates knowledge of discipline content, of the nature of diverse learners, of learning theories, of instructional strategies and of state/local curriculum guides to plan instruction.

Reflective Competent

Caring

Principles: 1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies

2a.-2f. Knowledge, Skills

-Class work -Reflections -Group work -University and Mentor Teacher Observations -Field Experiences -edTPA Rubrics 1-5 -Portfolio -Exit Interview

Outcome 3. Facilitates Student Learning Candidate implements instructional plans with flexibility and is guided by knowledge of discipline content, of the nature of all learners, of learning theories and of instructional strategies.

Reflective Competent

Caring

Principles: 1. Learner Development 2. Learning Differences 3. Learning Environments 8. Instructional Strategies

3a.-3d. Knowledge, Skills

-Class work -Reflections -Group work -University and Mentor teacher Observations -Field Experiences -edTPA Rubrics 4-15 -Portfolio -Exit Interview

Outcome 4. Demonstrates Appropriate Knowledge Candidate has general knowledge across a broad spectrum of liberal arts and sciences and possesses discipline specific knowledge at a level appropriate for the chosen teaching field.

Competent Principles: 4. Content Knowledge 5. Application of Content 9. Professional Learning and Ethical Practice

4a.-4e. Knowledge, Skills

-Class work -Reflections -Group work -University and Mentor teacher Observations -Field Experiences -edTPA Rubrics 1-15 -Portfolio -Exit Interview-

Teacher Education Unit Outcomes

Conceptual Framework Descriptors

Correlation with INTASC Principles

Knowledge, Skills & Dispositions

Assessments

Outcome 5. Fosters Student Well-being to Support Learning Candidate interacts with diverse students, school colleagues, parents, and agencies in the larger community to foster student well-being and learning.

Collaborative Caring

Committed

Principles: 1. Learner Development 2. Learning Differences 3. Learning Environments 7. Planning for Instruction 9. Professional Learning and Ethical Practice 10. Leadership and Collaboration

5a.-5c. Skills -Class work -Reflections -Group work -University and Mentor teacher Observations -Field Experiences -edTPA Rubrics 4, 6, 7 -Portfolio -Exit Interview- Review

Outcome 6. Assumes the Role of a Professional Teacher Candidate acts in accordance with the structure, standards and responsibilities of the profession and recognizes the role of the school in supporting a democratic society.

Competent Collaborative

Caring Committed

Principles: 3. Learning Environments 4. Content Knowledge 9. Professional Learning and Ethical Practice 10. Leadership and Collaboration

6a.-6e. Knowledge, Skills, Dispositions -has a professional appearance and attendance -has positive attitude and character -is collaborative and participatory -has strong work ethic -has respect for the profession

-Dispositions Rubric -Class work -Reflections -University and Mentor teacher Observations -Field Experiences -edTPA Rubric 10 -Portfolio -Exit Review- Interview

All teachers must be sensitive to the needs of a diverse student population. Clayton State University’s Teacher Education Programs prepare candidates who know how to teach students of various socioeconomic classes, races, genders, religions, ethnicities, and special needs. The CSU Teacher Education Unit has adopted the following common diversity outcomes as related to the unit’s conceptual framework, and will be assessed by university faculty and field-based mentor teachers.

Diversity Outcomes Assessments

Candidate uses culturally responsive diagnosis, measurements and assessment tools

Smith, P. (1998) (Outcome 1)

Class work, Reflections, Group work University and Mentor Teacher Observations, Field Experiences, Internship Portfolio, Exit Interview

Candidate plans culturally responsive teaching and culturally responsive



Candidate facilitates learning that meets the cultural/different learning styles of all learners



Diversity Outcomes Assessments

Candidate is knowledgeable of multiculturalism (culture, language, race, gender, class, ethnicity, special needs, religion, sex, sexual orientation, region, etc.) and socio-cultural influences on subject-specific learning



Candidate interacts with appropriate school personnel, parents and agencies for the social and cultural well-being of diverse students

(Outcome 5)


Candidate continues to learn about and appreciates all cultural groups (Outcome 6)


Clayton State Intern

Information

Clayton State University

Department of Teacher Education Office: 678-466-4825

TEACHER EDUCATION DEPARTMENT CONTACTS

Dr. Shayla

Mitchell

Interim Chair,

Department of Teacher

Education

[email protected]

Ms. Rosetta

Riddle

Field Experience Coordinator

[email protected]

Dr. Patricia Smith

edTPA Coordinator, BA and

MAT English Coordinator and

Associate Professor

Department of English

[email protected]

Dr. Dennis Attick

M. Ed Coordinator and

Associate Professor

Department of Teacher

Education

[email protected]

Dr. Charles Elfer

Secondary Education and

History Education Coordinator

Assistant Professor Department

of Teacher Education

[email protected]

Ms. Beverly

Garner

Middle Grades Coordinator

and Field Supervisor

[email protected]

Dr. Mary

Hollowell

Professor, Department of

Teacher Education and Field

Supervisor

[email protected]

Ms. Marsha Hood Field Supervisor [email protected]

Dr. Mandy Lusk

Special Education Coordinator,

Field Supervisor and Assistant

Professor

[email protected]

Dr. Mari Roberts

M.A.T. Director and Associate

Professor, Department of

Teacher Education

[email protected]

Content Faculty Supervisors

Ms. Nancy

Conley

Director Music Education

Department of Visual and

Performing Arts

[email protected]

Dr. Emily Harbert

Assistant Professor,

Department of Biology

[email protected]

Dr. Kelli Nipper

MAT Math Coordinator

Associate Professor

Department of Mathematics

[email protected]

Dr. Tamara

Pearson


of Mathematics

[email protected]

Dr. Amy Sanford


of English

[email protected]

Mr. Lee Shaler

Field Supervisor

[email protected]

Dr. Patricia Smith

BA and MAT English

Coordinator, edTPA

Coordinator and Associate

Professor Department of

English

[email protected]

Dr. Anthony

Stinson

Assistant Professor

Department of Mathematics

[email protected]

CLAYTON STATE UNIVERSITY

DEPARTMENT OF TEACHER EDUCATION

TEACHER EDUCATION INTERN INFORMATION REQUEST

Note: If at any time this information changes, I expect you to notify me. It’s imperative that I be able to “get to you” with no delays or frustrations.

NAME: ____________________________________________________________ ADDRESS: _________________________________________________________ TELEPHONE NUMBER(S): ____________________________________________ E-MAIL(S): _________________________________________________________ INTERNSHIP: School Telephone: _____________________________________________ Mentor: ______________________________________________________ Mentor E-Mail(s): ______________________________________________ EMERGENCY: Name: _______________________________________________________ Telephone: ___________________________________________________ Work place & hours & telephone #: (Working during your internship is not recommended.) __________________________________________________________________ DAILY CLASS SCHEDULE: Times are important — Use the back of the sheet if needed. Include planning time, lunch & after school activities & time.

__________________________________________________________________________

My job is to visit, observe, and make sure that your intern experience is relevant, eventful, engaging, and bountiful. This can only happen if we are in “almost” total contact. Communication is so important when you are in the middle of Clayton State, the county, the school, the principal, the mentor and me!

PROFESSIONAL EXPECTATIONS FOR THE INTERNSHIP

Teaching is a PROFESSION. In order for teachers to be regarded as such, it is especially important for the new

teacher/intern to dress and behave in the most professional manner possible.

I. DRESS: The following are considered to be inappropriate professional dress and should NOT be

worn during the senior internship.

JEANS (blue or any other color) on any school day when there are students or parents in the building.

This includes pre and post planning days. (JEANS/shorts should not be worn during pre or post planning

days unless CLIMBING OR SCRUBBING ARE INVOLVED FOR THE MAJORITY OF THE DAY.)

“Casual” means khaki or something similar.

Sagging pants

Sleeveless blouses, dresses, shirts

“Tee” shirts

Sweat shirts, sweat suits, jogging suits and warm-ups are prohibited except as part of physical education

Shorts/skorts of any kind

Tight fitting or revealing clothing (see through fabrics, low necklines, short skirts, short dresses, bare

midriffs)

“Bare strap” sandals, flip-flops (for safety reasons) tennis or other athletic-type shoes

Hats/caps of any kind

Body piercings in any visible area (including the tongue), except the ear

II. REMINDERS:

Khaki clothing is permitted, but MUST be professionally laundered/carefully pressed, etc.

You might wear “dressy” sandals or open shoes in extremely warm weather, remember to keep it

professional looking (if it’s questionable then it’s not professional).

Body hygiene should be impeccable.

III. SUGGESTIONS FOR WARDROBE ADDITIONS:

FEMALES

Blazers, blouses, cardigans, coordinating skirts, slacks, dresses, vests, sweaters, conservative jewelry,

comfortable shoes

MALES

Blazers, coordinating “dress” slacks (Duck Head type should be professionally laundered), ties, hard

collar-type shirts, sweaters

PROFESSIONAL BEHAVIOR DOES NOT INCLUDE:

Criticism of peers, supervisors, etc., whining, blaming, untruthfulness, deceit, complaining, criticizing, laziness,

procrastination, blaming others, expecting perfection, expectations of favors, spreading of rumors, accusations, etc., or

sharing inappropriate personal information with students. REMEMBER, we are guests and should not overstep our

“invitation”.

Clayton State University — Department of Teacher Education

Internship Field Placement Schedule/Requirements

FALL SEMESTER

Interns who are interning in middle schools will observe the following (scheduled by the lead

mentor and/or administrator):

One day in an elementary classroom (observing, working with small groups, teaching mini lesson).

One day observing/assisting in a ninth-grade class.

One day observing special education classrooms.

One day observing in an ESOL classroom.

Interns who are interning in elementary schools will observe the following:

One day in a middle school classroom (observing, working with small groups, teaching mini lesson).

One day observing/assisting in a ninth-grade class.

One day observing special education teacher/class.

One day observing and working with an ESOL teacher/class.

Interns who are interning in High Schools will observe the following:

One day in a middle school classroom (observing, working with small groups, teaching mini lesson).

One day in an elementary classroom (observing, working with small groups, teaching mini lesson).

One day observing special education teacher/class.

One day observing and working with an ESOL teacher/class.

SPRING SEMESTER

Note to Mentor – until the interns are teaching full time, you may want to arrange for them to

visit and observe other teachers in and out of field. You are the expert – you know what the

interns will need to do – expand their horizons and their experiences. Once interns begin to return

to your classes following the consecutive teaching requirement, you may want them to be “out

and about” also.

NOTE – Observations will be scheduled by lead mentor and/or administrator at feeder schools.

Interns will provide a reflective response of these school observations.


Department of Teacher Education INTERNSHIP CONTRACT

2015-2016

The senior internship at Clayton State University is a full school-year internship. This internship is a

requirement for the completion of all Clayton State University programs. It begins on the first day of

preplanning in the respective school districts in which interns are working and ends on May 3, 2016.

FALL SEMESTER:

Requirements for the first semester (fall practicum) are as follows:

Interns are expected to arrive on time at their assigned schools. The intern should arrive at whatever time

is set as the “contract time” for teachers in the building in which the intern is assigned.

Intern will attend the full days of pre-planning at their assigned schools and the first week of school.

Interns will participate in meetings, workshops, assist the mentor teacher in the classroom, etc.

Music Education (full-time internship) every day all day in assigned schools.

Preplanning Beginning Dates:

Clayton County www.clayton.k12.ga.us August 3, 2015

DeKalb County www.dekalb.k12.ga.us August 3, 2015

Fayette County www.fcboe.org July 30, 2015

Fulton County www.fulton.k12.ga.us August 4, 2015

Henry County www.henry.k12.ga.us July 27, 2015

Rockdale County www.rockdale.k12.ga.us July 24, 2015

Note: Persons attending summer school at CSU will attend classes/finals and report

to their assigned school before and after CSU class. Hours (approximately 40)

will be made up.

Interns will attend “Open House” (usually scheduled in the evening) during the first or second week of

school.

Interns will spend a minimum of 12 hours per week at their schools

Interns should attend their internships all day Tuesday (contract hours) and ½ day on Thursday. MAT

candidates attend all day Tuesday and Thursday.

Interns are required to plan and teach at least six (6) mini-lessons and two (2) full lessons in the fall

semester.

If for some reason, an intern cannot attend the internship or will be late, the intern should notify the

mentor teacher and their supervisor- immediately!

During August - November, interns will be observed by a university representative.

Interns will attend and participate in a required weekly seminar on campus on Mondays, after school.

http://www.clayton.k12.ga.us/

http://www.dekalb.k12.ga.us/

http://www.fcboe.org/

SPRING SEMESTER:

The internship for the spring semester begins on the following dates:

Clayton County January 4, 2016

DeKalb County January 4, 2016

Fayette County January 4, 2016

Fulton County January 4, 2016

Henry County January 4, 2016

Rockdale County January 4, 2016

Interns are to attend their schools during the entire spring semester (every day, all day) until one week

before graduation.

Interns will gradually assume teaching responsibilities in January (teaching one class for one/two weeks)

and increase those responsibilities until they assume the responsibility for teaching all classes plus any

additional responsibilities of the mentor teacher.

Full-time teaching will include at least six (consecutive) weeks of teaching. After the six weeks, interns

will co-teach all classes and/or continue to teach at least one class every day until the end of the

internship.

During the spring semester, the intern will be observed by the university supervisor, CSU content-area

faculty, and the mentor teacher. School administrators and lead mentors may also conduct observations.

Interns will attend and participate in the required weekly seminar on campus on Mondays, after

school.

Note: Grade determination during the internship will be based on punctuality, attendance,

teaching performance, and overall professionalism. Specifics will be stated in the course

syllabus.

I have read the above requirements for the Senior Internship for the Department of Teacher Education

at Clayton State University. I understand the expectations and requirements as stated and agree to fully

participate and meet these requirements. I understand that if these are not met, my participation in the

internship can be denied and/or my grades will be affected.

Print Name Signature Date

School Calendars

2015-2016

Monthly Modules

Intern Agenda During Preplanning Candidate Name __________________________________ School __________________________________ Candidate - In addition to generally assisting the mentor teacher, you must complete the tasks below.

Domain Completed Not Completed

Task

Observing & Practicing Professional Duties

Attend all faculty meetings

Attend all team meetings

Attend all grade level meetings

*Learn and document the names and locations of the following people:

Administrators

Counselors

Media Specialist

Secretaries

Custodians

Cafeteria staff

Ask for copies of policies and procedures for your school. Read them.

Attend Open House PTA (if applicable)

Write the objectives on the board for the first day of school

Arrange and decorate your desk or work area

Demonstrating Professional Behavior

Turn in time sheets (through LiveText if ready and sign in and out at the front desk if required)

Dress appropriately

Be a good “team player”. Be courteous and helpful at all times

Recommended Tasks *May be required by

instructor

Input names on the computer for class rolls

Run student copies of instructional materials

Make seating charts for each class

Call parents to inform and invite them to Open House PTA (if applicable)

Offer to create a bulletin board in your mentor teacher’s classroom

Offer to create a poster outside your mentor teacher’s classroom that displays both your names. Be Creative! Make it NICE!

At the end of Pre-Planning, you should sit down with your mentor to review your time in the classroom.

Your mentor should only sign this form if they agree that all of the required tasks were completed.

Intern Signature: _______________________________ Date:________________

Mentor Signature: ______________________________ Date:________________

Intern Agenda During The First Week of School Candidate Name __________________________________ School __________________________________ Candidate - In addition to generally assisting the mentor teacher, you must complete the tasks below.

Domain Completed Not

Completed Task





Change the daily objectives on the board

Assume all the duties of your mentor teacher when applicable – (ex. hall duty, bus duty, lunchroom duty, bathroom duty, and assigned duties before or after school)

Reflect on your experiences and thoughts concerning teacher duty assignments.

Talk with your mentor about his/her ideas regarding commutating with parents.


Arrive at school ON TIME (Early is even better)! Make certain you sign in and out daily and submit time to LiveText

Dress appropriately


Observing & Practicing Teaching Behavior

Identify the rules/policies/procedures set up by the mentor during the first week of classes

o How would you describe the classroom management plan? o What happens when rules are broken? o How are students rewarded?

Make seating charts for all classes with notes so you can learn names ASAP!

Begin to learn the names of your students. Work on correct pronunciation!

Call Roll for all classes

Introduce yourself to each class and briefly describe your role in their educational experience for this year

Instruction: Planning and Teaching

Conduct a classroom warm-up and/or the summary activity for the class from the mentor’s plans.

Plan lessons with your mentor.

Assist in grading papers

Carefully observe your mentor teach.

List at least one thing you’d like to try when you teach

Were there things you might change? Why?

Instruction: Student Assistance

Work with small groups of students for the purpose of remediation (i.e. tutoring a student with problems, reading to a student, working with an advanced student or supervising group work)


Intern Signature: _________________________________ Date:__________________

Mentor Signature: ________________________________ Date:___________________

Intern Agenda During August and September Candidate Name __________________________________ School __________________________________ Candidate - In addition to generally assisting the mentor teacher, complete the required tasks below.

Domain Complete Not

Complete

Required Tasks





Continue with duties you conducted last month: (i.e. hall duty, bus duty, lunchroom duty, bathroom duty, and assigned duties before or after school)



Dress appropriately



Move around the room while your mentor is teaching, paying close attention to the climate of each class. Each may be different.

Carefully observe your mentor teach during this month and write a reflection that includes the following:

List at least one thing you’d like to try when you teach.


Identify specific classroom management ideas you learned this month.


Conduct classroom warm-ups and/or the summary activities for the class from the mentor’s plans or from plans you created with the mentor’s approval.


Teach two mini-lessons (approx. 20 minutes) from plans you helped your mentor develop.

List at least three things that worked well

Were there things you would change if you could teach it again? What and Why?

What classroom management strategies did you use?




instructor

Send at least TWO written notes home with two students whom you wish to compliment (ANYTHING written to parents MUST be approved by your mentor.)

Under mentor’s supervision, make ONE positive parent phone call.

Observe at least one more of the teachers on your team. Particularly identify his/her management system.

Your mentor should only sign this form if they agree that all of the required tasks were completed. Intern Signature: _______________________________ Date:__________________

Mentor Signature: ______________________________ Date:__________________

Intern Agenda During October Candidate Name __________________________________ School __________________________________ Candidate - In addition to generally assisting the mentor teacher, complete the required tasks below.

Domain

Complete Not

Complete

Required Tasks








Dress appropriately











Teach two mini-lessons (approx. 20 minutes) from plans you developed or helped your mentor develop.




Teach one complete lesson on your own from plans you developed with the mentor’s approval (during last two weeks of October).

Contact your supervisor to set a date to observe this lesson



Recommended Tasks *May be required by instructor

Co-teach one complete lesson with your mentor

Send at least TWO written notes or email messages home with two students whom you wish to compliment (ANYTHING written to parents MUST be approved by your mentor.)

Under mentor’s supervision, make ONE positive parent phone call.

Attend a parent conference or IEP meeting

Your mentor should only sign this form if they agree that all of the required tasks were completed. Intern Signature____________________________________ Date:______________________

Mentor Signature: __________________________________ Date:______________________

Intern Agenda During November Candidate Name __________________________________ School __________________________________ Candidate - In addition to generally assisting the mentor teacher, complete the required tasks below.

Domain Complete Not

Complete

Required Tasks








Dress appropriately











Teach two mini-lessons (approx. 20 minutes) from plans you developed or helped your mentor develop.




Teach one complete lesson on your own from plans you developed with the mentor’s approval (during last two weeks of October).

Contact your supervisor to set a date to observe this lesson




instructor

Co-teach two complete lessons with your mentor

Send at least TWO written notes or email messages home with two students whom you wish to compliment or correct (ANYTHING written to parents MUST be approved by your mentor.)

Under mentor’s supervision, make ONE positive or corrective phone call to a parent.

Attend a parent conference or IEP meeting


Intern Signature: _______________________________ Date:______________

Mentor Signature: ______________________________ Date:______________

MAT

Monthly Modules

M.A.T. Intern Agenda One for The First 2 Weeks of School **Note to Mentors: Rating Scale - Please review this form with your student and sign to indicate your agreement that the tasks have been completed successfully. You are asked to initial ONLY the tasks that are relevant to the following rating scale. Unable to Do – student was not allowed to complete task due to either your personal policy or a school policy. N/A – no opportunity to complete this task was available within this time frame of the Agenda (Please do NOT initial a task if the student just could/did not complete the task due to poor planning).

Candidate Name __________________________________ School __________________________________ Candidate - In addition to generally assisting the mentor teacher, please complete the tasks below. Reflect upon the asterisked items in writing and submit the information with this agenda cover sheet.

Domain N/A Un-able to do

Task





*Learn and document the names and locations of the following people:

Administrators

Counselors

Media Specialist

Secretaries

Custodians

Cafeteria staff

Ask for copies of policies and procedures for your school. Read them.

Change the daily objectives on the board

*Assume all the duties of your mentor teacher when applicable – (ex. hall duty, bus duty, lunchroom duty, bathroom duty, and assigned duties before or after school)

Reflect on your experiences and thoughts concerning teacher duty assignments.

Arrange and decorate your desk or work area


Arrive at school on time! Make certain you sign in and out daily in the office!

Dress appropriately



*Carefully observe your mentor teach during this month and write a reflection that includes the following:



*Make seating charts for all classes with notes so you can learn names ASAP!

Provide these charts as part of your journal

Begin to learn the names of your students. Work on correct pronunciation!

Ask your mentor to introduce you to each class then briefly describe your role in their educational experience for this year to the class.

Observing & Practicing Curriculum and Instruction: Planning and Teaching



Assist in grading papers

*Carefully observe your mentor teach.



Observing & Practicing Curriculum and Instruction: Student Assistance

*Work with small groups of students for the purpose of remediation. Write a reflection about your experiences assisting students - which includes the information below.

List ways that you gave assistance to a student. (i.e. tutoring a student with problems, reading to a student, working with an advanced student or supervising group work, et ct)

Observing & Practicing Parent/ Caretaker Contact

*Talk with your mentor about his/her ideas regarding commutating with parents.

Write a reflection about the discussion.

*Write a letter for students to take home with them explaining who you are and what your role will be in the classroom. Have AT LEAST two other people proofread it. Consult with your mentor to edit it/have it approved, and then send it home with your students.

Include a copy of the letter

Thinking About Teaching Outside the Box

*Read Teaching Outside the Box: Ch. 1-3

Write a brief analysis (NOT summation) of the reading and include a discussion of how what you have read aligns with/differs from what you are seeing in the classroom.

Form A-2 Meet with your mentor to fill out the evaluation form, have all parties sign and include it as the last page of this agenda submission.

At the end of the two-week period, BEFORE your module is due, you should sit down with your mentor to review your time in the classroom. At that time you both should sign this form. Your mentor does not have to review the work in this packet. As long as they agree that it has been done they are able to sign. Your mentor must initial any activity you have marked “unable to do” or “N/A” to indicate their agreement with the reason for any excused incomplete work. No mentor initial, no excused work. Include a copy of this form with the information from all asterisked sections, and submit the entire packet to your practicum professor on the assigned date. Intern Signature: ______________________________________________

Mentor Signature: _____________________________________________

Supervisor Signature ___________________________________________

Date: ____________________

M.A.T. Intern Agenda Two for September **Note to Mentors: Rating Scale - Please review this form with your student and sign to indicate your agreement that the tasks have been completed successfully. You are asked to initial ONLY the tasks that are relevant to the following rating scale. Unable to Do – student was not allowed to complete task due to either your personal policy or a school policy. N/A – no opportunity to complete this task was available within this time frame of the Agenda (Please do NOT initial a task if the student just could/did not complete the task due to poor planning).


Domain Unable to Do

N/A

Task





Continue with duties you conducted last month: (i.e. attendance checking, grading papers, copies, changing the daily objective, working with small groups of students, help with teacher building duties, etc.)



Dress appropriately



*Move around the room while your mentor is teaching, paying close attention to the climate of each class. Each may be different.

Write an analysis of the climate of each class








Plan lessons/discuss LP’s with your mentor.

*Teach at least one mini-lesson (approx. 20 minutes) from plans you helped your mentor develop. Write a reflection about the experience, which includes the information below


Are there things you would change if you could teach it again? What and Why or Why not?

What classroom management ideas/techniques did you use?

Observing & Practicing Curriculum and Instruction: Student Assistance

*Write a reflection about your experiences assisting students – which includes the information below.

List ways that you gave assistance to at least two students. (i.e. tutoring students with problems, reading to students, working with advanced students or supervising group work, et ct)

Observing & Practicing Parent/Caretaker Contact

*Send at least TWO written notes home with two students whom you wish to compliment (ANYTHING written for publication MUST go through your mentor.)

Provide a copy of the notes

*Under your mentor’s supervision, make ONE positive parent phone call.

Write a reflection about the notes and the call. What was said? How did you feel? What was the parents’ response?


*Read Teaching Outside the Box: Ch. 4 & 5

Write a brief analysis of the reading and include a discussion of how what you have read aligns with/differs from what you are seeing in the classroom.

Form A-2 Meet with your mentor to fill out the evaluation form, have all parties sign and included it as the last page of the module.

At the end of the month, BEFORE your module is due, you should sit down with your mentor to review your time in the classroom. At that time you both should sign this form. Your mentor does not have to review the work in this packet. As long as they agree that it has been done they are able to sign. Your mentor must initial any activity you have marked “unable to do” or “N/A” to indicate their agreement with the reason for any excused incomplete work. No mentor initial, no excused work. Include a copy of this form with the information from all asterisked sections, and submit the entire packet to your practicum professor on the assigned date. Intern Signature: ______________________________________________



Date: ____________________

Intern Agenda During October for M.A.T. Teacher Candidates **Note to Mentors: Rating Scale - Please review this form with your student and sign to indicate your agreement that the tasks have been completed successfully. You are asked to initial ONLY the tasks that are relevant to the following rating scale. Unable to Do – student was not allowed to complete task due to either your personal policy or a school policy. N/A – no opportunity to complete this task was available within this time frame of the Agenda (Please do NOT initial a task if the student just could/did not complete the task due to poor planning).


Domain Unable to Do

N/A Task


Continue with duties you conducted last month: (i.e. attendance checking, grading papers, copies, changing the daily objective, working with small groups of students, help with building duties, etc.)



Dress appropriately








*Observe a Middle School teacher in your content area this month. Particularly note their management system. Write a reflection that includes the following



What influence does MS seem to have on students in HS?


Continue conducting the warm-up and/or the summary activity for the class. You may use either the mentor’s plans or begin to plan these on your own.

Continue planning lessons/discussing LP’s with your mentor.

*Teach two mini-lessons from plans you helped the mentor develop. Write a reflection about this experience. Include the information below.



Describe your hook. Was it effective? Describe why or why not.

Team-teach one complete lesson with your mentor

*Teach one complete lesson on your own that you planned with your mentor’s approval. Make sure your mentor observes your lesson, assesses it, and confers with you afterward. Write a reflection about the experience, which includes the following information.



What classroom management ideas did you use?


List ways that you gave assistance to at least two students. Such things as tutoring students with problems, reading to students, working with advanced students or supervising group work are good examples.

What did your mentor say about your performance? How do you feel about the comments?

Observing & Practicing Parent/ Caretaker Contact

Send at least one written note home with a student whom you wish to compliment.

Make one positive parent phone call.

*Attend one parent conference/SST. Write a reflection about the experience including the following:

What was the purpose of each meeting?

Who were those in attendance?

What were the results?

What did you learn from this experience?


*Read Teaching Outside the Box: Ch. 6 & 7






Date: ____________________

Intern Agenda During November for M.A.T. Teacher Candidates **Note to Mentors: Rating Scale - Please review this form with your student and sign to indicate your agreement that the tasks have been completed successfully. You are asked to initial ONLY the tasks that are relevant to the following rating scale. Unable to Do – student was not allowed to complete task due to either your personal policy or a school policy. N/A – no opportunity to complete this task was available within this time frame of the Agenda (Please do NOT initial a task if the student just could/did not complete the task due to poor planning).


Domain Unable to Do

N/A Task


Continue with duties you conducted last month: (i.e. attendance checking, grading papers, copies, changing the daily objective, working with small groups of students, help with building duties, etc.)



Dress appropriately







*Observe at least one Gifted teacher and one Special Education teacher in your content area this month. Particularly note whether the curriculum or implementation of curriculum differs from what you have seen in your classroom. Write a reflection that includes the following



Identify and reflect upon any specific differences you saw.


Continue conducting the warm-up and/or the summary activity for the class. You may use either the mentor’s plans or plan these on your own.

Continue planning lessons/discussing LP’s with your mentor.

*Carefully observe your mentor teach



What classroom management ideas did you learn this month?

*Teach one mini-lesson that will be observed by your CSU supervisor. You will have planned this lesson on your own using the CSU LP form, with your mentor’s approval. Make sure your mentor also observes this lesson, assesses it, and confers with you afterward. Write a reflection about the experience, which includes the following information.



What classroom management ideas did you use?


List ways that you made your lesson culturally-relevant

List any modifications you made

What did your mentor and your CSU Supervisor say about your performance? How do you feel about their comments?

Observing & Practicing Parent/Caretaker Contact

Send at least one written note home with a student whom you wish to compliment.

*Make one corrective parent phone call. Write a reflection about it including the following information.

How did it go?

How did you feel before, during and after?

What would you do again or do differently?

*ONLY IF YOU WERE UNABLE TO DO SO LAST MONTH, attend one parent conference/SST. Write a reflection about the experience including the following:

What was the purpose of each meeting?

Who were those in attendance?

What were the results?

What did you learn from this experience?


Read Teaching Outside the Box: Ch. 8, 9, 10






Date: ___________________

Candidate Evaluation

Forms

Intern Performance

Documentation / Assessment Forms

FALL Semester

Field Experience Weekly Time Sheet completed in LiveText

Monthly Reflective/Comments (Form A2)

Intern Keys (at last observation end of fall semester)

Professional Dispositions Assessment

Diversity Assessment

SPRING Semester

Field Experience Weekly Time Sheet completed in LiveText

Monthly Reflective/Comments (Form A2)

Intern Keys (Beginning and End of Semester)

Professional Dispositions Assessment

Diversity Assessment

Teacher Education Lesson Plan Rubric

Exit Interview Form

Clayton State University Teacher Education Programs Field Experiences Time Sheet

(TO BE COMPLETED WEEKLY BY INTERN & SIGNED BY MENTOR)

Intern: _______________________________ Semester: (FALL or SPRING) (Circle) (Year)

School: Dates – From:

Mentor: _______________________________________ To: ____________________ Absence Policy: Interns must be prompt and consistent in attendance. Interns must notify the mentor teacher and building principal when they cannot report to school or perform assigned duties. This should be done in advance if possible. If the mentor teacher cannot be reached, then call the University at (678) 466-4820 or 466-4825 and leave a message for the Coordinator for Educational Field Experiences.

Date

Time

In

Time Out

Total Time

Mentor Initials

Date

Time

In

Time Out

Total Time

Mentor Initials

Total for Column 1

Total for Column 2

Total for Page

Clayton State University Teacher Education Programs

Internship Reflective Comments – (FORM A2)

To be completed by mentor and intern

Candidate:

Semester: Year:

Mentor: Dates:

From: __________________ To: ___________________ 1st Teaching

Concentration:

2nd Teaching

Concentration:

MENTOR'S COMMENTS – For the past two weeks . . .

I. You have excelled by . . .

II. For the next few weeks, let's work on . . .

INTERN'S COMMENTS – Regarding the last few weeks . . .

I. I feel good about . . .

II. I plan to work on . . .

MENTOR'S SIGNATURE: _______________________________________________ Date: ___________________

INTERN'S SIGNATURE: ________________________________________________ Date: ___________________

CSU TEACHER EDUCATION UNIT

CANDIDATE DISPOSITIONS ASSESSMENT

Teacher Candidate: __________________________________________________ Course#: ________ Date: _______________________ (Mark one) Practicum: _____ Internship: ______ Other: ___________ Lesson Focus: _____________________________________________________ Grade Level: ______

Conceptual Framework Component One - A CSU teacher-candidate engages in reflective practice

Standard NO/RI 1 - Unsatisfactory 2 - Developing 3 – Target 4 = Exceeds Standard

Reflective Practice: Engages in Reflection

Candidate rarely reviews or does not review, analyze, or evaluate the success of his/her/other’s decisions to improve professional competence.

Candidate inconsistently or ineffectively reviews, analyzes, and evaluates the success of his/her/others decisions to improve professional competence.

Candidate consistently and proficiently reviews, analyzes, or evaluates the success of his/her/other’s decisions to improve professional competence.

Candidate consistently and proficiently goes above and beyond expectations to review, analyze, and evaluate the success of his/her/others decisions to improve professional competence.

Reflective Practice: Changes Practice Based on Reflection

Candidate rarely reflects or does not reflect upon practice or make changes to practice based on his/her/other’s reflections.

Candidate inconsistently or ineffectively reflects upon practice and makes changes to practice based on his/her/other’s reflections.

Candidate consistently and proficiently reflects upon practice and makes changes to practice based on his/her/other’s reflections.

Candidate consistently and proficiently goes above and beyond expectations to reflect upon his/her/other’s practice and make changes to practice based on his/her/other’s reflections.

Conceptual Framework Component Two - A CSU teacher-candidate is competent.


Competence: Communicates Effectively

Candidate rarely communicates or does not communicate effectively in speech and in writing

Candidate inconsistently or ineffectively communicates effectively in speech and in writing

Candidate consistently and proficiently communicates effectively in speech and in writing

Candidate consistently and proficiently communicates elegantly in speech and in writing (e.g., uses correct articulation, appropriate tone, and expresses ideas clearly).

Competence: Makes Decisions Based in Best Practices

Candidate rarely makes decisions or does not make decisions based on researched best practices.

Candidate inconsistently or ineffectively makes decisions based on researched best practices.

Candidate consistently and proficiently makes decisions based on researched best practices.

Candidate consistently and proficiently goes above and beyond expectations in making decisions based on widely researched best practices.

Competence: Appropriately uses Technology

Candidate rarely uses current technology or does not use current technology (when appropriate) in a competent manner as a means of promoting learning.

Candidate inconsistently or ineffectively uses current technology (when appropriate) in a competent manner as a means of promoting learning.

Candidate consistently and proficiently uses current technology (when appropriate) as a means of promoting learning.

Candidate consistently and proficiently goes above and beyond expectations in using current technology (when most appropriate) in a competent manner as a means of promoting learning.

Competence: Maintains Academic Standing

Candidate does not consistently maintain acceptable academic standing.

Candidate consistently maintains acceptable academic standing.

Candidate consistently and proficiently maintains strong academic standing.

Candidate consistently and proficiently maintains excellent academic standing.

Conceptual Framework Component Three - A CSU teacher-candidate is caring.


Caring: Interacts with Others in the Education Community

Candidate rarely shows compassion or shows no compassion in his/her/other’s interactions with members of the education community.

Candidate inconsistently or ineffectively shows compassion in his/her/other’s interactions with members of the education community.

Candidate consistently and proficiently shows compassion in his/her/other’s interactions with members of the education community

Candidate consistently and proficiently goes above and beyond expectations to show compassion in his/her/other’s interactions with all members of the education community (e.g., students, teachers, administrators, and/or caregivers).

Caring: Demonstrates Consideration and Regard for Others

Candidate behavior rarely demonstrates or does not demonstrate consideration and regard for self and others.

Candidate behavior inconsistently or ineffectively demonstrates consideration and regard for self and others.

Candidate behavior consistently and proficiently demonstrates consideration and regard for self and others.

Candidate consistently and proficiently goes above and beyond expectations to demonstrate and model consideration and regard for self and others.

Caring: Participates in Extracurricular Activities

Candidate rarely participates or does not participate in extracurricular activities that support the K-12 or post-secondary educational community.

Candidate inconsistently or ineffectively participates in extracurricular activities that support the K-12 or post-secondary educational community.

Candidate participates in extracurricular activities that support the K-12 or post-secondary educational community.

Candidate consistently and proficiently participates in extracurricular activities that support the K-12 or post-secondary educational community.

Conceptual Framework Component Four - A CSU teacher-candidate is committed.


Commitment: Meets Obligations

Candidate rarely meets or does not meet delegated obligations.

Candidate inconsistently or ineffectively meets delegated obligations.

Candidate consistently and proficiently meets delegated obligations.

Candidate consistently and proficiently meets and exceeds performance in delegated obligations (e.g., punctual, reliable, accepts and completes tasks to a commendable standard).

Commitment: Takes Initiative

Candidate rarely shows or does not show initiative.

Candidate inconsistently or ineffectively shows initiative.

Candidate consistently and proficiently shows initiative.

Candidate consistently and proficiently goes above and beyond expectations in showing initiative (e.g., contributes, volunteers, etc.).

Commitment: Maintains Professional Appearance

Candidate rarely maintains or does not maintain professional dress and grooming appropriate for the school environment.

Candidate inconsistently or ineffectively maintains professional dress and grooming appropriate for the school environment.

Candidate consistently and proficiently maintains professional dress and grooming appropriate for the school environment.

Candidate consistently and proficiently goes above and beyond expectations in maintaining professional dress and grooming appropriate for the school environment.

Commitment: Demonstrates Preparedness

Candidate rarely demonstrates or does not demonstrate preparedness.

Candidate inconsistently or ineffectively demonstrates preparedness.

Candidate consistently demonstrates preparedness.

Candidate consistently and proficiently goes above and beyond expectations in demonstrating preparedness (e.g., starts class on time,

prepares materials prior to lesson, etc.).

Commitment: Demonstrates Ongoing Acquisition of Knowledge

Candidate rarely demonstrates or does not demonstrate the behaviors of a life-long learner.

Candidate inconsistently or ineffectively demonstrates the behaviors of a life-long learner.

Candidate consistently and demonstrates the behaviors of a life-long learner.

Candidate consistently and proficiently goes above and beyond expectations in demonstrating the behaviors of a life-long learner (e.g., actively seeking out new information about content and pedagogy).

Commitment: Takes Responsibility for Classroom and School Outcomes

Candidate rarely recognizes and accepts or does not recognize and accept responsibility for what occurs in his/her/other’s assigned classroom and for other school-wide responsibilities that contribute to student learning and a safe/orderly environment.

Candidate inconsistently or ineffectively recognizes and accepts responsibility for what occurs in his/her/other’s assigned classroom and for other school-wide responsibilities that contribute to student learning and a safe/orderly environment.

Candidate consistently recognizes and accepts responsibility for what occurs in his/her/other’s assigned classroom and for other school-wide responsibilities that contribute to student learning and a safe/orderly environment.

Candidate consistently and proficiently goes above and beyond expectations to recognize and accept responsibility for what occurs in his/her/other’s assigned classroom and for other school-wide responsibilities that contribute to student learning and a safe/orderly environment.

Conceptual Framework Component Five - A CSU teacher-candidate is collaborative

Standard NO/RI

1 - Unsatisfactory 2 - Developing 3 – Target 4 = Exceeds Standard

Collaboration: Demonstrates Positive Attitude

Candidate rarely demonstrates or does not demonstrate a positive attitude about collaborative work or work in a team setting.

Candidate inconsistently or ineffectively demonstrates a positive attitude about collaborative work or work in a team setting.

Candidate consistently and proficiently demonstrates a positive attitude about collaborative work or work in a team setting.

Candidate consistently and proficiently goes above and beyond expectations to demonstrate a contagiously, positive attitude about collaborative work or work in a team setting.

Collaboration: Provides Effective Contributions

Candidate rarely provides or does not provide effective contributions in group and team settings with other education professionals.

Candidate inconsistently or ineffectively provides effective contributions in group and team settings with other education professionals.

Candidate consistently provides contributions in group and team settings with other education professionals.

Candidate consistently and proficiently provides effective contributions in group and team settings with other

education professionals.

Collaboration: Accepts Criticism

Candidate rarely accepts criticism or does not accept criticism or respond(s) positively to constructive suggestions.

Candidate usually accepts criticism and responds positively to constructive suggestions.

Candidate willingly accepts criticism and responds positively to constructive suggestions.

Candidate requests, and willingly goes above and beyond expectations in the acceptance of, criticism and responds positively to constructive suggestions.

Conceptual Framework Component Six - A CSU teacher-candidate is culturally responsive


Cultural Responsiveness: Studies Cultural and Community Norms

Candidate rarely studies or does not study unfamiliar community and cultural norms in preparation to communicate in a way that is culturally relevant to all students.

Candidate inconsistently or ineffectively studies unfamiliar community and cultural norms in preparation to communicate in a way that is culturally relevant to all students.

Candidate consistently and proficiently studies unfamiliar community and cultural norms in preparation to communicate in a way that is culturally relevant to all students.

Candidate consistently and proficiently goes above and beyond expectations in his/her/other’s study of unfamiliar community and cultural norms in preparation to communicate in a way that is culturally relevant to all students.

Cultural Responsiveness: Provides Culturally Responsive Classroom Environment

Candidate fails in their attempts to create and foster or does not attempt to create and foster a respectful, tolerant and healthy classroom environment that helps all children achieve success.

Candidate inconsistently attempts to create and foster a respectful, tolerant and healthy classroom environment that helps all children achieve success.

Candidate predominately creates and fosters a respectful, tolerant and healthy classroom environment that helps all children achieve success.

Candidate consistently and proficiently creates and fosters a respectful, tolerant and healthy classroom environment that helps all children achieve success.

Cultural Responsiveness: Implements Transformative Multicultural Education Pedagogy

Candidate fails in his/her/other’s attempt to or does not attempt to implement transformative multicultural education pedagogy.

Candidate inconsistently or ineffectively strives to implement transformative multicultural education pedagogy.

Candidate consistently strives to implement transformative multicultural education pedagogy.

Candidate consistently and proficiently goes above and beyond expectations in the implementation of transformative multicultural education pedagogy. (i.e. educational practices that benefit white, male, upper-

middle class, or any group to the detriment of other groups are purposely transformed to ensure equity).

Cultural Responsiveness: Develops Culturally Responsive Curriculum and Assessments

Candidate fails in his/her/other’s attempt to or does not attempt to utilize culturally-relevant curricular materials and assessments to develop responsive curriculum and assessments.

Candidate inconsistently or ineffectively seeks out, develops, and utilizes culturally-relevant curricular materials and assessments to develop responsive curriculum and assessments

Candidate consistently and seeks out, develops, and utilizes culturally-relevant curricular materials and assessments to develop responsive curriculum and assessments.

Candidate consistently and proficiently seeks out, develops, and utilizes culturally-relevant curricular materials and assessments to develop responsive curriculum and assessments.

N/O = NOT OBSERVED; *RI =RECOMMEND INTERVENTION (inappropriate candidate behavior worthy of serious

concern in the demonstration of this disposition).

Observer’s Recommendations and Comments: Strengths/Weaknesses: Recommendations:

CSU TEACHER EDUCATION UNIT

DIVERSITY OUTCOMES OBSERVATION RUBRIC

Teacher Candidate: __________________________________________________ Course#: ________ Date: _______________________ (Mark one) Practicum: _____ Internship: ______ Other: ___________ Lesson Focus: _____________________________________________________ Grade Level: ________

Diagnosis Learning Needs - Candidate uses culturally responsive assessment techniques and technologies to gather and integrate information for all learners. (Reflects Teacher Education Unit Outcome 1)


Diagnoses Learning Needs: Uses Assessments

Candidate rarely draws upon or does not draw upon the results of formal or informal assessments to identify culturally responsive teaching strategies and learning activities (1d).

Candidate inconsistently or ineffectively draws on the results of formal or informal assessments to identify culturally responsive teaching strategies and learning activities (1d).

Candidate consistently and proficiently draws on the results of formal or informal assessments to identify culturally responsive teaching strategies and learning activities (1d).

Candidate consistently and proficiently draws on the results of formal and informal assessments to identify culturally responsive teaching strategies and learning activities (1d).

Diagnoses Learning Needs: Identifies Skills, Concepts and Vocabulary

Candidate rarely identifies or does not identify culturally relevant skills, concepts, and vocabulary needed for learning activities (1a).

Candidate inconsistently or ineffectively identifies culturally relevant skills, concepts, and vocabulary needed for learning activities (1a).

Candidate consistently and proficiently identifies culturally relevant skills, concepts, or vocabulary needed for learning activities (1a).

Candidate consistently and proficiently identifies culturally relevant skills, concepts, and vocabulary needed for learning activities (1a).

Plans for Student Learning - Candidate plans culturally responsive teaching and culturally responsive curriculum development. (Reflects Teacher Education Unit Outcome 2)


Plans for Student Learning: Plans Integrate Varied Learning Styles

Candidate’s lesson plans rarely include or do not include varied learning styles (2b).

Candidate’s lesson plans inconsistently or ineffectively include varied learning styles (2b).

Candidate’s lesson plans consistently and proficiently include varied learning styles (2b).

Candidate’s lesson plans consistently and proficiently go above and beyond expectations in including multiple learning styles (verbal, visual, & active strategies). (2b)

Plans for Student Learning:

Candidate’s lesson plans rarely integrate or do not integrate

Candidate’s lesson plans inconsistently or ineffectively

Candidate’s lesson plans consistently and proficiently integrate

Candidate’s lesson plans consistently and proficiently go above

Plans Integrate Culturally Relevant Interests

culturally relevant student Interests (2e).

integrate culturally relevant student Interests (2e).

culturally relevant student Interests for most students (2e).

and beyond expectations in integrating culturally relevant student Interests for all cultures represented (2e).

Plans for Student Learning: Plans Integrate Multiple Perspectives

Candidate’s lesson plans rarely integrate or do not integrate multiple perspectives of content (2e).

Candidate’s lesson plans inconsistently or ineffectively integrate multiple perspectives of content (2e).

Candidate’s lesson plans consistently and proficiently integrate multiple perspectives of content (2e).

Candidate’s lesson plans consistently and proficiently go above and beyond expectations in integrating multiple perspectives of content (2e).

Plans for Student Learning: Plans Integrate Appropriate Inst. Acc

Candidate’s lesson plans rarely include or do not include include instructional accommodations for individual learning needs (2c).

Candidate’s lesson plans inconsistently or ineffectively include instructional accommodations for individual learning needs (2c).

Candidate’s lesson plans consistently and proficiently include instructional accommodations for individual learning needs (2c).

Candidate’s lesson plans consistently and proficiently go above and beyond expectations in including Instructional accommodations for individual learning needs (i.e. ELL, students with disabilities, et ct.). (2c)

Facilitates Student Learning - Candidate facilitates learning that meets the cultural/different learning styles of all learners. (Reflects Teacher Education Unit Outcome 3)


Facilitates Student Learning: Communicates High Expectations

Candidate rarely communicates or does not communicate high standards and expectations throughout the lesson (3b).

Candidate inconsistently or ineffectively communicates high standards and expectations throughout the lesson (3b).

Candidate consistently and proficiently communicates high standards and expectations throughout the lesson (3b).

Candidate consistently and proficiently communicates high standards and expectations throughout the lesson (3b).

Facilitates Student Learning: Uses Varied Pedagogical Techniques

Candidate behavior rarely uses or does not use uses varied pedagogical techniques (3c).

Candidate inconsistently or ineffectively uses varied pedagogical techniques (3c).

Candidate consistently and proficiently uses varied pedagogical techniques (3c).

Candidate consistently and proficiently uses varied pedagogical techniques (individual, pair, or small and large cooperative groups, practice, Socratic dialog, research

projects, problem solving, et ct.) (3c).

Facilitates Student Learning: Relates Concerns to Content

Candidate rarely relates or does not relate student/community-relevant examples, unexpected situations, and current events to content (3d).

Candidate inconsistently or ineffectively relates student/community-relevant examples, unexpected situations, and current events to content (3d).

Candidate consistently and proficiently relates student/community-relevant examples, unexpected situations, or current events to content (3d).

Candidate consistently and proficiently relates student/community-relevant examples, unexpected situations, and current events to content (3d).

Facilitates Student Learning: Addresses Individual Differences and Needs

Candidate rarely addresses or does not address individual student differences and needs (3b).

Candidate inconsistently or ineffectively addresses individual student differences and needs (3b).

Candidate consistently and proficiently addresses individual student differences and needs (3b).

Candidate consistently and proficiently goes above and beyond expectations in addressing individual student differences and needs (3b).

Demonstrates Appropriate Knowledge - Candidate is knowledgeable of multiculturalism (race, gender, class, ethnicity, special needs, religion) and socio-cultural influences on subject-specific learning. (Reflects Teacher Education Unit Outcome 4)


Demonstrates Appropriate Knowledge of Varied Perspectives

Candidate rarely displays or does not display displays knowledge and acceptance regarding various perspectives/voices in or out of content area (4c).

Candidate inconsistently or ineffectively displays knowledge and acceptance regarding various perspectives/voices in or out of content area (4c).

Candidate consistently and proficiently displays knowledge or acceptance regarding various perspectives/voices in or out of content area (4c).

Candidate consistently and proficiently displays knowledge and acceptance regarding various perspectives/voices in or out of content area (4c).

Demonstrates Appropriate Knowledge of Students’ Cultural Backgrounds

Candidate rarely displays or does not display knowledge of cultural diversity in general, and/or students’ cultural backgrounds in particular (4c).

Candidate inconsistently or ineffectively displays knowledge of cultural diversity in general, and students’ cultural backgrounds in particular (4c).

Candidate consistently and proficiently displays knowledge of cultural diversity in general, and students’ cultural backgrounds in particular (4c).

Candidate consistently and proficiently goes above and beyond expectations in displaying knowledge of cultural diversity in general, and students’ cultural backgrounds in particular (4c).

Demonstrates Appropriate Knowledge of Socio-Cultural Influences on Learning

Candidate rarely displays or does not display awareness of socio-cultural influences on subject-specific learning (4b,d).

Candidate inconsistently or ineffectively displays awareness of socio-cultural influences on subject-specific learning (4b,d).

Candidate consistently and proficiently displays awareness of socio-cultural influences on subject-specific learning (4b,d).

Candidate consistently and proficiently goes above and beyond expectations in displaying awareness of socio-cultural influences on subject-specific learning (4b,d).

Fosters Student Well-Being – Teacher interacts with diverse students, school, colleagues, parents, and agencies to foster student well-being and learning. (Reflects Teacher Education Unit Outcome 5)


Fosters Student Well-Being: Addresses Socio-Cultural Factors

Candidate rarely identifies or does not identify socio-cultural factors beyond the school that hamper student learning and/or rarely uses or does not use resources within the school and community to mitigate these factors (5a).

Candidate inconsistently or ineffectively identifies socio-cultural factors beyond the school that hamper student learning and uses resources within the school and community to mitigate these factors (5a).

Candidate consistently and proficiently identifies socio-cultural factors beyond the school that hamper student learning and uses resources within the school and community to mitigate these factors (5a).

Candidate consistently and proficiently goes above and beyond expectations in identifying socio-cultural factors beyond the school that hamper student learning and using resources within the school and community to mitigate these factors (5a).

Fosters Student Well-Being: Communicates Effectively With Caregivers

Candidate rarely communicates or does not communicate proactively and/or effectively with caregivers (5b).

Candidate inconsistently or retroactively communicates effectively with caregivers (5b)

Candidate consistently, proficiently, and proactively communicates effectively with caregivers (5b)

Candidate consistently, proficiently, and proactively goes above and beyond expectations in communicating effectively with caregivers (5b)

Fosters Student Well-Being: Demonstrates Community Involvement

Candidate rarely demonstrates active interest and involvement or does not demonstrate active interest and involvement in students’ community(s) (5c).

Candidate inconsistently demonstrates active interest and involvement in students’ community(s) (5c).

Candidate consistently and proficiently demonstrates active interest and involvement in students’ community(s) (5c).

Candidate consistently and proficiently goes above and beyond expectations in demonstrating active interest and involvement in students’ community(s) (i.e. attends churches, shops in stores, visits community centers, does service work) (5c)

Assumes the Role of Professional Teacher – Teacher candidate acts in accordance with the structure, standards and responsibilities of the profession and recognizes the role of the school in supporting a democratic society. (Reflects Teacher Education Unit Outcome 6)


Assumes the Role of Professional Teacher: Demonstrates Caring

Candidate rarely interacts or does not interact with students in a caring and ethical manner (6a).

Candidate inconsistently or ineffectively interacts with students in a caring and ethical manner (6a).

Candidate consistently and proficiently interacts with students in a caring and ethical manner (6a).

Candidate consistently and proficiently goes above and beyond expectations in Interacting with students in a caring and ethical manner (6a).

Assumes the Role of Professional Teacher: Demonstrates Cross-Cultural Fairness and Consistency in Classroom Management

Candidate rarely demonstrates or does not demonstrate cross-cultural fairness and consistency in classroom management (6e).

Candidate inconsistently demonstrates cross-cultural fairness and consistency in classroom management (6e).

Candidate consistently and proficiently demonstrates cross-cultural fairness and consistency in classroom management (6e).

Candidate consistently and proficiently goes above and beyond expectations in demonstrating cross-cultural fairness and consistency in classroom management (6e).

Assumes the Role of Professional Teacher: Implements Transformative Multicultural Education Ped.

Candidate fails in his/her/other’s attempt to or does not attempt to implement transformative multicultural education pedagogy.

Candidate inconsistently or ineffectively strives to implement transformative multicultural education pedagogy.

Candidate consistently and proficiently strives to implement transformative multicultural education pedagogy.

Candidate consistently and proficiently implements transformative multicultural education pedagogy. (i.e. educational practices that benefit white, male, upper-middle class, or any group to the detriment of other groups are purposely transformed to ensure equity).

N/O = NOT OBSERVED; *RI =RECOMMEND INTERVENTION (inappropriate candidate behavior

worthy of serious concern in the demonstration of this outcome).

Observer’s Recommendations and Comments:

Strengths/Weaknesses:

Recommendations

Georgia Intern Keys Effectiveness System

Performance Standard 1: Professional Knowledge The teacher candidate demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

Exemplary Proficient Needs Development Ineffective

The teacher candidate continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teacher candidates rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

The teacher candidate consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences

The teacher candidate inconsistently demonstrates understanding of curriculum, subject content, pedagogical knowledge, and student needs, or lacks fluidity in using the knowledge in practice.

The teacher candidate inadequately demonstrates understanding of curriculum, subject content, pedagogical knowledge and student needs, or does not use the knowledge in practice.

Performance Standard 2: Instructional Planning The teacher candidate plans using state and local school district curricula and standards, effective strategies, resources, and data to address the needs of all students.


The teacher candidate continually seeks and uses multiple data and real world resources to plan differentiated instruction to meet the individual student needs and interests in order to promote student accountability and engagement.

The teacher candidate consistently plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.

The teacher candidate inconsistently uses state and local school district curricula and standards, or inconsistently uses effective strategies, resources, or data in planning to meet the needs of all students.

The teacher candidate does not plan, or plans without adequately using state and local school district curricula and standards, or without using effective strategies, resources, or data to meet the needs of all students.

Performance Standard 3: Instructional Strategies The teacher candidate promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.


The teacher candidate continually facilitates students’ engagement in metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways.

The teacher candidate consistently promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning, and to facilitate

The teacher candidate inconsistently uses research-based instructional strategies. The strategies used are sometimes not appropriate for the content area or for engaging students in

The teacher candidate does not use research-based instructional strategies, nor are the instructional strategies relevant to the content area. The strategies do not engage students in active

(Teacher candidates rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

the students’ acquisition of key skills.

active learning or for the acquisition of key skills.

learning or acquisition of key skills.

Performance Standard 4: Differentiated Instruction The teacher candidate challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.


The teacher candidate continually facilitates each student’s opportunities to learn by engaging him/her in critical and creative thinking and challenging activities tailored to address individual learning needs and interests.

The teacher candidate consistently challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

The teacher candidate inconsistently challenges students by providing appropriate content or by developing skills which address individual learning differences.

The teacher candidate does not challenge students by providing appropriate content or by developing skills which address individual learning differences.

Performance Standard 5: Assessment Strategies The teacher candidate systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.


The teacher continually demonstrates expertise and leads others to determine and develop a variety of strategies and instruments that are valid and appropriate for the content and student population and guides students to monitor and reflect on their own academic progress. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

The teacher systematically and consistently chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

The teacher inconsistently chooses a variety of diagnostic, formative, and summative assessment strategies or the instruments are sometimes not appropriate for the content or student population.

The teacher chooses an inadequate variety of diagnostic, formative, and summative assessment strategies or the instruments are not appropriate for the content or student population.

Performance Standard 6: Assessment Uses The teacher candidate systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.


The teacher candidate continually demonstrates expertise in using data to measure student progress and leads others in the effective use of data to inform instructional

The teacher candidate systematically and consistently gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to

The teacher candidate inconsistently gathers, analyzes, or uses relevant data to measure student progress, inconsistently uses data to inform instructional content and delivery methods, or

The teacher candidate does not gather, analyze, or use relevant data to measure student progress, to inform instructional content and delivery methods, or to provide

decisions. (Teacher candidates rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

provide timely and constructive feedback to both students and parents.

inconsistently provides timely or constructive feedback.

feedback in a constructive or timely manner.

Performance Standard 7: Positive Learning Environment The teacher candidate provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.


The teacher candidate continually engages students in a collaborative and self-directed learning environment where students are encouraged to take risks and ownership of their own learning behavior. (Teacher candidates rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

The teacher candidate consistently provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.

The teacher candidate inconsistently provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.

The teacher candidate inadequately addresses student behavior, displays a negative attitude toward students, ignores safety standards, or does not otherwise provide an orderly environment that is conducive to learning or encourages respect for all.

Performance Standard 8: Academically Challenging Environment The teacher candidate creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.


The teacher candidate continually creates an academic learning environment where students are encouraged to set challenging learning goals and tackle challenging materials. (Teacher candidates rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

The teacher candidate consistently creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

The teacher candidate inconsistently provides a student-centered, academic environment in which teaching and learning occur at high levels or where students are self-directed learners.

The teacher candidate does not provide a student-centered, academic environment in which teaching and learning occur at high levels, or where students are self-directed learners.

Performance Standard 9: Professionalism The teacher candidate exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession


The teacher candidate continually engages in a high level of professional growth and application of skills and contributes to the development of others and the well-being of the

The teacher candidate consistently exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to

The teacher candidate inconsistently supports the school’s mission or seldom participates in professional growth opportunities.

The teacher candidate shows a disregard toward professional ethics or the school’s mission or rarely takes advantage of professional growth opportunities.

school and community. (Teacher candidates rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

support student learning, and contributes to the profession.

Performance Standard 10: Communication The teacher candidate communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.


The teacher candidate continually uses communication techniques in a variety of situations to proactively inform, network, and collaborate with stakeholders to enhance student learning. (Teacher candidates rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

The teacher candidate communicates effectively and consistently with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.

The teacher candidate inconsistently communicates with students, parents or guardians, district and school personnel, or other stakeholders or communicates in ways that only partially enhance student learning.

The teacher candidate inadequately communicates with students, parents or guardians, district and school personnel, or other stakeholders by poorly acknowledging concerns, responding to inquiries, or encouraging involvement.

CSU TEACHER EDUCATION

LESSON PLAN TEMPLATE Note that this form includes minimum expectations for a Clayton State University lesson plan.

Additional sections may be added to this form to address specific curricular or pedagogical content. Use

this form when submitting lesson plans. Candidates should review the lesson Plan Rubric to determine

Ineffective, Needs Development, Proficient and Exemplary responses to the categories noted below. Also note that questions

under each category are merely support questions; thorough explanation should be the norm when addressing each category.

Teacher Candidate:

CSU Course #:

Date:

(Mark one) Practicum:

Internship: Other:

Lesson Focus:

Grade Level:

I. LEARNING CENTRAL FOCUS

A. Central Focus (Essential Questions and/or Rationale) 1. What is the central focus (essential question(s) if appropriate for specific content area) for the

content in this lesson plan?

B. Content Standard(s) 1. What CCGPS standard(s) are most relevant to the learning goals/objectives?

C. Student Learning Goal(s)/Objective(s)

1. What are the specific skills/procedures, concepts, or reasoning/problem solving strategies students will need to know or do by the end of this lesson?

D. Assessments—Describe the assessments in this lesson used to monitor students’ learning of

the lesson objective(s). Assessment and rubric should be attached at the end of the lesson. 1. Formative Assessments (used to support teacher and student understanding of what has or

has not been mastered during the learning process) List Assessments and Modifications

2. Summative Assessments (thorough final evidence gathered at the end of a unit or course). List Assessments and Modifications

E. Materials/Resources (LIST) 1. What materials do the teacher AND the students need for this lesson?

II. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS (description of what the teacher will be

doing and/or what the students will be doing and learning)

A. Launch _____ minutes (source of motivating students) 1. How will you start the lesson to engage and motivate students (the hook)?

B. Instruction ______ minutes

2. What exact structure (step-by-step plan) do you have for implementing this lesson? 3. And how long will each part of the lesson take?

C. Closure _______ minutes

1. How will you end the lesson by reinforcing what they have learned through extending the lesson to the following day or through homework assignments?

D. Differentiation/Planned Support

1. How will you differentiate instruction based on content, process, or product? 2. How will you differentiate groups based on interest, learning styles, or readiness? What

planned supported are used for the needs of the whole class and differentiated for the needs of a variety of students?

3. How do planned supports address IEP/504 requirements? E. Cultural Responsiveness/Attention to Global Issues

1. What/how will you add to your curriculum/instruction to meet the diverse cultural needs of students during this lesson?

F. Adaptations and Modifications

1. List Modifications for students with IEPs, 504 plans and those who are participating in the RTI process.

G. Use of Technology

1. How are students using technology for effective learning?

III. ACADEMIC LANGUAGE DEMANDS (these are the questions from the commentary, please remember to plan for language demands and language function)

A. Language Function * 1. What language functions are essential for students in this content area (Use the edTPA Handbook

for more information on language function)? 2. What key learning tasks from your lesson plan provides students with the opportunity to practice

using the identified language function/s?

B. Vocabulary * Must include the vocabulary in the lesson plan 1. What content specific terms do students need to support learning of the objective(s) for this lesson?

C. Language *

1. Given the language functions and the key learning tasks identified above, what other language demands (vocabulary, functions, discourse, and/or syntax) are used by students to advance learning?

2. What instructional supports are needed that will help students understand and use the language function? List the supports you will use and how they will help advance learning for all students.

IV. THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICES

A. Review 1. What pedagogical research did you consider when choosing the activities/tasks/etc. for this

lesson? Cite specific research to support your answer. 2. Using reflective practice what would you do to change/improve this lesson (how do your

formative and summative assessments support these changes?)

CSU TEACHER EDUCATION LESSON PLAN RUBRIC

Teacher Candidate:_________________________________________ Date: _____________________ Person Completing Form: _______________________ Course#: _____________________________ (Mark one) Practicum: Internship: Class lesson plan: ______________________________ Lesson Focus: ______________________________________ Grade Level: ______________________ RATING SCALE: 1 – INEFFECTIVE: difficulty or inconsistency in demonstrating; 2 – NEEDS DEVELOPMENT: demonstrates with reasonable consistency but not quite proficient; 3 – PROFICIENT: consistent proficient demonstration; 4 – EXEMPLARY: exceptional demonstration of this disposition well above target; N/A – NOT APPLICABLE

I. LEARNING CENTRAL FOCUS (Planning)

Standard 1 - Ineffective 2 – Needs Development 3 – Proficient 4 = Exemplary

Central Focus (Essential Question(s) and/or Rationale)

Essential question(s) needs clarification, is not appropriate, or is not present. Rationale not provided or insufficient.

Essential question(s) is clear and appropriate for content area. Explanation of why students need to learn this content needs clarification. Rationale very limited.

Essential question(s) is clear, appropriate and well-developed for content area. Provides a clear explanation of why students need to learn this content. Rationale is clear and appropriate for lesson.

Essential question is clear, appropriate, well developed, and creative for content area. Clearly and thoroughly explains why students need to learn this content. Connects rationale to ethical, global, or social issues.

Content Standards: (CCGPS and SPA)

Appropriate Common Core Georgia Performance Standards for this lesson are not identified.

Appropriate CCGPS for this lesson are numerically identified only. Standards choices are limited to cursory or content, although connected to tasks.

Appropriate CCGPS standards for this lesson are correctly identified. Standards target support for students to comprehend, construct meaning from, interpret and respond to complex texts in content area. Standards choices are appropriate for the needs of the whole class.

Appropriate CCGPS and subject matter standards for this lesson are correctly identified, and detailed information is provided. Standards target support for students to comprehend, construct meaning from, interpret and respond to complex texts in content area. Standards choices align with a focus on learning for a variety of students.

Student Learning Goals/Objectives (Specific skills/ procedures; concepts; reasoning/problem solving/thinking/ oral/written language strategies)

Objectives to match each major component of the lesson are missing or do not promote the development of subject specific understandings.

Objectives are included and generally match most major components of the lesson. Objectives have a limited focus on developing subject specific understandings.

Objectives are included to match major components of the lesson and are constructed without ambiguous language. Objectives express building of skills, facts, procedures, conventions, and subject specific understandings.

Objectives are included to match major components of the lesson, are well-constructed without ambiguous language, and can reasonably be completed within the scope of the lesson. Objectives express creative building of all skills, facts, procedures, and conventions. Objectives promote deep subject specific understandings across the lesson.

Materials/Resources Materials/resources are not identified. Materials/resources needed for both teacher and students are not described. Materials inappropriate for lesson or for instruction.

All materials/resources for both teacher and students are identified. Materials/resources are generally appropriate for instruction.

All materials/resources for both teacher and students are identified and described. All material/resources for both teacher and students are appropriate for whole class instruction.

All materials/resources for both teacher and students are identified and described. All materials for both teacher and students are appropriate for lesson and include adaptations for diverse students. Materials/resources for both teacher and students are unique or exceptionally relevant to all students.

Assessment(s) Formative (Informal)

Means of assessing student attainment of objectives throughout the lesson (formative) are ineffective or missing. Assessment adaptations required for IEP/504 plans are not made.

One or more effective means of assessing student attainment of most objectives is evident throughout the lesson, but may need further explanation. Assessments focus only on evidence of students’ literal comprehension of content matters. Assessment adaptations required for IEP/504 plans are made.

More than two effective means of assessing student attainment of each objective is evident throughout the lesson and clearly explained. Assessments provide evidence for monitoring students’ abilities to respond to complex content matter. Assessments are differentiated so students’ show understanding in various ways.

Varied types of assessments, which evaluate student attainment of each objective, are evident throughout the lesson. Assessments provide specific evidence to monitor students’ abilities to construct meaning, interpret, and/or respond to complex content matter. The assessments provide multiple forms of evidence to monitor students’

Modifications for addressing all students are evident.

The assessments are strategically designed or differentiated to allow individuals or groups with specific needs to demonstrate their learning. Modifications for addressing all students are evident.

Assessment(s) Summative (Formal)

Means of assessing student attainment of objectives throughout the lesson (formative) are ineffective or missing. Assessment adaptations required for IEP/504 plans are not made.

One or more effective means of assessing student attainment of most objectives is evident throughout the lesson, but may need further explanation. Assessments focus only on evidence of students’ literal comprehension of content matters. Assessment adaptations required for IEP/504 plans are made.

More than two effective means of assessing student attainment of each objective is evident throughout the lesson and clearly explained. Assessments provide evidence for monitoring students’ abilities to respond to complex content matter. Assessments are differentiated so students’ show understanding in various ways. Modifications for addressing all students are evident.

Varied types of assessments, which evaluate student attainment of each objective, are evident throughout the lesson. Assessments provide specific evidence to monitor students’ abilities to construct meaning, interpret, and/or respond to complex content matter. The assessments provide multiple forms of evidence to monitor students’ The assessments are strategically designed or differentiated to allow individuals or groups with specific needs to demonstrate their learning. Modifications for addressing all students are evident.

Source of Activating Students’ Prior Knowledge, Skills, and Concepts

Identification of knowledge, skills, and concepts that students must already know to be successful with this lesson are not identified. Source of activating students’ prior knowledge is ineffective or missing. There is little or no evidence that links are

Identification of knowledge, skills, and concepts that students must already know to be successful with this lesson are identified. Source of activating students’ prior knowledge is appropriate for readying students. There are vague or superficial links between

Identification of knowledge, skills, and concepts that students must already know to be successful with this lesson are identified. Source of activating students’ prior knowledge is appropriate for readying students and addresses diverse learners.

Identification of knowledge, skills, and concepts that students must already know to be successful with this lesson are identified. Source of activating students’ prior knowledge is creative/unique, appropriate for readying students, and addresses diverse learners. Specific tasks are implemented to link prior

make to prior academic learning with new learning.

prior academic learning with new learning.

Prior academic learning is linked to new learning.

academic knowledge to new learning.

II. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

(Description of what the teacher will be doing and what the students will be learning)

Standard 1 - Ineffective 2 – Needs Development 3 – Proficient 4 - Exemplary

Organization of Classroom

Organization of the classroom (materials and physical setup) not noted or not appropriate for lesson.

Organization of the classroom (materials and physical setup) noted.

Organization of the classroom (materials and physical setup) clearly noted and appropriate for lesson.

Organization of the classroom (materials and physical setup) noted and highly effective at maintaining student engagement at appropriate level.

Launch (source of motivating students)

Source of motivating through “hook” that incorporates student ideas, interests, and/or personal experiences is missing.

Source of motivating through “hook” is effective in incorporating some student ideas, interests, and/or personal experiences.

Source of motivating and engaging through “hook” is effective in incorporating student ideas, interests, and/or personal experiences.

Source of motivating and engaging through “hook” is extremely engaging and effective in incorporating diverse student ideas, interests, and/or personal experiences.

Instruction Exact structure of lesson (including depth and length of script) is missing. Candidate does not engage students in developing understanding of the lesson objective(s). Questions through use of Bloom’s Taxonomy are missing. How learning objectives may have been met is missing.

Exact structure of lesson (including depth and length of script) is limited in explanation. Candidate provides limited engagement of students in developing understanding of the lesson objective(s). Some questions are developed through use of Bloom’s Taxonomy. How learning objectives may have been met is limited in explanation.

Exact structure of lesson (including depth and length of script) is explained. Candidate provides all steps in engagement of students in developing understanding of the lesson objective(s). Questions are developed through use of Bloom’s Taxonomy. Meeting of learning objectives may have been met explained.

Exact structure of lesson (including depth and length of script) is explained in detail. Candidate provides detailed explanation of all steps in engagement of students in developing understanding of the lesson objective(s). Questions are developed through use of all levels of Bloom’s Taxonomy. How learning objectives may have been met is fully developed.

Structured Practice and Application

Practice within lesson is not provided. Planned supports are missing. Application of lesson is not provided.

Practice within lesson is limited. Planned supports are limited. Application of lesson is limited.

Practice within lesson is provided. Planned supports are appropriate for the needs of the whole class. Application of lesson is provided.

Practice within lesson is extensive. Application of lesson is extensive. Determination of students’ meeting intended learning objectives is thorough.

Determination of students’ meeting intended learning objectives is not provided.

Determination of students’ meeting intended learning objectives is limited. Planned supports are limited in addressing IEP/504 requirements.

Determination of students’ meeting intended learning objectives is provided Planned supports address IEP/504 requirements.

Planned supports are designed for a variety of students (e.g. English learners, struggling readers, underperforming or gifted students).

Closure A description of steps that will be taken at the conclusion of a lesson to summarize student learning is limited or not included. Reinforcement of lesson the following day or with homework is not included.

A description of steps that will be taken at the conclusion of a lesson to summarize student learning is mentioned but may be unclear or ineffective. Reinforcement of lesson the following day or with homework is included.

A description of steps that will be taken at the conclusion of a lesson to summarize student learning is included. Reinforcement of lesson the following day or with homework is described.

A description of steps that will be taken at the conclusion of a lesson to summarize student learning and help students extend lesson information to make other connections is included. Reinforcement of lesson the following day or with homework is described in detail.

Differentiated/Planned Support

Discussion about providing access to all students, whether individually or through groups, is not included. Support of students with gaps in prior knowledge is not noted. Feedback is unrelated to learning objectives. Feedback is inconsistent with analysis of student learning.

Discussion about providing access to all students, whether individually or through groups, is included. Support of students with gaps in prior knowledge is noted. General feedback focuses only on errors or strengths.

Discussion about providing access to all students, whether individually or through groups, outlines differentiation strategies. Support of students with gaps in prior knowledge is noted, outlining differentiation strategies. Feedback is more focused on individual student strengths or needs..

Discussion about providing access to all students, whether individually or through groups, outlines creative and sensitive differentiation strategies. Support of students with gaps in prior knowledge is noted, outlining creative and sensitive differentiation strategies Balance of specific feedback on strengths and weaknesses guide student self-evaluation of their own strengths and weaknesses.

Cultural Responsiveness and Inclusion of Global Issues

Curricular or pedagogical efforts to add to existing curriculum/instruction in order to connect global issues to course content are not described or are not appropriate for

Curricular or pedagogical efforts to add to existing curriculum/instruction in order to connect global issues to course content are noted. Limited attention is paid to personal/cultural/community assets.

Curricular or pedagogical efforts to add to existing curriculum/instruction in order to connect global issues to course content are explained, include varied perspectives, and are appropriate for

Curricular or pedagogical efforts to add to existing curriculum/instruction in order to connect global issues to course content are explained and efforts move the lesson toward transformative multicultural education.

learners and lesson content. Learning tasks represent a deficit view of students and their backgrounds.

learners and lesson content. Concrete examples of personal cultural/community assets are presented.

Continuous examples of persona/cultural/community assets are presented and grounded in discussion of theory or research (e.g., goes beyond ”name dropping”).

Adaptations and Modifications

Students with IEPs, 504 Plans or those who are participating in the RTI process are not identified. No specific modifications or adaptations are being followed.

Students with IEPs, 504 Plans or those who are participating in the RTI process are identified. No specific modifications or adaptations are being followed.

Students with IEPs, 504 Plans or those who are participating in the RTI process are identified. Support is provided and any specific medication or adaptation is followed.

Students with IEPs, 504 Plans or those who are participating in the RTI process are identified. Support is provided and any specific medication or adaptation is followed. These students are integrated seamlessly into class activities.

Use of Technology

Technology is not mentioned or adequately incorporated or the lack thereof is not explained.

A basic form of technology is used in the classroom in a standard way (i.e., Power Point), the incorporation of which may need some development. If technology is not used, candidate has inadequately explained why it is not necessary for the lesson,

A basic form of technology is used in the classroom in a standard way and you have incorporated other technology to support your lesson (i.e., original sound bites, streaming videos, digital/scanned pictures or others). If technology is not used, candidate has adequately explained why it is not necessary for the lesson.

A basic form of technology is used in the classroom in a standard way and candidate has incorporated other technology in lesson in a way that is/will be particularly engaging to students.

III. ACADEMIC LANGUAGE DEMANDS


Language Function

Development of oral/written language function is not mentioned. Key learning tasks used to promote student understandings are not outlined.

Development of oral/written language function is limited in explanation. Key learning tasks used to promote student understandings are limited in explanation.

Development of oral/written language function is explained. Key learning tasks used to promote student understandings are outlined.

Development of oral/written language function is fully developed Key learning tasks used to promote student understandings are fully outlined.

Vocabulary Content specific terms in support of objectives are not included.

Content specific terms in support of objectives are included.

Content specific terms in support of objectives are included. Terms provide clear understanding of definitions.

Content specific terms are clearly defined. Terms clearly support objectives.

Language Discussion of ways in which students will use language (reading, writing, listening, and/or speaking) to participate in learning activities is not included. Language supports are missing or not aligned with the language demands for the learning tasks.

Discussion of ways in which students will use language (reading, writing, listening, and/or speaking) to participate in learning activities is included. Needed instructional supports are identified in brief. Language supports primarily address definitions of vocabulary.

Discussion of specific and varied ways in which students will use language (reading, writing, listening, and/or speaking) to participate in learning activities is included. Needed instructional supports are identified. Language demands include function of vocabulary and discourse/syntax.

Extensive discussion of specific and varied ways in which students will use language (reading, writing, listening, and/or speaking) to participate in learning activities is included. Extensive discussion of candidate support for use of language demands is provided. Needed instructional supports are identified in detail. Supports are strategically designed to address all language demands for students with varying characteristics and language needs.

IV. THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST

PRACTICES


Review Explanation of research-based activities to promote learning are absent.

Explanation of research-based activities to promote learning are limited. Citations from specific research are limited.

Explanation of research-based activities to promote learning is thorough. Citations from specific research are provided for adequate coverage of research.

Explanation of research-based activities to promote learning are thorough and extensive. Citations from specific research support each point made in paper.

LiveText Field Experience Module – Instructions for Student Interns I) When you have logged in, you will see a new Field Experience tab at the top of your account (to the left

of Dashboard). Click this tab.

II) You will see all your active placements. Click the View Placement link to access all activities associated

with a placement.

III) You will be directed to a page called View Placement. This page is a shared workspace, accessible to

your supervisor and mentor as well, which is used to manage all the key activities for your Field

Experience Placement.

1) Basic details about the placement will display to the left.

2) To view demographic information about the school and classroom, click View Demographics.

3) To write an email to your mentor, supervisor, or both click the corresponding email icon or link.

4) To fill out your assessment rubric(s), click on the Begin Assessment or Continue Assessment link.

NOTE: If you missed the deadline for this assessment, you must first request an extension

1) Click the cells to highlight the level of performance achieved in each area.

2) Add comments to any row of the rubric by clicking the Add Comment icon and typing in the text

box.

3) Add comments for the entire assessment using the text box at the top of the rubric.

5) To upload attachments for your mentor or supervisor to access, click Add Attachments. Attachments

can be LiveText documents or files.

6) To add an entry to your Time Log click Add hours. Select the date of the entry, the number of hours

spent, and a description of the class and activity.

IV) To return to your LiveText Dashboard, click the tab at the top of the screen.

Portfolio Information

Clayton State University Teacher Education Unit Professional Teaching and Learning Evidence Portfolio Handbook

for Interns

Internship Portfolio

Directions and Scoring Rubrics: Parts I - V

Notice: The materials in this document were developed in collaboration with faculty at Mercer

University and were adapted for use at Clayton State University using Common Core Georgia

Performance Standards (CCGPS) and Understanding by Design (Wiggins & McTighe, 2005), then

modified using feedback from the 2012 NCATE Diversity Committee.

Throughout this performance assessment candidates provide credible evidence of their ability to facilitate learning by meeting the following standards:

The intern gathers information about the teaching and learning context and student individual differences to set learning goals, enduring understandings, essential questions, and to plan assessment tasks and learning activities.

The intern develops significant, challenging, varied, and appropriate learning goals consistent with CCGPS standards.

The intern identifies desired student results, and plans and uses multiple assessment modes and approaches aligned with CCGPS learning goals to assess student learning before, during, and after instruction.

The intern designs teaching and learning activities for specific CCGPS learning goals, enduring understandings, and essential questions given the student characteristics and needs, and learning contexts.

The intern uses on-going analysis of student learning to make instructional decisions.

The intern uses assessment data to profile student learning and communicate information about student progress and achievement.

The intern reflects on his or her instruction and student learning in order to improve teaching practice and learning outcomes.

THE FORMAT Your Portfolio includes all parts listed in the table below.

Part I: School Contextual Factors: Form Data and Narrative

a. Assignment Details b. Rubric

Part II: edTPA Completion and Submission

a. See edTPA Handbook for instructions and rubrics

Part III: Student Learning Analysis: Prior Knowledge, Modification, and Post-Assessment


Part IV: Evolving Philosophy of Education: Reflections and Insights


Part V: Diversity Self-Evaluation: Form and Reflection


***In order to insure the anonymity of students in your class, do not include any student names or identification in any part of this submission.

PORTFOLIO PART I SCHOOL CONTEXTUAL FACTORS PAPER

Assignment Guidelines This assignment has three parts: (1) filling out the forms that are displayed below (2) creating graphs based on the collected information, and (3) analyzing your data in narrative responses and reflections. Instructions on filling out the forms themselves are provided below. Additional instructions about completing narrative responses and reflections can be found below. The assignment will be assessed based upon the criteria of completeness, quality of writing, and quality of reflection. A rubric accompanies the instructions below. Form Instructions: Data to collect from DOE Website: To collect information on the race/ethnicity and gender distribution for

your placement school, go to https://app3.doe.k12.ga.us/ows-bin/owa/fte_pack_ethnicsex.entry_form and

follow these steps:

1. From the drop-down menu, choose your school district; then click on the By School button. 2. Scroll down through the list of schools from the district until you find yours – in this list, they are

alphabetical (note the school number – in front of the school name – you will need it later). 3. The Race/Ethnicity data is divided by Gender. However, you will need to report totals for each

Race/Ethnicity category, so you should add the female/male numbers for each category. 4. To get the gender distribution, just pull the female and male totals for the school.

5. You will need to obtain the gender and ethnicity information on your particular classroom

placement from your cooperating teacher.

Any Information not readily available to you in the websites mentioned above will have to be discovered on your own. Usually, you will need to inquire within your school.

Cover Page Requirements

Cover page Information – Put the information from this chart on the cover page of your assignment.

Student Name:

Course:

School Site:

Program:

Semester and Date:

University Supervisors:

Education: Content Area:

School Demographic Data Collect data about your school’s demographics. You may use your school and/or district websites to find

information. You may also need to inquire within your school.

School Demographic Data (SDD) Narrative #1: Write an introductory narrative about your school.

School name

School district

When the school was founded

Description of the school and school grounds

School Mascot

Number of students

Number of teachers

Ratio of students to teachers

Historical data (must include any demographic changes in the school from the time it opened until

now)

Community information (must include at least two of the following: median income of area,

demographics of the community, single parent homes in the community, average age of the

population. Much of this information can be found at the US Census website using factfinder (Avail:

www.census.gov).

Community involvement (PTA/PTO, community partnerships, etc.)

Include the following lists and graphs in your paper after SDD Narrative #1

List– Teacher

and

Administrator

Racial Groups

American Indian/Alaskan

Native:

Asian, Pacific

Islander:

Black, not of Hispanic

origin:

Latino/a

Multi-

racial:

White, not of Hispanic

origin:

http://www.census.gov/

*List – Teacher

and

Administrator

Gender Groups

Female:

Male:

Other (If known):

Graph –

Student Racial

Groups

American Indian/Alaskan

Native:

Asian, Pacific

Islander:

Black, not of Hispanic

origin:

Latino/a

Multi-

racial:

White, not of Hispanic

origin:

Graph School

Gender Groups

Female:

Male:

Other (If known):

Graph What percentage of students are in the Students with Disabilities category

(SWD)?

What percentage of students are in the Limited English Proficiency (LEP)

category?

What percentage of students are identified as Economically-Disadvantaged?

School Demographic Data (SDD) Narrative #2: In-depth reflection Here you should write a section discussing implications of your demographic and contextual data. In this narrative, reflect upon how the socio-cultural context of community and classroom may influence the teaching/learning process in your classroom. This section should also answer questions like: What do these data suggest to you about the challenges teachers in this school face?

** Graduate students will need to support their work with additional research from peer-reviewed

journals and other scholarly texts.

Classroom Context Data

Collect data about the context of one of your classes. You may need to consult your mentor teacher(s) or

school counselor(s). You will need to use a Learning Styles Inventory to collect data regarding your

students’ learning styles (you can find several online, but here is one you might find especially useful: http://www.odessa.edu/dept/govt/dille/brian/courses/1100orientation/learningstyleinventory_survey.pdf).

Classroom Context Data (CCD) Narrative #1: Write an introductory narrative to your class.

Grade level

Subject

Total number of students

Number of female students and male students

Describe the student population

Describe the learning styles and discuss them as they relate to this class.

Discuss the classroom dynamics (social groups, parental involvement, student teacher relationship,

etc.)

Include the following graphs in your paper after CCD Narrative One

Graph –

Student

Population s

American Indian/Alaskan Natives:

Asian, Pacific Islander:

Black, not of Hispanic origin

Hispanic:

Multi-racial:

White, not of Hispanic origin

Student Learning Style Inventory: Graph the learning styles for your class Graph –

Student

Learning

Styles

Classroom Context Data (CCD) Narrative # 2: In-Depth Analysis Here, write a section discussing the implications of classroom demographics. In this narrative, discuss how the socio-cultural context (class environment) and student learning styles of your class may influence the teaching/learning process, and discuss what teachers must consider when planning for and providing instruction. ** Graduate students will need to support their work with research from peer-reviewed journals and

texts.

Submitting Your Final Paper The School Context Paper will be submitted in LiveText. You may also need to submit a hard copy to your

instructor. See your course syllabus for instructions on submitting a hard copy.

http://www.odessa.edu/dept/govt/dille/brian/courses/1100orientation/learningstyleinventory_survey.pdf

SCHOOL CONTEXTUAL FACTORS PAPER - RUBRIC

TARGET (consistent proficient demonstration of this requirement)(3 pts)

ADEQUATE (completes requirement with reasonable consistency but not quite proficient) (2 pts)

UNSATISFACTORY (difficulty or inconsistency in completing this requirement) (1 pt)

SDD Narrative One: Completeness

Contextual Narrative is thoroughly researched and includes clearly understood supporting graphs. Thorough research and accurate data are reflected in a well-written narrative.

Narrative demonstrates partially complete research and includes supporting graphs.

Narrative includes incorrect or incomplete information. Narrative lacks acceptable research.

Narrative may not include acceptable supporting graphs.

SDD Narrative Two: In-Depth Reflection

In-depth reflection includes implications of demographics and discusses how the socio-cultural context of community and classroom may influence the teaching/learning process in your classroom.

If required, context is well supported by research from peer reviewed journals and texts.

Reflection includes limited implications of demographics and provides a limited discussion of how the socio-cultural context of community and classroom may influence the teaching/learning process in your classroom.

If required, context is supported by appropriate research.

Reflection does not effectively include implications of demographics and/or a discussion of the socio cultural context of learning in your classroom.

If required, context is not well-supported by appropriate research.

CCD Narrative One: Completeness

Narrative introduces the class in detail. Provides the reader with a clear understanding of the classroom and the students in the classroom. There are no questions about the student population, their learning styles or the classroom dynamics.

Narrative introduces the class, but some questions remain regarding the classroom interactions and setting.

Narrative does not sufficiently introduce the classroom. Many questions remain about the students, student interactions with each other, and general classroom dynamics.

CCD Narrative Two: In-Depth Reflection

In-depth reflection includes implications of demographics, discusses how the socio-cultural context (class environment) and student learning styles of each class may influence the teaching/learning process, and discusses what teachers must consider when planning for and providing instruction.

Reflection includes limited implications of demographics, a limited discussion of how the socio-cultural context (class environment) and student learning styles of each class may influence the teaching/learning process, and a limited discussion of what teachers must consider when planning for and providing instruction.

Reflection does not include implications of demographics, or a discussion of how the socio-cultural context (class environment) and student learning styles of each class may influence the teaching/learning process, or a discussion of what teachers must consider when planning for and providing instruction.

Quality of Writing/Mechanics

Narratives are well-written and devoid of mechanical or structural errors.

Narratives are well-written and contain limited errors.

Narratives are difficult to read and/or have many errors.

PORTFOLIO PART III STUDENT LEARNING ANALYSIS

Assignment Guidelines This assignment has three parts: (1) using pre and post data to evaluate a unit you teach (2) analyzing your data (3) writing an in-depth reflection. Instructions on conducting the pre/post assessments are provided below. Additional instructions about completing narrative responses and reflections can be found below. The assignment will be assessed based upon correct analysis of properly collected data, quality of writing, and quality of reflection. A rubric accompanies the instructions below. Instructions

Select a class of students that you are teaching. Select one learning segment or unit. Identify major learning outcomes and/or standards. Conduct a pre-assessment to determine your students' prior knowledge -- this must be done prior to

the start of your unit/learning segment so that what you learn from the pre-assessment can inform your decisions as you design your instruction.

Based on your pre-assessment make appropriate changes to your learning segment or unit (e.g., lesson plans, unit plans, assignments, assessments, etc.). Describe the changes you made and why you think those changes will help your students learn.

Teach your learning segment or unit with the changes made based on your pre-assessment data. Conduct a post-assessment to evaluate the impact you had on student learning. Compare pre- and post-assessment data.

Data Analysis

Compile and analyze the data you have collected. Submit the following information regarding it:

1. Class Level—All students will complete a class level analysis a. Compile the data for a whole class and represent the data in graphs or charts (you

should include score range, mean, median, mode). Compare the results of your pre-test and post-test.

b. Review and describe collected class data related to students' learning. c. Use pseudonyms to ensure confidentiality. d. Discuss learning patterns during your learning segment or unit, this might include

common misconceptions, strengths, gaps in knowledge, interests or learning styles.

2. ***Sub-Group Level—Only graduate students will analyze at the sub-group level a. Compile the data into two groups for comparison, based on at least one of the

following factors: ethnicity, race, sex, language, exceptionalities. Examine your subgroups closely represent data on sub-groups in graphs or charts

b. Explain why you selected these subgroups—what in your class level data suggested a closer examination of these groups?

c. Review and describe collected sub-group data related to students' learning. d. Compare and contrast the sub-group data. e. Be sure to provide specific examples for each sub-group. f. Use code name(s) to ensure confidentiality if using example of individual students. g. Select the learning outcome where performance of the sub-groups was most comparable

and the learning outcome that was the most divergent.

Reflection This section provides you an opportunity to demonstrate that you can reflect on your performance as a

teacher, draw conclusions about the effectiveness of your instructional and assessment decisions, use what you have learned to improve your practice in the future, and set related professional development goals for yourself. In short, in this section you are reflecting upon how the information you gathered will help

you become a better educator. Your writing in this section should address the following:

1. Insights on Effective Instruction and Assessment: Identify successful and unsuccessful activities and provide plausible reasons for their success or lack thereof.

a. What does your students’ work tell you about the success of your teaching approach? b. Consider the individual items on your assessment and their effectiveness in measuring

student learning. On which items were your students most successful? Least successful? Reflect on reasons for the levels of performance on those items, including student prerequisite knowledge, student motivation, instructional strategies, and item design.

c. Did your assessment match your learning objectives and/or standards? Did you actually end up assessing what you said you were intending to teach?

d. How did your pre-assessment inform your instructional decisions? e. Reflect on the relationship between teaching strategies and performance on related

objectives. f. Reflect on the appropriateness of the assessments and on the relationships between the

feedback you got from those assessments and performance on related objectives.

2. Implications for Future Teaching: Explore ideas and possibilities for redesigning learning goals, instruction, and assessment and explain why these changes would improve student learning.

a. Describe the teaching actions you might try next. What are some of the teaching actions (e.g., teacher feedback, peer instruction, clearer modeling of expected work) you think are likely to help the student(s) achieve the learning outcome(s) and/or standards, and why do you think each would work?

b. What additional information, if any, do you need before you can decide which action to take? Where would you get the additional information?

c. Based on the assessment results, discuss the implications for instruction and what should be changed or given different or greater emphasis if the unit/learning segment were to be taught again. Be specific about the implications for a teaching method, assignments/activities that students might complete to minimize knowledge gaps or increase understanding. Identify any changes that you would make in preparation, procedures, and data collection if you were able to administer the assessment(s) again.

3. ***Implications for Professional Development (graduate students only): Present at least two professional learning goals that clearly emerged from your insights and experiences with this assignment. Identify two specific steps you will immediately take to improve your performance in the critical area(s) you identified.

***Graduate students only

Student Learning Analysis

Rubric

Criteria Exceeds Standard

(3 pts)

Target

(2 pts)

Adequate

(1 pt) Unsatisfactory

Quality of Writing

Writing demonstrates professional language and style.

Writing is elegant and contains no mechanical errors.

Writing is clear and contains few mechanical errors.

Writing is clear but may contain some mechanical errors.

Writing may be unclear and contains many mechanical errors.

Use of Classroom-Based Assessment Methods

Candidate chooses, develops, and uses classroom-based assessment methods appropriate for instructional decisions.

Uses multiple methods of assessment for determining student learning and can articulate a clear rationale for choices, which considers student diversity.

Uses appropriate assessments for determining student learning and can articulate a clear rationale for choices.

Administers assessments but either does not choose appropriate ones or provides limited evidence of successfully determining student learning.

Does not provide evidence of using appropriate assessments to determine student learning.

Data Analysis ; Use of Assessment Data to Design Instruction

Candidate uses assessment data to select or design clear, significant, varied, and appropriate student learning goals.

Provides consistent/evidence of collecting and using assessment data to select or design clear learning goals.

Provides evidence of collecting and using assessment data to select or design clear learning goals.

Collects assessment data but is unsure how to use it to establish appropriate learning goals for students.

Does not provide evidence of collecting or using assessment data to design instruction.

Data Analysis: Clarity and Accuracy of Data Presentation

Candidate uses assessment data to communicate student progress knowledgeably and responsibly.

Data presentation has an elegant structure, which enhances understanding and contains no errors of representation.

Data presentation is easy to understand and contains no errors of representation.

Data presentation is less easily understood and contains few errors.

Data presentation is difficult to understand and/or inaccurate.

Data Analysis: Student Characteristics

Candidate adapts work based on students' stages of development, multiple intelligences, learning styles, and areas of exceptionality.

Provides overwhelming evidence of interpreting assessment results and adapting instruction in light of students' characteristics, strengths and needs as learners.

Provides sufficient evidence of interpreting assessment results and adapting instruction in light of students' characteristics, strengths and

Provides limited evidence of interpreting assessment results and/or adapting instruction in light of students' characteristics, strengths and needs as learners.

Provides no evidence of interpreting assessment results and/or adapting instruction in light of students' characteristics, strengths and needs as learners.

needs as learners.

Reflection: Insights on Effective Instruction & Assessment

Candidate systematically reflects on teaching and learning to improve practice.

Implements creative and diverse activities, identifies which are successful and unsuccessful, and provides plausible reasons for their success or lack thereof.

Implements activities and provides plausible reasons for their success or lack thereof.

Provides limited evidence of implementing activities and superficially explores reasons for their success or lack thereof.

Provides no rationale for why some activities were more successful than others.

Reflection: Implications for Future Teaching


Provides exciting ideas for redesigning learning goals, instruction, and assessment and explains why these changes would improve student learning.

Provides ideas for redesigning learning goals, instruction, and assessment and explains why these changes would improve student learning.

Provides limited ideas for redesigning learning goals, instruction and assessment and/or offers no rationale for why these changes would improve student learning.

Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment.

Graduate Students Only –

Reflection: Implications for Professional Development


Presents well-developed, realistic, professional learning goals that clearly emerge from the insights and experiences described and provides specific steps to meet these goals.

Presents professional learning goals that clearly emerge from the insights and experiences described and provides specific steps to meet these goals.

Presents professional learning goals that are not strongly related to the insights and experiences described and/or provides a vague plan for meeting the goals.

Provides no professional learning goals or goals that are not related to the insights and experiences described.

PORTFOLIO PART IV EVOLVING PHILOSOPHY OF EDUCATION

Assignment Guidelines We teach out of what we believe -- about students, about the purpose(s) of education, about the value of our discipline, and about our role as teachers. As you near the end of your teacher preparation program, the first stage in your professional journey, it is time to articulate your Evolving Philosophy of Education. You may have written philosophy statements earlier, but this one should be informed not only by the beliefs that you brought with you to Clayton State University, but also the issues that you have discussed in your classes, the experiences you have had in your field placements, and your knowledge, gained during your time at CSU, of the philosophy, psychology, and pedagogy undergirding your profession. You have also had the opportunity during your internship to test the beliefs and values you brought into the classroom and, perhaps, to strengthen, revise, or deepen your philosophy.

Our values and beliefs about teaching are always evolving as our career evolves. They are addressed through your philosophy, which includes personal statements that introduce you, as a teacher, to your reader. As such, it is written in the first person and conveys a confident, professional tone. When writing a teaching philosophy, you should use specific examples to illustrate your arguments. You should also discuss how your values and beliefs about teaching fit into the context of your discipline.

If you do not have a great deal of teaching experience, also think about the influential teachers you have had in the past and what made them so effective; what they did, positive or negative, that inspired you to join the profession.

Your statement, which should be in essay/narrative format, should be three-six pages and can include:

A statement of beliefs

A list of objectives

A policy statement

An art form (music, poem, visuals, technology etc.)

There are some specific questions your philosophy should answer. Below are some questions to prompt your thinking (you do not need to address them all).

What do you believe about the nature of learners? How does learning take place? What is knowledge and what is worth knowing? What is the purpose of education? What should the role of the school and the teacher be? What values will influence the content you will select? What are the skills you expect your students to develop? What do you want your students to gain from being in your classroom? What methods do you expect to use to accomplish your goals? Why do you choose the teaching strategies/methods that you use? How do you expect your classroom to operate? What will guide your curricular and pedagogical choices? What role does the concept of "diversity" play in your teaching philosophy? What role does collaboration play in teaching and learning? What role should parents and the community play in your classroom?

Evolving Philosophy of Education

Rubric

Exceeds Standard

(3 pts)

Target

(2 pts)

Adequate


Completeness Essay addresses required components and adds components that are not required to really heighten the experience.

Essay addresses required components.

Essay addresses most of the required components.

Essay does not address required components.

Philosophical Support

Philosophical underpinnings are clearly articulated and well-selected to bolster philosophy in a particularly strong fashion.

Philosophical underpinnings are clearly articulated.

Underpinnings of philosophy are articulated, but need some clarity.

Philosophical underpinnings are poorly or not articulated.

Quality of Writing

Writing is elegant and contains no mechanical errors.

Writing is clear and contains few mechanical errors.

Writing is clear but may contain some mechanical errors.

Writing may be unclear and contains many mechanical errors.

Quality of Reflection

Essay demonstrates particularly thoughtful or insightful reflection and insights.

Essay demonstrates appropriate reflection and insights.

Essay demonstrates limited reflection and insights.

Essay does not demonstrate reflection or insights.

PORTFOLIO PART V DIVERSITY SELF-EVALUATION

Assignment Guidelines The CSU Teacher Education Unit has a sincere commitment to embracing and developing action, knowledge, skills, and dispositions that apply to working and teaching in a diverse atmosphere. Teaching with cultural relevance, as defined by the unit, empowers students intellectually, socially, emotionally, and politically by using cultural referents to enhance their knowledge, skills and abilities. Our definition of “diverse” includes: all racial, cultural, degree of ability, language, gender, and sexual orientation factors inherent in individuals’ identities. In an effort to become effective educators in terms of teaching students from diverse cultures with cultural relevance, you should reflect constantly on the strengths and weaknesses of your practice. To demonstrate your reflective capabilities regarding cultural relevance, you will do the following. Record yourself teaching a solo class. Be sure to place the recorder in a location where you can see a majority of the room and as many students as possible. Watch the recording TWICE. The first time just watch; the second time, use the CSU Diversity Evaluation form to evaluate your cultural responsiveness during your lesson. Write a 3-4 page reflection about your performance. In your reflection, be sure to address the following: Pedagogy and Diversity Outcomes

Which domains of the evaluation instrument did you cover well? How do you know this?

Which domains do you need to improve? How do you know this? Professional Literature

What does the available scholarly literature say about your pedagogy as related to diversity? Preparation to Teach Students from Diverse Cultures

Is there something that the Teacher Education Department at CSU should do or should have done to better prepare you to meet the objectives in the evaluation instrument? If so, what?

Is there something you can/should do to better prepare you to meet the objectives in the evaluation instrument? If so, what?

How do you plan to seek the knowledge that you need to improve/increase your culturally relevant pedagogy?

Your final submission should contain:

Your completed evaluation form

Your written reflection

Diversity Self-Evaluation Rubric

Exceeds Standard

(3 pts)

Target

(2 pts)

Adequate


Completeness Portfolio addresses required components and adds components that are not required to really heighten the experience.

Form is present, and completed in an insightful manner.

Portfolio addresses required components.

Form is present, complete, and correct.

Portfolio addresses most of the required components.

Form is present, complete, and correct.

Portfolio does not address required components.

Form may be missing, incomplete, or incorrect.

Inclusion of Professional Literature

Philosophical underpinnings of ME/CRP are clearly articulated and well-selected to bolster reflection in a particularly strong fashion.

Philosophical underpinnings of ME/CRP are clearly articulated.

Underpinnings of ME/CRP philosophy are articulated, but need some clarity.

Philosophical underpinnings are poorly or not articulated.

Pedagogy and Diversity Outcomes Reflection

Reflection indicates analytical thinking, including depth and complexity, on the nature of your pedagogy and it’s relation to CSU’s diversity outcomes.

Reflection indicates clear thinking on the nature of your pedagogy and it’s relation to CSU’s diversity outcomes.

Reflection indicates thinking on the nature of your pedagogy and it’s relation to CSU’s diversity outcomes but needs some clarity.

Reflection indicates limited or weak thinking on the nature of your pedagogy and it’s relation to CSU’s diversity outcomes.

Reflection on Preparation to Teach Students from Diverse Culture

Reflection indicates analytical thinking, including depth and complexity, on the nature of your ability to teach students from diverse cultures and your future plans for professional development regarding diversity.

Reflection indicates clear thinking on the nature of your ability to teach students from diverse cultures and your future plans for professional development regarding diversity.

Reflection indicates thinking on the nature of your ability to teach students from diverse cultures, and/or your future plans for professional development regarding diversity, but needs some clarity.

Reflection indicates limited or weak thinking on the nature of your ability to teach students from diverse cultures and/or your future plans for professional development regarding diversity.

If needed, you may borrow a video camera for a 48-hour period from Media Services. Find them at the following link http://adminservices.clayton.edu/media/services.htm

http://adminservices.clayton.edu/media/services.htm

End of Portfolio Requirements

edTPA Information

Schedule of edTPA Events

Fall, 2015 Below is the schedule of edTPA events that will be covered during the

Orientation and Monday All-Seminar meetings.

Date Type of Meeting Topics and Tasks

July 23, Thurs

Orientation for all teacher candidates in Fall practicum (50 minutes)

Topics: Introduction: Outline of edTPA expectations; review of handbook layout, requirements, templates; rubrics, terminology; review of Making Good Choices document; working through Live Text and edTPA site. BRING: edTPA Handbook; Making Good Choices document.

Aug 24, Mon

All Seminar Meeting (50 minutes)

Topics: Preparing a Context for Learning; Scavenger Hunt; Quiz. BRING: edTPA Handbook; Making Good Choices document; Rubric Progressions; Template; demographic information on the school system, school, and classroom where you are placed; computer.

Sept 14, Mon


Topics: Academic Language review. BRING: edTPA Handbook; Making Good Choices document; Rubric Progressions; Template; computer. POST: Context for Learning Draft due in Live Text.

Sept 28, Mon


Topics: Task #1 review; requirements, prompts, artifacts. BRING: edTPA Handbook; Making Good Choices document; Rubric Progressions; Template; computer.

Oct 5, Mon

Posting check (15 minutes)

Topics: Brief check by edTPA Coordinator. BRING: Computer. POST: Task #1 Draft Due in Live Text.

Oct 19, Mon


Topics: Task #2 review; requirements, prompts, artifacts. BRING: edTPA Handbook; Making Good Choices document; Rubric Progressions; Template; computer.

Oct 26, Mon


Topics: Discuss video formats, uploading video; confidentiality and tech support. BRING: edTPA Handbook; Making Good Choices document; Rubric Progressions; Template; computer.

Nov 2, Mon Posting check (20 minutes)

Topics: Brief check by edTPA Coordinator; collecting artifacts. BRING: edTPA Handbook; Making Good Choices document; Rubric Progressions; Template; computer. POST: Task #2 Draft due in Live Text

Nov 9, Mon All Seminar Meeting (50 minutes)

Topics: Task #3 review; requirements, prompts, artifacts; assessment; Rubric Progressions; Template; computer. BRING: edTPA Handbook; Making Good Choices document; student work and rubrics used in practicum.

Nov 16, Mon

Posting check (15 minutes)

Topics: Brief check by edTPA Coordinator. BRING: edTPA Handbook; Making Good Choices document; Rubric Progressions; Template; computer. POST: Task #3 Draft due in Live Text.

Nov 30, Mon


Topics: edTPA Spring Planning. BRING: edTPA Handbook; Making Good Choices document; Rubric Progressions; Template; computer.

Planning Ahead (note that a specific Seminar schedule will be given to you at the end of the Fall

Semester):

January:

Complete context assignment if you have switched classes.

Complete unit plan.

Begin examining which lessons you would like to use for the learning segment.

Complete Planning Commentary and supporting evidence.

Note that Planning Commentary and Supporting Materials are to be posted on Live Text by January

30, 2016.

February:

Begin videotaping your learning segment.

Complete the Instruction Commentary; complete video.

Note that the Instruction Commentary and video are to be posted on Live Text by March 2, 2016.

March:

Complete the Assessment Commentary and gather all supporting evidence.

Note that the Assessment Commentary and Support Evidence are to be posted on Live Text by

March 15, 2016.

Submit entire edTPA to Pearson on March 17, 2016. Note that the scores are not reported until April

7th, if posted on this date. March 3 is an earlier posting date, with return of scores reported on March

24th, if you would like an earlier return.

edTPA Evidence

Checklist Please refer to your edTPA Handbook’s Evidence Chart, Artifacts and Summary Specifications, and review

the expectations for each task. The evidence/artifacts must be uploaded into LiveText; therefore, your

review of the expectations prior to the upload process is imperative. Program/content area requirements

vary. The specified artifacts/evidence listed in your handbook must be uploaded into LiveText in order for

your portfolio to be evaluated. The following checklist is meant to be used as a guide; however, your content

area’s requirements may include additional specifications.

Task 1:

______ Context for Learning

______ Lessons Plans for Learning Segment

______ Instructional Materials

______ Assessments (Formal and Informal)

Task 2:

______ Video Clip(s)

______ Instruction Commentary

Task 3:

______ Students’ Work Samples

______ Evidence of Feedback

______ Analyzed Assessment (Evaluation Criteria)

______ Assessment Commentary

***Your documents must be saved as indicated in your edTPA Handbook. Please refer to edTPA

Handbook’s Evidence Chart- Artifacts and Summary Specifications.

edTPA Statement of Acknowledgement


2000 Clayton State Boulevard

College of Arts and Sciences

678-466-4825 ________________________________________________________________________________________

My signature below indicates that I fully acknowledge and understand the following:

I have primary responsibility for teaching the children/class during the learning

segment profiled in this assessment.

I have not previously taught this learning segment to the children/class.

The video clip(s) submitted show me teaching the children/class profiled in the

evidence submitted.

The children’s work included in the documentation is that of my students, completed

during the learning segment documented in this assessment.

I am sole author of the commentaries and other written responses and other requests

for information in this assessment.

Appropriate citations have been made for all materials in the assessment whose sources

are from published text, the Internet, or other educators.

Failure to comply with the Statement of Acknowledgement can result in removal from

student teaching and can result in receiving an unsatisfactory grade for the course.

Please Print

Name: Laker ID#:

(Last) (First)

___________________________________ _______________________

Student’s Signature Date

Department of Teacher Education

Waiver of edTPA Portfolio

I understand that my edTPA portfolio is the property of Clayton State University’s

Department of Teacher Education and will be used for program evaluation purposes within

the Department of Teacher Education as programs develop support systems for future

candidates completing edTPA. I also understand that my name will be removed from my

portfolio if the Department extracts excerpts for purposes related to the following:

Instruction within and across programs

Program improvement

Training of mentors and/or supervisors

Preparing candidates

Please Print

Name: Laker#: (Last) (First)

Signature Date

Dear Parent or Guardian:

I am a student teacher at Clayton State University, participating in edTPA to fulfill a program

requirement for my institution and a certification requirement for the state of Georgia. edTPA

is a teacher performance assessment for teacher candidates, created by Stanford University.

My edTPA materials will be submitted to and scored by educators in a secure system

operated by Pearson.

The edTPA documents a series of lessons I teach in your child’s classroom and includes short

video recordings. Although the video recordings involve both the teacher and various

students; the primary focus is on my instruction, not on the students in the class. In the course

of recording my teaching, your child may appear on the video. Also, I will collect samples of

student work as evidence of my teaching practice, and that work may include some of your

child’s work.

No student’s name will appear on any materials that are submitted and materials will be kept

confidential at all times. The video recordings and student work I submit will not be made

public in any way. Materials I submit will be reviewed by my program at Clayton State

University. My assessment materials may also be used by Stanford University and Pearson

under secure conditions for edTPA program development and implementation, including

scorer training, and to support continued program improvement activities such as future

validity and reliability studies. The form attached will be used to document your permission

for these activities.

Sincerely,

___________________________________

Student Release Form (to be completed either by the parents/legal guardians of minor students involved in this or by students who are 18 or

more years of age that are involved in this project)

PERMISSION SLIP

Student Name: ________________________________________

I am the parent/legal guardian of the child named above. I have read and understand

the project description given in the letter provided with this form, and agree to the

following: (Please check the appropriate box below.)

I DO give permission to you to include my child’s student work and/or image on video recordings as

part of video(s) showing your classroom performance, to be used for the purpose of participating in edTPA. I

understand that my child’s name and any other personally identifiable information about my child will not

appear on any of the submitted materials

I DO NOT give permission to you to include my child’s student work and/or image on video

recordings as part of video(s) showing your classroom performance to be used for the purpose of

participating in edTPA.

Signature of Parent or Guardian: ___________________________________ Date: ________________

I am the student named above and am more than 18 years of age. I have read and

understand the project description given in the letter provided with this form, and

agree to the following:

I DO give permission to you to include my student work and/or image on video recordings as part of

video(s) showing your classroom performance, to be used for the purpose of participating in edTPA. I

understand that my name and any other personally identifiable information about me will not appear on any

of the submitted materials.

I DO NOT give permission to include my student work and/or image on video recordings as part of

video(s) showing your classroom performance, to be used for the purpose of participating in edTPA.

Signature of Student: ______________________________________________Date: ________________

Date of Birth: ________/_______/_____________

Exit Interview

Information

Clayton State University – Department of Teacher Education

Exit Interview Guidelines Prepared by the

Professional Education Program Committee

I. In attendance 1. Intern 2. Mentor 3.. Content Faculty Member(s) 4. Lead Mentor (if possible) 5. Team Members (optional) 6. School Administrators (optional) II. Guidelines 1. Length: Not more than 45 minutes - not less than 30 minutes. Must include:

Content/Presentations (usually a PowerPoint presentation) 10-15 minutes – Questions/Answers

2. Objective: To demonstrate how you have shown evidence in attaining each of the Teacher Education Program’s six Unit Outcomes (Each program outcome should be addressed by giving (or showing) examples of how the intern has developed professionally, as well as an explanation of each outcome and of how the lesson being presented has been developed.)

3. You may elect to include a video showing your teaching style. This video may be a part of the PowerPoint. This is not required.

4. Evaluation: Through viewing the intern’s presentation, the intern’s explanation and discussion, are members of the group convinced that the intern has addressed each program outcome and is prepared to graduate and become certified?

III. Exit Interview Format

1. Introduction of those present 2. Program Introduction: (what you plan to do during the next 45 minutes.) 3. Explanation and discussion of PowerPoint presentation 4. Audience questions and comments 5. Intern answers and comments. 6. Conclusion by the Intern: General statement of year-long accomplishments and

future plans

CLAYTON STATE UNIVERSITY — DEPARTMENT OF TEACHER EDUCATION INTERNSHIP EXIT INTERVIEW EVALUATION FORM

(For use with – Electronic Portfolio System)

Candidate Name: _____________________________________________ Date: _________________ Name of Evaluator: ___________________________________________________________________

Excellent

Candidate

consistently

exceeds

requirements

Very Good

Candidate

exceeds

requirements

in some

areas

Good

Candidate

Meets

requirements

Fair

Candidate

meets most

requirements,

but not all

Poor

Candidate

does not

meet the

requirements

Organization of

Presentation

Professional

Appearance

Presentation Skills

(correct usage, voice,

expressions, body

language)

Evidence of

Accomplished

Outcomes

(addresses all six

outcomes, relates

outcomes to specific

examples from

student teaching

experience)

Use of Quality

Technology

M.A.T. Final Education Portfolio Defense and Action Research Paper

You will utilize Power Point to present your Education Portfolio and defend your AR project. This will involve the

following:

Part I – 15 minutes - English/Math/Science Content Area Presentation (will be outlined by content area coordinator)

Part II – 15 minutes - Action Research Defense

Distribute your AR brochure,

Present your research questions,

Present your literature,

Present your research,

Discuss your findings, and

Discuss the next steps to be taken as a result of your findings. In other words -“Based on what you found in

your research, what do you suggest we do? What do these findings mean to

schools/students/teachers/education/education policymakers?”

Part III – Ed Philosophy and Conceptual Framework Reflection – 10 minutes

Share a summary of your developing philosophy of education (be sure to include some actual philosophy).

Share a reflection about how you have achieved the tenants of CSU’s Teacher Education Conceptual

Framework.

A panel of professors will closely examine your products and score your presentation. Be prepared to answer critical

audience questions. These questions may regard any of the three areas above.

Action Research Paper

Prior to the defense, you must submit the final draft of your action research project to your EDUC 5400 professor in

accordance with the outline below.

Introduction (includes purpose)

Rationale

Research Question(s)

Related Literature

Methodology

o Context

o Participants

o Description of Intervention or Innovation - mention research questions

o Description of Data Collection Method**

o Description of Data Analysis Method**

o Discussion of Reliability and Validity of Study

Findings (Data Interpretation/Outcomes)**

Action Plan and Implications (AKA discussion) – this should be based on your findings. “Based on what you

found, what do you suggest we do? What do these findings mean to

schools/students/teachers/education/education policymakers/etc.?”

Bibliography

Appendices

o Example of Data Collection Tools

o Example of Data Analysis Tools

**Including visuals to help explain these areas would be a good idea.

Appendix

Clayton State University Department of Teacher Education · culturally responsive to diverse...

Documents

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