ED 111 797 Verner, Zenobia Brown,-Ed. Indicators of ...Zenobia Brown Verner Department of Curriculum...

DOCUMENT OSUME

ED 111 797 SP'009 490

AUTHOR Verner, Zenobia Brown,-Ed.TITLE' . Indicators of Competence for Secondary Student

Teachers at the University of f-Houston (MainCampus).

PUB DATE -.75NOTE 25p.

EDRS PRICE MF-$0,76 HC-$1.58 Plus-PostageDESCRIPTORS *Behavioral Objectives; Higher Education;

*Performance Based Teachers Education; *PerformanceCriteria; Perforiance FactOrs; Student Behavior;Student Teachers; *Student Teaching; *TeacherBehavior

IDENTIFIERS' "University of Houston

er

ABSTRACTThis report defines 16 designated prograa

competencies.of the University of ifoustbnIs competency bailed teacherpreparation piogram and then lists the 'indicators a each cbmpotency.

. -Th4k indicators are Separatid into three categories, which include (1)behavior of student teachers before or after class, (2) behavior ofOstudent teachers during class, and )behavior of students duringclass, The identification of indicators was deemed necessary toensure-that-the teacher proparationprogra Was competency based.(MK)

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Indicators of ConpetenCefor

Secondary Studene'lleachers

at theUniversity of Houston

(Main Campus)

Draft for Field Test

U.S. DEPARTMENT Of HEALTH,NDUCATIONIVIELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS SEEN REPRO-- -DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Edited, byZenobia Brown Verner

Department of Curriculum and Instruction

Fall, 1975

a

O

Introduction

In order to assure that Phase 111. of the University of Houston professionalteacher. preparation program was competency based, it was necessary to beginto identify possible indicators of competence for the sixteen designatedprogram competencies. A series of meetings were held involving public schoolsecondary student teaching supervisors, college supervisors of studentteaching, university staff from curriculum and instruction and the arts andsciences, secondary supervisol.s, representatives of the Texas EducationAgency, and student teachers.

Participants worked in small groups, each taking a given competencyfrom the sixteen previously identified secondary competencies, andbrainstormed possible observable behaviors which might indicate competencein that particular area. They generated as many as possible answers to thefollowing questions regarding that particular competency: (1) What kinds ofthings might students do in class (active indices) which might indicate teachercompetence in the area? (2) What kinds of things might the teacher do duringclass (active indices) that would indicate competence in the area? (3) Whatmight the teachergdo-before and/or after class (pre-/post ctive indices) thatmight indicate competence in the area? All contributions ere written downand accepted. Each of the sixteen competencies was brain 'formed by at leastthree different groups of people.

Following the brainstorming session, groups workedlto refine thebehavior indicators by classifying them as active or pre/pos active,checking to be sure that both performance and dbnsequence i dicators werepresent* and beginning to write them in behavioral terms. ollowing thefirst all-day session, indicators were typed, and during a se and all-daysession additional indicators were identified. We are partic arly gratefulfor the contributions of this group in the development process

.,Special recognition goes to Dr. Milton Muse, Dr. Marvin Sterrett, -

Dr. William Yost, and Mr. Joe Colvin for their continuing eff rts indeveloping this document.

A small group consisting of public school supervising teacsupervisors of student teaching, and college staff worked within supervising student teachers during the 1975 spring sern.esteof feedback from those involved, individuals and groups reviseand this author edited the resulting document.

Competencies with their indicators appear on the followingyou can see the type of document we are currently using. Pleais a working draft. As indicated previously, we have acceptedto use as a base for preparing behavioral statements. We exile

ers, collegehe indicators

On receiptthe indicators-

ages so thatnote that it

11 contributionsthe final

product to be open ended, behaviorally stated, cross referenced to previouslycompleted modules, and referenced to additional materials for u e by studentsand supervisors.

Zenobia \Verner

Competency 1--Identifies tarner's emotional, social, physical, akdintellectual needs.Draws upon knowledge of, human growth and development, learning theories,social/cultural foundations, assessment techniques, curriculum goals, andcontent in order to gather information about the learner and to identifyinstructional needs.*

BEHAVIORS OF STUDENT TEACHERBeforeor After Class During Class1. Consults standardizedtests (achievement, apti- 1. Applies informationtude, mental abilities), from standardized testsinterest surveys, and interest surveys, andcumulative records. cumulative records when

needed.

BEHAVIORS OF STUDENTSDuring Class

1. Discuss strengths,, weaknesses, interests-)

with teacher.

2. Consults with coun-selors, diagnosticians,speech therapist, nurse,when situation calls forit (following approvedschool ,procedures).3. Designs sociometric 3. Uses sociometrictechniques (sociograms techniques to identifyinventories, checklists, and react to humanquestionnaires). relationships.4. Analyzes students'goals, needs, andexpectations.

2. Refers students, to 2.0 Schedule conferences,counselors, diagnosti- with counselors, diagnos-cians, etc., when situ- ticians, etc., whenation calls for it. referred by teacher.

. Analyzes socio-economic and culturalcommunity which schoolserves.C. Determineslbasicskills needed forachievement.

/. Considers students'visual and hearingproblems.

3. Furnish inforMationabout and discuss generalwants, needs, and expec-tations.

4. Arranges time for 4. Cooperate withindividual conferences teacher and classmatesto discuss individual in meeting identifiedgoats, needs, and needs, goals, and expec-expectations and records tations.data for future refer-ence.5. Appiies and effec- 5. Cite community re-tively uses data from sources applicable tothe community which the classroom activity.school serves.t. Measures students' 6. Complete activitiesmastery of basic skills prescribed for developmentfor achievement in con- of basic skills.tent area.7. Responds appropri- 17. Express their indivi-ately to students' non- dual needs with regard toverbal cues regarding visual and hearing problems.visual and hearing needs. '

8. Provides classroom, 8. Involves students in 8. Assist in planning,physical environment adjustment of physical preparing, and implementingconducive to the learning, environment. various changes in thesituation (bulletin physical environment (deskboards, display, interest height, bulletin boards,centers, lighting, desk lighting, interest centers,height, etc.) etc.)..9. Consults family whenadditional informationis needed (followingapproved school procedures).

*NOTE: These are the.kinds of things that might denote competence in thearea. The list is not comprehensive. Actions not consistent with these kindsof activities would be considered indication of lack of competence in the area.

Zenobia Verner, C&I, University of lionston, Houston, Texas 77004

Competency 2--Identifies and/or specifies instructional goals and objectiveswhicfi ate based on learner's needs. Views the setting of instructionalgoals and objectives as a key element in instruction; reconciles curricularand educational goals with present level of learner's needs; analyzes instruc-tional goals to identify knowledge, skills, and attitudes needed to achievethese goals; states objectives so that intent is clearly communicated tolearner.*

'BEHAVIORS OF'STUDENT TEACHERBefore or After Class

1. Specifies affective,cognitive, and psycho-motor gOals and objec-tives.

During Class

1. Provides opportunityfor students to achieveaffective, cognitive, andpsychomotor goals andobjectives.


1. Work towardaffective, cognitive,and psychomotor goalsand objectives. °

2. Incorporatesstudent-identifiedgoals and objectivesinto the goal settingprocess.

3. Adjusts curriculargoals to the realitiesof students' needs.

2. Communicates gener-al goals and objectivesto students and indicatesareas in which they maynegotiate specifics.

4. Incorporatesresults of diagnosticprocedures in goalsetting.

2. Participate inidentifying goalsand objectives.

3. Identifies students',needs in relations tocurricular goals usingvarious needs assessmentrocedures.

4. Administers diagnostictests prior to settinggoals and objectives.

3. Participate inneeds assessmentprocedures.

4. Participate indiagnostic procedures.

5. Analyzes majorobjectives to identifyand/or construct instruc-tional*objectives.

6. Sequences objec-tives and sub-objec:tives to providecontinuity of studentdevelo ment.

7. Selects appropriateobjectives in terms ofstudent, school, andcommunit .

8.°Writes instructionalobjectives in behavioralterms.

5. Points out relation-ship of instructionalobjectives:to long rangegoals and objectives.

6. Pursues goals andobjectives sequentially.

5. Discuss relationshipof instructional objec-tives to long rangegoals and objectives.

6. Achieve objectivessequentially.

7. Communicates objec-tives to ,students.

7. Communicate, whenasked, objectivestoward whin they areworkin

*NOTE: These are the kinds of things that might denote competence in thearea. The list is not comprehensive. Actions not consistent with thesekinds of activities would be considered indication of lack of competence inthe area.

Z. V ncr, University of Houston, C & I, Houston, Texas 77004

Com etenc 3--Desi ns instruction appropriate to goals and objectives.Develops a variety of strategies for promoting achievement of instructionalgoals and objectives which reflect the learner's needs and offer thelearner alternative ways of achieving those goals and objectives.*

BEHAVIORS OF STUDENT TEACHER BEHAVIORS OF STUDENTSBefore or After Class During Class During Class1. Writes lesson plans inadvance which combunicate-tothe cooperating teacher andthe college supervisor thefollowing: goals, objedtives,learning experiences, suppor-ting media and materials,system for evaluation ofstudent progress towardgoalsand objectives. (Checkwith college supervisor re-garding schedule and instruc-tions for submission.) Objec-tives must include contentand process. Include an alter-nate elan.2. Plans learning experienceswhich include variety of methodsincluding: guided discovery orinquiry, role playing, simula-tion, games, lecture, conceptdevelopment, demonstration,socio-drama, discussion, skilldevelopment or reinforced prac-tice.3. Plans learning experiences

,which include a variety ofmedia.

(See Competency 4)

411. Plans to use a variety ofinstructional organizationalmodes '(independent, small group,one-to-one peer, total class,and groups larger than class).'5. Plans a variety of learning-alternatives from which stu-dents may choose in meetinga specific objective.6. Adjusts demands of thecurriculum to student needs./. Plans learning experienceson the basis of diagnosis.8. Organizes classroom as alearning center.9. Plans opportunity forstudents to make some deci-sions about what, when, andhow they will learn.

10. Sequences activities logi-cally and psychologically (i.e.,uses facts as referents forconce s and eneralizations).

*,)

Competency 3Continued

VIORS OF STUDENT TEACHERBefore or After Class

11. Plans for students towork through the learningsequence at their own rate.

jpuring ClassBE VIORS OF STUDENT

During Class

12. Justifies plannedlearning experiences byrelating to objectives andstudent need.

13. Plans alternative settingsin and out of the classroom.

14. Writes both long rangelan 'and dail lesson lane.

15. Identifies at least,two possible strategies foreach lesson.

01=p0411.1..101.01,,

16. Provides flexibility in .

lesson plans.

17. Evaluates consistency ofthe lesson with the plan(Competency 4), and revisesfuture plans as necessary.

1$. Plans for feedback.(Allows for disagreement,encoura es uestionin

*NOTE: These are the kinds of things that might denote competence in thearea. The list is not comprehensive. Actions not consistent with -thesekinds of activities would be considered indication of lact of competencein' the area.

Competency 4--Implements instruction that is consistent with plan.remonstrates the ability to use a variety of strategies which have thepotential to promote learner achievement of specified instructional goalsand objectives.*

BEHAVIORS OF STUDENT TEACHpRBefore or After Class During Class

1, Instruction followsthe previously writtenand approved plan.

(See Competency 3)


1. Reaction/behavioris consistent with thatanticipated in lessonplan.

2. Uses a variety ofmethods including: (seeComp. 3:2)

3. Provide for studentuse of a variety ofmedia.

2. Involved in a varietyof activitiies (Comp.3:2)

3. Use a variety ofmedia during learningexperiences.

4. Uses a variety ofinstructional modes.(See Comp. 3:4)

4. Organize themselvesin various modes. (SeeComp. 3:4)..

5. Communicates tostudents pbssible alter-natives for reachingobjectives.

5. Select learning.alternatives.

6. Meets individualstudents' curriculum*needs.

6. Identify and workon material appropriatefor them.

7. Reviews individualprogress of studentstoward objectives.

8., Provides opportunityfor students to work inlearning centers.

9. Furnishes opportunityfor students to rake somedecisions about what,when, and how they willlearn.

7. Communicate progresstoward specific objec-tives when asked.

8. Work #1 learningcenters.

9. Comm9nicate what,when, and how theywould like to learn.

10. Presents material ina sequence that is logi-cally and psychologicallysound.

10. Follow sequence oflesson without askingquestions indicatingconfusion regardingsequence.

11. Provides opportunityfor students to workthrough the learningsequence at their ownrate.

12. Helps students relate,objectives to their ownneeds.

11. Work towardobjectives at theirown rate.

12. State objectives forlearning experiences inwhich they are involvedand relate to theirown needs.

. Competency 4--ContinuedO

BEHAVIORS OF STUDENT TEACHERBefore or After Class During Class


(See Competency 3)13. Proyides for learn-ing experiences both inand out of the classroom.

13. Work both in and outof the classroom.

14. Communicates to stu-dents how specific learn-ing activities relate tolong range goals.

14. State long rangegoals toward whichlearning activities lead.

15. Modifies plannedstrategies in responseto students' verbal andnon-verbal cues.

a6. Modifies shortterm objectives inresponse to studentverbal and non-verbalcues, while adheringto specified longrange goals.

17.

15. Indicate throUghverbal and non-verbalcues their understandingof lesson.

16. Give teacher feed-badk regarding accom7plishment ofgoals andobjectives.

18. Solicits feedbackfrom students. (En-.

.couragesquestioning;allows for disagree-ment.)

18. Offer feedback onlearning experiences;indicate preferences.

*NOTE: These are the kinds of things that might denote competence in thearea. The list is, not comprehensives, Actions not consistent with these kinds'of activities would be considered indication of lack of competence in the area.

_ ,

Competency 5---Designs add 4mplements evaluation procedures which focus onlearner achievement and instructional effectiveness. Evaluates learnerperformance with reference to a variety of goals and objectives; reportslearner achiivement through grades, consUltations, checklists, and/or otherappfopriate means; evaluates instructional effectiveness by comparinglearner's achievement with objectives.*

BEHAVIORS OF STUDENT TEACHEttBefore or After Class During Class

1. Discusses assessmentalternatives.2. Justifies seleCtionof assessment proceduresin terms of measurementof progress toward speci-fic ob"ectives..

3. Designs a systemfor measuring progresptoward specific objec-tives (e.g., table ofspecifications).

4. Constructs/selectsa variety of appropri-ate test iters.

2. Communicates assess-ment procedures and ,

rationale to students(measuring progresstoward ob-ect'ves).

BEHAVIORS OF StUDENTtDuring Class

2. Verbal ana,non-verbal responses indicateunderstanding andacceptance of assessmentrocedures.

4. Provides supportiveenvironment fctr testtaking.

4. Appear comfortablein test situation. (e.g.ask for needed clarifi-cation of directions;proceed to task).

5. Constructs/selects_appropriate checklists,rating scales, etc.

5. Uses check lists,rating scales, etc.

6. Integrates student,'"self-assessment intoassessment procedures.

6. Instructs studentsin procedures for-self assessment.

6. Assess their ownprogress toward specificobjectives.

7. Utiliies bothformal and informalassessment procedures.

8. Utilizes peerassessment techniques.

7. Collects bothformal and informalassessment data.

8. Instructs studentsin peer assessmenttechn" ues. 6

84 Assess peers as-------directed.

9. Analyzes and inter-prets data on stu-dents progress towardob ectives.

10. Reports learnerachievement by means,of grades, conferences,check lists, ratingscales, and/or otherappropriate Means.

11. Plans both for -mative and summativeassessment.

10. Reports learnerachievement by meansof grades, conferences,check lists, ratingscales, and/or otherappropriate means.

11. Utilizes both for-mative and summativeassessment rocedures.

*NOTE: These are the kinds of things that might denote competence in thearea. The list is not comprehensive. Actions not consistent with these kindsof activities would be considered indication of lack of competence in the area.

Competency 6--Integrates.into instruction.the cultural environment ofstudents. lndorporates materials,* examples, illustrations, motivatorsand reinforcers ,from learner's cultural'erivironment so that learneris able to.identify with content, processes, and intended outcomes ofinstruction.

BEHAVIORS OF STUDENT TEACHERDdring ClassBefore. or After Class


I. Identifies andselects appropriatematerials reflectingvarious cultures,including those ofstudents in the class.

l.Utilizes currentmagazines, texts,books, etc. whichreflect variouscultures, includingthose of students inthe class.

1. Involve themselveswith materials reflectingtheir own and otherscultures.

2. Room itself reflectsa multicultural approachto topic being'studied.

2. Calls attention to'displ,ays in room whichreflect multiculturalapproach to topic bein4studied.

3. Utilizes positivecharacteristics ofstudents'. culture for

. instruction and rein-forcement.

4. Uses strategiesappropriate to thecultural oharacteristicsof the students, suchas those involving .

competition, helpingone's peers oridearningst le.

3. Points out positivecharacteristics (advan-tages) of each culture.

2. Discuss particularitems (bulletin boards,objects, etc.) in relationto tOpic being studied.

4. Discusses cultural.characteristics which in-fluence choice of teachingstrategies, such as thoseinvolving competition,helping one's peerb orlearning style.

3. Respond positively toteacher.

4. Appropriately involvethemselves in prescribedactivities and relate toeach other positively irisindividual and groupachievetent activities.

5. Distinguishes betweencultural traits andracial traits;

6. Plans the use of ;values clarificationtechniques in re-sponding to and workingwith students.

7. Ready to answerquestions concerning,own values and issueswhich arise. Maydiscuss where he was ata particular point,any changes, and whatbrought themabout.____

6. Uses values clarifi-cation techniques inresponding to andworking with students.

8. Recognizes andaccepts students whoare culturally different(language; dress, values,behavior)

7. Ready to answerquestions concerning,own values and issueswhich arise. Discusseswhere he was at aparticular point, anychanges, and whatkrou9ht _then 4011t.

_6. Involve themselves invalues clarificationactivities and reactpositively to clarifyingresponses of teacher.

8. Recognizes andaccepts students whoare culturally diffprent(language, dress, values,behavior)

7. Ready to answerquestions concerningown values and iSsueswhich. wise. Discusswhere they were at aparticular point, anychanges, and whatbrought them_aDou .

Com etenc 7Demonstrates a're ettoire of instructional models ajdeac in s s a riaearners. escri es an. emonstrates a,variety o ns rue, iona m els;

uses appropriate models of instruction-based upon the subject, objectivesand needs of learners; uses-teaching techniques appropriate to thoseinstructional models. .

.t

e o s edi i. o ec Ives an o IA1 cu a

BEHAVIORS OF STUDENT -TEACHERBefore or After Class. Durin Class

%

1. Discusses possibleuse ,of a.number ofinstructional models*as a means for helpingindividuals and groupsto meet staled objec-

. tives._

1. Strategies. areconsistent with choSen-instructional model -

and appropriately .

meet the needs and.objectiyes of-students.

BEHAVIOR. OF STUDENTSDurin Class

1. Verbal and non-verbal,feedback indicate theirneeds are being met.

2. States studentoutcomes to be expec,-ted as a result ofusing the selectedinstructional model.

3. Identifies instruc-tional model beingused in a specificsituation.

4. When asked, givesrationale for theinstructional modelselected for use ina specific situation.

. 2; Communicates. exec-ted outcomes to stu-dents as appropriate.

4.

ieve expectedes.

3. Stratdgies'areconsistent withstated instructionalmodel.

4. Use a variety ofteaching strategies

- -consistent with thechosen instructionalmodel to meet objec-tives and needs ofstudents.

*Instructional models here refers to those identified by Joyce and Wellin their book, Models of_teaehing. While there are other models which maybe identified by the teacher the following are examples:

Information Prodessing_Famify of Models

i) Goal of increasing Pupil Knowledgeand Skills

Concept Attainment-Joyce and WeInductive-TabaInquiry Training-SuchmanScience Inquiry-ViagetAdvance Organixer-Ausubel

Behavior Modification Familrof Models,

ii) Goal of Changing Pupil Behaviors

Operant Conditioning-SkinnCt

qqq141, lig_e_r_act).P4 Faillity_ 0 _ __M9140 3

Iii) Goal of increasing socialinteraction among pupils

ocial Inquiry-Massialas and CoxGroup Investigation-Theten and Deweydurisprudential-oliver and bhavetLaboratory Method-National Training

Laboratory

Personal (Jurces Pamiix of Models

iv) Goal of incr-easing thepersonal growth of pupils

Non-birective Teaehilig-PofaersClassroom Meeting-GlasserSynecties-GordonAwareneSs nraining-chuto

Competency 8 -- Promotes effective patterns of communication. Recognizes thevalue of effective communication; communicates effectively verbally, non-verbally,,and in writing; accepts and supports ideas of others; strives #

for more productive communication; and'encourages interaction among allmembers of the. group.,*.

BEHAVIORS OF STUDENT TEACHERDuring Class

1. Provides for,avariety of communica-tion patterns duringclass.

2. Uses and encouragesstudent's to use a va-riety of media to.commu-

, nicate ideas and feelings.

Before or After ClasS

1. Plans for variouspatterns,of communi-Cation within the class-Toom.

2. Incdrporates, various, media into

lesson plans.

BEHAVIORS OF STUDENTSDuring. Class

1. Communicate effec-'tively in more than onepattern.

2.' Use, various media to.communicate ideas andfeelings.

3. Plans activities-to improve communica-,tion skills of reading,.writing, listening, andspeaking.

4: Plans include smallsmoup activities design-ed to help studentsbuild trust, developgroup skills, and workpositively towardsolution of problems.

3, Conducts activities'designed to improvereading, writing, listen-ing, and speaking skills.

3.- Participate inactivities to improvereading, writing, listen -ing, and speaking skills.

4. Conducts,plannedsmall group activitiesdesigned to promoteeffective communication.

1

5. Discusses and pansfor such non-verbal .

aspects of communicationsas life space, distance,

4 tpuCh, body movement, eyecontact, silence, andtheir interrelationshi.

4. Work,positively insmall groups '4owardsolution of problem orcompletion of task.

5. Involves.students in 5. Use effective,non-activities 'designed to verbal communication.increase their non-verbalcommunication skills.

6. Demonstratesconsis-tency in verbal andnon-verbal communication.

7. Predicts type ofinteraction. that willtake place as a resultof room arrangement orother planned activi7-ties.

6.. Demonstrates consis-tency in 'verbal and non-verbal communication.

7. Facilitates glannedactivities.

6. Demonstrate-consis-tency in verbal and non-verbal communication:

7. Interact as predicted.

8. Discusses appropri-ate balance between pro-fessional control andunbounded emotionalexpression. (When shouldone laugh, shout, or bestern and silent?)

8. Finds appropriatebalance 'between profes-sional control and un-'bounded emotional ex-pression. (When should"one laugh, shout, or be'stern and silent?)

8. Find appropriatebalance between controland unbounded emotionalexpression. (When shouldone laugh, shout, or be-stern and silent?)

I

Competency 8--Communication--Continued

BEHAVIORS OF STUDENT TEACHERBefore or After. Class

9. Statei rationale forencouraging students toexpress themselves intheir own dialect.

10. Utilizes informalsituations to communi-cate with students;(halls, cafeteria, etc.)

11. Models appropriatecommunication skillssuch as legible hand--writing, standardgraMmar, appropriategestures, diction, andlistening.

.

12. Uses clear andexplicit language appro-priate to the situation.

During. Class,

9, Accepts and encouragesstudents to accept 44..a-lects repiesenting differ-ent culturaVgroups.

10. Interacts informallywith student's when appro-priate.


9. Interact freely in'own dialect with studentswho speak a differentdialect.

10. Interact informallywith teacher when,appropriate.

11. Models appropriatecommunication skills.

13. Plans communicationappropriate to 'variouslearning styles._

14. Plans activitiesto involve all studentsin communication.

15. Plans for studenttalk.

'

12. Uses clear andexplicit language appro-priate to the age anddevelopment of students.

13. Provides both oraland written directionsand activities to pio-vide for various learningstyles.

14. Moves about theroom to promote effec-tive communication.

15. Listens to students.(As evidenced by state-ments during class.)

11. Follow a model oruse own dialect asappropriate; respondto oral and writtencommunication of teacherin a positive manner.

12. Respond to oral andwritten communicationof teacher in a positivemanner.

13. Proceed to task onreceiving directions;select activitiesappropriate to preferredlearning style.

14. .Invo lve themselvesin communication acti-vities.

15. Listen to each,other;make statements indicatingconsideration of othersopinions.

16. Designs activitiesto promote effectivecommunication.

17. Plans for involve,-ment of:all students in

16. Offers positivereinforcement for effec-tive communication.

16. Demonstrate effectivecommunication.

17: Solicits responses 17. In small groupfrom all students (with- situations solicit re-

communications activities out putting them 'on the sponses from all members.spot').

18. Designs student/'centered discussionactivities..

18. Facilitates (notdominates) student dis-cussion.

18. Make appropriatecontributions at appro-priate times.


. Competency 9--Uses resources appropriate to insttuctional objectives.. Operates audio-visual equipment, makes instructional materials, identifies

sources of instructional materials and uses instructional materials appro-priate to objectives; organizes resources in the classroom and communityfor instructional purposes.*

BEHAVIORS OF STUDENT TEACHERBefore or After Class. During Class

1. Examines and analyzes 1. Incorporates a variety'.school district source of instructional medialist of instructional into classroom instruc-materials. tion. (e.g., audio and

video tapes, films,slides, transparencies,etc.)


1. Exhibit appropriateattending behaviorsduring media presentation.

2. Uses a variety ofresources to (a) deter-mine available community ..

resources, (b) investi-'gate personally thosethat appear appropriate,and (c) incorporatesappropriate resourcesinto lesson plans. (indi-vidualsee'groups, agencies,business, industry, etc:)

3. Includes in lessonplans apprOpriate spe-cific resources to assiststudents in meetingspecific objectives.

2. Uses appopriatecommunity resources forclassroom instruction.

2. Make comments andask questions relatedto both resources andobjectives.

3. Communicates to stu-dents specific objectivesfor a learning experienceinvolvigg resources.

3. When asked, statespecific objectives fora specific experience.

. 4. Uses school approvedprocedures for schedulingequipment, resource per-sons, field trips,instructional materials.

5. Previews instructionalmedia prtior to classroomuse.

6. Checks out on opera-tion of equipment priorto classroom use.

5. Uses instructional'media (e.g. slides, trans-parenc4.es, posters, audioand video tapes) in class-room ins0 truction.

7. Makes necessaryphysical changes inroom to insure success-ful use of instructionalmedia and equipment, suchas seating, blinds, place-ment of equipment, etc.

6. Successfully operatesequipment, adjusts tounavoidable mechanicalfailures and distributiondelays, instructs studentsin operation 'of equipmentas appropriate.

7. Involves students inmaking efficient, orderlyphysical changes in theroom, such as seating,blinds, etc.

5. Volunteer post viewing/listening questions andcomments' that indicateinterest and comprehen..sion.

6. Operate equipmentwhen appropriate.

7. Involve themselvesin making necessaryphysical changes in room.

Competency 9--Continued

BEHAVIORS OF STUDENT TEACHERBefore or After Class During ClaEis

8. Prepares instructional.materials such as trans-parencies, handouts,tapes, slides, postersto assist students inmeeting specific ob-jectives.

9. Prepares a varietyof instruments (e.g.test, highly specificquestionnaires) toevaluate resourcematerials with regardto instructional out-comes and student ob-jectives.

8. Successfully inte-grates teacher developedmaterials into classroompresentations leading tospecific objectives.


8. Volunteer post' -viewing /listeningquestions and commentsthat indicate interestand comprehension.

9. Administers feedback 9. Furnish feedbackinstruments in supportive, on resource materialsnon-threatening environ- as requested.ment.

10. Modifies resourceson basis of feedback.

11. Modifies use ofresources on basis offeedback.

*NOTE: These are the kinds of things that might denote competence in thearea. The list is not comprehensive. Actions not consistent with these kindsof activities would be considered indication of lack of'competence in the area.

Competency 10-- Modifies instruction on the basis of learner's ve baland non-verbal feedback during instruction. Demonstrates a conti uousawareness of learner's activity to make decisions regarding succe s ofinstructional processes on the basis, 4f information thus obtained

BEHAVIORS OF STUDENT TEACHERBefore or After Class. , During Class-°.-

t

BEHAVIORS OF SIRUDENTSDuring Clads

1. Designs system to 1. RhqueSts both ormal 1. Continuously furnishinclude indicators and and *nformal ver 1 both verbal-and non-verbaltargets for securing fee back from stu s feet ack to teacher.and recording verbal (or 1 and written) inand non-verbal feedback. acc rdahce with planned

system.1

2. Submits uponrequest an example ofrecording system usedfor feedback.

3. Writes plans whichinclude alternativesor plans which can beadjusted on basis ofverbal and/or non-verbal feedback.

4. Interprets tosupervising teachersstudents' non-verbalfeedback.

5. Analyzes verbalfeedback of studentsfor supervisingteachers.

3. Seets alternativeso adjusts lesson based .

o stOents'Nerbal dnd/o nonverbal feedback.

4 ResPonds appropri-a ely to students'-n n-Verbal feedback.

. ReSPonds appropri-dteltito students'erb,l'feedback.

3. Give verbal and/ornon-verbal feedback re-garding extent of suchthings as interest andunderstanding.

6. Incorporatesfeedback into futureplans.

4. Make statements in-dicating they know theirnon-verbal behavior hascommunicated to teacher.

5. Give verbal feedbackregarding such thingsas clarity of directions,ability to follow lesson,comprehension of oraland written materials.

Uses such statementsas "As a result of yoursuggestion " "Sinceyou indica..."

6.,Indicate throughverbal or non-verbalresponses recognitionthat their feedback hasbeen incorporated intolesson.

Competency 11--Uses organizational and management skills to establish amaximally effective learning environment. Establishes and maintains a class-room climate which promotes individual achievement and personal growth;organizes and encourages productiv group interaction; and establishespositive relationships with and amon learners.*

BEHAVIORS OF STUDENT TEACHERBefore. or After ,Clasi. During Class

1. Designs a systemwhich involves studentsin the establishment ofground rules for class-room behavior..

1. Directs joint effortof establishing groundrules for classroom be-havior; uses problemsolving group to improveclassroom climate.

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1. Participate inestablishing, accepting,and following groundrules for classroombehavior; participatein group to solvespecific problems.

2. Designs a system which 2. Directs student's ininvolves students in iden- identifying and managingtifying and managing rou- routine tasks and in moni--tine tasks and in moni- toring theMselves for tasktoring themselves for completion.task completion.

3. Varies plans for 3. Accepts each class asunique and utilizes groupdynamics. of each class.

different groups.-

2. Identify and manageroutine tasks and moni-tor themselves for taskcompletion.

a1.± Interact freelyand openly.as membersof a group.

4. Depending on out-comes desired, groupsaccording to interest,individual differences,or self selection.

5. Plans activities toinsure successful groupinteraction: such as todevelop openness, trust,positive group leader-ship roles, process ob-servation, brainstorming,concensus building.

4. Groups students accor-ding to interest, indivi-dual and/or self selectioicat various times.

5. Directs students in'groups skills activitiesbefore assigning contentoriented group activity.

4. Work in groups -

assigned by the teacheror form own groups fortasks when teacher sodirects.

5. Participate, in' groupskills training; exhibitknowledge of such groupskills as: (see Col. 1)

6. Discusses specific 6. Remaina calm, objectivemanagement situations or and rational during class-students in terms of room crisis situations.recommended authoritiessuch as Glasser, Ernst,Dreikurs.

7. Plans for, or writesspecific directionspaying particular atten-tion to sequencing andlan ua e.

8. Plans for studentinvolvement in designand preparation ofbulletin boards, learningcenters, and displaysrelated to objectivesd student interest.

6. Remain calm duringcrisis 'situations.

7. Gives explicit direc-tions; then solicits andresponds appropriatelyto feedback.

.7. Address themselvesto task; request clari-fication or additionalinformation as needed.

8. Works with studentsto provide colorfulbulletin boards and dis-plays related to subjectmatter and student interest.

8. Involve themselvesin planning and pre-paring colorful bulletinboards and displaysrelated to subjectmatter and studentinterest.

Competency 11--Continued

. F U' NT TEACHERBefore or After Class During Class

BE V ORS OF STUDDuring Class

9. Sets up learningcenters related tospecific objectives.

9. Directs students tolearning centers for a'variety of independentand small group activi-ties.

9. Work independentlyand in small groupsat learning centers ina variety of activities.

10. Plans activitiesto teach skills inseeking positive .

solutions to problemsand in dealing posi-tively with others.

10. Leads group inseeking positive solu-tions to problems and indealing positively withone another.

10. Approach problemsand each other posi-tively.

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I

*NOTE: These are the kinds of things that might denote competence in thearea. The list is not comprehensive. Actions not consistent with these kindsof activities would be considered indication of lack'of competence in the area.

Competency 12 -- Identifies and reacts with sensitivity tc the needs and feelingsof self and others. Demonstrates,a concern for the needs of learners;rebognizes that as a member of a learning group, the teacher has needs whichmust be met in a teaching-learning situation; and reacts to meet the needs oflearners, self, 'co-workers, and parents.*

BMAVIORS OF-STUDENT EACHERBefore or After Class During Class


1. Identifies.ways thatstudents cope withvarious situations anddiscusses how to meettheir needs.

1. Reacts appropriatelyto students' coping be-havior.

1.J Express feelings to'teacher and otherstudents.

+a.

2. Determines when pro-fessional help may beneeded and identifiesappropriate resources.

2. Refers students asneeded.

2. Follow through onteacher's referral.

3. Maintains appro-priate teacher/studentrelationship (friendsto but not with.)

3. Responds appropriatelyto student comments andbehavior.

3. Reppond appropriatelyto teacher comments andbehavioe, and to commentand behavior of fellowstudents.

4. Describes and givesrationale for advanceplanning for supportivesocial/emotional climate.

4. Makes supportive state- 4. Make supportivements to students indica- statements to teacherting acceptance. and other students.

5. Determines points inlesson at which maximuminvolvement can occur.

5. Appropriately involvesself with students 4ndstudents with other stu-dents.

.

5% Appropriately involvethemselves with teacherand with other students.

6. Provides for indivi-dual and group recog-nition.

7. Identifies responsesof students and self asevaluative, interpretive,probing, supportive, and/or understanding.

6. Provides positive rein-forcement and supportiveenvircihment for individualsand grOups.

7. Identifies own and stu-dent,responses as evalua-tive, interpretive, probing,supporting, and/or under-standing.

6. Interact and expressheeds and feeling indi-vidually and in groups.

8. Initiates discussionof personal concerns,strengths, and weaknessemwith university and pub-lic school su ervisors.

9. Plans for developingthinking/feeling pro-cesses. (humanizinginstruction)

10. Discusses rationalefor and plans for useof values clarificationstrate s with students.

'8. Initiates discussidnf-own personal concerns re-garding classroom activi-ties.

9. Encourages students to'state how they feel abouttopic and/or situationsbe'n discussed.

10. Uses value clarifica-tion strategies regularlyduring classroom activities.

7. Voluntarily makethe following types ofresponses: evaluative,interpretive, probing,supporting, and/orunderstandin .

8. Initiate discussionof their own personalconcerns regardingclassroom interaction.

9. State how they feelabout topic and/orsituations being dis-cussed.

10. Participate invalues clarificationactivities.

Competency 12--Continued.

I

BEHAVIORS OF STUDENT TEACHERBefore or After Class During Class

BEHAVIORS OF STUDENTSDtring Clads

11. Maintains consistent 11. Maintains consistentbehavior in dealing with behavior.co-workers and parents.

11. Make statementsindicating they know whatto expect in varioussituations.

,

12. Listens to students 12. Listens to 'studentsco-korkers, and paren and provides feedback toand.provides feedback to indicate their feelingsindicate their feelings I are of concern:are of concern.

12. Make statementsindicating they believeothers are concernedabout their feelings.

13. Discusses suchaspects of communica=tion'behavior as touch,life space, distance,body movement, eyecontact, silence. .-

14. Designs systemfor learning namesof students.

13. Verbal and non-"verbal behavior areconsistent and appro-priate.

13. Respond positivelyto both verbal and non-verbal communications ofteacher.

14. Calls students byname.

15. Deals honestly withstudents--makes suchstatements as "I don'tknow."

°I4. Verbal or non-verbalresponse indicates nameis correctly 1ronounced.

16. Uses adult-adultcommunication.'

ti


Com etenc 13--Exhibits o enness and flexibilit . Searches continually forways o improve ins ructiona e ectiveness; istens criticalay to ideas ofothers, is open to Suggestions, and bases decisions upon best available data.*

BEHAVIORS OF STUDENT, TEACHERBefore or After Clash During Class

1. Openly discussessuch subjects as deci-sions, concerns,problems, needs withcollege and public"school su ervisors.

2. Analyzes,teachingstrategies to discoverwhy learning did or didnot, occur.

3. Discusses rationalefor decisions regardingeffectiveness of instruc-tion in terms of recog-nized authorities.

1. Openly discussesconcerns and rationalefor decisions..

BEHAVfoRS OF STUDENTSDtiring Class

1. Openly providefeedback regarding.feelings toward decisions

2. Seeks student feedbackregarding positive andnegative factors whichinfluenced 1aatalgu00,

2. Furnish informationregarding factors theyperceive influencedtheir learning,.

4. Completes learningactivities (reading,films, tapes, etc.)prescribed by collegeand public schoolsupervising teachers.

5. Seeks authoritativeresources for assistance'in improving effectiveneSsof instruction (such asreadings, professors,master teachers).

6. Asks peers or super-visors to observe forparticular purposesand give feedback.

7. Video and /or audiotapes classroom inter-action and views/listensfor purpose of improvingeffectiveness.

8. Observes severalteachers teaching towardthe same ob'ectives.

*NOTE: These are the kinds of things that might denote competence in thearea. The list is not comprehensive. Actions not consistent with these kindso activities 'would be considered indication of lack of competence in the area.

Competency _14--Works effectively as a member of a professional team.. Workswith others in order to achieve commonly shared goals; displays behaviorsconsistent with the goals and ethics of the teaching profession.*

BEHAVIORS OF STUDENT TEACHER BEHAVIORS OF STUDENTSBefore or After Class During Class During Class .

1. Attends and participates..in meetings required ofteachers by the publicschool.

2. Attends and participatesin meetings required bythe university.

3. Involves self in out-of-class activities of theschool.

4. Utilizes services of theschool.

5. Incorporates communityresources in school acti-vities.

6. Shares ideas andresources.

7. Plans with supervisingteachei: for meeting bothshort term and long rangegoals.

8. Prepares and filesrequired materials withcollege supervisor asdirected and scheduled.

9. Prepares and filesmaterials/forms, etc.as directed and scheduledby the public school.

r

10. Contributes positivelyas a team member. a

11. Behaves in a mannerconsistent with the goalsand ethics of the teachingmfesion.12. Behaves in such a waya$ to communicate acceptanceofZitilei team members.

13. Supports other teammembers.

*NOTE: These are the kinds of things that might denote competence in the.area. The list is not comprehensive. Actions not consistent with these kindsof activities would be considered indication of lack of competence in the area.

Competency l5 -- Analyzes professional effectiveness and continuallv striVAp toincrease that effectiveness. Uses a variety of observational and analyticprocedu'res to study teaching effectiveness; examines the consequences ofteaching by focusing on learner objectives and instructioxial outcomes.*

BEHAVIORS OF STUDENT. TEACHERBefore or After Class During ClaSs

I. Usesa variety oftechniques to "determineextent to which studentobjectives have been met.

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2. Selects, adapts, and/ordesigns and uses techniques'for recording observationaldata in both cognitive andaffeCtive areas (and psycho-motor when a..ro riate).

3. Analyzes data to .determine'Strong and weak point's.

4. Designs a system tocapitalize on profeshionalstrengths and imprOve areasof weakness.

5. Emphasizes consequenceobjectives.

6. Reads and discussesresearch in teachingeffectiveness.

.1V

7. Records observation ofclassroom interaction usingan a..ro riate rocedure.

8. Requests specific,observational feedbackfrom supervisors, students,and seers.

9. Designs and conductsaction research.


Com tehc 16--Demonstrates an ade uate knowled e of the sub ect matter Whiche s e is preparing to teac *

nHAVIORS OF STUDENT TEACHERBefore or After Class During Class

BEHAVIORS OF STUDENTS"During Class

1. Discusses inter-'relationships of thesubject.

2. Discusses applica-bility of subject matterto students' life andtimes.

3.,Plans alternativeopportunities forstudents to applyknowledge and skillsof sub'ect.

4. Discusses scopeand sequence of subjectarea.

1. Points out inter-relationships of thesubject.

2. Relates subject to thestudents' life and times(the here and now).

3. Provides opportunitiesfor students to applyknowledge and skills ofsubject.

3, Use knowledge andskills of subject.

4. Presents subjectmatter in appropriatesequence.

5. Selects content toaccommodate students'interests, skills,abilities, knowledge.

6. Cites. specific'sources of contentmaterial.

5. Presents (or. adjusts)content to accommodatestudents' interests,skills, abilities,knowledge.

6. Refers students tospecific resources andsources.

7. Discusses and usesprofessional journalsrelated.to subjectarea.

7. Utilizes strategiesarid knowledge gainedfrom journals.

6. Consult sourcesspecified and sharewith group.

8. Locates school andcommunity resourcesrelated to subjectarea and incorporateinto plans.

8. Directs students toschool and communityresources.,

8. Consult school andcommunity resources and,share with group. *A

9. Plans for creativeapproach to subjectmatter.

10. Describes commit-ment to approach forteaching subject area.

9. Presents subjectmatter creatively.

9. Approach subjectcreatively.

11. Discusses subjectarea enthusiastically.

10. Consistent in approachto subject.

11. Presents subject areawith enthusiasm.

11. Indicate interestin subject area throughverbal and/or non-verbalbehavior.

12. Discusses ands plans 12. Presentsithinking/for both cognitive and feeling oriented lessons'.affective areas of subject.(psychomotor when appro-priate).

12. Express boththoughts and feelings.

*NOTE: These are the kinds of things that might denotearea.' The lfst is not comprehensive. Actions nit consiof activities would beconitidered indication of lack of

competence in thestent with these kindscompetence in the area.

ED 111 797 Verner, Zenobia Brown,-Ed. Indicators of ...Zenobia Brown Verner Department of Curriculum...

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Transcript of ED 111 797 Verner, Zenobia Brown,-Ed. Indicators of ...Zenobia Brown Verner Department of Curriculum...