School of Education Field Placement Office · PDF file7.8.1 Lesson Observation Form , ......

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School of Education

Field Placement Office

Student Teaching Handbook

2017 - 2018

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CONTACT INFORMATION

Holy Family University

Philadelphia Campus

9801 Frankford Avenue

Philadelphia, PA 19114

School of Education Office

Education Technology Center, Room 445

267-341-3246


Education Technology Center, Rooms 438 & 441

Director of Field Placement: 267-341-3666

Field Placement & Certification Compliance Coordinator: 267-341-3363

Note to the reader: An electronic version of this handbook and all related forms and documents is

available online at https://www.holyfamily.edu/choosing-holy-family-u/academics/schools-of-

study/school-of-education/field-placement/student-teaching.

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TABLE OF CONTENTS

1.0 Holy Family University

1.1 Mission Statement

1.2 Core Values

07

2.0 Introduction

2.1 Student Teaching

2.2 The Intern Student Teacher

08

3.0 School of Education Program Outcomes

3.1 Program Outcomes 09-10

4.0 PDE Student Teaching Competencies 11-12

5.0 The Role and Responsibilities of the Student Teacher

5.1 General

5.2 Relationships

5.3 Preparedness

5.4 Attendance

5.5 Professional Conduct

5.6 Substitute Teaching

5.7 Liability Insurance

5.8 Clearances

5.9 Problem Resolution

5.10 Withdrawal from Student Teaching

5.11 Changes of Assignment

5.12 Student Teacher Evaluation and Grading

13-15

6.0 The Role and Responsibilities of the Cooperating Teacher

6.1 Requirements

6.2 Responsibilities

6.3 Benefits

6.4 Problem Solving

6.5 Related Documents

6.5.1 Cooperating Teacher Evaluation of the Program (pp. 18-19)

6.5.2 Cooperating Teacher Student Feedback Form (pp. 20-21)

16-21

7.0 The Role and Responsibilities of the University Supervisor

7.1 Overview

7.2 Orientation and Coordination

7.3 Supervision


7.5 Suggested Practices

7.6 Evaluation and Grading

7.7 Program Improvement


7.8.1 Lesson Observation Form , Long Format (pp. 26-28)

7.8.2 Lesson Observation Form, Quadrant Format (p. 29)

7.8.3 Lesson Observation Form, Narrative Format (p. 30)

7.8.4 PDE-430 (pp. 56-61)

22-30

8.0 Student Teaching Requirements: Description & Responsibilities 31-33

9.0 Course Requirements: Student Binder

9.1 Roles and Responsibilities 34-44

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9.2 Description


9.3.1 Clearance Requirements (pp. 37-38)

9.3.2 Emergency Contact Information (p. 39)

9.3.3 Supervisor’s Visitation Record (p. 40)

9.3.4 Checklist of Experiences… (pp. 41-42)

9.3.5 Experienced Teacher Observation Analysis Guide (p. 43)

9.3.6 Video and/or Audio Taping of Lessons (p. 44)

10.0 Course Requirements: Assumption of Teaching Duties

10.1 Roles and Responsibilities

10.2 Suggested Timeline

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11.0 Course Requirements: General/Weekly Reflections


11.2 Requirements


11.3.1 Student Teacher Reflective Journal, Format A (p. 47)

11.3.2 Student Teacher Reflective Journal, Format B (p. 48)

11.3.3 Case Study Option (pp. 49-50)

11.3.4 Sample Case Study (p. 51)

11.3.5 PSSA Domain Rubric for Writing (p. 52)

46-52

12.0 Course Requirements: Focused Reflection on Evaluative Criteria


12.2 Requirements


12.3.1 PDE Student Teaching Competencies (pp. 54-55)

12.3.2 PDE-430 (pp. 56-61)

12.3.3 Code of Professional Practice and Conduct for Educators (pp. 62-64)

53-64

13.0 Course Requirements: Focused Reflection on Standardized Testing


13.2 Requirements

65

14.0 Course Requirements: Focused Reflection on Professional Development


14.2 Requirements


14.3.1 Student Teacher Mid-Semester Self-Assessment (pp. 67-69)

14.3.2 Student Teacher End-of-Semester Self-Assessment (pp. 70-72)

66-72

15.0 Course Requirements: Daily Lesson Plans


15.2 Requirements


15.3.1 Holy Family Daily Lesson Plan Template (p. 74)

15.3.2 Sample Daily Lesson Plan (pp. 75-77)

73-77

16.0 Course Requirements: Weekly Lesson Plans


16.2 Requirements


16.3.1 Weekly Lesson Plan, Template A (p. 79)

16.3.2 Weekly Lesson Plan, Template B (p. 80)

78-80

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17.0 Course Requirements: Unit Lesson Plan

17.1 Introduction


17.2.1 Unit Lesson Plan Proposal (p. 81)

17.2.2 Unit Lesson Plan Proposal with Annotation (pp. 82-83)

17.2.3 Unit Lesson Plan Template (pp. 84-85)

80-85

18.0 Student Teacher Evaluation & Grading

18.1 Introduction (p. 87)

18.2 Planning & Preparation Rubric (pp. 88-89)

18.3 Classroom Environment Rubric (pp. 90-91)

18.4 Instructional Delivery Rubric (pp. 92-93)

18.5 Professionalism Rubric (p. 94)

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LIST OF DOCUMENTS AND FORMS

Checklist of Experiences for the Beginning of the Student Teaching Experience 41-42

Clearance Requirements 37-38

Code of Professional Practice and Conduct for Educators 62-64

Cooperating Teacher Evaluation of Student Teaching Program 18-19

Cooperating Teacher Student Feedback Form 20-21

Daily Lesson Plan Template 74

Daily Lesson Plan Sample 75-77

Emergency Contact Form 39

Experienced Teacher Observation Analysis Guide 43

Lesson Observation Form, Long Format 26-28

Lesson Observation Form, Narrative Format 30

Lesson Observation Form, Quadrant Format 29

Supervisor’s Visitation Record 40

PDE-430 56-61

PDE Student Teaching Competencies 54-55

PSSA Domain Rubric for Writing 52

Student Teacher End-of-Semester Self-Assessment 70-72

Student Teacher Mid-Semester Self-Assessment 67-69

Student Teaching Reflective Journal, Format A 47

Student Teaching Reflective Journal, Format B 48

Unit Lesson Plan Proposal 82

Unit Lesson Plan Template 85-86

Unit Lesson Plan Proposal with Annotation 83-84

Video and/or Audio Taping of Lessons 44

Weekly Lesson Plan, Template A 79

Weekly Lesson Plan, Template B 80

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Note to the reader: An electronic version of this handbook and all related forms and documents is

available online. Visit the Field Placement webpage at http://www.holyfamily.edu/choosing-holy-family-

u/academics/schools-of-study/school-of-education/field-placement and locate the link to the handbook and

related forms and documents under the Student Teaching tab.

http://www.holyfamily.edu/choosing-holy-family-u/academics/schools-of-study/school-of-education/field-placement

http://www.holyfamily.edu/choosing-holy-family-u/academics/schools-of-study/school-of-education/field-placement

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1.0 HOLY FAMILY UNIVERSITY

1.1 Mission Statement

Holy Family University, a ministry of the Sisters of the Holy Family of Nazareth, offers education in the

liberal arts and professions through graduate, undergraduate, and non-degree programs. As a Catholic

University, Holy Family seeks direction and inspiration from the life and teaching of Jesus Christ, affirms

the values of the Judeo-Christian tradition, and witnesses to the dignity of each person and the oneness of

the human family. Holy Family University educates students to assume lifelong responsibility towards

God, society and self.

1.2 Core Values

Family. Holy Family University welcomes and cares for students, faculty, and staff as members of a

diverse but interconnected family. A community united by a common mission, the University promotes an

atmosphere of mutual concern and attention to the spiritual, intellectual, social, emotional, and physical

needs of all those whom it serves.

Respect. Holy Family University affirms the dignity of the human person through openness to multiple

points of view, personalized attention, and collaborative dialogue in the learning process and in the

interaction among members of the University community. The University seeks to instill appreciation of

and respect for differences so that its graduates can function successfully in multicultural contexts.

Integrity. Intent upon forming persons of integrity who recognize the importance of lifelong learning, Holy

Family University advocates free and conscientious pursuit of truth and the responsible use of knowledge. It

bases education upon a foundation in the liberal arts that highlights the humanities and the natural and social

sciences. In keeping with the teachings of the Catholic Church, concern for moral values and social justice

guides the University in designing programs and activities.

Service and Responsibility. Holy Family University incorporates its motto, teneor votis ("I am bound by

my responsibilities"), into curricular, co-curricular, and extracurricular programs. Reflecting this motto,

educational experiences at the University apply theory to practice and course content to serving human

needs. The University educates individuals to become competent professionals and responsible citizens.

Learning. Holy Family University seeks to instill in its students a passion for truth and a commitment to

seeking wisdom. It promotes values-based education, creative scholarship, informed and imaginative use of

research and technology, and practical learning opportunities such as cooperative-education and internship

programs. The University seeks to strengthen ethical, logical, and creative thinking; to develop effective

communication skills; to nurture an aesthetic sense; and to deepen global, social, and historical awareness.

Vision. Holy Family University envisions learning as a dynamic and fruitful exchange between traditional

sources of wisdom and contemporary developments in knowledge. Throughout the teaching and learning

process the University seeks to embody Christian philosophical and theological perspectives. It offers an

education grounded in a Judeo-Christian worldview that serves as a foundation upon which to address

contemporary problems and to build a vision for the future.

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2.0 INTRODUCTION


Student teaching is a full-time, semester-long laboratory experience that serves as a capstone to the

university’s teacher education programs. Student teaching is designed to be a carefully sequenced,

professionally guided assignment in a school classroom. As a clinical experience, student teaching is

intended to provide the prospective teacher with the opportunity to observe, work cooperatively with, and

learn from practicing professionals in the field. The primary objective is to have the student gradually

assume teaching responsibilities in a supportive and supervised environment. A secondary objective is to

provide the student with opportunities to learn about and participate in the full range of activities associated

with the larger school context. These experiences together replicate in large measure the role and

responsibilities of professional teachers.

Student teaching is a minimum fourteen (14) week experience and is a requirement of all teacher

certification programs. Each student’s placement is intended to provide an authentic learning experience

under the mentorship of a veteran teacher holding a valid certificate in the student’s targeted area of

certification.

The University’s goals for the student teaching experience include the following:

1. The student will learn how to relate the knowledge, skills, and attitudes acquired in the teacher

education program to direct classroom experiences.

2. The student will gain experience in performing the professional duties of a classroom teacher and

will learn how to apply and test principles of learning, teaching and assessment with varied learners.

3. The student will acquire skills in recording and analyzing teaching experiences and in discussing,

sharing, and reflecting upon the implications of these experiences for self and others.

4. The student will heighten his/her understanding and awareness of the larger school environment and

culture, its relationship to the surrounding community, and its relevance to the teacher’s work.

5. The student will acquire skills in recognizing and providing accommodations and adaptations for

individual student differences.

6. The student will demonstrate entry-level competence in the full range of teaching functions and

responsibilities.

7. The student will demonstrate an understanding and appreciation of the Pennsylvania Professional

Standards and Practices Commission Code of Conduct and will act consistent with the spirit and

letter of this document. See pages 61-63.

8. The student will affirm his/her personal commitment to, and readiness for, a career in teaching.

Student teaching is a graded course. The university-assigned supervisor will evaluate the student teacher on

the basis of direct observations of performance, review and timeliness of work products, and feedback from

the cooperating teacher and other school professionals.

2.2 The Intern Student Teacher

An Intern teacher is employed as a classroom teacher by a school or district entity. Intern teachers are

nevertheless responsible for meeting University requirements. These requirements supplement but do not

replace the requirements of the employer. The Intern teacher’s circumstance can differ significantly from

that of the typical student teacher. In recognition of this, University supervisors will make adjustments in

student teaching requirements on an as-needed basis. However, the objective is to honor as closely as

possible the prescribed student teaching program as outlined in this handbook.

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3.0 SCHOOL OF EDUCATION PROGRAM OUTCOMES

3.1 Program Outcomes

All graduates of Holy Family University programs in Education are expected to:

1. Commit to lifelong intellectual growth by demonstrating initiative as a learner and providing evidence

of a vibrant intellectual life. They:

think critically and engage in problem-solving

communicate ideas fluently, accurately and in standard English

calculate and compute at the university and professional level

set and monitor goals for their own learning

2. Apply university core values and ethical principles. They:

articulate direct links between human development theories and best practice in their

professional setting

apply or promote the principles of democratic classroom communities

create or facilitate inclusive learning environments that provide equal access to education

for all people regardless of culture, ability level, or educational needs

3. Collaborate with colleagues in professional education communities. They:

interact effectively with families, colleagues, and supervisors

participate actively in classroom discussions and group work with their peers

create or promote a warm and safe learning community in their professional setting, one

that is respectful of all diverse groups

4. Demonstrate content knowledge in their field of study as well as in the technology they can use for

learning and teaching. They:

demonstrate knowledge of the cognitive, physical, social, cultural, emotional, language, and

moral development of all learners

identify differentiating characteristics of learners, and the law and policies that affect both

students and teachers

evaluate and select appropriate information technology and multimedia tools and use these

to support instructional goals

5. Meet standards and continually improve upon their performance of professional responsibilities. They:

attend classes regularly, arrive prepared, and participate actively in class discussions and

group projects

reflect critically about their teaching and/or learning effectiveness

accept and use feedback to modify their approaches to instruction and/or learning

6. Implement or facilitate constructivist teaching.

As teachers, they:

o plan, implement, and evaluate learning experiences that encourage the active

involvement of all students

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o implement appropriate strategies that communicate the importance of deep

exploration and integration of ideas as well as appreciation for the ideas of others

o evaluate and use a variety of formal and informal assessment tools (e.g.,

observations, portfolios, interviews, rubrics, tests, etc.) to inform teaching and

learning

As leaders, they:

o promote and model active engagement in learning and reflection on complex ideas

o promote and model respect for ideas of others

o encourage and model the use of personal attributes to achieve individual potential

and to serve the human family

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4.0 PDE STUDENT TEACHING COMPETENCIES

PDE Field Experience Competencies for Student Teaching

The Pennsylvania Department of Education has published competencies that are designed to inform the

development of teacher preparation programs and the evaluation of student teachers engaged in clinical

experiences in the field. The competencies are organized under seven headings that parallel and extend the

domains in Charlotte Danielson’s framework for enhancing professional practice. It is important to note too

that the Pennsylvania Department of Education evaluation form (PDE-430) is also organized using

Danielson’s framework as a guide.

Below are the student teaching competencies as published by PDE. University supervisors will evaluate

student teachers by matching their performance against the competencies.

A. Planning and Preparation

A.1: Links content to related research-based pedagogy based on sound educational psychology

principles in short- and long-range instructional plans.

A.2: Constructs all instructional plans to align with PA Pre-K-12 Academic Standards.

A.3: Plans instruction that is responsive to the age and/or related characteristics of their students.

A.4: Uses multiple forms of formative and summative assessments to adapt learning goals that

match individual student needs.

A.5: Plans short- and long-range instruction using appropriate resources, materials, technology and

activities to engage students in meaningful learning, based on their instructional goals.

A.6: Assesses existing resources and creates and/or accesses additional instructional resources

appropriate for learners under their responsibility.

B. Classroom Environment

B.1: Maintains and promotes a culture which values the development of meaningful, caring, and

respectful relationships between teacher and students, and among students.

B.2: Creates and maintains a prepared classroom environment as a necessary element to support

optimal learning opportunities.

B.3: Uses classroom resources to support equity and maximize learning opportunities, which are

age-, gender-, individually-, culturally- and ability-appropriate.

B.4: Assesses classroom resources in order to make adaptations and accommodations required to

differentiate instruction for all learners.

B.5: Engages in proactive communication with families and community contacts.

B.6: Develops and/or supports systems for student transitions, as well as procedures and routines

for instructional and non-instructional responsibilities.

C. Instructional Delivery

C.1: Uses effective verbal and non-verbal communication techniques.

C.2: Uses effective questioning and discussion techniques.

C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate

instructional strategies which reflect evidence of student engagement, new learning and assessment.

C.4: Uses instructional technology and assesses its impact on student learning.

C.5: Provides appropriate progress feedback to students in a timely manner.

C.6: Uses active student engagement during instructional delivery.

C.7: Uses a variety of formal and informal assessments to measure student responsiveness to

instruction.

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C.8: Constructs a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to

which learning goals were achieved and can offer alternative actions if necessary.

C.9: Actively seeks, and is responsive to, constructive feedback offered by the cooperating teacher

and university supervisor.

C.10: Clearly communicates instructional goals, procedures and content.

C.11: Accesses communication technologies to communicate with families regarding student

progress.

D. Professional Conduct

D.1: Communicates with the cooperating teacher regarding instructional and non-instructional

record keeping, procedures and routines, and timelines; including, but not limited to, grading,

attendance, lesson plans, parent communication, and inter-school needs and assumes these

responsibilities as permitted.

D.2: Participates in district, college, and regional, state and/or national professional development

growth and development opportunities.

D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of

Professional Practice & Conduct for Educators,” as well as local, state and federal laws and

regulations.

D.4: Avoids inappropriate relationships, conduct and contact with students.

D.5: Applies safety precautions and procedures.

D.6: Complies with school policies and procedures regarding professional dress, attendance,

punctuality and the use of technology.

D.7: Cultivates professional relationships with school colleagues, families and the broader

community; and avoids inappropriate relationships, conduct, and contact with colleagues, families

and the broader community.

E. Assessment

E.1: Uses various kinds of assessments in instruction, including formative, summative, benchmark,

behavioral, diagnostic, cognitive, affective and psychomotor.

E.2: Makes norm-referenced and criterion-referenced interpretations of assessment results.

E.3: Applies interpretations to inform planning and instruction for groups and individual students.

E.4: Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform

planning and instruction for groups and individual students.

E.5: Constructs assessments to match cognitive, affective, behavioral and/or psychomotor

curricular goals.

E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g.

Bloom’s taxonomy).

E.7: Assesses their own professional growth through focused self-reflection.

F. Knowledge of Diverse Learners

F.1: Appropriately responds to the unique characteristics and learning needs of diverse learners

(age, gender, culture or ability) in the classroom.

F.2: Promotes a positive learning environment that values and fosters respect for all students.

F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful

educational performance.

F.4: Supports the growth and development of all students, particularly those traditionally

underserved.

F.5: Communicates with and engages families, caregivers and the broader community.

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5.0 THE ROLE AND RESPONSIBILITIES OF THE

STUDENT TEACHER

5.1 General

The student teacher is expected to be a positive contributor to the learning experience of the students placed

in his/her charge and to the school community of which he or she is a part. This will require a proactive and

engaged stance from the first to last day of placement.

The student teacher is to be immediately responsive to his/her cooperating teacher, respectful of students

and their differences, sensitive to the culture of the host school, and committed to an ethic of service. The

student teacher will behave at all times in a manner consistent with University and professional standards.

5.2 Relationships

The student teacher will assume responsibility for creating and maintaining growth-enhancing relationships

with the cooperating teacher, students and University supervisor. This will require open, honest and

frequent communication.

5.3 Preparedness

The student teacher will arrive punctually to school each day with all needed materials and with all

assignments thoroughly completed.

The student teacher will arrive to school dressed in a manner that meets or exceeds host school

requirements. For males, the minimum standard is dress shirt, dress slacks and dress shoes. For females,

the minimum standard is a dress or skirt at knee length (or) dress pants, dress blouse that covers the chest

and midriff, and flat or low-heel dress shoes. Tattoos should be hidden and student teachers should avoid

excessive jewelry and makeup. If a host school has a dress-down day, the student teacher may then

participate with the prior approval of his/her University supervisor.

5.4 Attendance

The student teacher will follow the host school’s schedule. The student teacher will be present each day and

will remain at the school site for the entirety of the teacher day unless authorized to leave by the University

supervisor. If there is a need to be absent, the student teacher will provide his/her cooperating teacher and

University supervisor with advance notice of the absence and will document the necessity of the absence

with a written statement or doctor’s note. If the student teacher was scheduled to teach on the day of an

absence, he/she will provide the cooperating teacher with lesson plans for those classes he/she was

scheduled to teach.

Student teachers may be required to make up missed days at the discretion of the University supervisor.

5.5 Professional Conduct

The student teacher will honor the spirit of his/her cooperating teacher, students and host school by

refraining from any speech or action that can be characterized as disapproval. Such behavior would be a

breach of etiquette and professional courtesy.

The student teacher will honor the right to confidentiality that is held by every student and parent. Student

names and personal details will not be shared outside the school setting.

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The student teacher will behave in accordance with the Code of Professional Practice and Conduct for

Educators found in the Pennsylvania School Code. This code can be found on pages 61-63 of this

handbook and at http://www.pacode.com/secure/data/022/chapter235/chap235toc.html.

5.6 Substitute Teaching

Holy Family University does not permit student teachers to act as substitute teachers while they are student

teaching. When a cooperating teacher is absent, it is expected that the host school will cover the teacher’s

absence with a certified substitute. In such an instance, the student teacher will continue to assume his/her

accustomed role and level of responsibility at the discretion of the substitute teacher in order to maintain the

continuity of instruction.

5.7 Liability Insurance

Student teachers are encouraged to purchase professional liability insurance. Please note that the University

does not provide liability coverage for students in the field. An easy and cost-effective means of purchase is

to join the Student PSEA or Student NJEA, depending on the state in which the student is placed. Visit

https://www.psea.org/students/ for information on PSEA membership and

http://www.njea.org/members/student-members for information on NJEA membership. Both state

organizations offer $1,000,000 of liability coverage with membership. The cost of membership is very

reasonable.

5.8 Clearances

Student teachers register copies of the following documents with American DataBank prior to the start of

student teaching.

Tuberculosis (PPD) Test

Pennsylvania Child Abuse Clearance (Act 151)

Pennsylvania Criminal History Background Check (Act 34)

Federal Criminal History Record/Fingerprinting (Act 114)

Arrest/Conviction Report and Certification Form (Act 24)

See pages 37-38 for additional details on clearance requirements.

Important note: Any student who does not begin the student teaching experience on the first scheduled day

due to his/her failure to meet clearance requirements will receive a zero (unsatisfactory) rating in the

Professionalism category on the midterm PDE-430 and will thereby be required to complete the School of

Education’s comprehensive examination and make up the missed days. A passing score on the

comprehensive examination will be required for graduation.


Student teachers may encounter professional or personal problems throughout the semester that require the

intervention and assistance of school or University officials. In these instances, student teachers are to

proceed in accordance with the following general outline.

If a classroom-based concern, speak first with the cooperating teacher and then University

supervisor.

If a personal problem, speak with the University supervisor. If the problem requires the attention of

the cooperating teacher and/or Director of Field Placement, the University supervisor will guide the

student teacher.

http://www.pacode.com/secure/data/022/chapter235/chap235toc.html

https://www.psea.org/students/

http://www.njea.org/members/student-members

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5.10 Withdrawal from Student Teaching

A student teacher may be removed from his/her assignment for one or more of the following reasons.

Illness or emergency

Inappropriate conduct

Failing to meet minimal performance standards

On request of the school administration or the cooperating teacher and with the approval of the

Director of Field Placement

5.11 Change of Assignment

The Field Placement Office is responsible for student teacher assignments and reserves the right to make

changes in assignment at its discretion. Factors that might contribute to a change in assignment include but

are not limited to the following.

Extended illness or resignation of the cooperating teacher

Request by the cooperating teacher to be relieved of responsibility for the student teacher

Request by the school administration for a change in student teacher assignment

A report by the University supervisor that such a change is in the best interest of the student teacher

As a result of a work stoppage

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COOPERATING TEACHER

6.1 Requirements

Three or more years of successful teaching experience.

Principal and/or district approval.

State certification in assigned teaching role.

Desire to actively mentor and guide an aspiring teacher.

Willingness to coordinate the student teaching experience with a University supervisor.

6.2 Responsibilities

Assist the student in acclimating to the classroom, school and community.

o Introduce the student to significant others in the school setting.

o Familiarize the student with classroom and school requirements and routines.

Assist the student in coordinating observations of other certified teachers, the purpose of which is to

broaden the student’s exposure to varied instructional approaches and methodologies.

Share your thought processes relative to instructional planning and delivery. Students will learn a

great deal from you as you think out loud!

Introduce the student to graduated instructional and non-instructional responsibilities, being mindful

that the student is required to assume full responsibility for planning and instruction for a minimum

of three consecutive weeks. Think in terms of transitioning to and from this three-week

requirement such that the flow of instruction for your students is maintained and protected. You

will want to consider the process and timeline by which the student teacher’s responsibilities are

increased and withdrawn.

Review and approve the student’s lesson plans.

Monitor the student’s progress and mentor with intent to build his/her professional capacity. Expect

and demand a high standard of performance, while keeping in mind that the student is a relatively

inexperienced pre-professional. Offer the student written feedback at the midpoint and end of

semester using the “Cooperating Teacher Feedback Form” found on pages 20-21. Discuss this

feedback with the student and then forward a copy of the completed form to the University

supervisor for his/her interest.

Maintain regular contact with the University supervisor. View the supervisor as your collaborator

and partner.

Complete the “Cooperating Teacher Evaluation of the Student Teaching Program.” See pages 18-

19. Your feedback is important. Your ideas for improvement will help the University better meet

the needs of its students.

6.3 Benefits

Cooperating teachers benefit from mentoring in several ways.

The act of mentoring invites the cooperating teacher to formulate and express the reasoning behind

his/her own practice. This act of reflection can refine and strengthen the mentor’s own teaching.

The act of mentoring is a gift to the profession. By mentoring, the cooperating teacher is helping to

shape and inform the next generation of teachers.

The act of mentoring affords the cooperating teacher the opportunity to learn from a current student

of teaching.

The act of mentoring affords the cooperating teacher the opportunity to be invigorated by a pre-

service teacher’s enthusiasm and passion.

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The act of mentoring affords the cooperating teacher the opportunity to distribute and heighten

instructional services to students.

6.4 Problem Solving

If there is a concern with the performance and, or, disposition of the student teacher, please advise your

school administrator and take the following steps.

Discuss the concern with the student teacher and his/her University supervisor. Be clear about your

expectations.

If the concern continues after discussing the matter with the student teacher and University

supervisor, request a meeting with the Director of Field Placements. This request can be made

through the University supervisor or directly with the Field Placement Office by telephoning that

office at 267-341-3363 or 267-341-3666.


Cooperating Teacher Evaluation of Student Teaching Program (page 18-19)

Cooperating Teacher Feedback Form (pages 20-21)

The University will acknowledge the mentorship of cooperating teachers with a tuition-free voucher for

an eligible Holy Family University course and an invitation to a celebratory dinner.

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COOPERATING TEACHER EVALUATION

OF

STUDENT TEACHING PROGRAM

Teacher Name: Date:

School: Student Teacher:

Directions

The School of Education of Holy Family University is interested in your feedback as a tool in the ongoing

evaluation and improvement of programs and services.

Please respond to the following based on the sum of your experience this semester.

Check the column that most nearly captures

your assessment of each program element

Poor Fair Average Good Excellent

1. Sequence and organization of experiences

developed for the student teaching program

2. Goals and objectives of the student teaching

program

3. Orientation, guidance, and support given to

the cooperating teacher

4. Supervision and guidance of the student

teacher provided by the University supervisor

5. Effect of student teacher on pupil learning

6. Effect of student teacher on classroom

discipline and pupil behavior

What are the strengths of the student teaching program?

How could the student teaching program be improved?

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PART B: Evaluation of Student Teaching Program Competencies

Place a check in the column that most nearly

captures your assessment of each program

competency

How important is

this competency?

How well was the

competency

demonstrated by

your student

teacher?

Rate each item using the 1-4 Likert Scale with 1 being LOW and 4 being HIGH

1. Understanding and following your school policies

and procedures

1 2 3 4 1 2 3 4

2. Planning and preparing for instruction

1 2 3 4 1 2 3 4

3. Teaching and classroom interaction skills

1 2 3 4 1 2 3 4

4. Oral and written communication

1 2 3 4 1 2 3 4

5. Classroom management skills

1 2 3 4 1 2 3 4

6. Instructional assessment skills

1 2 3 4 1 2 3 4

7. Personal and professional skills

1 2 3 4 1 2 3 4

Comments, concerns and suggestions for improvement:

20

HOLY FAMILY UNIVERSITY

Cooperating Teacher Student Feedback Form

Student: Date:

Cooperating Teacher: School:

Subject: Grade:

Category I: Planning and Preparation

Descriptor On Target Developing Not Evident

Uses Holy Family School of Education lesson template

Writes objectives that reflect state or local standards

Writes objectives that reflect expectations for students written in

measureable terms

Provides assessment that is aligned with the instructional objectives

and adapted as required for students’ needs

Displays knowledge of content being taught

Applies child growth and development theory to the construction of the

lesson plan

Applies learning theory to the construction of the lesson plan

Constructivist pedagogy is evident in the activities that are planned for

the students

Uses resources, materials, or technology available through the school

or district

Comments:

Category II: Classroom Environment


Displays a positive rapport with students

Demonstrates a classroom presence as the teacher

Moves around the room during the entire lesson

Communicates clear standards of behavior and value of quality work

Practices “withitness” and overlapping

Uses non-verbal cues when needed

Interacts with and among all students

Intervenes when misbehavior occurs without interrupting instruction

Is aware of learning and behavioral needs of all students in the

classroom, paying attention to equitable learning opportunities for all

Is attentive to the safety needs of students

Comments:

21

Category III: Instructional Delivery


Begins lesson with clear statement of objective(s) in terms the students

understand

Speaks in an assertive voice and uses a volume that all students can

hear

Uses questioning and discussion strategies to encourage all students to

participate

Directions are given in both oral and written format

Directions are given in a step-by-step, logical order

Students have opportunities to repeat directions or to ask questions

A model is provided when applicable

The pacing of the lesson allows for change of activity and involvement

of all students

Grouping patterns vary with time for whole class, small group, and

individual activities

Feedback is provided to the students and comments reflect learning

that is taking place

Formal and informal assessment techniques are incorporated to

monitor student learning

Provides for the learning needs of all students in the classroom

Provides lesson closure that allows students to reflect on learning that

took place

Preparation for the lesson is evident with all materials readily available

Comments:

Category IV: Professionalism


Knowledge of school procedures and regulations related to attendance

Knowledge of school requirements for maintaining accurate records

and communicating with families

Knowledge of school and/or district events

Knowledge of district or university’s professional growth and

development opportunities

Ability to cultivate professional relationships with school personnel

Effective oral communication in all school-related contexts

Effective written communication in all school-related contexts

Exhibits professional and ethical conduct consistent with the

Pennsylvania Code of Professional Practice and Conduct for

Educators and local, state and federal regulations

Knowledge of Commonwealth requirements for continuing

professional development and licensure

Comments:

22


UNIVERSITY SUPERVISOR

7.1 Overview

The student teacher supervisor is the University’s administrative agent. The supervisor is the liaison

between the University and the host school. The supervisor is charged with the primary responsibility for

planning, coordinating and overseeing the student teaching experience. The supervisor discharges this

responsibility in close collaboration and communication with the cooperating teacher, other host school

officials, and the University’s Director of Field Placement.

7.2 Orientation and Coordination

The University supervisor will act to ensure that the student teacher and cooperating teacher

understand their respective roles and the goals and requirements of the student teaching experience.

The University supervisor will coordinate and oversee the student teaching experience by means of

frequent visits and contacts. The University supervisor will treat the cooperating teacher as a

partner in this endeavor.

The University supervisor will maintain regular contact with the student teacher in order to monitor

progress, identify problems, and facilitate growth and improvements.

The University supervisor will keep the Director of Field Placement informed of problems in the

field that require his/her attention and/or intervention.

7.3 Supervision

The University supervisor will routinely consult with the cooperating teacher on the subject of the

student teacher’s performance.

The University supervisor will systematically observe the student teacher’s instruction at

appropriate intervals throughout the semester.

The University supervisor will review and approve the student’s unit plan proposal and fully

developed unit plan.

The University supervisor will provide the student teacher with oral and written feedback following

each observation and hold the student teacher responsible for responding to and addressing the

feedback in a timely manner.

The University supervisor will act to assist the student teacher in setting and achieving goals related

to the attainment of program competencies.

The University supervisor will confer routinely with the student teacher on the subject of his/her

progress and will offer assistance as needed to encourage the student’s continual growth and

development.

The University supervisor will keep the Director of Field Placement informed of any concerns

relative to student placement and/or performance.


University supervisors may encounter a variety of issues in the field about which they will have concerns.

Some examples are (a) the appropriateness of the student’s placement, (b) the student’s performance fails to

meet minimum requirements, (c) the student’s co-operating teacher or building administrator requests that

the student be removed and/or (d) a student concludes that he/she does not care to continue in the field.

Outlined below are steps to be taken in the event the University supervisor encounters one of these issues.

If the supervisor has concerns regarding the appropriateness of a student’s placement, then:

23

Consult with the Director of Field Placement and collaborate with him/her in the development and

implementation of an action plan.

If a student is not meeting performance requirements, then:

Consult with the cooperating teacher and compare observations and perceptions.

Counsel the student in very direct terms, preferably in the presence of the cooperating teacher.

Identify the areas of concern and offer specific action steps for improvement. Confirm the

conversation in writing and copy the Director of Field Placement.

If the student does not display satisfactory improvement in performance following counseling,

consult with the Director of Field Placement and collaborate with him/her in the development and

implementation of an intervention plan.

If the building principal or cooperating teacher expresses an interest in the removal of the student,

then:

Ask for clarification regarding the rationale for the request.

Determine the time frame for removal (e.g., immediately, at the conclusion of the school day, at the

end of the school week, etc.).

Inform the student privately of the decision. Provide the student with the rationale offered. Instruct

the student to gather his/her personal effects and leave the campus until he/she receives further

direction from the Field Placement Office.

Contact the Director of Field Placement, advise him/her of the facts, and collaborate with him/her in

the development and implementation of an action plan.

The Director of Field Placement will communicate with the district, building administrator and field

supervisor to bring closure to the matter.

If there are any concerns with the removal process the Director of Field Placement, field supervisor,

and Dean will meet together to discuss.

The Director of Field Placement will report the facts to the Dean of the School of Education,

Associate Dean, Division Chair, Program Coordinator, and field supervisor.

If the student expresses a desire to leave the field, then:

Consult immediately with the Director of Field Placement and collaborate with him/her in the

development and implementation of an action plan.

7.5 Suggested Practices

The following University Supervisor practices have proven to be beneficial to the development and

performance of teacher candidates and are therefore encouraged:

Conduct an introductory meeting with the cooperating teacher and student teacher in the first week

of the semester. Review expectations, assignments and roles. Establish clear lines of

communication.

Introduce yourself to the building administrator and express your appreciation for his/her support of

our students and programs. This is an important ambassadorial function and helps build good will.

Conduct a midterm and end of semester meeting with the cooperating teacher and student teacher

24

for the purpose of reviewing performance and setting developmental goals. These meetings should

inform the University Supervisor’s completion of the midterm and final PDE-430 evaluation forms.

Although a minimum of six formal observations are required, visit and/or contact the student

teacher candidate and his/her cooperating teacher on a regular basis throughout the semester. This

facilitates communication with both.

7.6 Evaluation and Grading

The University supervisor will assess the student teacher’s performance by means of observations at

regular intervals and will measure the student teacher’s performance against state-required

competencies. The University supervisor will complete a minimum of six formal observations in

the semester. The University supervisor will share these assessments of performance with the

student teacher both orally and in writing. The purpose of this practice is to encourage the student’s

growth and to track improvements in his/her performance.

o Note that there are several lesson observation formats available for use, namely, (1) long

format, (2) quadrant format, and (3) narrative format.

The University supervisor will complete a midterm evaluation of the student teacher using the state-

approved PDE-430 form. The evaluation is to be shared with the student teacher and used as a

means of highlighting strengths and addressing weaknesses. A rating of one or better in each

category on the midterm PDE-430 satisfies the University’s comprehensive exam requirement. A

rating of zero in one or more categories will result in the student being required to sit for a written

comprehensive examination. The student must then earn a passing grade on the written

comprehensive examination to meet graduation requirements.

o A copy of the PDE-430 can be found on pages 56-61.

o The University supervisor should consider the feedback of the cooperating teacher in

formalizing his/her judgment of a student’s performance. The completed “Cooperating

Teacher Student Feedback Form” can be helpful in this regard. See pages 20-21.

o Additional information on evaluation and grading can be found in Section 18, pp. 87-95.

o Due dates for submission of midterm PDE-430s to the Field Placement Office will be

announced.

The University supervisor will complete a final evaluation (PDE-430) of the student at the end of

the semester. This evaluation will be shared with the student teacher and will reflect the student’s

performance from midterm to end of semester. A rating of one or better in each category is

required for teacher certification. A rating of zero in one or more categories will make the student

ineligible for teacher certification.

o A copy of the PDE-430 can be found on pages 56-61.

o The University supervisor should consider the feedback of the cooperating teacher in

formalizing his/her judgment of a student’s performance. The completed “Cooperating

Teacher Student Feedback Form” can be helpful in this regard. See pages 20-21.

o Additional information on evaluation and grading can be found in Section 18, pp. 87-95.

o Due dates for submission of final PDE-430s to the Field Placement Office will be

announced

The University supervisor will issue the student teacher an alpha grade of record. This grade is to

be based on the sum of the University supervisor’s experience with the student teacher. The grade

should be consistent with the substantive feedback given the student over the course of the semester

and should factor in formal and informal feedback from the cooperating teacher. The grade should

reflect the student’s performance level at the end of the semester in recognition of the

developmental nature of the experience. The student must not be surprised by the final grade.

o Due dates for submission of final grades will be announced.

25

7.7 Program Improvement

The University supervisor is encouraged to develop formal and informal sources of feedback on

program effectiveness. Suggestions for accentuating the positive and managing the negative

aspects of program delivery are to be shared with the Director of Field Placement.

The University supervisor is encouraged to nurture relationships and build alliances in the field in

order to enhance the University’s image and to grow the University’s pool of cooperating teachers

and host schools.


Lesson Observation Form, Long Format (pages 26-27)

Lesson Observation Form, Quadrant Format (page 29)

Lesson Observation Form, Narrative Format (page 30)

PDE-430 (pages 56-61)

Student Teacher Evaluation & Grading (pp. 87-95)

26


Lesson Observation Form

Long Format

Student: Date:

Cooperating Teacher: School:

Subject: Grade: Time:

University Supervisor:



Uses Holy Family School of Education lesson template

Writes objectives that reflect state or local standards

Writes objectives that reflect expectations for students written in

measureable terms

Provides assessment that is aligned with the instructional objectives

and adapted as required for students’ needs

Displays knowledge of content being taught

Applies child growth and development theory to the construction of the

lesson plan

Applies learning theory to the construction of the lesson plan

Constructivist pedagogy is evident in the activities that are planned for

the students

Uses resources, materials, or technology available through the school

or district

Comments:



Displays a positive rapport with students

Demonstrates a classroom presence as the teacher

Moves around the room during the entire lesson

Communicates clear standards of behavior and value of quality work

Practices “withitness” and overlapping


Interacts with and among all students

Intervenes when misbehavior occurs without interrupting instruction

Is aware of learning and behavioral needs of all students in the

classroom, paying attention to equitable learning opportunities for all

Is attentive to the safety needs of students

27

Comments:



Begins lesson with clear statement of objective(s) in terms the students

understand

Speaks in an assertive voice and uses a volume that all students can

hear

Uses questioning and discussion strategies to encourage all students to

participate

Directions are given in both oral and written format

Directions are given in a step-by-step, logical order

Students have opportunities to repeat directions or to ask questions


The pacing of the lesson allows for change of activity and involvement

of all students

Grouping patterns vary with time for whole class, small group, and

individual activities

Feedback is provided to the students and comments reflect learning

that is taking place

Formal and informal assessment techniques are incorporated to

monitor student learning

Provides for the learning needs of all students in the classroom

Provides lesson closure that allows students to reflect on learning that

took place

Preparation for the lesson is evident with all materials readily available

Comments:



Knowledge of school procedures and regulations related to attendance

Knowledge of school requirements for maintaining accurate records

and communicating with families


Knowledge of district or university’s professional growth and

development opportunities

Ability to cultivate professional relationships with school personnel

Effective oral communication in all school-related contexts

Effective written communication in all school-related contexts

Exhibits professional and ethical conduct consistent with the

Pennsylvania Code of Professional Practice and Conduct for

28

Educators and local, state and federal regulations

Knowledge of Commonwealth requirements for continuing

professional development and licensure

Comments:

29



Quadrant Format

Student Teacher Name Cooperating Teacher Name

School University Supervisor

Subject: Grade: Date:

Planning & Preparation Classroom Environment

Instructional Delivery Professionalism

30



Narrative Format

Student Teacher Name Cooperating Teacher Name

School University Supervisor

Date: Time: Grade: Subject:

31

8.0 STUDENT TEACHING REQUIREMENTS: Description

Binder

Students are required to maintain an experiential binder in either paper or

electronic form. This binder is the responsibility of the student and is to be

made available to the University supervisor upon his/her request for review.

Lesson plans and other artifacts are to be placed in the binder.

Clearances Students must have current clearances on file with the University and copies

are to be placed in the binder.

Emergency Contact Form This completed form is to be placed in the binder and a copy is to be given to

the school office.

Planning Calendar Students are to maintain a planning calendar. This calendar is to be placed in

the binder.

Supervisor Visitation

Record

Students are to place this form in the binder. The form will be completed by

the University supervisor as a record of his/her visits.

Checklist of Experiences This form is to be placed in the binder and updated by the University

supervisor.

Assumption of Teaching

Duties (Log)

Under the guidance of the cooperating teacher, students are to assume

increasing responsibility for the classroom. Ideally, and conditions

permitting, the student would have full classroom responsibility for a

minimum of three consecutive weeks.

Daily Lesson Plans Students are to prepare written plans for all lessons delivered. These plans are

to be reviewed and approved by the cooperating teacher prior to delivery and

placed in the binder. The University template is to be used for all supervisor

observed lessons and all others unless an alternative has been agreed to by the

University supervisor. Weekly Lesson Plans

Focused Reflection on

Evaluative Criteria

Students are to complete this assignment in accordance with directions in the

handbook. The completed assignment is to be submitted to the University

supervisor.

General/Weekly

Reflections

Students are required to reflect on their experiences and these journal entries

are to be shared with the University supervisor and placed in the binder.

Experienced Teacher

Observations

With the assistance and guidance of the cooperating teacher, students are to

complete three independent observations and analyses of experienced teachers

as a means of advancing their understanding of pedagogy and related skills.

The completed observations are to be submitted to the University supervisor

and placed in the binder.


Standardized Testing

Students are to complete an investigation of the standardized testing practices

in their host school. The cooperating teacher can be helpful in guiding and

directing the student’s inquiries. The student is to complete a written

reflection. The completed reflection is to be submitted to the University

supervisor and placed in the binder.


Professional Development

Students are to complete a mid-semester and end-of-semester self-assessment

using University forms found in the handbook. The completed assessments

are to be submitted to the University supervisor and placed in the binder.

32

Unit Lesson Proposal &

Plan

Students are required to prepare detailed plans for one complete unit of study.

Specific content is to be negotiated with the cooperating teacher and approved

by the University supervisor. Ideally, the unit plan will be delivered, but this

is not a requirement if conditions are not conducive. The plan is to be placed

in the binder.

Visual Display or Learning

Center

Students are to design and complete one bulletin board, alternative visual

display or learning center related to classroom instruction. The University

supervisor will evaluate this work.

33

STUDENT TEACHING REQUIREMENTS: Responsibilities

Student Deliverables Role Completion/Due Dates Page

Reference(s)

Cooperating

Teacher

University

Supervisor Fall Spring

Binder N/A Review &

Evaluate Daily Daily 34-44

Emergency Contact Form N/A Confirm TBA TBA 39

Clearance Requirements N/A Confirm TBA TBA 37-38

Planning Calendar Assist Review and

Evaluate Weekly Weekly 34/Tab 3

Supervisor’s Visitation

Record N/A

Review and

Initial Per Visit Per Visit 40

Checklist of Experiences… Assist and Sign Review TBA TBA 41-42


Duties (Log)

Assist and

Oversee

Review and

Evaluate

Supervisor

Direction

Supervisor

Direction 34-35/Tab 6

Daily Lesson Plans Assist, Review

and Approve

Review and

Evaluate Per Lesson Per Lesson 73-77

Weekly Lesson Plans Assist, Review

and Approve

Review and

Evaluate

Supervisor

Direction

Supervisor

Direction 78-80


Evaluative Criteria Assist

Review and

Evaluate TBA TBA 53-64

General/Weekly

Reflections N/A

Review and

Evaluate Weekly Weekly 46-52

Experienced Teacher

Observations Assist

Review and

Evaluate TBA TBA 35/Tab11 & 42


Standardized Testing Assist

Review and

Evaluate TBA TBA 65

Focused Reflections on

Professional Development Assist

Review and

Evaluate TBA TBA 66-72

Unit Plan Proposal Assist Review and

Evaluate TBA TBA

81-86

Unit Lesson Plan Assist, Review

and Approve

Review and

Evaluate TBA TBA


Center Advise/Assist

Review and

Evaluate TBA TBA 36/Tab 15

Please note that due dates are established at the discretion of the University supervisor.

34

9.0 COURSE REQUIREMENTS: Detailed

Student Binder


Student Teacher: To create and maintain

Cooperating Teacher: To advise and assist

University Supervisor: To review and evaluate

9.2 Description

The student teacher will create and maintain a paper or electronic binder with labeled sections for the

purpose of collecting and organizing important artifacts related to the student teaching experience. This

binder is to be routinely updated and made available to the University supervisor for review upon request.

A suggested organization follows but specific details can be negotiated directly with the University

supervisor.

TAB 1: Clearances

o Copies of all clearances are to be placed in the binder.

o Related Document

Clearance Requirements (pages 37-38)

TAB 2: Emergency Contact Information o One copy is to be filed with the school office; a second copy is to be given to the

University supervisor and a third copy is to be placed in the binder.

o Related Document

Emergency Contact Form (page 39)

TAB 3: Planning Calendar o The student teacher is required to create and maintain a monthly planning calendar.

The format is at the student’s discretion. The purpose of this requirement is to

encourage the student to project his/her planning beyond the day or week and to

assist the student with time management. A copy of this calendar is to be placed in

the binder. The format to be used is at the discretion of the student teacher.

TAB 4: Supervisor Visitation Record o This form is to be placed in the binder. The University supervisor will date and

initial this form when he/she visits the classroom.

o Related Document

Supervisor’s Visitation Record (page 40)

TAB 5: Checklist of Experiences for the Beginning of the Student Teaching Experience o The student teacher is to complete this checklist in partnership with the cooperating

teacher. The purpose of this checklist is to ensure that the student teacher is

exposed to a minimal range of classroom and school experiences. The checklist is

to be placed in the binder.

o Related Document

Checklist of Experiences for the Beginning of the Student Teaching

Experience (pages 41-42)

TAB 6: Assumption of Teaching Duties (Log) o From the first day of placement the student is to immerse him/herself in the

35

classroom experience. In coordination with the cooperating teacher and University

supervisor, the student teacher is, conditions permitting, to assume gradual

responsibility for the entire instructional load. The student teacher is to maintain a

log of his/her instructional activity. This log is to be placed in the binder. See

SECTION 10.0 for more details.

TAB 7: General/Weekly Reflections o The student teacher is to complete and submit reflective journal entries each week.

Copies of these entries are to be placed in the binder. See SECTION 11.0 for more

detail.

TAB 8: Focused Reflection on Evaluative Criteria

o The student teacher will write a reflection on the relationship and significance of

the PDE Competences for Student Teaching and the PDE-430 evaluative indicators

for his/her performance in the field. One copy of this reflection is to be submitted

to the University supervisor and a second copy is to be placed in the binder. See

SECTION 12.0 for more detail.

TAB 9: Focused Reflection on Standardized Testing o The student teacher will write a reflection on the significance of the Pennsylvania

state system of assessment for classroom teachers. One copy of this reflection is to

be submitted to the University supervisor and a second copy is to be placed in the

binder. See SECTION 13.0 for more detail.

TAB 10: Focused Reflections on Professional Development

o The student teacher will write a mid-semester and end-of-semester reflection on the

meaning and direction of professional development for him/herself as an aspiring

teacher. One copy of each reflection is to be submitted to the University supervisor

and a second copy is to be placed in the binder. See SECTION 14.0 for more

detail.

TAB 11: Experienced Teacher Observations (3)

o The student teacher is to complete three independent observations and analyses of

experienced teachers as a means of advancing his/her understanding of pedagogy

and related skills. One copy of each analysis is to be submitted to the University

supervisor and a second is to be placed in the binder.

o Related Document

Experienced Teacher Observation Analysis Guide (page 43)

TAB 12: Daily Lesson Plans o The student teacher is to prepare a lesson plan for each lesson delivered. Copies of

these plans are to be placed in the binder. See SECTION 15.0 for more detail.

TAB 13: Weekly Lesson Plans o The student teacher will prepare weekly lesson plans at the direction of the

University supervisor. Copies of these weekly plans are to be placed in the binder.

See SECTION 16.0 for more detail.

TAB 14: Unit Lesson Plan o The student teacher is required to complete a minimum of one unit lesson plan. A

copy of this unit lesson plan is to be placed in the binder. See SECTION 17.0 for

more detail.

36

TAB 15: Visual Display or Learning Center o The student teacher is required to design and complete a minimum of one bulletin

board, alternative visual display or learning center. An image of this work is to be

placed in the binder with a narrative description of purpose and instructional value.

TAB 16: Miscellaneous

o The student teacher is encouraged to include other artifacts in this section of the

binder that capture the student teaching experience and provide evidence of

emerging competence as a teacher.

o The student teacher should consider video or audio taping a lesson as a means of

self-reflection. This can be powerful exercise in self-discovery.

o Related Document

Suggestions for Video and/or Audio Taping of Lessons (page 44)


Clearance Requirements (pages 37-38)

Emergency Contact Form (page 39)

Supervisor’s Visitation Record (page 40)

Checklist of Experiences for the Beginning of the Student Teaching Experience (pages 41-42)

Experienced Teacher Observation Analysis Guide (page 43)

Video and/or Audio Taping of Lessons (page 44)

37

SCHOOL OF EDUCATION


Clearance Requirements

Introduction

The Commonwealth of Pennsylvania’s School Code requires that students in teacher preparation programs have

current background checks prior to entering a school building. This applies to all field experiences, classroom

observations, practicum experiences and student teaching inclusive.

Therefore, Holy Family University students must register the following documents with American DataBank before

entering a school building. The URL for American DataBank is http://www.holyfamilycompliance.com. American

DataBank charges a fee of $25 per annum for registration and processing.






Students are to retain the originals of all documents in their possession! Documents should be secured in a safe

place. Students should be prepared to produce them at school or district sites upon demand.

More detail on each requirement appears below. Each document must be kept current and up-to-date in accordance

with University guidelines. All clearances must be updated each year. Maintaining current and up-to-date

documents will require the student to reapply for clearances in a timely manner. This is solely the student’s

responsibility! As clearances are renewed, students are to update the forms to their American DataBank account.

The Field Placement Office will monitor student status online.

Links for the processing of clearance applications can be found at https://www.holyfamily.edu/choosing-holy-

family-u/academics/schools-of-study/school-of-education/clearance-information.


Students must have this test administered and confirmed by their family physician or the Director of Health Services

at the University. Results are to be uploaded to American DataBank. Each test is valid for one year from the date of

issue.


The student must complete an application online. The student must pay a processing fee by credit card. This

clearance is valid for one year from date of issue. Questions can be directed to 877-343-0494.


The student must complete an application online. The student must pay a processing fee by credit card. This

clearance is valid for one year from date of issue. Questions can be directed to 1-888-783-7972.

http://www.holyfamilycompliance.com/

https://www.holyfamily.edu/choosing-holy-family-u/academics/schools-of-study/school-of-education/clearance-information

https://www.holyfamily.edu/choosing-holy-family-u/academics/schools-of-study/school-of-education/clearance-information

38


The student must register online. The student must pay a processing fee by credit card. This clearance is valid for

one year from date of issue. Proceed as follows.

Register and pay online. A credit card is needed.

Print the receipt after paying the fee.

Take the receipt and a photographic identification card to a Cogent fingerprinting site. Nearby sites are

listed below. Retain possession of the receipt.

Your record (Civil Applicant Response) will be mailed to you. Upload this form to American DataBank.

Fingerprinting sites in proximity to Holy Family University can be found at the Cogent website. Questions can be

directed to 717-783-3750.

Please note that students seeking placement in New Jersey must also undergo fingerprinting in that state. Visit

http://www.nj.gov/education/educators/crimhist/forms.htm for more information.


Act 24 of 2011 requires the student to complete an Arrest or Conviction Report and Certification Form known as

PDE-6004. This form must be completed and submitted to the Field Placement Office prior to entering a school

building. The student is also required to use this form to report subsequent arrests or convictions of Section 111(e)

crimes within seventy-two (72) hours of the occurrence of such arrest or conviction. A copy of the PDE-6004 form

can be retrieved from the link below. A listing of applicable Section 111(e) crimes is included on the form. Sign

and upload both pages of the form to American DataBank.

Questions may be directed to the Field Placement Office, ETC 438/441, 267-341-3363/3666.

http://www.nj.gov/education/educators/crimhist/forms.htm

39


STUDENT TEACHER

EMERGENCY CONTACT FORM To be completed by the student teacher and submitted to the host school office and University supervisor.

Student Name:

Address:

City: State: Zip Code:

[H] [W] [M]

Host School:

Cooperating Teacher: Room Number:

Emergency Contact Information

List primary and secondary persons to be contacted in the event of an emergency.

The primary contact should be a spouse or legal guardian.

Primary Contact Information

Name: Relationship:

Address:


[H] [W] [M]

Secondary Contact Information

Name: Relationship:

Address:


[H] [W] [M]

Medical Information Please list below any medical conditions, physical limitations, allergies, and medications

you are currently taking. If none, please indicate none.

To the host school:

Please notify the Field Placement Office at (267) 341-3363 or (267) 341-3666

in the event of an emergency.

40

SUPERVISOR’S VISITATION RECORD

Assignment Completed

& Submitted Supervisor’s Initials

Date

Binder (up-to-date)

Emergency Contact Form

Clearances

Planning Calendar

Checklist of Experiences…


Duties (Log)

Daily Lesson Plans

Weekly Lesson Plans


Evaluative Criteria

General/Weekly Reflections

Experienced Teacher

Observations


Standardized Testing

Focused Reflections on

Professional Development

Unit Plan Proposal

Unit Lesson Plan


Center

41

CHECKLIST OF EXPERIENCES FOR THE BEGINNING

OF THE STUDENT TEACHING EXPERIENCE

Student Teacher’s Name:

Cooperating Teacher’s Affirmation (Signature):

The student teacher is to complete the following tasks as early in the semester as possible. Check and

date the completion of each task. The student teacher is to secure the signature of the cooperating teacher

upon the completion of all tasks. This form is to be kept in the student teacher’s binder for review by the

University supervisor.

General Orientation Experiences Check Date

01. Review general school policies found in the faculty handbook

02. Examine curriculum guides relevant to your assignment

03. Visit the library to identify instructional resources

04. Review available technologies and visit technology labs if

available. Examine policies related to the use of technology (including

computers).

05. Read a copy of the school newspaper

06. Become familiar with special initiatives implemented at the school

such as professional learning communities and special in-service

professional development opportunities.

07. Discuss extracurricular opportunities with the cooperating teacher

Observation Experiences Check Date

08. Create a class seating chart

09. Develop a class roll book

10. Examine samples of student work and related rubrics

11. Examine available records of student achievement

12. Observe lessons with a specific purpose in mind

13. Arrange a schedule for observing other teachers

Experiences in Classroom Management Check Date

14. Take roll and record attendance

15. Regulate heating, light and ventilation

16. Distribute or organize classroom materials

17. Assist in the operation of classroom equipment

18. Assist in the general care and cleanliness of the classroom

42

Planning and Assisting Instruction Check Date

19. Duplicate or copy materials for instructional uses

20. Grade student papers

21. Use available instructional resources including computers,

electronic whiteboards and other classroom technologies

22. Check student homework or seatwork

23. Provide assistance to individual students

24. Work with small groups of students

25. Assist in creating materials for instruction

26. Prepare a written lesson plan for first taught class

Other Relevant Experiences as Determined by Supervisor Check Date

27.

28.

29.

30.

43


Experienced Teacher Observation Analysis Guide


Observation Date: Grade:

Classroom Teacher: Subject:

School: Time:

Setting Describe the classroom setting for this observation (students, tone, atmosphere).

Lesson Objective What was the teacher trying to accomplish and how effectively was this expressed to the students?

Teaching Procedures With reference to the observed lesson, comment on set induction, motivation, presentation of content, activities,

guided practice, questioning, feedback, classroom interaction and participation, closure, and assessment of

learning.

Classroom Management With reference to the observed lesson, comment on pacing, use of time, directions, routines, positive reinforcement,

monitoring, cueing, and the relationship of these practices to student behavior.

Summary and Evaluation What went well in this lesson? What could be improved in this lesson? What teaching or management skills were

effective or in need of improvement? Explain!

44



Video and/or Audio Taping of Lessons (Optional Activity)

Videotaping and viewing lessons is a powerful tool for reflecting on and improving classroom practice.

Student teachers are encouraged to videotape or audio tape the delivery of two lessons, separated in time.

The recordings should be minimally three weeks apart in order to afford sufficient time for growth.

Work with your cooperating teacher in scheduling the recordings and to ensure that you meet school

and/or district requirements for video and/or audio taping. Discuss with the cooperating teacher the

appropriateness of notifying parents and guardians before proceeding.

In viewing and analyzing the recordings, consider the following.

Content and Context:

Did you clearly introduce the day’s goals and/or objectives at the beginning of the lesson?

Were your directions clear and concise?

Note the part of the lesson that could have been improved and why.

Suggest alternative strategies and their rationales.

What levels of questioning were used? Provide examples.

Were clues and prompts used to guide the students to correct responses?

Did you allow for flexibility in your lesson?

Students’ Response:

How were the students actively involved in the lesson?

What indications are there that the students were motivated and engaged in the lesson?

What strategies did you use to motivate students who were not asking or answering questions?

How did you promote multicultural learning, gender fairness, and disability awareness?

Note portions of your interactions with the students that you feel went well and explain why.

What classroom management strategies did you use to keep students on task?

What strategies did you use to check for student understanding?

Presentation Skills:

Did your voice have too little or too much volume?

Did you vary your voice to convey meaning?

Did you annunciate properly?

Did you use verbal filler?

Identify any annoying non-verbal mannerisms.

Identify contextual factors that influenced the lesson.

Did classroom management advance or impede student learning?

Were materials and equipment distributed in an organized and efficient manner?

Did you display enthusiasm?

45


Assumption of Teaching Duties


Student Teacher: To extend him/herself to the extent possible to contribute to the instructional

experience of students entrusted to his/her care.

Cooperating Teacher: To encourage, guide and direct the instructional activity of the student

teacher.

University Supervisor: To coordinate, guide and evaluate the instructional activity of the

student.

10.2 Suggested Timeline

The timeline for the student teacher to assume increasing levels of responsibility for classroom management

and instruction will be determined by the cooperating teacher in consultation with the University supervisor

and will be subject to local conditions and context. What follows is a suggested timeline.

Week 1

o Observe and assist with routine duties; assist individual students or small groups as directed

by the cooperating teacher. Become familiar with the school’s policies and faculty

handbook; get to know the students’ names; begin conversations with the cooperating

teacher regarding daily and unit lesson planning; and generally get acclimated to the school

environment. Examine curriculum guides, basic texts, and teacher manuals. Observe other

tenured teachers’ instruction. Prepare a diagram of the classroom. Make reflective journal

entries.

Week 2

o Continue to observe and assist with routine duties. Teach one or two classes per day as

arranged by the cooperating teacher.

Weeks 3-4

o Continue to observe and assist. Increase the number of lessons taught per day as assigned

by the cooperating teacher.

Weeks 5-8

o Continue as above. Continue to assume greater responsibility for classroom management

and instruction. Teach full units or entire morning or afternoon sessions. Carefully reflect

on progress when completing the Mid-Semester Self-Assessment. Identify strengths and

weaknesses and develop action plans to accentuate strengths and remediate weaknesses.

Weeks 9-14/15

o Continue as above. Teach a full morning or afternoon session and gradually assume

responsibility for the entire teaching load. Maintain a full teaching load for a minimum of

three calendar weeks. Consider the transition back to the classroom teacher. Complete the

End-of-Semester Self-Assessment.

46


General/Weekly Reflections


Student Teacher: To complete and submit journal entries to the University supervisor.

Cooperating Teacher: To encourage and assist the student teacher in meaningful reflection on

varied aspects of teaching.

University Supervisor: To guide, direct and evaluate student submissions and to offer professional

feedback.

11.2 Requirements

The student teacher is required to complete and submit a minimum of three (3) reflective journal entries

each week, the purpose of which is to encourage the student teacher to reflect on and grow from his/her

classroom experiences. Two suggested formats for the completion of these journal entries are included in

this handbook. However, the format, content and process for journal entries will be announced by the


Topics for reflective journal entries can, in general, be self-selected by the student teacher. Generative

topics that invite deep thought and analysis are best. The student teacher should focus on issues of practice

that are novel, curious and/or problematic. The exploration of the unfamiliar will help strengthen the

student teacher’s analytical skills and heighten his/her development as a practitioner. The student teacher

should attempt to link theory to practice in his/her analysis.

With the prior approval of the University supervisor, the student teacher can submit a case study as partial

fulfillment of the weekly reflection requirement. Details can be found on pages 49-51.

Journal entries are to meet minimal requirements for university-level composition. The University

supervisor will use the PSSA Domain Writing Rubric as a guide in assessing the quality of journal entries.

The University Supervisor has the discretionary authority to limit the number of weekly reflections, assign

prompts for weekly reflections and/or replace weekly reflections with alternative assignments. All such

changes will be designed to enhance the student’s learning experience.


Student Teaching Reflective Journal, Format A (page 47)

Student Teaching Reflective Journal, Format B (page 48)

Case Study Option (page 49)

Sample Case Study (page 51)

PSSA Domain Writing Rubric (page 52)

47

Student Teaching Reflective Journal

Format A


Host School: Date:

Cooperating Teacher’s Name:

University Supervisor’s Name:

Topic

Sequence of Events

(Includes a short list of what happened?)

Highlights of one or two Notable Events

(Describe in detail what happened, including what you wanted students to learn and the extent to which

you were successful in helping all students.)

Analysis of Events

(Include thoughts and feelings, questions that were raised, and what you learned.)

48

Student Teaching Reflective Journal

Format B


Host School: Date:

Cooperating Teacher’s Name:

University Supervisor’s Name:

Things I have done well this week that helped students learn.

Thoughts I have had this week.

Feelings I have had this week.

One important thing I learned this week.

Things I want to remember to do in the future to help students learn.

Things my University supervisor should know.

49

Case Study Option

Introduction

The use of case studies is a powerful instructional too. Schools of law and business have capitalized on this

methodology for years; indeed, the case study approach is essential to these programs.

Generating a collection of authentic case studies in education for use by Holy Family University instructors

could help strengthen the preparation of teacher candidates. The experience of the University’s teacher

candidates (student teachers) is a rich source of ideas for the generation of case studies that describe

challenges in classroom practice.

The Case Study Option

Reflecting on practice is a critical element in the preparation of teacher candidates. Given this, the

University’s teacher candidates are required to complete and submit weekly reflections on their activity in

the field. If given more formal structure, these reflections could morph into case studies that could have

instructional value for other students. Therefore, teacher candidates are invited to draft and submit case

studies as an alternative to the submission of weekly reflections. Teacher candidates can coordinate this

activity directly with their University Supervisor. Upon the review and approval of the University

Supervisor, the case study will be forwarded to the Director of Field Placement for processing. Case studies

accepted for instructional uses will list the author; that is, the teacher candidate will be given attribution for

his/her work.

A case study approved and submitted by the University Supervisor will relieve the teacher candidate author

from the weekly reflection assignment for two weeks, details of which will be determined by the University

Supervisor.

Writing the Case Study

The case study is intended to capture a problem of classroom practice that invites the reader to apply

educational theory to a real-world challenge. The problem chosen for the case should lend itself to a

variety of solutions or approaches, each of which can be supported by reference to theory or best practice.

The case, therefore, is a representation of the classroom that positions to the reader to exercise his/her

knowledge base in a simulated exercise of problem solving and decision-making. The case requires the

reader to apply his/her understanding of theory to a practical but problematic situation.

Students are free to consult and/or collaborate with their cooperating teacher and/or others in the completion

of this task.

Approved cases will be submitted in the following format, using the headings below.

CLASSIFICATION

Classify the case by type of problem or challenge. For example: classroom management, instructional

planning, differentiation, parent involvement, student conflict, learning challenges, curriculum development

and delivery.

THE CASE

Describe the instructional context and the specifics of the problem or challenge. Write in narrative form;

tell a story. Identify the actors and the problem or challenge in as much detail as needed to bring the reader

sympathetically and imaginatively into the situation. The case must lead the reader to a decision or action

50

point. That is, the reader must decide how to proceed in order to address the problem or challenge.

IMPORTANT NOTE: Change the name of the school and use pseudonyms for all persons.

QUESTIONS FOR THE READER

List questions for the reader designed to prompt his/her thinking about the case. The questions should be

generative; that is, questions that stimulate new insights through the creative application of theory and/or

best practice.

ACTION & ANALYSIS

Describe your response to the problem or challenge and its consequences. For example:

Why did you act as you did?

How effective was your response?

What was at stake?

Whose interests were involved?

What issues/questions remain?

Evaluative Criteria

Approved case studies will meet the following criteria:

The case captures an authentic problem of practice.

The writing is clear and free of grammatical and syntactical errors.

The case invites analysis and the creative application of theory and/or best practice to the resolution

of a problem or challenge.

The questions focus the reader on the important aspects of the case.

The author’s response to the problem or challenge, and its consequences, are described in detail.

51

Sample Case Study

Classification: Child development, assessment, differentiated instruction, behavioral management

The case:

You are a new 1st grade teacher in a school where you have completed your student teaching. You

student taught in 4th

grade during the previous fall and did some substitute teaching in the spring.

In the late summer you worked closely with the other 1st grade teachers to set up your classrooms.

As a grade team you share lesson plans and have set up similar classroom rules, consequences and

rewards in keeping with the school's wider policies. The grade team has a common prep three

times of week. Because of a shortage of substitutes teachers may be called to do coverages for a

class where a teacher is out. For this reason the whole 1st grade team has only been able to meet

during their common planning period two times in the last month. The team shares the same lunch

and you try to eat together each day.

It is early November and you received a new student, Remi. Remi's family has recently moved

into the area. Remi turned 7 years old at the end of October and entering your class is her first

school experience ever. Remi is the oldest of four children. Eli, her younger brother, just turned 6

and has entered kindergarten at your school. Remi has twin baby sisters who are 1 year old. Remi

lives with her mother, father and grandmother.

As stated earlier, Remi has never been in a school setting. She is eager to interact with her

classmates but often does so at inappropriate times in the classroom. Remi is having difficulty

adjusting to certain classroom procedures: raising her hand to be recognized, pencil sharpening

time, and the designated bathroom times. Remi loves outdoor recess and plays jump rope and hula

hoop games.

You've noticed that Remi's academic performance is uneven. Her math computation skills with

money are quite well-developed. Remi can count money quickly and mentally compute sums and

differences of coins under $1. In literacy Remi can re-tell a story that she's listened to. Remi can

write to copy letters and words. She recognizes her name and some environmental print (Women's

Restroom; Toys R Us, Walmart). Remi can match the upper and lower case letters for 12 of the

letters. These are for the letters in her name and the letters that look the same for upper and lower

case (Ss, Oo, Xx, etc.) Remi does not seem to have had any exposure to phonics.

Questions for the reader:

What will you do to help Remi acclimate to the school setting?

What will you do to address some of the gaps and strengths in Remi's academic profile?

What resources do you have available to you?

Action & Analysis:

Describe your response to the problem or challenge and consequences or outcome of your actions.

52

PSSA Domain Rubric for Writing

Domain Descriptors

NOTE: A score of 3 and 4 in each Category represents Satisfactory or Better Performance

Focus Content Organization Style Conventions

The single

controlling point

made with an

awareness of

task (mode)

about a specific

topic

The presence of

ideas developed

through facts;

examples,

anecdotes,

details, opinions,

statistics,

reasons and/or

explanations

The order

developed and

sustained within

and across

paragraphs using

transitional

devices and

including

introduction and

conclusion

The choice, use

and arrangement

of words and

sentence

structures that

create tone and

voice

Grammar,

mechanics,

spelling, usage

and sentence

formation

Domain Scoring Points and Descriptions

Points Focus Content Organization Style Conventions

4

Sharp, distinct

controlling point

made about a

single topic with

evident

awareness of

task

Substantial,

specific; and/or

illustrative

content

demonstrating

strong

development and

sophisticated

ideas

Sophisticated

arrangement of

content with

evident and/or

subtle transitions

Precise,

illustrative use

of a variety of

words and

sentence

structures to

create consistent

writer’s voice

and tone

Evident control

of grammar,

mechanics,

spelling, usage

and sentence

formation

3

Apparent point

made about a

single topic with

sufficient

awareness of

task (mode)

Sufficiently

developed

content with

adequate

elaboration or

explanation

Functional

arrangement of

content that

sustains a logical

order with some

evidence of

transitions

Generic use of a

variety of words

and sentence

structures that

may or may not

create writer’s

voice and tone

appropriate to

audience

Sufficient

control of

grammar,

mechanics,

spelling, usage

and sentence

formation

2

No apparent

point but

evidence of a

specific topic

Limited content

with inadequate

elaboration or

explanation

Confused or

inconsistent

arrangement of

content with or

without attempts

at transition

Limited word

choice and

control of

sentence

structures that

inhibit voice and

tone

Limited control

of grammar,

mechanics,

spelling, usage

and sentence

formation

1

Minimal

evidence of a

topic

Superficial

and/or minimal

content

Minimal control

of intent

arrangement

Minimal variety

in word choice

and minimal

control of

sentence

structure

Minimal control

of grammar,

mechanics,

spelling, usage

and sentence

formation

53


Focused Reflection on Evaluative Criteria


Student Teacher: Complete and submit the assignment by the due date.

Cooperating Teacher: Respond to student teacher inquiries.

University Supervisor: Evaluate the assignment and provide the student teacher with professional

feedback.

12.2 Requirements

The Pennsylvania Department of Education (PDE) has mandated that teacher training programs use state

form PDE-430 for the purpose of evaluating the performance of student teachers. A satisfactory or better

rating on this form at the end of the semester is a prerequisite for teacher certification. A copy of the PDE-

430 form can be found in this handbook on pages 56-61.

The Pennsylvania Department of Education has also adopted a set of field experience competencies for the

various stages of teacher training – observation, practicum and student teaching. The student teaching

competencies can be found in this handbook on pages 54-55.

Additionally, the state legislature has adopted a Code of Professional Practice and Conduct for Educators

that defines “interactions between the individual educator and students, the employing agencies and other

professionals.” Student teachers are to consider themselves governed by this code. This code can be found

on pages 62-64 of this handbook.

The student teacher will be evaluated using these three documents as a conceptual frame. The purpose of

this reflection is to encourage the student teacher to complete a close reading of the PDE-430, student

teaching competencies, and Code of Professional Practice and Conduct. This close reading and reflection

will heighten the student teacher’s understanding of the competencies and standards against which his/her

performance will be evaluated.

This two-page reflection is to be word-processed and submitted to the University supervisor by the due

date. This reflection will satisfy the journaling requirement for the week in which it is submitted. This

written reflection is to meet minimal university-level standards.

The reflection must address, but is not limited to, the following questions.

From your perspective as a student teacher, what is the significance of the PDE-430, student

teaching competencies and Code of Professional Practice and Conduct?

On your reading and interpretation, what is the relationship between the student teaching

competencies and the PDE-430?

What is your personal and/or professional reaction to the PDE-430, student teaching competencies

and Code of Professional Practice and Conduct?


PDE Student Teaching Competencies (pages 54-55)

PDE-430 (pages 56-61)

Code of Professional Practice and Conduct for Educators (pages 62-64)

54

PDE STUDENT TEACHING COMPETENCIES

PDE Field Experience Competencies for Student Teaching

The Pennsylvania Department of Education has published competencies that are designed to inform the

development of teacher preparation programs and the evaluation of student teachers engaged in clinical

experiences in the field. The competencies are organized under seven headings that parallel and extend

the domains in Charlotte Danielson’s framework for enhancing professional practice. It is important to

note too that the Pennsylvania Department of Education evaluation form (PDE-430) is also organized

using Danielson’s framework as a guide.

Below are the student teaching competencies as published by PDE. University supervisors will evaluate

student teachers by matching their performance against the competencies.

A. Planning and Preparation

A.1: Links content to related research-based pedagogy based on sound educational psychology

principles in short- and long-range instructional plans.

A.2: Constructs all instructional plans to align with PA Pre-K-12 Academic Standards.

A.3: Plans instruction that is responsive to the age and/or related characteristics of their students.

A.4: Uses multiple forms of formative and summative assessments to adapt learning goals that

match individual student needs.

A.5: Plans short- and long-range instruction using appropriate resources, materials, technology

and activities to engage students in meaningful learning, based on their instructional goals.

A.6: Assesses existing resources and creates and/or accesses additional instructional resources

appropriate for learners under their responsibility.

B. Classroom Environment

B.1: Maintains and promotes a culture which values the development of meaningful, caring, and

respectful relationships between teacher and students, and among students.

B.2: Creates and maintains a prepared classroom environment as a necessary element to support

optimal learning opportunities.

B.3: Uses classroom resources to support equity and maximize learning opportunities, which are

age-, gender-, individually-, culturally- and ability-appropriate.

B.4: Assesses classroom resources in order to make adaptations and accommodations required to

differentiate instruction for all learners.

B.5: Engages in proactive communication with families and community contacts.

B.6: Develops and/or supports systems for student transitions, as well as procedures and routines

for instructional and non-instructional responsibilities.

C. Instructional Delivery

C.1: Uses effective verbal and non-verbal communication techniques.

C.2: Uses effective questioning and discussion techniques.

C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate

instructional strategies which reflect evidence of student engagement, new learning and

assessment.

C.4: Uses instructional technology and assesses its impact on student learning.

C.5: Provides appropriate progress feedback to students in a timely manner.

C.6: Uses active student engagement during instructional delivery.

C.7: Uses a variety of formal and informal assessments to measure student responsiveness to

instruction.

55

C.8: Constructs a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to

which learning goals were achieved and can offer alternative actions if necessary.

C.9: Actively seeks, and is responsive to, constructive feedback offered by the cooperating

teacher and university supervisor.

C.10: Clearly communicates instructional goals, procedures and content.

C.11: Accesses communication technologies to communicate with families regarding student

progress.

D. Professional Conduct

D.1: Communicates with the cooperating teacher regarding instructional and non-instructional

record keeping, procedures and routines, and timelines; including, but not limited to, grading,

attendance, lesson plans, parent communication, and inter-school needs and assumes these

responsibilities as permitted.

D.2: Participates in district, college, and regional, state and/or national professional development

growth and development opportunities.

D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of

Professional Practice & Conduct for Educators,” as well as local, state and federal laws and

regulations.

D.4: Avoids inappropriate relationships, conduct and contact with students.

D.5: Applies safety precautions and procedures.

D.6: Complies with school policies and procedures regarding professional dress, attendance,

punctuality and the use of technology.

D.7: Cultivates professional relationships with school colleagues, families and the broader

community; and avoids inappropriate relationships, conduct, and contact with colleagues,

families and the broader community.

E. Assessment

E.1: Uses various kinds of assessments in instruction, including formative, summative,

benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.

E.2: Makes norm-referenced and criterion-referenced interpretations of assessment results.

E.3: Applies interpretations to inform planning and instruction for groups and individual

students.

E.4: Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform

planning and instruction for groups and individual students.

E.5: Constructs assessments to match cognitive, affective, behavioral and/or psychomotor

curricular goals.

E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g.

Bloom’s taxonomy).

E.7: Assesses their own professional growth through focused self-reflection.

F. Knowledge of Diverse Learners

F.1: Appropriately responds to the unique characteristics and learning needs of diverse learners

(age, gender, culture or ability) in the classroom.

F.2: Promotes a positive learning environment that values and fosters respect for all students.

F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful

educational performance.

F.4: Supports the growth and development of all students, particularly those traditionally

underserved.

F.5: Communicates with and engages families, caregivers and the broader community.

56

PDE-430

Commonwealth of Pennsylvania Department of

Education

333 Market Street

Harrisburg, PA

Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice

Circle One Midterm PDE-430 Final PDE-430

Student’s Last Name Student’s First Name Student’s Middle Initial

Circle One Undergraduate Student Graduate Student Intern Teacher

Subjects Taught: Grade Level(s):

This form is to serve as a permanent record of a student teacher/candidate’s professional performance evaluation

during a specific time period, based on specific criteria. This form

must be used at least twice during the 12-week (minimum) student teaching experience.

PERFORMANCE EVALUATION

Directions: Examine all sources of evidence provided by the student teacher/candidate and bear in mind the aspects of

teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and indicate

the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of

the four categories and then assign an overall evaluation of performance. Sign the form and gain the signature of the

student teacher.

57

Commonwealth of

Pennsylvania

Department of

Education

333 Market Street

Harrisburg, PA


Student’s Name (Last, First, Middle Initial):


Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and

preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, their knowledge of

assigned students and his/her instructional context.

Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H)

Student Teacher/Candidate’s performance appropriately demonstrates:

Knowledge of content

Knowledge of pedagogy

Knowledge of Pennsylvania’s K-12 Academic Standards

Knowledge of students and how to use this knowledge to impart instruction

Use of resources, materials, or technology available through the school or district

Instructional goals that show a recognizable sequence with adaptations for individual student needs

Assessments of student learning aligned to the instructional goals and adapted as required for student

needs

Use of educational psychological principles/theories in the construction of lesson plans and setting

instructional goals

Sources of Evidence (Highlight all that apply and include dates, types/titles and number)

Lesson/Unit Plans

Resources/Materials/Technology

Assessment Materials

Information About Students

(Including IEP’s)

Student Teacher Interviews

Classroom Observations

Resource Documents

Other

Category Exemplary

3 Points

Superior

2 Points

Satisfactory

1 Point

Unsatisfactory

0 Points

Criteria for

Rating

The candidate

consistently and

thoroughly

demonstrates

indicators of

performance.

The candidate

usually and

extensively

demonstrates

indicators of

performance.

The candidate

sometimes and

adequately

demonstrates

indicators of

performance.

The candidate rarely or never

and inappropriately or

superficially demonstrates

indicators of performance.

Rating

(Indicate with )

Justification for Evaluation:

58

Commonwealth of

Pennsylvania

Department of

Education

333 Market Street

Harrisburg, PA




Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in which

students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior.

Alignment: 354.33, (1)(i)(E), (B)


Expectations for student achievement with value placed on the quality of student work

Attention to equitable learning opportunities for students

Appropriate interactions between teacher and students and among students

Effective classroom routines and procedures resulting in little or no loss of instructional time

Clear standards of conduct and effective management of student behavior

Appropriate attention given to safety in the classroom to the extent that it is under the control of the student

teacher

Ability to establish and maintain rapport with students

Sources of Evidence (Highlight all that apply and include dates, types/titles, and number)


Informal Observations/Visits

Student Teacher/Candidate Interviews

Visual Technology

Resources/Materials/Technology/Space

Other

Category Exemplary

3 Points

Superior

2 Points

Satisfactory

1 Point

Unsatisfactory

0 Points

Criteria for

Rating

The candidate

consistently and

thoroughly

demonstrates

indicators of

performance.

The candidate

usually and

extensively

demonstrates

indicators of

performance.

The candidate

sometimes and

adequately

demonstrates

indicators of

performance.





Rating

(Indicate with √)


59

Commonwealth of

Pennsylvania

Department of

Education

333 Market Street

Harrisburg, PA




Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering instruction, engages

students in learning by using a variety of instructional strategies.

Alignment: 354.33. (1)(i)(D),(F),(G)


Use of knowledge of content and pedagogical theory through his/her instructional delivery

Instructional goals reflecting Pennsylvania K-12 standards

Communication of procedures and clear explanations of content

Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for

individual student needs

Use of questioning and discussion strategies that encourage many students to participate

Engagement of students in learning and adequate pacing of instruction

Feedback to students on their learning

Use of informal and formal assessments to meet learning goals and to monitor student learning

Flexibility and responsiveness in meeting the learning needs of students

Integration of disciplines within the educational curriculum

Sources of Evidence (Highlight all that apply and include dates, types/titles, or number)




Student Teacher/Candidate Interviews

Student Assignment Sheets

Student Work

Instructional Resources/Materials/Technology

Other

Category Exemplary

3 Points

Superior

2 Points

Satisfactory

1 Point

Unsatisfactory

0 Points

Criteria for

Rating

The candidate

consistently and

thoroughly

demonstrates

indicators of

performance.

The candidate

usually and

extensively

demonstrates

indicators of

performance.

The candidate

sometimes and

adequately

demonstrates

indicators of

performance.





Rating

(Indicate with √)


60

Commonwealth of

Pennsylvania

Department of

Education

333 Market Street

Harrisburg, PA




Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and

beyond the classroom/building.

Alignment: 354.33. (1)(i)(I),(J)


Knowledge of school and district procedures and regulations related to attendance, punctuality and the

like

Knowledge of school or district requirements for maintaining accurate records and communicating with

families


Knowledge of district or college’s professional growth and development opportunities

Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional

Practice and Conduct for Educators; and local, state, and federal, laws and regulations

Effective communication, both oral and written with students, colleagues, paraprofessionals, related

service personnel, and administrators

Ability to cultivate professional relationships with school colleagues

Knowledge of Commonwealth requirements for continuing professional development and licensure

Sources of Evidence (Highlight all that apply and include dates, types/titles, or number)




Student Teacher Interviews

Written Documentation

Student Assignment Sheets

Student Work

Instructional Resources/Materials/Technology

Other

Category Exemplary

3 Points

Superior

2 Points

Satisfactory

1 Point

Unsatisfactory

0 Points

Criteria for

Rating

The candidate

consistently and

thoroughly

demonstrates

indicators of

performance.

The candidate

usually and

extensively

demonstrates

indicators of

performance.

The candidate

sometimes and

adequately

demonstrates

indicators of

performance.





Rating

(Indicate with √ )


61

Commonwealth of

Pennsylvania

Department of

Education

333 Market Street

Harrisburg, PA


Overall Rating

Category

Exemplary

(Minimum of

12 Points)

Superior

(Minimum of

8 Points)

Satisfactory

(Minimum of

4 Points)

Unsatisfactory

(Maximum of

3 Points)

Criteria for Rating

The candidate

consistently and

thoroughly

demonstrates

indicators of

performance.

The candidate

usually and

extensively

demonstrates

indicators of

performance.

The candidate

sometimes and

adequately

demonstrates

indicators of

performance.

The candidate rarely

or never and

inappropriately or

superficially

demonstrates

indicators of

performance.

Rating

(Enter total

score)

Note: This assessment instrument must be used a minimum of two times. A satisfactory rating (1) in each of the 4

categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to

favorably complete this assessment.

Justification for Overall Rating:


District/IU: School:

School Year: Term: Conference Date:

University Supervisor Signature Date

Student Teacher Signature Date

CONFIDENTIAL DOCUMENT

62

CODE OF PROFESSIONAL PRACTICE AND CONDUCT FOR

EDUCATORS

Section 1. Mission

The Professional Standards and Practices Commission is committed to providing leadership for improving

the quality of education in this Commonwealth by establishing high standards for preparation, certification,

practice and ethical conduct in the teaching profession.

Section 2. Introduction

(a) Professional conduct defines interactions between the individual educator and students, the employing

agencies and other professionals. Generally, the responsibility for professional conduct rests with the

individual professional educator. However, in this Commonwealth, a Code of Professional Practice and

Conduct (Code) for certificated educators is required by statute and violation of specified sections of the

Code may constitute a basis for public or private reprimand. Violations of the Code may also be used as

supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a

certificate. The Professional Standards and Practices Commission (PSPC) was charged by the act of

December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251 - 12-1268), known as the Teacher

Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. § 12-1255(a)(10).

(b) This chapter makes explicit the values of the education profession. When individuals become educators

in this Commonwealth, they make a moral commitment to uphold these values.

Section 3. Purpose

(a) Professional educators in this Commonwealth believe that the quality of their services directly influences

the Nation and its citizens. Professional educators recognize their obligation to provide services and to

conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional

educators seek to ensure that every student receives the highest quality of service and that every

professional maintains a high level of competence from entry through ongoing professional development.

Professional educators are responsible for the development of sound educational policy and obligated to

implement that policy and its programs to the public.

(b) Professional educators recognize their primary responsibility to the student and the development of the

student's potential. Central to that development is the professional educator's valuing the worth and dignity

of every person, student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of

knowledge; and democratic principles. To those ends, the educator engages in continuing professional

development and keeps current with research and technology. Educators encourage and support the use of

resources that best serve the interests and needs of students. Within the context of professional excellence,

the educator and student together explore the challenge and the dignity of the human experience.

Section 4. Practices

(a) Professional practices are behaviors and attitudes that are based on a set of values that the professional

education community believes and accepts. These values are evidenced by the professional educator's

conduct toward students and colleagues, and the educator's employer and community. When teacher

candidates become professional educators in this Commonwealth, they are expected to abide by this section.

(b) Professional educators are expected to abide by the following:

(1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. § § 1-101 - 27-2702),

63

other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the

Public Employee Relations Act (43 P. S. § § 1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this

chapter.

(2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators

may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be

assigned to or accept assignments outside their certification area on a temporary, short-term, emergency

basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who

has that day become ill; a substitute teacher certified in elementary education employed as a librarian for

several days until the district can locate and employ a permanent substitute teacher certified in library

science.

(3) Professional educators shall maintain high levels of competence throughout their careers.

(4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and

parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic

origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status,

disabling condition or vocational interest. This list of bases or discrimination is not all-inclusive.

(5) Professional educators shall accept the value of diversity in educational practice. Diversity requires

educators to have a range of methodologies and to request the necessary tools for effective teaching and

learning.

(6) Professional educators shall impart to their students principles of good citizenship and societal

responsibility.

(7) Professional educators shall exhibit acceptable and professional language and communication skills.

Their verbal and written communications with parents, students and staff shall reflect sensitivity to the

fundamental human rights of dignity, privacy and respect.

(8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and

communication skills when responding to an issue within the educational environment.

(9) Professional educators shall keep in confidence information obtained in confidence in the course of

professional service unless required to be disclosed by law or by clear and compelling professional

necessity as determined by the professional educator.

(10) Professional educators shall exert reasonable effort to protect the student from conditions which

interfere with learning or are harmful to the student’s health and safety.

Section 5. Conduct

Individual professional conduct reflects upon the practices, values, integrity and reputation of the

profession. Violation of § § 235.6-235.11 may constitute an independent basis for private or public

reprimand, and may be used as supporting evidence in cases of certification suspension and revocation.

Section 6. Legal obligations

(a)The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P. L.

397, No. 141) (24 P. S. § § 12-1251-12-1268), known as the Teacher Certification Law.

(b)The professional educator may not engage in conduct prohibited by:

(1) The Public School Code of 1949 (24 P. S. § § 1-101-27-2702) and other laws relating to the schools or

the education of children.

(2) The applicable laws of the Commonwealth establishing ethics of public officials and public employees,

including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § § 401-413), known as the Public

Official and Employee Ethics Law.

(c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be

considered an independent basis for discipline.

64

Section 7. Certification

The professional educator may not:

(1) Accept employment, when not properly certificated, in a position for which certification is required.

(2) Assist entry into or continuance in the education profession of an unqualified person.

(3) Employ, or recommend for employment, a person who is not certificated appropriately for the position.

Section 8. Civil Rights


(1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation,

marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against

a student or fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination

shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for

discipline.

(2) Interfere with a student's or colleague's exercise of political and civil rights and responsibilities.

Section 9. Improper personal or financial gain

(1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment.

(2) Exploit a professional relationship for personal gain or advantage.

Section 10. Relationships with students


(1) Knowingly and intentionally distort or misrepresent evaluations of students.

(2) Knowingly and intentionally misrepresent subject matter or curriculum.

(3) Sexually harass or engage in sexual relationships with students.

(4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal

obligations as defined within this section.

Section 11. Professional relationships


(1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional

right or privilege in being an educator.

(2) Knowingly and intentionally distort evaluations of colleagues.

(3) Sexually harass a fellow employee.

(4) Use coercive means or promise special treatment to influence professional decisions of colleagues.

(5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a

governing agency actual or suspected violations of law, agency regulations or standards.

The Code of Professional Practice and Conduct for Educators can be found at

22 Pa. Code §§235.1 - 235.11.

65


Focused Reflection on Standardized Testing


Student Teacher: Complete and submit the assignment by the due date.



feedback.

13.2 Requirements

Pennsylvania Department of Education requirements for student teachers include an understanding of

standardized testing with specific reference to state assessments. This understanding is difficult to assess

through observation. Therefore, student teachers are required to complete and submit a focused reflection on

this subject. The completed two- to three-page paper is to be submitted to the University supervisor by no

later than the due date.

The following process and prompts will be helpful to the student teacher in completing this assignment.

o Focus on the uses of whole-group standardized testing within your assigned building.

o Begin by discussing the uses of standardized testing with your cooperating teacher. Focus on

(a) the Pennsylvania State System of Assessment - PSSA for elementary students or Keystone

Exams for secondary students, (b) the Pennsylvania Value-Added Assessment System

(PVAAS), and (c) other standardized tests administered to whole-groups in your building

(e.g., Terra Nova).

o Discuss standardized testing with your cooperating teacher and other officials in the building

as appropriate. Consider curriculum specialists, assessment specialists, counselors and

administrators as useful sources. Your cooperating teacher can assist the student teacher in

identifying informants.

o Explore the instructional uses of these instruments from the perspective of a classroom

teacher.

o Write a university-level two- to three-page paper on your findings. Consider the following

questions as a frame for your writing. Write from the perspective of your assigned building.

At what grade levels are state assessments administered? In which subject areas?

How are the results of the PSSA or Keystones used by the building and/or classroom

teachers?

What is PVAAS and how is it used in the building and/or by classroom teachers?

What other standardized tests are administered in the building to whole-groups (grade

level or levels)? What is the purpose of these assessments and how are the results

used by the building and/or classroom teachers?

What are your personal beliefs about standardized testing and how will these beliefs

inform your practice as a classroom teacher?

o NOTE: For those placed in New Jersey schools, please focus on the New Jersey Assessment

of Skills and Knowledge (NJ ASK/grades 3-8) and the High School Proficiency Assessment

(HSPA/grades 11-12).

66


Focused Reflections on Professional Development (For completion mid-semester and end-of-semester)


Student Teacher: Complete and submit the assignment by the due dates.



feedback and coaching.

14.2 Requirements

The purpose of this assignment is to encourage you to reflect critically on your performance in the classroom

and to outline action steps designed to improve your performance from midterm to end-of-semester and during

the transition period between issuance of certification and start of your professional career. Ideally, the act of

self-reflection will become a routine part of your professional practice.

In completing this assignment you will use University-prepared forms at both the midpoint and end-of-

semester. These forms mirror the categories and structure of the PDE-430. In completing the forms, rely both

on the sum of the feedback you have received from others and your own analysis of your performance. When

designing action steps, give consideration to professional development opportunities at your school site,

district, Holy Family University, and/or other providers.


Student Teacher Mid-Semester Self-Assessment (pages 67-69)

Student Teacher End-of-Semester Self-Assessment (pages 70-72)

67


FIELD PLACEMENT OFFICE

STUDENT TEACHER MID-SEMESTER SELF-ASSESSMENT

DEMOGRAPHIC INFORMATION

Name: Name:

Student/Intern Teacher Name Cooperating Teacher Name

School: US:

School Name University Supervisor Name

SUBJ/GL: Date:

Subject and/or Grade Level Date of Completion

Instructions: Please complete this self-assessment at the midpoint of the semester. Place a

check next to each descriptor that has been evident in your practice and add narrative comments

that highlight your strengths and weaknesses. So as to encourage professional growth, please

identify specific goals and action steps for improvement in each area of identified weakness.

Discuss your self-assessment with your cooperating teacher and give your university supervisor

a signed copy of this completed form. Review the rubric for quality standards at the end of this

document.

CATEGORICAL ASSESSMENT USING DANIELSON’S FRAMEWORK

Category I – Planning and Preparation

Descriptor [ ] Student uses Holy Family School of Education

Lesson Plan Format

[ ] Writes objectives that reflect state standards

[ ] Writes objectives that reflect expectations for

students written in measurable terms

[ ] Provides assessment that is aligned with the

instructional objectives and adapted as required for

students’ needs

[ ] Shows knowledge of the content being taught

[ ] Applies child growth and development theory to the

construction of the lesson plan

[ ] Applies learning theory to the construction of the

lesson plan

[ ] Constructivist pedagogy is evident in the activities

that are planned for the students

[ ] Use of resources, materials, or technology available

through the school or district.

Sources of Evidence:

Goals/Actions Steps:

68

Category II – Classroom Environment

Descriptor

[ ] Shows a positive rapport with students

[ ] Demonstrates a classroom presence as the teacher

[ ] Moves around the room during the entire lesson

[ ] Communicates clear standards of behavior and value

of quality work

[ ] Manages behavior effectively during the lesson

(indicate + or -)

Practices with-it-ness and overlapping


Interacts with all students and among students

Intervenes when misbehavior occurs without

interrupting instruction

[ ] Is aware of learning and behavior needs of all

students in the classroom, paying attention to equitable

learning opportunities for all

[ ] Ensures attention given to safety



Category III – Instructional Delivery

Descriptor

[ ] Begins lesson with a clear statement of the

objective(s) in terms of student understanding

[ ] Speaks in an assertive voice and uses volume that all

students can hear

[ ] Uses questioning and discussion strategies that

encourage all students to participate

[ ] Gives directions and explanations that are clear (use +

or -)

Both verbal and written formats are provided

A step-by-step logical process is used

Students have opportunities to repeat directions

or to ask questions


[ ] Preparation for the lesson is evident with all materials

readily available

[ ] The pacing of the lesson allows for change of activity

and involvement of all students

[ ] Grouping patterns vary with time for whole class,

small group, and individual activities

[ ] Feedback is provided to the students and comments

reflect learning that is taking place

[ ] Formal and informal assessment techniques are

incorporated to monitor student learning

[ ] Provides for the learning needs of all students in the

classroom

[ ] Provides lesson closure that allows students to reflect

on the learning that took place



69

Category IV - Professionalism

Descriptor

[ ] Knowledge of school procedures and regulations

related to attendance, punctuality, and the like

[ ] Knowledge of school requirements for maintaining

accurate records and communicating with families

[ ] Knowledge of school and/or district events

[ ] Knowledge of district or university’s professional

growth and development opportunities

[ ] Ability to cultivate professional relationships with

school colleagues

[ ] Effective communication, both oral and written, with

students, colleagues, paraprofessionals, related service

personnel, and administrators

[ ] Integrity and ethical behavior, professional conduct as

stated in Pennsylvania Code of Professional Practice and

Conduct for Educators and local, state, and federal laws

and regulations

[ ] Knowledge of Commonwealth requirements for

continuing professional development and licensure



Overall Comments:

Signature: Date:

Student Teacher Signature: Date:

Please discuss this self-assessment with your cooperating teacher and provide your University

supervisor with a signed copy of this completed form.

Quality Standard Rubric

Student Teacher Self-Assessment

Timeliness The self-assessment is completed and submitted to the university supervisor by the

announced due date.

Presentation The self-assessment is word-processed, signed and dated.

Grammar and Usage The language in the self-assessment is clear and coherent. Errors in grammar and

usage appear in no more than 10% of the text.

Narrative Comments

The self-assessment of performance bears a family resemblance to the observations of

the university supervisor. That is, the self-assessment mirrors the feedback from and

conversations with the university supervisor.

Goals & Action Steps There is a clear relationship between the narrative comments and the statement of

goals. Action steps are realistic and clearly directed towards attainment of the goals.

70


FIELD PLACEMENT OFFICE

STUDENT TEACHER END-OF-SEMESTER SELF-ASSESSMENT

DEMOGRAPHIC INFORMATION

Name: Name:

Student/Intern Teacher Name Cooperating Teacher Name

School: US:

School Name University Supervisor Name

SUBJ/GL: Date:

Subject and/or Grade Level Date of Completion

Instructions: Please complete this self-assessment at the end of the semester. Place a check

next to each descriptor that has been evident in your practice and add narrative comments that

highlight your strengths and weaknesses. Be certain to reference your midterm goals and

progress related thereto. Additionally, in anticipation of employment, please identify specific

goals and action steps for improvement in each area of identified weakness. Discuss your self-

assessment with your cooperating teacher and give your university supervisor a signed copy of

this completed form. Review the rubric for quality standards at the end of this document.

CATEGORICAL ASSESSMENT USING DANIELSON’S FRAMEWORK

Category I – Planning and Preparation

Descriptor

[ ] Student uses Holy Family School of Education

Lesson Plan Format

[ ] Writes objectives that reflect state standards

[ ] Writes objectives that reflect expectations for

students written in measurable terms

[ ] Provides assessment that is aligned with the

instructional objectives and adapted as required for

students’ needs

[ ] Shows knowledge of the content being taught

[ ] Applies child growth and development theory to the

construction of the lesson plan

[ ] Applies learning theory to the construction of the

lesson plan

[ ] Constructivist pedagogy is evident in the activities

that are planned for the students

[ ] Use of resources, materials, or technology available

through the school or district.



71

Category II – Classroom Environment

Descriptor

[ ] Shows a positive rapport with students

[ ] Demonstrates a classroom presence as the teacher

[ ] Moves around the room during the entire lesson

[ ] Communicates clear standards of behavior and value

of quality work

[ ] Manages behavior effectively during the lesson

(indicate + or -)

Practices with-it-ness and overlapping


Interacts with all students and among students

Intervenes when misbehavior occurs without

interrupting instruction

[ ] Is aware of learning and behavior needs of all

students in the classroom, paying attention to equitable

learning opportunities for all

[ ] Ensures attention given to safety



Category III – Instructional Delivery

Descriptor

[ ] Begins lesson with a clear statement of the

objective(s) in terms of student understanding

[ ] Speaks in an assertive voice and uses volume that all

students can hear

[ ] Uses questioning and discussion strategies that

encourage all students to participate

[ ] Gives directions and explanations that are clear (use +

or -)

Both verbal and written formats are provided

A step-by-step logical process is used

Students have opportunities to repeat directions

or to ask questions


[ ] Preparation for the lesson is evident with all materials

readily available

[ ] The pacing of the lesson allows for change of activity

and involvement of all students

[ ] Grouping patterns vary with time for whole class,

small group, and individual activities

[ ] Feedback is provided to the students and comments

reflect learning that is taking place

[ ] Formal and informal assessment techniques are

incorporated to monitor student learning

[ ] Provides for the learning needs of all students in the

classroom

[ ] Provides lesson closure that allows students to reflect

on the learning that took place



72

Category IV - Professionalism

Descriptor

[ ] Knowledge of school procedures and regulations

related to attendance, punctuality, and the like

[ ] Knowledge of school requirements for maintaining

accurate records and communicating with families

[ ] Knowledge of school and/or district events

[ ] Knowledge of district or university’s professional

growth and development opportunities

[ ] Ability to cultivate professional relationships with

school colleagues

[ ] Effective communication, both oral and written, with

students, colleagues, paraprofessionals, related service

personnel, and administrators

[ ] Integrity and ethical behavior, professional conduct as

stated in Pennsylvania Code of Professional Practice and

Conduct for Educators and local, state, and federal laws

and regulations

[ ] Knowledge of Commonwealth requirements for

continuing professional development and licensure



Overall Comments:

Signature: Date:

Student Teacher Signature: Date:

Please discuss this self-assessment with your cooperating teacher and provide your university

supervisor with a signed copy of this completed form.

Quality Standard Rubric

Student Teacher Self-Assessment

To satisfy minimum quality standards, the submitted self-assessment must meet the criteria outlined below.

Timeliness The self-assessment is completed and submitted to the university supervisor by the due

date.

Presentation The self-assessment is word-processed, signed and dated.

Grammar and Usage The language in the self-assessment is clear and coherent. Errors in grammar and

usage appear in no more than 10% of the text.

Narrative Comments

The self-assessment of performance bears a family resemblance to the observations of

the university supervisor. That is, the self-assessment mirrors the feedback from and

conversations with the university supervisor.

Goals & Action Steps There is a clear relationship between the narrative comments and the statement of

goals. Action steps are realistic and clearly directed towards attainment of the goals.

73

15.0 COURSE REQUIREMENTS

Daily Lesson Plans


Student Teacher: To prepare and present for approval by the cooperating teacher and/or University

supervisor.

Cooperating Teacher: To guide, direct and approve.

University Supervisor: To evaluate and offer the student teacher professional feedback and

coaching.

15.2 Requirements

The student teacher is required to prepare a written lesson plan in advance of each scheduled lesson. These

lesson plans are to be kept in the student teacher’s binder and are to be completed in conformance with

cooperating teacher and University supervisor requirements.

Holy Family University has adopted a standard daily lesson plan template for use by its students. The intent

of this form is to ensure that the student teacher gives due attention to all necessary lesson elements in

his/her planning. Student teachers are to use the University-approved daily lesson plan template for all

scheduled observations by the University supervisor. This template is to be completed, approved by the

cooperating teacher, and then forwarded to the University supervisor prior to the instructional date. As a

general rule, the University supervisor will observe a minimum of six lessons.

The use of an alternative template for other lessons may be discussed with the cooperating teacher and

University supervisor. In all instances, the direction of the University supervisor is to be honored.

Written lesson plans have many advantages, among which are the following.

They ensure that the student teacher has given attention and thought to the goals and methods of a

lesson before it is actually taught.

They help to clarify the student teacher’s thinking regarding what is to be accomplished and how

this is to be done.

They provide the student teacher with a better sense of organization in carrying out the lesson.

They establish a clear basis for suggestions for improvement by the cooperating teacher and


They provide the student teacher with confidence in implementing the plan.

They serve as a concrete record of the content and objectives covered by the student teacher during

his/her period of instruction.

They act as a written guide for the cooperating teacher in the event of the student teacher’s absence.

They provide the student teacher with a means of evaluating his/her own performance.


Holy Family Daily Lesson Plan Template (page 74)

Sample Daily Lesson Plan (pages 75-77)

74

HOLY FAMILY UNIVERSITY Daily Lesson Plan Template

Instructional Context

Student’s Name:

Cooperating Teacher’s Approval: Date:

Unit of Study: Topic: Grade:

Allocated Time: Student Population:

Instructional Focus

Common Core, State

Standards or District

Requirements

Specific Number:

Exact Wording:

Instructional Objective

Statement

Assessment of Objective

Estimated

Time Instructional Elements/Procedure

Engagement/Introduction:

Representation/Developmental Activities:

Expression/Closure:

Teacher Materials: Student Materials:

Resources/References:

Self-Assessment

Following the delivery of your lesson, enter your reflections on its strengths and weaknesses here.

75


Sample Daily Lesson Plan

This review lesson was prepared and delivered by a Holy Family University Student and selected by the

faculty as a model for teaching candidates in the field.

Instructional Context

Student’s Name: Mark Papers

Cooperating Teacher’s Approval: Anita Lesson Date: March 25, 20XX

Unit of Study: Math - Fractions Topic: Review Grade: Two

Allocated Time: 45 minutes Student Population: 28 students

Instructional Focus

Common Core, State

Standards or District

Requirements

Specific Number: CC.2.3.3.A.2

Exact Wording: Use the understanding of fractions to partition shapes into

parts with equal areas and express the area of each part as a unit fraction of

the whole.

Instructional Objective

Statement

Students will be able to identify a fraction by comparing the number of

shaded parts to the entire number of equal parts in the whole. Students will

be able to represent a fraction using a picture or manipulatives.

Assessment of Objective

Formative assessment: worksheets

Informal assessment: observations using clipboard with list of students’

names

Estimated Time Instructional Elements/Procedure

5 minutes Engagement/Introduction: On the carpet.

Introduce the topic: Fractions (written on the WB).

Today we are going to practice naming and representing fractions

using pictures.

T: Fractions are a part of our life. For example, when we need to cut

a cake we need to think about how many pieces of cake we need.

Think about eating pizza. It has already been cut into 8 slices.

Draw on board. Each slice has the same amount.

When we divide something into fractions we need to make each

division equal. This means each division contains the same amount

as every other division. Think about your Halloween candy. How

can you share this equally if you have ten pieces? Draw ten pieces

of candy on the board. How many different ways can you divide

this candy in equal pieces?

You see fractions are all around us so we need to understand them. What else

do you know about fractions?

10 minutes

Representation/Developmental Activities:

Today we will practice our understanding of fractions. We are going

to use a special book, Prehistoric Actual Size. We will use the

dinosaurs and other prehistoric animals as a way to look at fractions.

You will use your whiteboards and markers. Please quietly go get

76

5 minutes

10 minutes

10 minutes

them and return to your place on the carpet by the time I finish

counting down from 20.

T: I am going to read a sentence about an animal and then I will tell you how

much space this animal took up in our classroom. Your job will be to show

the amount of space using a fraction. We will do the first one together.

Once a velociraptor (show them a picture in the book) entered our

room and he filled this part of the room. Show them a picture

representing a square divided in parts some of which are shadowed.

So he filled the shadowed part. Your task is to write the fraction: the

shaded part of the shape to the entire number of equal parts. Provide

think time and then write 2/6 on the white board.

So who can tell us what you are going to do? Remember to not call

out your answer. Instead, write it on your white board and then hold

up your board when I tell you.

1. Next, a sea scorpion entered our room and it filled this part of our

room: ¼

2. Then a giant millipede entered our room and it filled this part of our

room: 4/10

3. Next a flying reptile, a dsungaripterus, flew into our room and filled

this part of our room: 6/9

4. After him a baronyx entered our room and it filled this part of our

room: 8/10

5. Oh the terror bird entered our room and it filled this part of our

room: 4/7

6. And a small leptictidium came in our room and it filled this part of

our room: 1/8

7. The last one to join us was a giganotosaurus and it filled this part of

our room: 7/7

Transfer to the second activity.

1. I will call you in pairs, come quietly, receive your sticker

(purple/green), put it on your chest, pick up one pie per couple, and

return to your table quietly. List the pairs on the WB.

At the tables.

Sometimes you are given a fraction and you need to show it using

pictures. We will be working with apples and apple pies. Notice the

pie is divided into equal parts. How many equal parts? (6)

You need to divide a shape in equal parts.

Explain the pie activity. Model the first one. (Have a magnet pie on the

BB.)

If you have a purple sticker show 1/6 using the pie parts. If you have a

green show 4/6 and so on. The students take turns showing the answers. The

teacher shows the correct answer on the BB using the magnet pie.

Ask students to show fractions 1/6, 4/6, 1/2, 3/6, 1/6, 5/6, 2/6, 1/3.

Show that ½ and 3/6 is the same part of the pie. They are equivalent

fractions.

Both fractions name the same fractional part of the circle.

Ask students to work as a team in pairs to show the fractions 5/6 and 6/6.

Remind the children that 6/6 = 1(whole).

Pass out the formative assessment worksheets. Please put your name and

77

today’s date at the top of the paper. Complete problems 1 – 9. Raise your

hand when you are done. Observe. Help if necessary.

If you finish early do N10. Use your whiteboards to draw a picture.

Solve together N10.

5 minutes Expression/Closure:

What did we do today in math? (We practiced noticing and naming

fractions and representing them with pictures or pies/manipulatives)

What is one thing you learned about fractions today?

If you are interested in the book we used you can look through it, I will leave

it there on WB.

Teacher Materials: BB, WB, Prehistoric Actual

Size, fraction pictures of the classroom for the book

activity, magnet pie, and different colors markers.

Student Materials: pies, whiteboards, markers,

worksheets, stickers

Resources/References:

Jenkins, S. (2005). Prehistoric Actual Size. Boston, MA: Houghton Mifflin.

McGraw Hill. (2012).Everyday Mathematics. Teacher’s Lesson Guide. Chicago, IL: McGraw Hill

Education.

Wingard-Nelson, R. (2009). Fun Food Word Problems Starring Fractions. Berkeley Heights, NJ: Enslow

Publishers INC.

Self-Assessment

Following the delivery of your lesson, enter your reflections on its strengths and weaknesses here.

78


Weekly Lesson Plans


Student Teacher: To prepare and present for approval by the cooperating teacher and/or University

supervisor.


University Supervisor: To evaluate and offer the student teacher professional feedback and

coaching.

16.2 Requirements

On the approval of the University supervisor, the student teacher may move from daily to weekly lesson

plans. The purpose of the weekly lesson plan is to present an overview of what will be accomplished in a

given week. The weekly plan is to be developed collaboratively with the cooperating teacher and approved

by him/her. The weekly plan is helpful as a tool for pacing the amount of material to be covered each week

and is a useful record of instructional activity. The weekly lesson plan templates in this handbook can be

used to outline the specific goals, activities, and/or topics that will be covered on each day of a given week.

Please note that daily lesson plans must be fully mastered before moving to a weekly plan. The weekly plan

should be supplemented with additional daily plans as appropriate and as needed. Progression to weekly

plans will be at the discretion of the University supervisor.


Weekly Lesson Plan, Template A (page 79)

Weekly Lesson Plan, Template B (page 80)

79

WEEKLY LESSON PLAN, Template A

Student Teacher Dates Subject/Activity

Goals for the Week of:

Notes:

MONDAY

Objective:

Procedure:

Materials:

Assessment:

TUESDAY

Objective:

Procedure:

Materials:

Assessment:

WEDNESDAY

Objective:

Procedure:

Materials:

Assessment:

THURSDAY

Objective:

Procedure:

Materials:

Assessment:

FRIDAY

Objective:

Procedure:

Materials:

Assessment:

80

WEEKLY LESSON PLAN, Template B

Student Teacher Dates Subject/Activity

Day Objective Procedures Materials Assessment

Monday

Tuesday

Wednesday

Thursday

Friday

81


Unit Lesson Plan


Student Teacher: To identity a target unit of study in consultation with the cooperating teacher and

University supervisor; to prepare and submit a unit proposal and unit plan; and to deliver the plan if

conditions permit.


University Supervisor: To evaluate and offer the student teacher professional feedback and coaching.

17.2 Introduction

Daily lessons are generally constructed within the context of larger units of study. The student teacher is

required to write one unit lesson plan under the advisement of his/her cooperating teacher and University

supervisor. Whether or not the student teacher has the opportunity to deliver the unit plan is dependent upon the

local conditions. Regardless, the writing of the plan itself will help inform daily instruction and serve as a

useful exercise in planning.

Action steps for completing this task follow.

1. Discuss possible units of study with the cooperating teacher and University supervisor.

2. Decide on a specific unit of study.

3. Complete and submit the “Unit Lesson Plan Proposal” to the cooperating teacher for review, discussion

and possible revision. The “Unit Lesson Plan Proposal” can be found on page 82.

4. Secure the approval of both the cooperating teacher and University supervisor before proceeding to

write the detailed unit lesson plan.

5. Write the detailed unit plan. Include all lesson plans, learning activities, resources, materials and

performance tasks. Note all references using the APA format. A “Unit Lesson Plan Template” can be

found on 85-86.

6. Share your detailed unit plan with your cooperating teacher and University supervisor. Secure their

approval; edit as necessary.

7. Deliver the unit plan if conditions permit.

8. Complete and submit the University supervisor a journal entry addressing the experience of writing

(and) delivering a unit plan.

If your placement is not conducive to the development of a unit lesson plan, you may negotiate an alternative

assignment with your University supervisor. The alternative assignment must address the development of

student(s) intellectual, emotional and/or social skills in a series of integrated lessons.


Unit Lesson Plan Proposal (page 82)

Unit Lesson Plan Proposal with Annotation (pp. 83-84)

Unit Lesson Plan Template (pages 85-86)

82


Unit Lesson Plan Proposal

Student Teacher Name Date Grade Level

Subject/Unit Title:

Student Population:

Estimated Length of Unit:

Standards:

Enduring Understandings:

Essential Questions:

Targeted Attitudes and Values:

Targeted Skills:

Description of Performance Tasks:

Comments from Cooperating Teacher:

Cooperating Teacher Approval Initials: Date:

Comments from University Supervisor:

University Supervisor Approval Initials: Date:

83


Unit Lesson Plan Proposal with Annotation

Think of a unit of study as a set of integrated facts, concepts, skills and, perhaps, dispositions around a

given topic. The unit is delivered as a set of sequenced lessons designed to move students from where

they are to where you want them to be at the conclusion of the unit. Begin your planning by first

identifying your intended learning outcomes for the unit and then design your summative assessment as a

performance assessment. The performance assessment should require students to use their newly

acquired knowledge, conceptual frameworks and skills. This will help cement their learning. Once you

have created your summative assessment (which provides evidence of student understanding), plan

backwards from this exercise to the series of lessons that will prepare students for success. For more

information on this process visit the site below for a Kentucky Department of Education handbook on unit

planning and/or refer to the popular text UNDERSTANDING BY DESIGN by Grant Wiggins and Jay

McTighe.

http://web.centre.edu/plummer/336web/HowtoDevelopaStdBaseUoS.pdf

Student Teacher Name Date Grade Level

Enter your name here. Enter the date you submit your

proposal here.

Enter the grade level(s) of the

targeted students here.

Subject/Unit Title: Enter a title for your unit here. For example: Writing a Persuasive Essay (or) The

Civil War (or) The Cell (or) Graphing Linear Equations

Student Population: Describe your student population here with especial emphasis given to unique

characteristics. For example: 25 first graders; 10 male/15 female; 1 ESL; 3 Learning Support; 1 with a

504 for ADHD. 20 or the 25 students are performing at grade level.

Estimated Length of Unit: Enter the number of days, lessons and approximate time commitment here.

For example: Seven days, seven lessons, and approximately six hours of instruction.

Standards: Enter the targeted standards here taken from whatever set of standards is in use in your

school/district. If not standards are in use, then select your targets from the PA Department of Education

standards (http://www.pdesas.org/Standard/Views). If there are no relevant standards, then so state and

explain.

Enduring Understandings: By enduring understanding is meant the “big ideas” that anchor the unit.

These are the “takeaways” that should stay with students after all the more insignificant details are lost.

The enduring understandings can be facts, concepts, principles or processes. For example: A persuasive

essay is like a strong argument in that it has a thesis, is supported by facts, addresses alternatives, and

has a conclusion.

Essential Questions: Essential questions are generative in that they evoke thought and anticipation in the

student on the focal topic. For example: How can I write in a way that convinces others that I am right?

Targeted Attitudes and Values: Think of attitudes and values as a general orientation towards a topic.

For example: Students will appreciate the importance of evidence in supporting their claims.

Targeted Skills: Think of skills as knowledge in action. For example: Being familiar with the elements

of a persuasive essay is different that being able to write a persuasive essay.

Description of Performance Tasks: Describe the nature of the unit’s performance assessments here. The

summative assessment is certainly one. There may be others embedded in the lessons. For example:

Students will be instructed to write an on-demand persuasive essay on a topic of their choice.

Comments from Cooperating Teacher: Invite your cooperating teacher to review your proposal and to

make comments here.

http://www.pdesas.org/Standard/Views

84

Cooperating Teacher Approval

Initials: Have your cooperating

teacher initial his/her approval

here.

Date: Enter the date of your

cooperating teacher’s review

here.

Comments from University Supervisor: Although you will discuss the proposed topic of your unit with

your cooperating teacher and supervisor before preparing the proposal, submit your proposal to your

supervisor after securing the approval of your cooperating teacher.

University Supervisor Approval

Initials: Your supervisor’s

initials here signal approval to

proceed in the development of

your unit plan.

Date: Your supervisor will enter

the date when he/she approves

the proposal.

85


Unit Lesson Plan Template

Student Name: Grade Level:

Unit Title: Time Requirement:

Describe the Student Population:

Stage 1: Desired Results

RE: Applicable State or Local Standards

RE: Enduring Understandings

RE: Essential Questions

RE: Attitude, Values, Disposition

RE: Skills (Academic, Technological, Interpersonal)

Stage 2: Assessment Evidence

Performance Tasks (Authentic Demonstrations of Understanding)

Traditional Assessments (Quizzes, Tests, Written Products, etc.)

Stage 3: Learning Plan

Learning Activities (5 - 10 Lessons)

For each learning activity, include a lesson title, time estimation, lesson objective(s), two to three

paragraph description of the activity, and a detailed list of instructional resources for each lesson. Include

one complete lesson plan with related attachments (e.g., graphic organizer, rubric, checklist, worksheet,

project directions, etc.).

86

List Activities below.

Stage 4: References

Cite the sources for the ideas in this unit using APA style formatting.

List references below.

Stage 5: Personal Reflection

Write a personal reflection on the strengths and weaknesses of the unit and professional lessons learned.

If your placement is not conducive to the development of a unit lesson plan, you may negotiate an

alternative assignment with your University supervisor. The alternative assignment must address the

development of student(s) intellectual, emotional and/or social skills over a minimum two-week period.

87

18.0 Student Teacher Evaluation & Grading

18.1 Process

The University supervisor will assess the student teacher’s performance by means of observations

at regular intervals and will measure this performance against state-required competencies and

program rubrics (pp. 88-95). The University supervisor’s goal is to complete a minimum of six

formal observations in the semester. The University supervisor will share these assessments of

performance with the student teacher both orally and in writing. The purpose of this practice is to

encourage the student’s growth and to track improvements in his/her performance.

The University supervisor will provide the student with specific feedback and accompanying

recommendations for improvement throughout the course. The student is to act on these

recommendations and that action must be reflected in his/her performance. A student’s failure to

respond affirmatively to performance feedback will result in grade reductions.

The University supervisor will complete a midterm evaluation of the student teacher using the

state-approved PDE-430 form. The evaluation will be shared with the student teacher and will be

used as a means of highlighting strengths and addressing weaknesses. A rating of one or better in

each category on the midterm PDE-430 will satisfy the University’s comprehensive exam

requirement. A rating of zero in one or more categories will result in the student being required to

complete the School of Education’s comprehensive examination, which examination will be

assessed by the Director of Field Placement and the student’s University supervisor. The student

must earn a passing grade on the comprehensive examination to meet graduation requirements.

o The student teacher should review and be familiar with the criteria outlined on the PDE-

430 form (pp. 56-61) and the associated rubrics (pp. 88-95).

The University supervisor will complete a final evaluation (PDE-430) of the student at the end of

the semester. This evaluation will be shared with the student teacher and will generally reflect the

student’s performance from midterm to end of semester. A rating of one or better in each category

is required for teacher certification. A rating of zero in one or more categories will make the

student ineligible for teacher certification.

o The student teacher should review and be familiar with the criteria outlined on the PDE-

430 form (pp. 56-61) and the associated rubrics (pp. 88-95).

The University supervisor will issue the student teacher an alpha grade of record based on the

student’s final PDE-430 rating. The following conversion scale will be used to translate total

points earned on the final PDE-430 to an alpha grade of record.

o An A is equal to 8-12 total points with no rating less than two in any category

o A B+ is equal to 6-7 total points with no rating less than one in any category

o A B is equal to 4-5 total points with no rating less than one in any category

o A C, D or F, at the discretion of the University supervisor, is equal to total points equal to

or less than 3 [or] total points equal to or greater than 4 with a zero (0) in one or more

category.

88


Planning and Preparation Rubric

Exemplary

(3)

Superior

(2)

Satisfactory

(1)

Unsatisfactory

(0)

Demonstrating Knowledge of

Content and Pedagogy

Student teacher consistently

creates effective lesson and

unit plans following Holy

Family template; meets

timelines and submission

requirements.

Student teacher’s lesson and

unit plans consistently

reflect solid understanding

and representation of

content.


unit plans consistently

reflect recent developments

in content related pedagogy.

Student teacher usually



Family template; meets


requirements.


unit plans usually reflect

solid understanding and

representation of content.


unit plans usually reflect

recent developments in

content related pedagogy.

Student teacher creates

effective lesson and unit

plans following Holy Family

template; sometimes meets


requirements.


unit plans sometimes reflect

solid understanding and



unit plans sometimes reflect



Student teacher seldom



Family template; does not

meet timelines and

submission requirements.

Student teacher struggles to

create lesson and unit plans

that reflect solid

understanding and



unit plans rarely reflect



Knowledge of Students


considers students’ interests

and needs when planning

lessons.


plans developmentally-

appropriate and

differentiated lessons as

needed.




lessons.

Student teacher usually plans

developmentally-appropriate

and differentiated lessons as

needed.

Student teacher sometimes



lessons.


plans developmentally-

appropriate and


needed.

Student teacher lacks a

consideration of students’

interests and needs when

planning lessons.


plan developmentally-

appropriate and


needed.

89

Setting Instructional Outcomes


articulates clear, appropriate

statements of student

learning that are central to

the discipline and where

appropriate Common Core

State Standards.


articulates student learning

outcomes that can be

measured and are

differentiated for students

with varied abilities.


articulates outcomes that

reflect different types of

learning such as knowledge,

conceptual understanding,

and thinking skills.


articulates clear, appropriate


learning that are central to

the discipline and where

appropriate Common Core

State Standards.




measured, and are









Student teacher articulates


learning that could be clearer

and could be more central to

the discipline or relate to

Common Core State

Standards.




measured and are sometimes










articulate statements of

student learning that are

clear and are central to the

discipline; often does not

relate outcomes to Common

Core State Standards.




measured and often does not

consider students with varied

abilities.







Designing Coherent Instruction


aligns activities with lesson

objectives.


uses varied resources in their

plans.

Student teacher often aligns

activities with lesson

objectives.

Student teacher regularly


plans.


aligns activities with lesson

objectives.



plans.

Student teacher rarely aligns

activities with lesson

objectives.

Student teacher seldom uses

varied resources in their

plans.

Planning for Assessments of

Students

Student teacher’s lesson

plans consistently

demonstrate an alignment

between assessments and

instructional outcomes.


uses a variety of assessments

including formative and

summative assessments.


plans usually demonstrate an

alignment between

assessments and


Student teacher usually uses

a variety of assessments




plans sometimes

demonstrate an alignment




uses a variety of assessments




plans lack an alignment



Student teacher rarely uses a

variety of assessments



90


Classroom Environment Rubric

Exemplary

(3)

Superior

(2)

Satisfactory

(1)

Unsatisfactory

(0)

Creating Environment of Respect

and Rapport

Student teacher’s

interactions consistently

demonstrate respect and

rapport in the classroom.


demonstrates a caring

attitude, warmth, and interest

in all students.


values their students’

backgrounds and their lives

outside of the classroom

Student teacher’s

interactions often



Student teacher often



in all students.

Student teacher often values

their students’ backgrounds

and their lives outside the

classroom.

Student teacher’s

interactions sometimes






in all students.


values their students’ lives

outside the classroom.

Student teacher’s

interactions seldom




demonstrate a caring


in all students.

Student teacher tends to

ignore or is unaware of

students’ backgrounds and

their lives outside the

classroom.

Establishing a Culture for

Learning


has a clear focus on student

learning and engagement.


provides growth-enhancing

routines and expectations are

in place that are clearly

communicated, and

effectively enforced.

Student teacher creates a

safe place for learning and

constructive expression.

Student teacher often has a

clear focus on student






communicated, and


Student teacher often creates

a safe place for learning and

constructive expression.


has a focus on student






communicated, and



creates a safe place for

learning and constructive

expression.

Student teacher lacks a focus

on student learning and

engagement.


provide growth-enhancing

routines and expectations

that are in place tend to be

unclear, seldom

communicated and rarely

enforced.

Student teacher is not aware

of student safety and

struggles to provide a place

for learning and constructive

expression.

91

Managing Classroom Procedures


helps students develop skills

to work effectively in groups

and independently.


manages transitions between

different types of classroom

activities.


helps to provide an effective

organization of the

classroom that supports

learning and is aesthetically

pleasing.

Student teacher often helps

students develop skills to

work effectively in groups

and independently.

interactions often




activities.

Student teacher often helps

to provide an effective

organization of the



pleasing.


helps students develop skills


and independently.




activities.


helps to provide an effective

organization of the



pleasing.


help students develop skills


and independently.


manage transitions between


activities.

Student teacher rarely helps

to provide an effective

organization of the



pleasing.

Managing Student Behavior


monitors students’ behavior

and when necessary gets

students re-engaged with the

lesson.

Student teacher is aware of

inappropriate student

behavior and consistently

addresses it in a timely and

effective manner with

limited disruption to

learning.



and when necessary usually

gets students re-engaged

with the lesson.



behavior and often addresses

it in a timely and effective

manner with limited

disruption to learning.



and when necessary gets

students re-engaged with the

lesson.



behavior and sometimes




learning.



and struggles to get students

re-engaged with the lesson.

Student teacher is sometimes

unaware of inappropriate

student behavior and seldom




learning.

92


Instructional Delivery Rubric

Exemplary

(3)

Superior

(2)

Satisfactory

(1)

Unsatisfactory

(0)

Communicating with Students


uses instructional language

that is clear and appropriate.


states clear expectations for

student learning.


and immediately addresses

student confusion.

The student teacher’s

presence consistently

commands the attention of

students.

Student teacher often uses

instructional language that is

clear and appropriate.

Student teacher often states

clear expectations for

student learning.


immediately addresses

student confusion.


presence commands the

attention of students.


uses instructional language



states clear expectations for

student learning.


addresses student confusion.


presence sometimes

commands the attention of

students.


use instructional language


Student teacher states

unclear expectations for

student learning or does not

state expectations at all.

Student teacher rarely

addresses student confusion.


presence is inconsistent and

often does not effectively

draw the attention of

students.

Engaging Students in Learning

Student teacher regularly

encourages students to

participate in class.


promotes students’ curiosity

and encourages their

questions.


implements activities and

assignments that promote

student learning and require

students to think deeply

about the content.







questions.






about the content.







questions.






about the content.





promote students’ curiosity

and rarely encourages their

questions.

Student teacher implements

activities and assignments

that seldom clearly promote


students to think

superficially about the

content.

93

Using Assessment in Instruction


assesses student

understanding throughout

the lesson.

Student teacher effectively

implements formative and



provides timely feedback to

students that advances their

learning.

Student teacher uses

assessment results to make

revisions within the lesson

plans.


assesses student


the lesson.



summative assessments most

of the time.




learning.




plans.


assesses student


the lesson.



summative assessments

episodically.




learning.




plans.


assess student understanding

throughout the lesson.

Student teacher is challenged

to implement appropriate

formative and summative

assessments.

Student teacher provides

very limited feedback to


learning.

Student teacher seldom uses



plans.

Demonstrating Flexibility and

Responsiveness


paces the lesson according to

student needs and revises

instruction as needed.


and effectively manages

instructional time.


delivers the lesson as

planned with adjustments

appropriate to the context.

Student teacher often paces

the lesson according to




manages instructional time.






paces the lesson according to




effectively manages

instructional time.




appropriate to the context


pace the lesson according to

student needs and seldom

revises instruction as needed.

Student teacher does not

effectively manage

instructional time.

Student teacher rarely




94


Professionalism Rubric

Exemplary

(3)

Superior

(2)

Satisfactory

(1)

Unsatisfactory

(0)

Demonstrating Professionalism

Student teacher consistently meets attendance requirements and always reports absences substantiated by authorized note (medical, legal, etc.)


demonstrates respect for the

school and university

procedures and regulations.


meets established deadlines

associated with all

assignments and work

related to the school and

university.

Student teacher behaves

decorously at all times.

Student teacher is immediately responsive to the direction of school and university personnel.

Student teacher consistently meets attendance requirements and usually reports absences substantiated by authorized note (medical, legal, etc.)





Student teacher often meets

established deadlines

associated with all



university.


decorously most of the time.

Student teacher is usually

responsive to the direction of


personnel.

Student teacher consistently meets attendance requirements and sometimes reports absences substantiated by authorized note (medical, legal, etc.)






neglects meeting established

deadlines associated with



university.


decorously some of the time.


demonstrates a delay in

responding to the direction

of school and university

personnel.

Student teacher rarely meets attendance requirements and often does not report absences substantiated by authorized note (medical, legal, etc.)

Student teacher lacks respect

for the school and university



neglects meeting established

deadlines associated with



university.


behave decorously.

Student teacher often demonstrates a delay or does not respond to the direction of school and university personnel.

Reflecting on Teaching


reflects on his or her

teaching and analyzes

successes and challenges.

Based upon reflections,

student teacher identifies

specific actions to address

the challenges that will be

implemented in future

lessons.



teaching and analyzes



student teacher usually

identifies specific actions to

address the challenges that

will be implemented in

future lessons.



teaching but provides

superficial analysis of



student teacher sometimes




future lessons.



teaching but seldom

provides an analysis of



student teacher rarely




future lessons.

95

Participating in Professional

Community

Student teacher interactions

with school, community and

university members are

consistently thoughtful,

courteous and constructive.


extends positive influence in

the school community to the

extent possible.


embraces a continuous

improvement ethic and

strives for excellence in his

or her work.




usually thoughtful, courteous

and constructive.




extent possible.





or her work.




sometimes thoughtful,

courteous and constructive.




extent possible.





or her work.



university members are often

lacking thoughtful,

courteous and constructive

contributions.

Student teacher has a very

limited positive influence in

the school community.



improvement ethic and lacks

a commitment for excellence

in his or her work.

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