STUDENT TEACHING HANDBOOK - Stockton Universitytalon.stockton.edu/eyos/teacher_ed/RSC ST...

STUDENT TEACHING HANDBOOK

Guidelines for Students, Cooperating Teachers, and College Supervisors

School of Education Academic Year 2011-2012

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The Richard Stockton College of New Jersey

School of Education Student Teaching Handbook

Academic Year 2011-2012

School of Education

101 Vera King Farris Drive Galloway, New Jersey 08205

Phone: (609) 652-4688 Fax: (609) 626-5528

Joseph J. Marchetti, Ph.D. Interim Dean of Education

[email protected]

Pamela A. Vaughan, Ed. D. Assistant Dean of Education

[email protected]

Andre Joyner Assistant Director School of Education

Coordinator of Field and Student Teaching Placements [email protected]

Nancy Fiedler Assistant Director School of Education

Admissions Advisor [email protected]

Norma Boakes, Ed. D. Program Coordinator

Associate Professor of Education [email protected]

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Student Teaching Handbook TABLE OF CONTENTS

Introduction……………………………………………………………. 3 Program Mission and Overview………………………………………. 3 Student Teaching Program Requirements…………………………… 4

A. Criminal History Background Check ………………....... 4

B. State Health Exam………………………………………… 4

C. Certification Examinations (Praxis)……………………… 4

D. Course Requirements……………………………………... 5

E. Grading, Program Retention, & State Standards ……… 6

I. Guidelines for the Student Teacher……………………………….. 7

A. Professional Conduct……………………………………… 11

B. Certification & Graduation Requirements ……………… 14

II. Guidelines for the Cooperating Teacher………………………….. 16 III. Guidelines for the College Supervisor…………………………….. 21 IV. Student Teaching Termination……………………………………. 24 V. Policies on Grading…………………………………………………. 25 VI. Appendices

1. Task Stream Sample ………………………………… 26

2. Student Teaching Calendar of Observations….……… 27

3. Sample Evaluation Form……….……...……………… 29

4. Student Teacher Self Evaluation…………………….. 33

5. Student Teacher Evaluation of Cooperating Teacher 34

6. Student Teacher Evaluation of College Supervisor… 35

7. NEA Code of Ethics …………………………….…… 36

8. Reporting of Allegations of Child Abuse…………... 38

9. New Jersey Professional Teaching Standards……… 39

10. The Danielson Model: Components of Professional

Practice…………………………………………………… 40

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Introduction The faculty and administration in the School of Education take the responsibility of preparing competent, qualified, and caring teachers very seriously. Our overall goal is to assist our students in becoming the most effective teachers possible. Student teachers must demonstrate proficiency in multiple aspects of the eleven New Jersey Professional Standards for Teachers (Appendix #9) at a level acceptable for a novice teacher, using Stockton’s Components of Professional Practice. A student teacher’s performance and conduct during this phase of training aids us in determining if the student teacher is worthy of a career that nurtures the academic, social, and emotional development of school-age children. This handbook was written to aid students, cooperating teachers, college supervisors, and school administrators as a means to the preceding overall goal.

The Student Teaching Handbook guidelines are designed to present a common set of understandings about the normally accepted practices and procedures governing Student Teaching. It is also a way of supplying our student teachers with information relating to the School of Education policies and procedures. Keep it as a reference. The Handbook is divided into sections concerning the obligations and activities of the student teacher, the cooperating teacher, and the College supervisor. Appendices contain sample forms and other useful information. It is recommended that student teacher candidates review the entire booklet. It is important to understand the function of all participants in the student teaching experience.

The School of Education remains ready to help make the student teaching experience rewarding and successful for all participants in the process. Please contact our office at 652-4688 with any questions or concerns you may have regarding Student Teaching.

Mission of the Teacher Education Program

The mission of the Teacher Education Program is to prepare competent, caring, qualified educators. Teachers prepared by Stockton College are competent in both subject matter and pedagogical skills and prove themselves to be caring practitioners in diverse and technologically rich learning environments.

Accreditation

The Stockton Teacher Education Program is accredited by the Teacher Education Accreditation Council (TEAC), an independent agency nationally recognized by the Council for Higher Education Accreditation and the U.S. Department of Education. Stockton’s teacher certification curricula have been approved by the New Jersey Department of Education and are recognized by the National Association of State Directors of Teacher Education and Certification.

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Student Teaching Program Requirements

1) Criminal History Background Check

Prior to placement in any form of School of Education fieldwork, a student must successfully complete the NJDOE required Criminal History Review Process and have documentation of the review on file with the Stockton School of Education. A valid NJ Substitute Teacher Certificate is accepted as documentation of this process Prior to placement, all candidates must pass a state approved background check which includes fingerprinting through the State of New Jersey’s contracted service provider. See the following link for more information: http://www.state.nj.us/njded/educators/crimhist/ Candidates will complete a Criminal History Review Authorization Form, which must be witnessed, notarized and submitted to the School of Education. Please note: a criminal record may preclude teacher certification or entrance into a teacher preparation program. 2) State of New Jersey Health Exam Requirement According to New Jersey Education Code (6A:910.4-5.9) candidates for instructional certificates shall pass an examination in physiology, hygiene, and substance abuse issues. Candidates who have completed basic military training or other appropriate coursework in human biology, health, or nutrition may be exempt from this exam. However, an exam is offered free of charge on campus each semester and candidates are encouraged to pass the exam. The state health test is also administered through the office of any county school superintendent. 3) Certification Exam Requirements Praxis Requirements and Other State-Mandated Testing Requirements Praxis II and any other State of New Jersey required certification exams must be taken, passed, and filed with the School of Education prior to applying for and being placed in Student Teaching. Elementary certification candidates who request a middle school placement must pass the Elementary K-5 Praxis II AND the Praxis II for the specialization area [LAL; Science; Math; Social Studies] in which they want to student teach. World Languages certification and ESL/BE endorsements require ACTFL (American Council on the Teaching of Foreign Languages) exams. Other certification exams may be required by the New Jersey Department of Education.

The deadline to file passing Praxis II scores with the School of Education is May 15 for an upcoming FALL semester student teaching placement and November 1 for an upcoming SPRING semester student teaching placement.

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Candidates for student teaching and certification should consult with the staff of the School of Education to confirm that they are taking the appropriate tests for the certification. Registering for the Praxis II: Item #12 is Agencies to Receive Score Reports. Stockton is one of the agencies that must receive your scores directly from ETS. Use this agency code on your registration form: R 2889 Richard Stockton College. The state of New Jersey must also receive a direct report of your scores from ETS, as certification cannot be issued by the state without direct scores that indicate the name and social security number of the applicant. Tests taken in NJ are automatically sent to the state of New Jersey. If you take the test outside New Jersey, you must put agency code R 7666 NJ Department of Education in addition to the Stockton code.

• For more information on Praxis exams, consult www.ets.org and follow the links for Praxis II.

• For more information on the ACTFL exams, consult the following link: http://www.actfl.org/i4a/pages/index.cfm?pageid=3348 .

• For the latest information on the tests required for certification by the State of New Jersey,

follow this link: http://www.nj.gov/education/educators/license/1112.pdf 4) Course Requirements The course requirements for the Certification Semester are the same for all Stockton certification candidates. As a student teacher, you are required to enroll in 12 credits. EDUC 4991-Student Teaching Seminar is 2 credits, and EDUC 4990-Student Teaching is 10 credits. Certification Semester [12 credits]

• EDUC 4990 Student Teaching [10] • EDUC 4991 Student Teaching Seminar [2]

Student Teaching EDUC 4990 Student teaching is a full semester (fifteen consecutive weeks) experience of observing, planning, and teaching in area public elementary or secondary school. Student teaching is an experience that requires additional time out of school to prepare lessons, mark papers, schedule conferences, etc. Students must see that personal obligations, including employment, do not interfere with the success of student teaching. Student Teaching Seminar EDUC 4991 The seminar is a co-requisite course with Student Teaching (EDUC 4990). Attendance is mandatory and arrangements to leave the student teaching experience early may be necessary to arrive on time. The seminar provides an opportunity for students to reflect on and apply educational knowledge and skills.

Student teaching follows the calendar of the individual school district and not the college calendar

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Topics include classroom management strategies, instructional skills, professional portfolio design, and employment interview preparation. In addition, a vital component of the seminar is the support it affords student teachers as they carry out their duties in the classroom. By providing a forum for sharing common concerns and ideas, student teachers receive validation and inspiration from the instructors as well as other student teachers. 5) Program Course Requirements, Grading, Retention Standards, and State Standards Teacher certification at Stockton follows the guidelines set forth by NJAC 6A:9¬10.4, the requirements for post-baccalaureate and graduate-level teacher preparation programs set forth by the New Jersey Department of Education. The curricula and requirements are designed to help students meet the New Jersey Professional Standards for Teachers and to prepare them to teach subject matter in accordance with the New Jersey Core Curriculum Content Standards. All required courses in the School of Education professional sequence are designed to meet state and national standards. All course objectives are aligned with New Jersey Professional Teaching Standards, Council for Exceptional Children National Standards, and appropriate national professional organization standards as applicable by subject area. All students enrolled in required courses in the School of Education professional sequence are assessed using criteria and rubrics developed cooperatively by the School of Education faculty based on program standards, goals, and objectives. In addition, teacher candidates are required to subscribe to TaskStream—an online service that facilitates instructional planning and communication with faculty and fellow students during the professional education sequence of courses. TaskStream will be used to design and share lessons with the college supervisors during student teaching.

Only content courses with grades of C or better may be applied toward certification. Students must earn a grade of a B minus (B-) or higher in Educational Psychology and in each course in the professional education sequence of courses (the Introductory, Intermediate, and Student Teaching Semesters). Students who do not attain a minimum grade of B- in the above designated courses will not be permitted to move to the next semester in the certification sequence. The grade appeals policy can be accessed from the Stockton Home Page under Academic Affairs/Policies & Procedures. Once admitted into the Teacher Education Program, a student may not register for a course in the Professional Education Requirements more than 2 times (Introductory, Intermediate, or Student Teaching). This includes both Student Teaching and the Student Teaching Seminar. No Incompletes are awarded in Student Teaching.

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Part I

Guidelines for the Student Teacher

Student Teaching Placements Student teaching must be completed within the State of New Jersey in a public school setting. The School of Education reserves the right to officially place all student teacher candidates. . Student Teaching placements are coordinated and organized by the School of Education. A student may not conduct student teaching at a site that has not been authorized and approved by the School of Education. The student teacher will not be placed in a school where he/she has had a personal or professional relationship (a school that he/she attended and/or graduated, a school where family members are attending or working, or a school where he/she substituted or completed field work). All final decisions regarding student teaching are at the discretion of the School of Education. Many factors go into a school’s decision to accept a student for a student teaching placement. School administrators and prospective cooperating teachers often want to interview student teaching candidates. All placements must be approved by the local Board of Education. When the placement is officially confirmed, the School of Education will notify the student. The student teacher should then communicate directly with the cooperating teacher.

Suggested Practices—Before Student Teaching

1. Plan to attend the mandatory student teaching meeting at Stockton to discuss expectations, procedures, evaluations and schedules before student teaching begins. Here you will meet your college supervisor.

2. Contact your cooperating teacher to discuss placement, schedule and other issues of importance as early as possible.

3. Obtain copies of appropriate items and become familiar with:

a. The school’s administrative structure b. The time school begins and ends each day c. The cooperating teacher’s daily schedule d. The school’s website. e. The materials (textbook, curriculum, guides, etc.) that you will use during student

teaching

The deadline to file passing Praxis II scores with the School of Education is May 15 for an upcoming FALL semester student teaching placement and November 1 for an upcoming SPRING semester student teaching placement.

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f. The policy the cooperating teacher will want you to follow with respect to the preparation of lesson plans and classroom procedures

g. The rules for students h. The professional responsibilities of teachers

4. Obtain a copy of your proposed teaching schedule including name of class, level and/or grade,

room number, and class start and end times. Indicate the sequence in which you will take over subjects or classes. Send one copy of this teaching schedule and class take-over sequence to your college supervisor and one copy to the School of Education at Stockton College.

5. Obtain a copy of the school calendar. Send a copy of the school calendar to your college supervisor and one copy to the School of Education at Richard Stockton College. Student teaching follows the calendar of the individual school districts and not the college calendar.

Mail both the schedule and the school calendar to this address: Mr. Andre Joyner, Assistant Director of Teacher Education The Richard Stockton College of New Jersey School of Education 101 Vera King Farris Drive Galloway, New Jersey 08205 Email [email protected]


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Sample Student Teaching Schedule

The following sample may be used as a guideline by the cooperating teacher, the college supervisor and the student teacher to develop a schedule that will provide a successful student teaching experience.

1. Week One 1. Observe the cooperating teacher(s) in his/her classroom (if possible, observing other

teachers during the initial week(s) is also encouraged) 2. Become familiar with surrounding environment (i.e., school, faculty, staff, student body,

resources, etc.) 3. Assist in daily routines (i.e., attendance, bulletin boards, recess and lunch room duty,

individual/group tutoring) 4. Discuss curriculum, materials, and resources with cooperating teacher(s) 5. Meet daily with cooperating teacher to reflect and prepare 6. Develop a plan & time schedule to demonstrate competence in all areas

2. Weeks Two - Three

1. Discuss with the cooperating teacher possibilities for special involvement within

school/district. (Including but not limited to in-services, back-to-school night, faculty meetings)

2. Assist and increase responsibility of daily routines 3. Plan and teach one or two classes/subjects 4. Confer daily with the cooperating teacher(s) 5. Use Stockton’s TaskStream lesson plan form for all formal observations, in addition to

using the school-district mandated form for daily lesson plans

3. Weeks Four – Five 1. Increase planning and teaching to three classes/subjects 2. Assume responsibility for daily routines 3. Increase and continue other activities 4. Evaluate progress with cooperating teacher 5. Use Stockton’s TaskStream lesson plan form for all formal observations, in addition to


4. Weeks Six – Seven

1. Increase planning and teaching to four classes/subjects 2. Continue other activities 3. Prepare for mid-term evaluation

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4. Plan to demonstrate or improve performance in any area where competency is not yet acquired

5. Use Stockton’s TaskStream lesson plan form for all formal observations, in addition to using the school-district mandated form for daily lesson plans

5. Weeks Eight - Nine

1. Increase planning and teaching to five classes/subjects 2. Assume nearly all the duties and responsibilities of the cooperating teacher 3. Use Stockton’s TaskStream lesson plan form for all formal observations, in addition to


6. Weeks Ten to Fifteen 1. Function as the full-time classroom teacher 2. Discuss with the cooperating teacher plans to facilitate the return of classroom

responsibility to the cooperating teacher 3. Complete Student Teacher Self Evaluation Form 4. Use Stockton’s TaskStream lesson plan form for all formal observations, in addition to

using the school-district mandated form for daily lesson plans 5. Prepare for the Final Evaluation in Week Fourteen

This sample schedule may be modified to fit the situation or unique needs of the student teacher, cooperating teacher(s), students or school.

Preparing for a College Supervisor Observation

1. Submit a complete lesson plan form using Stockton’s template on TaskStream three to four days before the date of the observation.

2. Review and revise the lesson plan based upon the suggestions of the college supervisor.

3. Confirm the date, time and location of the observation with the school to check for any conflicts in the schedule that would have an impact on the observation.

4. Confirm the date, time and location with the college supervisor.

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Professional Conduct A. General Comments:

1. Refer to the Code of Ethics (Appendix #7) as a guide to professional conduct.

2. Do not discuss school matters outside of a professional context. The professional context includes teachers, school administrators and other educational personnel, college supervisor, and the School of Education faculty. Rumors and statements based on misconceptions or half-truths can cause embarrassment to the school community, the School of Education, the college, and to the student teacher.

3. Do not contact or interact with students in any way outside of the classroom or school setting.

No social networking, online interactions, meetings outside of the classroom or school setting, or nonprofessional contacts with students of any kind are allowed.

4. If a student makes any attempt to interact with you in any way outside of the academic

setting, including online email or social networking, do not respond. Report the attempted contact to your cooperating teacher, fieldwork instructor, and program coordinator immediately.

5. Do not use any personal electronic devices while you are engaged in your student teaching

activities. This includes texting while in the classroom.

6. Always wear appropriate professional attire. Become familiar with and adhere to the school’s policy on teacher dress code.

7. Always use appropriate professional language.

8. In the public schools, students do not call teachers by their first name. As a professional

educator, the student teacher should always be addressed as Mrs., Ms., Mr., or whatever title is appropriate.

9. Follow all general school policies regarding such things as chewing gum, eating, smoking, parking, etc.

10. Follow the school’s procedures for check -in upon entering or leaving the building.

11. Expect continued analysis of your classroom performance by experienced educators.

Accepting constructive criticism without defensiveness and incorporating that feedback into future lessons is an essential part of your own professional development. Reflect on your classroom experiences and continually evaluate the effects of your instructional choices and classroom management techniques.

B. Attendance:

1. Be present, punctual, and prepared every day.

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2. In the case of an emergency absence, always notify the school office, the college

supervisor, and the cooperating teacher BEFORE the beginning of the school day if you will be absent.

3. Always have emergency lesson plans available. Work with your cooperating teacher regarding the development of these plans.

4. Follow the school district’s calendar. This includes all holidays and vacation days, regardless of whether or not they are the same as Stockton’s. Take special note of the district’s emergency closing procedures.

5. All absences must be made up.

Interactions with School Students: Cautionary Notes

Stockton teacher candidates are not to engage in any form of social networking or non-professional contact with school students in student teaching sites either inside or outside of the academic student teaching setting. Teacher candidates must maintain professionalism in working with school students, as per NJPST Standard 11. (Appendix #9) If a school student makes any attempt to interact with a student teacher in any way outside of the academic setting, including via email, texting, or online social networking sites, the attempted contact must be reported to the cooperating teacher, college supervisor, and assistant director.

Employment/Extra-Curricular Activities

1. It is understood that during the period of student teaching, a student teacher is not to be employed by the school district in any capacity (including as coaches or substitute teachers).

2. It is understood that if a student teacher chaperones student trips or assists with sports or other extra-curricular activities, that formal approval must be given by the school administrator and that the student teacher must always be accompanied by a certified district teacher. The student teacher must serve without remuneration

3. It is understood that student teaching is a full semester experience that requires additional time out of school to prepare lessons, mark papers, etc. Students must ensure that personal obligations, such as employment, do not interfere with the success of student teaching. Working, even part-time, may negatively affect classroom performance and pupil progress.

The minimum grade requirement for successfully completing Student Teaching is a B minus (B-). Should a student’s grade fall below a B-, a full semester of Student Teaching must be repeated to be recommended for certification (again at a level of B- or higher). The School of Education reserves the right to determine whether or not the student will be permitted to repeat Student Teaching. No Incompletes will be awarded for Student teaching.

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Special Problems

1. Contact the Dean of Education for instructions if there is a strike or job action at your

school.

2. In the case of consecutive absences by your cooperating teacher, the student teacher must contact the college supervisor.

3. A student teacher who is involved in any situation or incident where legal action is

possible, and/or is a witness or party to the situation or incident, must report this to the Dean of Education immediately.

4. If any problems arise that the student teacher and the cooperating teacher(s) cannot

resolve, the student teacher must contact the college supervisor who - in turn - will contact the Assistant Director of Education.

5. Occasionally, a student is unable to meet the performance standards of student

teaching or a student comes to the realization that he/she does not wish to pursue a career in teaching. A decision to discontinue or terminate the student teaching experience should be discussed with the college supervisor and the Dean of Education.

6. Grading and Termination of Student Teaching: Once admitted into the Teacher Education Program, a student may not register for a course in the Professional Education Requirements more than 2 times (Introductory, Intermediate, or Student Teaching). This includes both Student Teaching and the Student Teaching Seminar.

No Incompletes are awarded in Student Teaching. (Page 25)

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Completion of Student Teaching and State Certification

Students who successfully complete all the requirements of the Stockton Education Program at the minimum grade level of a B- or better are recommended for certification by the Dean of Education. Exit Interview Individual interviews are held after the conclusion of student teaching and following graduation, when all final grades have been entered on the official Stockton transcript. At this mandatory session, students meet with the assistant dean (Stockton’s Certification Authorizing Officer) to ensure that their applications for certification are properly prepared for submission to the New Jersey Department of Education. After the application is approved by the School of Education and after clearance from the College to release transcripts, the recommendation for certification is submitted to the New Jersey Department of Education in Trenton. This submission requires numerous checks and balances on our part, including reviewing individual records for holds on Stockton accounts, checking inconsistencies in transcripts, producing individual documentation that an approved training program has been completed, and inputting all the data into the State’s computerized system. Failure to attend an Exit Interview will cause a delay in having an individual’s licensure application forwarded to the NJDOE. Missing Content/Subject Matter Coursework and Delay in Certification Students are strongly advised to complete all of the subject matter /content coursework required for state licensure before student teaching. Failure to complete the content requirements will delay the School of Education’s recommendation to the New Jersey Department of Education for licensure.

Only content courses with grades of C or better may be applied toward certification. Students must earn a grade of a B minus (B-) or higher in Educational Psychology and in each course in the professional education sequence of courses (the Introductory, Intermediate, and Student Teaching Semesters). Students who do not attain a minimum grade of B- in the above designated courses will not be permitted to move to the next semester in the certification sequence. The grade appeals policy can be accessed from the Stockton Home Page under Academic Affairs/Policies & Procedures. Once admitted into the Teacher Education Program, a student may not register for a course in the Professional Education Requirements more than 2 times (Introductory, Intermediate, or Student Teaching). This includes both Student Teaching and the Student Teaching Seminar. No Incompletes are awarded in Student Teaching.

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Receipt of the Certificate Students may anticipate receiving the Certificate of Eligibility with Advanced Standing (CEAS) from the NJDOE within two months of the submission. New Jersey Certification Successful completion of all requirements of the Stockton Education Program entitles the student to a New Jersey Certificate of Eligibility with Advanced Standing (CEAS).The advanced standing status indicates that the certificate holder has completed a state-approved education program. The holder of this certificate may apply for jobs in New Jersey or in states party to the Interstate Certification Agreement and the NASDTEC reciprocity agreements. There are currently more than 40 states involved to some degree in certification reciprocity. Once hired, all first year teachers in New Jersey are then issued a Provisional Certificate by the New Jersey Department of Education. After a year of successful teaching with mentoring in a New Jersey public school district, the holder of a Provisional Certificate may be eligible for a New Jersey Standard Certificate.

Type of Certificate Definition CEAS - Certificate of Eligibility with Advanced Standing

You are eligible to be hired and you have completed student teaching

Provisional

You are hired and working in a school as a first year teacher

Standard

You have a permanent certificate after a year of being mentored in a school district

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Part II

Guidelines for Cooperating Teachers

A cooperating teacher is a full time teacher in a public school in New Jersey. He/she holds a standard New Jersey certificate in an instructional area in which the student teacher seeks certification. A cooperating teacher occupies the unique position that he/she can demonstrate both the pleasure and satisfaction gained through successful teaching and the challenges that teaching will present. Modeling exemplary classroom practice, a cooperating teacher offers student teachers creative opportunities to apply theories and principles studied in the college classroom. The cooperating teacher--

1. Is willing to accept the responsibility for the guidance of a student teacher; 2. Demonstrates sound teaching practices and can articulate their purposes, methods, and

philosophies; 3. Utilizes effective coaching and mentoring skills; 4. Shows a desire to grow professionally and encourages others to do the same; and 5. Has taught for at least three years in his/her current position and comprehends fully the

organization, policies, and educational philosophy of the school. Prior to the beginning of the student teaching experience, the student teacher is expected to contact you.

Suggested and Required Practices

Stockton asks cooperating teachers to assist the student in several important aspects of teaching. I. General Guidelines A. Orient the Student Teacher to the School Community

Assist the student teacher in becoming part of the school community. Introduce him/her to the students and the faculty. Please make the parents aware of the new face in the classroom. Please smooth the transition for the student teacher to become a professional educator.

1. Prepare your classes for the arrival of the student teacher. Provide your students with background information about the student teacher and what to expect during the student teaching experience. This might not be possible to the extent desired if the student teaching placement is for the fall semester.

2. Introduce the student teacher to the other staff members. You may wish to make a formal introduction at a faculty or department meeting 3. Introduce the student teacher at parent meeting and conferences.

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4. Provide the student teacher with demographic information about the school community

B. Familiarize the Student Teacher with the Facilities, the Policies and the Procedures of the School and of Your Classroom

All master teachers know the policies and procedures that are followed in the school - both written and unwritten. Be sure that the student teacher is aware of both the written and unwritten policies and procedures, including the new (2011) HIB policy. As the semester progresses, please make sure that the student teacher understands the procedures that are followed in your classroom. From taking attendance to fire drills, the student teacher will ultimately be responsible for all classroom routines. This includes the procedures that must be followed on duty periods (playground, cafeteria, study halls). Whatever you do, he/she must be able to do.

1. Assist the student teacher to become acclimated to the school facility. Find a location (desk and cabinet) where the student teacher can work and keep personal and professional materials. Identify those areas of the building that are for staff use only. Point out rest room facilities, cafeteria, parking areas, etc.

2. Assist the student teacher to become acclimated to the school philosophy, rules, and procedures.

C. Guide the Student Teacher in Planning and Teaching Lessons

The student teacher may or may not realize the constraints that teachers must follow in planning lessons (BOE-approved curricula; grade-level expectations; state testing mandates). Please help the student teacher to a greater understanding of the larger issues in curriculum and instruction. Encourage the student teacher to try out his/her own plans and ideas. The student teacher will be required to use both the Stockton TaskStream lesson plan format for college evaluation purposes and the school district lesson plan template for daily/weekly lesson plans. As you remember from your first years in the classroom, getting the timing right is one of the most difficult hurdles in lesson preparation. The student teacher must learn that he/she needs to foresee difficulties that may arise and must be able to plan positively to take care of them. Please make time for the student teacher to debrief with you daily. The student teacher is just that: a student teacher, so expect that there will be mistakes and errors in judgment during the semester. You serve a vital function as a mentor for the student teacher.

D. Support the Student Teacher in Building a Repertoire of Classroom Management Skills

As a cooperating teacher, you know that the most difficult area for student teachers is often classroom management. Please assist the student teacher in developing methods for the management of diverse groups of learners, stressing that planning and preparation both go far in mitigating classroom disruptions.

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E. Provide Feedback to the Student Teacher and to the School of Education

Feedback from you is essential in helping the student teacher develop as a professional. Be straightforward, detailed, and clear. The ultimate goal is for novice teachers to become self-assessing and reflective professionals.

II. Assuming the Responsibility for the Classroom

A. Meet and Greet Prior to the first week, hold a meet and greet with your student teacher and the college supervisor. There you will discuss expectations for the student teacher and a schedule for which subjects/classes will be taken over and in which order. You should expect this meeting to take an hour. For a copy of a sample schedule (Appendix 2).

B. Lesson Plans/Unit Plans Reach an understanding early with the student teacher concerning the form and due dates for lesson plans and unit plans. See Appendix # 1 for a sample TaskStream lesson plan. Specify what units of work are to be covered during the time the student teacher is in charge of your class/classes. Reach a clear understanding of what you would like your class/classes to accomplish during the student teaching experience. C. Other Employment by the School District During the period of student teaching, a student teacher is not to be employed by the school district in any capacity (including as coaches or substitute teachers).

D. Extracurricular Activities and Chaperoning If a student teacher chaperones student trips or assists with sports or other extra-curricular activities, that formal approval must be given by the school administrator and that the student teacher must always be accompanied by a certified district teacher. The student teacher must serve without remuneration III. Observations by the College Supervisor A. Observations by the College Supervisor

The School of Education will assign one college supervisor to work with the student teacher. This supervisor will make a minimum of seven bi-weekly visits. An additional observation may be made by a School of Education faculty member.

B. Consultation with the College Supervisor When a college supervisor from Stockton is at the school observing the student teacher, please consult with him/her and share your evaluation of the student and the student’s progress. Be candid in your assessment of the strengths and weaknesses and report problems that the supervisor can help solve. Please discuss criticisms and problems as they arise during the semester. It is not necessary for you to stay in the classroom during the college supervisor’s observation of the student teacher.

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C. Contacting the College Supervisor If a situation arises that requires discussion with the college supervisor, feel free to contact the School of Education if you are unable to reach the college supervisor. IV. Formal Evaluation Procedures

A. Formal Evaluations You will be asked to complete four formal evaluations of the student teacher using the newly revamped observation format adopted in September 2010. (Appendix #3)

1. Please comment in the appropriate section of the forms, or you may attach a separate

letter if you prefer.

2. Discuss the ratings and comments with the student teacher before the evaluation form is given to the college supervisor; the student teacher and cooperating teacher must sign the form at the bottom.

3. The college supervisor may indicate specific dates by which the evaluation forms must be

completed and submitted. These dates are meant to coincide with planned visits of the college supervisor who will want to read your report before observing the student teacher. Normally, your evaluations should take place at the end of three weeks, six weeks, nine weeks, and twelve weeks of student teaching.

4. The original signed evaluation should be given to the college supervisor, while copies

should be provided for the student teacher, and one photocopy should be retained by you.

B. Daily Debriefing In no way should these formal evaluative procedures supplant the regular daily debriefing and discussions with the student teacher. C. Important Note of Grading The minimum grade requirement for successfully completing Student Teaching is a B minus (B-). Should a student’s grade fall below a B-, a full semester of Student Teaching must be repeated to be recommended for certification. D. Mid-Term and Final Evaluations Consultation The college supervisor will consult with you on the mid-term evaluation and final evaluation.

E. Final Determination of the Grade

The grade will be determined by the college supervisor after consultation with the cooperating teacher. The final determination of a grade for student teaching rests with college supervisor.

V. Honorarium Payment and Contact Information

An Honorarium Form will be provided for you by the School of Education when you receive copies of the student teacher evaluation forms (STCRF). Please complete the Honorarium Form and return it to the School of Education as soon as possible at the address below. You will receive the Honorarium Payment at the completion of the semester.

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If you need assistance, consult with the college supervisor or call Andre Joyner, the Assistant Director School of Education for Field Placements in the School of Education at Stockton College.

Mr. Andre Joyner, Assistant Director of Teacher Education The Richard Stockton College of New Jersey School of Education 101 Vera King Farris Drive Galloway, New Jersey 08205 Email [email protected]


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Part III

Guidelines for the College Supervisor

A college supervisor is an experienced teacher and/or school administrator who has recently worked in the public schools and/or has recently supervised student teachers in the public schools. The college supervisor

1. Is employed by the Richard Stockton College of New Jersey for the purpose of supervising the student teachers; he/she may be a member of the college faculty

2. Accepts the responsibility for the guidance of one or more student teachers 3. Recognizes sound teaching practices and can articulate their philosophies, purposes, and

methods 4. Shows a desire to grow professionally himself/herself and to promote the professional

growth of novice teachers 5. Has at least a master’s degree in education (e.g., teaching of a subject area or grade level,

school administration, supervision and curriculum) 6. Has at least five years of successful, full-time classroom teaching experience 7. Has at least three years of successful supervision of instruction 8. Understands the principles of planning, evaluation, supervision and curriculum

development

Suggested and Required Practices

I. Before Student Teaching A. At the mandatory student teaching meeting, confer with the student teacher to clarify procedures and to develop a rapport before the student teacher leaves campus to begin student teaching.

B. Make sure the student teacher has the necessary information to make contact with you, make sure your Stockton.edu email address. C. Make sure that you have an active TaskStream account and are able to access the Stockton GO Portal System

II. Supervision of the Student Teacher

A. Visit the school and your cooperating teacher(s) at the beginning of student teaching. This is the Meet and Greet Session; reserve at least an hour for this meeting as there are many issues regarding planning and paperwork.

B. Plan visits (minimum of seven) to observe the student teacher.

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1. Coordinate your visits with the student teacher and the cooperating teacher, using the school calendar provided

2. During the semester, the Dean of Education or his appointee or other faculty from the college may also visit the student teacher.

C. Notify the principal’s office of your presence in the school on each visit. D. Confer with the principal, department chairperson, supervisor or other designated administrator frequently, if possible. E. Stay as long as possible on each school visit in order to observe the student teacher’s classes. Plan to discuss what you have observed that day. F. The written evaluations must be more than descriptive in nature. Suggestions should be given on each evaluation noting improvement and areas of weakness in the particular lesson observed, using the Stockton Components of Professional Practice observation forms (the Danielson Model).Copies of written evaluations should be given to the student teacher As soon as possible, but no later than the next visitation date. See Appendix #3 for a copy for the College Supervisor’s Evaluation Form. G. On each visit check the lesson plans, teaching units, instructional materials, tests, that the student teacher has made and provide comments where appropriate. You should expect the student teacher to submit a lesson plan on TaskStream to you in the Stockton College format 3 to 4 days before the observation for your review. H. If any problems arise that the student teacher and the cooperating teacher(s) cannot resolve, the student teacher contacts the college supervisor who - in turn - will contact the Assistant Director of Education. Occasionally, a student is unable to meet the performance standards of student teaching or a student comes to the realization that he/she does not wish to pursue a career in teaching. A decision to discontinue or terminate the student teaching experience should be discussed with the college supervisor and the Dean of Education. I. The final grade will be determined by the college supervisor in consultation with the cooperating teacher.

III. Responsibilities to the School of Education

A. Meet and Greet You are asked to make a minimum of seven visits. The first meeting (the Meet and Greet) should occur within the first week or so of the experience. This initial visit is to acquaint you with the school and cooperating teacher. B. Classroom Observations After the initial meeting, your next six visits will be classroom observations. After each of these, please complete and return the required observation form to the School of Education (see sample Appendix #3). It is very important that these forms be returned as soon as possible after each evaluation. C. Midterm and Final Grades

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After the fourth and final visit we ask that you complete the Mid-Term Report and Final Grade Report. Both the mid-term and final report should be shared with the student and cooperating teacher, and require signatures.

D. Student Teaching Self- Evaluation, Cooperating Teacher Evaluation, and College Supervisor Evaluation Supervisors are asked to remind student teachers of the evaluation forms (Appendix 4, 5, 6) that must be completed and turned into the School of Education at the Exit Interviews. These forms are available in this handbook, but can also be copied and given to the student teacher at the end of the student teaching experience. E. Special Problems/ Issues If any problems arise, the college supervisor should call the School of Education at (609) 652- 4688. The college supervisor should feel free to discuss a problem, even after the first supervisory visit, should he/she sense that there will be difficulty in resolving it satisfactorily. Serious problems should be documented in writing and, if warranted, a student teaching experience may be discontinued or terminated. Please see Part IV.

F. Payroll and Travel Expenses Complete the required payroll and travel forms and submit these to the School of Education in a timely manner.

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Part IV Student Teaching Termination

Definition In addition to self-termination, a student teacher may be terminated by the school district in which she/he is placed, or by the School of Education. Policy Students must adhere to the policies and procedures of the College (Campus Conduct Code as found in the College Bulletin and Student Handbook) the School of Education (Handbook of the Teacher Education Program & Student Teacher Handbook) and the New Jersey Professional Standards for Teachers (N.J.A.C.6A:9). A breach of any of the above may result in student teaching termination. Reasonable Cause Students may be considered for termination following verifiable reports of unprofessional or unethical conduct, or multiple reports of a student’s lack of capacity for appropriate teaching dispositions. Reasons for termination include, but are not limited to, inadequacy, incompetency, insubordination, and ethical misconduct. Be advised that a school district holds the right to terminate a student teacher at any time. Procedure When the School of Education is formally alerted to an alleged breach, it is immediately referred to the Dean of Education. A student whose behavior appears to warrant termination will receive written notice from the Dean of Education specifying concerns. The School of Education will make every effort to gather information from multiple sources (college supervisor, appropriate faculty, school administrator(s) and mentoring teachers) regarding the alleged infraction(s). Once the investigation is complete, the decision for continuance in the Teacher Education Program rests with the Dean of Education. The recommendation to terminate a student will be made by the Dean of Education to the Provost. The Provost will make the final College decision regarding termination from the Teacher Education Program. Charges for Incurred Expenses Should a student be terminated, or self-terminate at any time once student teaching begins, she/he will be assessed accordingly for College expenses already incurred, i.e. tuition & fees, cooperating teacher’s honorarium, student teaching supervisor fees, administrative costs, etc. Any monetary refunds are subject to student teaching timetables (fall/spring) and College policy. Note: the student teaching experience begins approximately three weeks prior to the official start of classes for the spring term. Grading/Withdrawal Grading and withdrawal procedures will be determined on an individual basis according to the policies outlined by the College, and at the discretion of the Dean of Education. No Incompletes will be awarded in student teaching.

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Part V Student Teaching Grading Policies

Assigning the final grade for student teaching is the responsibility of the supervisor. The grade should reflect the supervisor’s professional judgment of the student teacher’s overall performance during the semester and include consideration of input from the cooperating teacher. To be recommended for certification, the student teacher must earn a grade of B- or higher and have demonstrated Basic levels of competence in all four domains assessed: (1) Planning and Preparation, (2) Classroom Environment, (3) Instruction, and (4) Professional Responsibilities. Note: If a student is performing at below Basic levels of competence at midterm, the supervisor must notify the School of Education no later than the Mandatory Midterm Summary Performance Review. Final Grades A Range (A or A-) —Indicates that the student teacher has consistently met all expectations of the program, supervisor, and cooperating teacher throughout the course of the semester and demonstrated a Basic level of performance in all four domains during or prior to the final evaluation. B Range ( B, B+, or B- ) —Indicates that the student teacher has generally, but with some inconsistencies, met the expectations of the program, supervisor, and cooperating teacher during the semester and demonstrated a Basic level of performance in all four domains during or prior to the final evaluation. Grades below B- indicate that a student will not be recommended for certification. A supervisor with a student teacher performing below Basic levels must communicate with the School of Education prior to issuing a grade.

The minimum grade requirement for successfully completing Student Teaching is a B minus (B-). Should a student’s grade fall below a B-, a full semester of Student Teaching must be repeated to be recommended for certification (again at a level of B- or higher). The School of Education reserves the right to determine whether or not the student will be permitted to repeat Student Teaching. The grade appeals policy can be accessed from the Stockton Home Page under Academic Affairs/Policies & Procedures. As with all other Professional Education Requirements, once admitted into the Teacher Education Program, a student may not register for a course in the Professional Education Requirements more than 2 times (Introductory, Intermediate, or Student Teaching). This includes both Student Teaching and the Student Teaching Seminar. No Incompletes are awarded in Student Teaching.

Appendix #1

APPENDIX # 2

SCHOOL OF EDUCATION 101 Vera King Ferris Drive, Galloway, NJ 08240

Phone: (609) 652-4688 Fax: (609) 626-5528 E-mail: [email protected]

Student Teacher ____________________ Z Number_____________ Date_____________________ Supervisor ____________________ School________________ Grade/Subject ________________ Class Period/Time_______________ Number of Students ______

Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: ASCD, 2007.

OBSERVATION #1 During pre-observation conference, note areas of interest and specific evidence to assist you in completing the student teacher evaluation protocol.

DOMAIN I: Planning and Preparation - Please use attached rubric 1a. Demonstrating knowledge of content and pedagogy

1b. Demonstrating knowledge of students 1c. Selecting instructional goals 1d. Demonstrating knowledge of resources 1e. Designing coherent instruction 1f. Assessing student learning

Date TaskStream Lesson Plan Submitted__________ Topic:___________________________ Accommodations Referenced?_________ Date of Observation_________________





Observation # 1 During observation, note areas of interest and specific evidence to assist you in completing the student teacher evaluation protocol.

DOMAIN 2: The Classroom Environment - Please use rubric 2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior

2e: Organizing Physical Space

DOMAIN 3: Instruction -Please use rubric 3a: Communicating Clearly and Accurately

3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Providing Feedback to Students 3e: Demonstrating Flexibility and Responsiveness





Observation #1 During post-observation conference, note areas of interest and specific evidence to assist you in completing the student teacher evaluation protocol.

DOMAIN IV: Professionalism Please Use Attached Rubric 4a. Reflecting on teaching

4b. Maintaining accurate records 4d. Contributing to the School and District 4e. Growing and Developing Professionally 4f. Showing Professionalism

Signature of Student ____________________________________ Date_______________________ Signature of Supervisor___________________________________ Date_______________________ Signature of Cooperating Teacher___________________________ Date_______________________

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Appendix 4

THE RICHARD STOCKTON COLLEGE OF NEW JERSEY



STUDENT TEACHER SELF-EVALUATION FORM Date ________________ Student Teacher ___________________________ College Supervisor ___________________ Cooperating Teacher _______________________ School District ______________________

Directions: • After completing many weeks in a classroom setting as a student teacher, you are to reflect on

your experience and complete this form • You may use this form, the back, or another sheet of paper. But please, print/type clearly!! • Please bring this form to your student teaching exit interview.

1. Briefly describe the best lesson you taught during your student teaching assignment and describe why you believe it was effective (if necessary, please attach a copy of the lesson plan). 2. List a few of what you consider to be the most creative/innovative techniques, strategies, methods, activities you used during your student teaching assignment. 3. Generally, what have you discovered your strengths as a prospective teacher to be? 4. Generally, in what areas do you feel you need further improvement or refinement?

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Appendix 5

THE RICHARD STOCKTON COLLEGE OF NEW JERSEY SCHOOL OF EDUCATION

101 Vera King Ferris Drive, Galloway, NJ 08205 Phone: (609) 652-4688 Fax: (609) 626-5528

E-mail: [email protected]

STUDENT TEACHER EVALUATION OF COOPERATING TEACHER

Student Teacher ____________________________ Subject/Grade ______________________

Cooperating Teacher ________________________ College Supervisor __________________

School District _____________________________ Date of Evaluation __________________ On a scale of 1-5 (5 being the highest) rate your cooperating teacher on the following:

• Provided me an orientation to the school, the classroom, the students and available

resources. 1 2 3 4 5

• Guided me into my teaching responsibilities gradually. 1 2 3 4 5

• Demonstrated various teaching strategies, techniques, forms of assessment and

management practices. 1 2 3 4 5

• Gave feedback on daily lesson plans and instruction. 1 2 3 4 5

• Helped me analyze a lesson to ensure a good match for student’s needs, culture and

environment. 1 2 3 4 5

• Encouraged me to develop my own teaching style. 1 2 3 4 5

• Accepted me as a professional colleague. 1 2 3 4 5

Comments:

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Appendix 6

THE RICHARD STOCKTON COLLEGE OF NEW JERSEY SCHOOL OF EDUCATION

101 Vera King Ferris Drive, Galloway, NJ 08205 Phone: (609) 652-4688 Fax: (609) 626-5528

E-mail: [email protected]

STUDENT TEACHER EVALUATION OF COLLEGE SUPERVISOR

Student Teacher ____________________________ Subject/Grade ______________________

Cooperating Teacher ________________________ College Supervisor __________________

School District _____________________________ Date of Evaluation __________________

On a scale of 1-5 (5 being the highest) rate your college supervisor on the following:

• Had clear expectations regarding my work and performance. 1 2 3 4 5

• Provided prompt feedback on daily lesson plans and instruction. 1 2 3 4 5

• Demonstrated various teaching strategies, techniques, forms of assessment and

management practices. 1 2 3 4 5

• Encouraged me to develop my own teaching style. 1 2 3 4 5

• Accessible for consultations. 1 2 3 4 5

Comments:

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Appendix 7

NEA Code of Ethics of the Education Profession Preamble The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the higher ethical standards. The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one’s colleagues, of students, of parents, and of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct. The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the NEA or its affiliates. Principle I – Commitment to the Student The educator strives to help each student realizes his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formation of worthy goals. In fulfillment of the obligation to the student, the educator –

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.

2. Shall not unreasonably deny the student’s access to varying points of view. 3. Shall not deliberately suppress or distort subject matter relevant to the student’s

progress. 4. Shall make reasonable effort to protect the student from conditions harmful to

learning or to health and safety. 5. Shall not intentionally expose the student to embarrassment or disparagement. 6. Shall not on the basis or race, color, creed, sex, national origin, marital status,

political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly –

a. Exclude any student from participation in any program. b. Deny benefits to any student. c. Grant any advantage to any student.

7. Shall not use professional relationships with the students for private advantage. 8. Shall not disclose information about students obtained in the course of professional

service unless disclosure serves a compelling professional purpose or is required by law.

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Principle II – Commitment to the Profession

The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service. In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons. In fulfillment of the profession, the educator – 1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications. 2. Shall not misrepresent his/her professional qualifications.

3. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.

4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.

5. Shall not assist a non-educator in the unauthorized practice of teaching. 6. Shall not disclose information about colleagues obtained in the course of

professional service unless disclosure serves a compelling professional purpose or is required by law.

7. Shall not knowingly make false or malicious statements about a colleague. 8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action.

- Adopted by the NEW 1975 Representative Assembly Reprinted from the National Education Association (NEA) website

National Education Association * 1201 16th Street, NW * Washington, D.C. 20036 * (202) 833-4000 * www.nea.org

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Appendix 8 Reporting of Allegations of Child Abuse The New Jersey Administration Code (6:29-9.2) requires that individuals who have reasonable cause to believe that a child has been subjected to child abuse or acts of child abuse as defined under N.J.S.A. 9:6-8.9 shall immediately report to DYFS (Division of Youth and Family Services). DYFS accepts all reports of suspected child abuse and neglect and other referrals in writing, by telephone, and in person from all sources including identified sources, news, media, anonymous sources, sources which have incomplete information, and referrals from the child or parent his/herself. Types of Abuse: Physical, Sexual, Emotional, Neglect, and Abandonment Classroom Signs: Poor performance Complaints of pain Malnourishment Ill-clothed/dirty Disruptive behaviors Withdrawn/quiet behavior Abnormal absences Nervous habit Tiredness Physical injuries Lack of medical attention

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Appendix 9

New Jersey Professional Teaching Standards Model Teaching Standards for Beginning Teachers

Licensing and Development 1. Standard One: Subject Matter Knowledge. Teachers shall understand the central concepts, tools of

inquiry, structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards (CCCS), and design developmentally appropriate learning experiences making the matter accessible and meaningful to all students.

2. Standard Two: Human Growth and Development. Teachers shall understand how children and adolescents develop and learn in a variety of school, family and community contents and provide opportunities that support their intellectual, social, emotional, and physical development.

3. Standard Three: Diverse Learners. Teachers shall understand the practice of culturally responsive teaching.

4. Standard Four: Instructional Planning and Strategies. Teachers shall understand instructional planning, design long and short term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving, and the performance skills of all learners.

5. Standard Five: Assessment. Teachers shall understand individual and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students.

6. Standard Six: Learning Environment. Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe, and respectful learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

7. Standard Seven: Special Needs. Teachers shall adapt and modify instruction to accommodate the learning needs of all students.

8. Standard Eight: Communication. Teachers shall use knowledge of effective verbal, non-verbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration, and supportive interactions.

9. Standard Nine: Collaboration and Partnership. Teachers shall build relationships with school colleagues, families, and agencies in the larger community to support students’ learning and well-being.

10. Standard Ten: Professional Development. Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally, and establishing collegial relationships to enhance the teaching and learning process.

11. Standard Eleven: Professional Responsibility. Teachers shall act in accordance with legal and ethical responsibilities and shall use integrity and fairness to promote the success of all students.

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Appendix 10

Stockton Components of Professional Practice

The Teacher Education Program at Stockton uses a developmental approach toward teacher competency development built upon the work of Charlotte Danielson found in Enhancing Professional Practice: A Framework for Teaching (2007, ASCD, Alexandria). During Student Teaching, a supervisor and cooperating teacher guide each candidate toward demonstrating the tasks and dispositions expected of a novice teacher. The performance of each student teacher is assessed and evaluated in each of the four domains of the Stockton Components of Professional Practice. These four domains outline the professional practices and responsibilities expected of a professional educator. Domain 1: Planning and Preparation Components

1a) Demonstrating Knowledge of Content and pedagogy

1b) Demonstrating Knowledge of Students 1c) Selecting Instructional Goals 1d) Demonstrating Knowledge of

Resources 1e) Designing Coherent Instruction 1f) Assessing Student Learning

Domain 2: Classroom Environment Components

2a) Creating an Environment of Respect and Rapport

2b) Establishing a Culture for Learning 2c) Managing Classroom Procedures 2d) Managing Student Behavior 2e) Organizing Physical Space

Domain 3: Instruction Components

3a) Communicating Clearly and Accurately

3b) Using Questioning and Discussion Techniques

3c) Engaging Students in Learning 3d) Providing Feedback to Students 3e) Demonstrating Flexibility and

Responsiveness

Domain 4: Professional Responsibilities Components

4a) Reflecting on Teaching 4b) Maintaining Accurate Records 4c) Communicating with Families 4d) Contributing to the School and District 4e) Growing and Developing

Professionally 4f) Showing Professionalism

The components of this model are fully explained in the pages that follow:

Stockton Components of Professional Practice Rubrics for Performance Evaluation

By Charlotte Danielson’s (2007)

Enhancing Professional Practice: A Framework for Teaching, ASCD, Alexandria, VA.

Danielson’s descriptions of the ratings (2007, pp. 39-41):

Unsatisfactory

The teacher performing at the unsatisfactory level does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area. In some areas of practice, performance at the Unsatisfactory level represents teaching that is below the licensing standard of “do no harm.” For example, students are treated with sarcasm or put-downs (Component 2a), the environment is chaotic (Component 2c), or learning is shut down (Component 3c.) Therefore, if a supervisor encounters performance at the Unsatisfactory level, it is very likely time to intervene. For a mentor, a component at the Unsatisfactory level represents a first priority for coaching.

Basic

The teacher performing at the basic level appears to understand the concepts underlying the component and attempts to implement its elements. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly supported by a mentor) will enable the teacher to become proficient in this area. Performance at the Basic level is characteristic of student teachers or teachers new to the profession-those for whom virtually everything they do, almost by definition, is being done for the first time. So it is not surprising that not everything goes according to plan. Even when experienced teachers try a new activity, its implementation may be rough or inconsistent (for example it may take longer then planned or not as long, or the directions for the activity may not be clear). In fact, when trying a new activity or when teaching in a new assignment, experienced teachers may perform at the Basic level for the same reason a new teacher might—they are doing something for the first time. For supervision or evaluation purposes, this level is generally considered minimally competent for teachers early in their careers; improvement is likely to occur with experience, and no actual harm is being done to students. But enhancement of skill is important, and a mentoring or coaching program will ensure that such improvement occurs in a supportive environment.

Proficient

The teacher performing at the Proficient level clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level. Teachers at the Proficient level are experienced, professional educators. They thoroughly know their content, they know their students, they know the curriculum and have a broad repertoire of strategies and activities to use with students, and they can move easily to Plan B if that turns out to be necessary. And they have eyen in the backs of their heads! Many of the routines of teaching have become automatic, and proficient teachers have developed a sophisticated

understanding of classroom dynamics and are alert to events that don’t conform to the expected pattern. Teachers performing at the Proficient level have mastered the work of teaching while working to improve their practice. They can also serve as resources to one another as they participate in a professional community.

Distinguished

Teachers performing at the Distinguished level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level from those of other teachers. Such classrooms consist of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. All the common themes are manifested as appropriate, in the classroom of a teacher performing at a Distinguished level. A classroom functioning at the Distinguished level seems to be running itself; it almost appears that the teacher is not doing anything. It is seamless; the students know what to do and get right to work. When novice teachers observe a class at this level, they typically don’t recognize what they are seeing; they can observe the results of what the teacher has created but aren’t always aware of how the teacher did it. Distinguished level performance is very high performance and, indeed, some teachers (particularly with some groups of students) may never attain it consistently. As some educators have phrased it, “Distinguished-level performance is a good place to visit, but don’t expect to live there.” The student component is important, because with some groups of students it is a daunting challenge to create a community of learners. It may take all year to make much progress at all. But the Distinguished level remains a goal for all teachers, regardless of how challenging it may be in any particular set of circumstances.

Stockton’s brief descriptors of the ratings:

Unsatisfactory (1)—Performance is below the minimal licensing standard of “do no harm.”

Basic Level of Performance (2)—Performance is minimally competent for teachers early in their careers.

Proficient Level of Performance (3)—Performance is consistently of good quality—as expected of a proficient tenured teacher.

Distinguished Level of Performance (4)—Performance is consistently of a very high quality—at levels seen from a master teacher.

Domain 1a- Demonstrating Knowledge of Content and Pedagogy

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Knowledge of Content

Teacher makes content errors or does not correct content errors students make.

Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines.

Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines.

Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge.

Knowledge of Prerequisite Relationships

Teacher displays little understanding of prerequisite knowledge important for student learning of the content.

Teacher indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate.

Teacher's plans and practices reflect understanding of prerequisite relationships among topics and concepts.

Teacher actively builds on knowledge of prerequisite relationships when describing instruction or seeking causes for student misunderstanding.

Knowledge of Content-Related Pedagogy

Teacher displays little understanding of pedagogical issues involved in student learning of the content.

Teacher displays basic pedagogical knowledge but does not anticipate student misconceptions.

Pedagogical practices reflect current research on best pedagogical practice within the discipline but without anticipating student misconceptions.

Teacher displays continuing search for best practice and anticipates student misconceptions.

Domain 1b - Demonstrating Knowledge of Students

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Knowledge of Characteristics of Age Group

Teacher displays minimal knowledge of developmental characteristics of age group.

Teacher displays generally accurate knowledge of developmental characteristics of age group.

Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns.

Teacher displays knowledge of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which each student follows patterns.

Knowledge of Students' Varied Approaches to Learning

Teacher is unfamiliar with the different approaches to learning that students exhibit, such as learning styles, modalities, and different "intelligences."

Teacher displays general understanding of the different approaches to learning that students exhibit.

Teacher displays solid understanding of the different approaches to learning that different students exhibit.

Teacher uses, where appropriate, knowledge of students' varied approaches to learning in instructional planning.

Knowledge of Teacher displays little Teacher recognizes the Teacher displays knowledge Teacher displays knowledge of

Students' Skills and Knowledge

knowledge of students' skills and knowledge and does not indicate that such knowledge is valuable.

value of understanding students' skills and knowledge but displays this knowledge for the class only as a whole.

of students' skills and knowledge for groups of students and recognizes the value of this knowledge.

students' skills and knowledge for each student, including those with special needs.

Knowledge of Students' Interests and Cultural Heritage

Teacher displays little knowledge of students' interests or cultural heritage and does not indicate that such knowledge is valuable.

Teacher recognizes that value of understanding students' interests or cultural heritage but displays this knowledge for the class only as a whole.

Teacher displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge.

Teacher displays knowledge of the interests or cultural heritage of each student.

Domain 1c - Selecting Instructional Goals

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Value Goals are not valuable and represent low expectations or no conceptual understanding for students. Goals do not reflect important learning.

Goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning.

Goals are valuable in their level of expectations, conceptual understanding, and importance of learning.

Not only are the goals valuable, but teacher can also clearly articulate how goals establish high expectations and relate to curriculum frameworks and standards.

Clarity Goals are either not clear or are stated as student activities. Goals do not permit viable methods of assessment.

Goals are only moderately clear or include a combination of goals and activities. Some goals do not permit viable methods of assessment.

Most of the goals are clear but may include a few activities. Most permit viable methods of assessment.

All the goals are clear, written in the form of student learning, and permit viable methods of assessment.

Suitability for Diverse Students

Goals are not suitable for the class.

Most of the goals are suitable for most students in the class.

All the goals are suitable for most students in the class.

Goals take into account the varying learning needs of individual students or groups.

Balance Goals reflect only one type of learning and one discipline or strand.

Goals reflect several types of learning but no effort at coordination or integration.

Goals reflect several different types of learning and opportunities for integration.

Goals reflect student initiative in establishing important learning.

Danielson - Domain 1d - Demonstrating Knowledge of Resources Resources for Students

Teacher is unaware of resources available to

Teacher displays limited awareness of resources

Teacher is fully aware of all resources available through the

In addition to being aware of school and district resources, teacher is

assist students who need them.

available through the school or district.

school or district and knows how to gain access for students.

aware of additional resources available through the community.

Domain 1e - Designing Coherent Instruction

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Learning Activities

Learning activities are not suitable to students of instructional goals. They do not follow an organized progression and do not reflect recent professional research.

Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some activities reflect recent professional research.

Most fo the learning activities are suitable to students and instructional goals. Progression of activities in the unit is fairly even, and most activities reflect recent professional research.

Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole and reflecting recent professional research.

Instructional Materials and Resources

Materials and resources do not support the instructional goals or engage students in meaningful learning.

Some of the materials and resources support the instructional goals, and some engage students in meaningful learning.

All materials and resources support the instructional goals, and most engage students in meaningful learning.

All materials and resources support the instructional goals, and most engage students in meaningful learning. There is evidence of student participation in selecting or adapting materials.

Instructional Groups

Instructional groups do not support the instructional goals and offer no variety.

Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety.

Instructionaed, as appropriate to the different instructional goals.

Instructional groups are varied, as appropriate to the different instructional goals. There is evidence of student choice in selecting different patterns of instructional groups.

Lesson and Unit Structure

The lesson or unit has no clearly defined structure, although the structure is chaotic. Time allocations are unrealistic.

The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable.

The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable.

The lesson's or unit's structure is clear and allows for different pathways according to student needs.

Domain 1f - Assessing Student Learning

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Congruence with Instructional Goals

Content and methods of assessment lack congruence with instructional goals.

Some of the instructional goals are assessed through the proposed approach, but many are not.

All the instructional goals are nominally assessed through the proposed plan, but the approach is more suitable to some goals than to others.

The proposed approachto assessment is completely congruent with the instructional goals, both in content and process.

Criteria and Standards

The proposed approach contains no clear criteria or standards.

Assessment criteria and standards have been developed, but they are either not clear or have not been clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students. There is evidence that students contributed to the development of the criteria and standards.

Use for Planning

The assessment results affect planning for these students only minimally.

Teacher uses assessment results to plan for the class as a whole.

Teacher uses assessment results to plan for individuals and groups of students.

Students are aware of how they are meeting the established standards and participate in planning the next steps.

Domain 2a - Creating an Environment of Respect and Rapport

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students' cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student Interactions

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward one another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

Domain 2b - Establishing a Culture for Learning

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Importance of the Content

Teacher or students convey a negative attitude toward the content, suggesting that the content is not important or is mandated by others.

Teacher communicates the importance of the work but with little conviction and only minimal apparent buy-in by the students.

Teacher conveys genuine enthusiasm for the subject, and students demonstrate consistent commitment to its value.

Students demonstrate through their active participation, curiosity, and attention to detail that they value the content's importance.

Student Pride in Work

Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than do high-quality work.

Students minimally accept the responsibility to "do good work" but invest little of their energy in the quality of the work.

Students accept teacher insistence on work of high quality and demonstrate pride in that work.

Students take obvious pride in their work and initiate improvements in it, for example, by revising drafts on their own initiative, helping peers, and ensuring that high-quality work is displayed.

Expectations for Learning and Achievement

Instructional goals and activities, interactions, and the classroom environment convey only modest expectations for student achievement.

Instructional goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement.

Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement.

Both students and teacher establish and maintain through planning of learning activities, interactions, and the classroom environment high expectations for the learning of all students.

Domain 2c - Managing Classroom Procedures

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Management of Instructional Groups

Students not working with the teacher are not productively engaged in learning.

Tasks for group work are partially organized, resulting in some off-task behavior when teacher is involved with one group.

Tasks for group work are organized, and groups are managed so most students are engaged at all times.

Groups working independently are productively engaged at all times, with students assuming responsibility for productivity.

Management of Transitions

Much time is lost during transitions.

Transitions are sporadically efficient, resulting in some loss of instructional time.

Transitions occur smoothly, with little loss of instructional time.

Transitions are seamless, with students assuming some responsibility for efficient operation.

Management of Materials and Supplies

Materials are handled inefficiently, resulting in loss of instructional time.

Routines for handling materials and supplies function moderately well.

Routines for handling materials and supplies occur smoothly, with little loss of instructional time.

Routines for handling materials and supplies are seamless, with students assuming considerable responsibility for efficient operation.

Performance of Non-instructional Duties

Considerable instructional time is lost in performing noninstructional duties.

Systems for performing noninstructional duties are fairly efficient, resulting in little loss of instructional time.

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

Systems for performing noninstructional duties are well established, with students assuming considerable responsibility for efficient operation.

Supervision of Volunteers and Paraprofessionals

Volunteers and paraprofessionals have no clearly defined duties or do nothing most of the time.

Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision.

Volunteers and paraprofessionals are productively and independently engaged during the entire class.

Volunteers and paraprofessionals make a substantive contribution to the classroom environment.

Domain 2d - Managing Student Behavior

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Expectations

No standards of conduct appear to have been established, or students are confused as to what the standards are.

Standards of conduct appear to have been established for most situations, as developmental level allows and some students seem to understand them.

Standards of conduct have been established and are clear to most students as developmental level allows.

Standards of conduct are clear to most students and appear to have been established with student participation as developmental level allows.

Monitoring of Student Behavior

Student behavior is not monitored, and teacher is unaware of what students are doing.

Teacher is generally aware of student behavior.

Teacher is alert to student behavior at all times.

Monitoring is subtle and preventive when developmentally appropriate. Most students monitor their own behavior interacting respectfully with one another when in groups.

Response to Student Misbehavior

Teacher does not respond to misbehavior or the response is inconsistent, overly repressive, or does not respect the student’s dignity.

Teacher attempts to respond to student misbehavior but with uneven results.

Teacher response to misbehavior is appropriate and successful most of the time and respects the student’s dignity.

Teacher response to misbehavior is sensitive to student’s individual needs, proactive and highly effective.

Domain 2e - Organizing Physical Space

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Safety and Arrangement of Furniture

The classroom is unsafe, or the furniture arrangement is not suited to the lesson activities, or both.

The classroom is safe, and classroom furniture is adjusted for a lesson, or if necessary, a lesson is adjusted to the furniture, but with limited effectiveness.

The classroom is safe, and the furniture arrangement is a resource for learning activities.

The classroom is safe, and students adjust the furniture to advance their own purposes in learning.

Accessibility to Learning and Use of Physical Resources

Teacher uses physical resources poorly, or learning is not accessible to some students.

Teacher uses physical resources adequately, and at least essential learning is accessible to all students.

Teacher uses physical resources skillfully, and all learning is equally accessible to all students.

Both teacher and students use physical resources optimally, and students ensure that all learning is equally accessible to all students.

Domain 3a - Communicating Clearly and Accurately

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Directions and Procedures

Teacher directions and procedures are confusing to students.

Teacher directions and procedures are clarified after initial student confusion or are excessively detailed.

Teacher directions and procedures are clear to students and contain an appropriate level of detail.

Teacher directions and procedures are clear to students and anticipate possible student misunderstanding.

Oral and Written Language

Teacher's spoken language is inaudible, or written language is illegible. Spoken or written language may contain many grammar and syntax errors. Vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused.

Teacher's spoken language is audible, and written language is legible. Both are used correctly. Vocabulary is correct but limited or is not appropriate to students' ages or backgrounds.

Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to students' age and interests.

Teacher's spoken and written language is correct and expressive, with well-chosen vocabulary that enriches the lesson.

Domain 3b - Using Questioning and Discussion Techniques

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Quality of Questions

Teacher's questions are virtually all of poor quality.

Teacher's questions are a combination of low and high quality. Only some invite a response.

Most of teacher's questions are of high quality. Adequate time is available for students to respond.

Teacher's questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

Discussion Techniques

Interaction between teacher and students is predominantly recitation style, with teacher mediating all questions and answers.

Teacher makes some attempt to engage students in a true discussion, with uneven results.

Classroom interaction represents true discussion, with teacher stepping, when appropriate, to the side.

Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

Student Participation

Only a few students participate in the discussion.

Teacher attemps to engage all students in the discussion, but with only limited success.

Teachers successfully engages all students in the discussion.

Students themselves ensure that all voices are heard in the discussion.

Domain 3c - Engaging Students in Learning

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Representation of Content

Representation of content is inappropriate and unclear or uses poor examples and analogies.

Representation of content is inconsistent in quality. Some is done skillfully, with good examples; other portions are difficult to follow.

Representation of content is appropriate and links well with students’ knowledge and experience.

Representation of content is appropriate and links well with students’ knowledge and experience. Students contribute to representation of content.

Activities and Assignments

Activities and assignments are inappropriate for students in terms of their age or backgrounds. Students are not engaged mentally.

Some activities and assignments are appropriate to students and engage them mentally, but others do not.

Most activities and assignments are appropriate to students. Almost all students are cognitively engaged in them.

All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding.

Grouping of Students

Instructional groups are inappropriate to the students or to the instructional goals.

Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional goals of a lesson.

Instructional groups are productive and fully appropriate to the students or to the instructional goals of a lesson.

Instructional groups are productive and fully appropriate to the instructional goals of a lesson. Students take the initiative to influence instructional groups to advance their

understanding.

Instructional Materials and Resources

Instructional materials and resources are unsuitable to the instructional goals and key concepts do not engage students mentally.

Instructional materials and resources are partially suitable to the instructional goals and key concepts, or students’ level of mental engagement is moderate.

Instructional materials and resources are suitable to the instructional goals and key concepts and engage students mentally.

Instructional materials and resources are suitable to the instructional goals and key concepts and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their own purposes.

Structure and Pacing

The lesson has no clearly defined structure, or the pacing of the lesson is too slow or rushed or both.

The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally consistent.

The lesson’s structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for all students.

Domain 3d - Providing Feedback to Students

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Quality: Accurate, Substantive, Constructive, and Specific

Feedback is either not provided or is of uniformly poor quality.

Feedback is inconsistent in quality: Some elements of high quality are present; others are not.

Feedback is consistently high quality.

Feedback is consistently high quality. Provision is made for students to use feedback in their learning.

Timeliness Feedback is not provided in a timely manner.

Timeliness of feedback is inconsistent.

Feedback is consistently provided in a timely manner.

a timely manner. Students make prompt use of the feedback in their learning.

Domain 3e - Demonstrating Flexibility and Responsiveness

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Lesson Adjustment

Teacher adheres rigidly to an instructional plan, even when a change will clearly improve a lesson.

Teacher attempts to adjust a lesson, with mixed results.

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

Teacher successfully makes a major adjustment to a lesson.

Response to Students

Teacher ignores or brushes aside students’ questions or interests.

Teacher attempts to accommodate students’ questions or interests. The effects on the coherence of a lesson are uneven.

Teacher successfully accommodates students’ questions or interests.

Teacher seizes a major opportunity to enhance learning. building on a spontaneous event.

Persistence When a student has difficulty learning, the Teacher either give up or blames the student or the environment for the students’ lack of success.

Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to use.

Teacher persists in seeking approaches for students who have difficulty learning, possessing a moderate repertoire of strategies.

Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school.

Domain 4a - Reflecting on Teaching

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Accuracy Teacher does not know if a lesson was effective or achieved its goals, or profoundly misjudges the success of a lesson.

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were met.

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment.

Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals, citing many specific examples from the lesson and weighing relative strengths

Use in Future Teaching

Teacher has no suggestions for how a lesson may be improved another time.

Teacher makes general suggestions about how a lesson may be improved.

Teacher makes a few specific suggestions of what he may try another time.

Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probable successes of different

approaches.

Domain 4b - Maintaining Accurate Records

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Student Completion of Assignments

Teacher’s system for maintaining information on student completion of assignments is in disarray.

Teacher's system for maintaining information on student completion of assignments is rudimentary and only partially effective.

Teacher's system for maintaining information on student completion of assignments is fully effective.

Teacher’s system for maintaining information on student completion of assignments is fully effective.

Student Progress in Learning

Teacher has no system for maintaining information on student progress in learning, or the system is in disarray.

Teacher's system for maintaining information on student progress in learning is rudimentary and partially effective.

Teacher's system for maintaining information on student progress in learning is effective.

Teacher’s system for maintaining information on student progress in learning is fully effective.

Noninstructional Records

Teacher's records for non-instructional activities are in disarray, resulting in errors and confusion.

Teacher's records for non-instructional activities are adequate, but they require frequent monitoring to avoid error.

Teacher's system for maintaining information on non-instructional activities is fully effective.

Teacher’s system for maintaining information on non-instructional activities is highly effective, and students contribute to its maintenance.

Domain 4d - Contributing to the School and District

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Relationships with Colleagues

Teacher's relationships with colleagues are negative or self-serving.

Teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires.

Support and cooperation characterize relationships with colleagues.

Support and cooperation characterize relationships with colleagues. Teacher takes initiative in assuming leadership among the faculty.

Service to the School

Teacher avoids becoming involved in school events.

Teacher participates in school events when specifically asked.

Teacher volunteers to participate in school events, making a substantial contribution.

Teacher volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in at least some aspect of school life.

Participation in School and District Projects

Teacher avoids becoming involved in school and district projects.

Teacher participates in school and district projects when specifically asked.

Teacher volunteers to participate in school and district projects, making a substantial contribution.

Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project.

Domain 4e - Growing and Developing Professionally

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Enhancement of Content Knowledge and Pedagogical Skill

Teacher engages in no professional development activities to enhance knowledge or skill.

Teacher participates in professional activities to a limited extent when they are convenient.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill.

Teacher seeks out opportunities for professional development and makes a systematic attempt to conduct action research in the classroom.

Service to the Profession

Teacher makes no effort to share knowledge with others or to assume professional responsibilities.

Teacher finds limited ways to contribute to the profession.

Teacher participates actively in assisting other educators.

Teacher initiates important activities to contribute to the profession, e.g., writing articles for publication, and making presentations.

Domain 4f - Showing Professionalism

Unsatisfactory1

Basic2

Proficient3

Distinguished4

Service to Students

Teacher is not alert to students’ needs.

Teacher's attempts to serve students are inconsistent.

Teacher is moderately active in serving students.

Teacher is highly proactive in serving students, seeking out resources when necessary.

Advocacy Teacher contributes to school practices that result in some

Teacher does not knowingly contribute to some students

Teacher works within the context of a particular team or

Teacher makes a particular effort to challenge negative

students being ill served by the school.

being ill served by the school.

department to ensure that all students receive a fair opportunity to succeed.

attitudes and helps ensure that all students, particularly those traditionally under-served, are honored in the school.

Decision Making

Teacher makes decisions based on self-serving interests.

Teacher's decisions are based on limited though genuinely professional considerations.

Teacher maintains an open mind and participates in team or departmental decision making in a democratic manner.

Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are democratic and based on the highest professional standards.

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