Student Teaching Handbook - University Of The Cumberlands

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University of the

Cumberlands

Graduate

Teacher Candidate/Professional

Semester Handbook

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FALL 2013

Introduction 3 Policies and Procedures 5 Document List for Documentation Folder 9 Unit Tasks 10 Task A-1 10 Task A-2 16 Task C 21 Task D 24 Task E 25 Task F 30 Task G 31 Task H 32 Task I 33 Task J-1 36 Task J-2 39 Assessment Forms and Rubrics 40 KTIP IPR Observation Rubric 40 KTIP IPR Planning Rubric 43 KTIP Observation Guide Bookmark 44 Formative Evaluation 45 Summative Evaluation 47 Time Log 55

Reflective Journal 56 Video Project Directions 59

Guidelines & Requirements

TABLE OF CONTENTS

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Introduction

The Teacher Education Program at University of the Cumberlands is dedicated to preparing beginning

teachers with the knowledge, skills, and dispositions necessary to impact learning of all students to close the

achievement gaps existing in today’s schools/districts. The initial teacher certification programs are based on

best practices and designed to prepare candidates to be Reflective Constructors of Quality Learning Experiences

through Critical Thinking.

Reflective- self-reflection of teacher effectiveness in all areas of teaching and learning.

Constructors- design lessons based on students’ existing knowledge and skills; base instruction on

contextual information; actively engage students in the learning process; enable students to connect

learning to real world application.

Quality- consistently improves instruction based on student assessment data, peers/supervisor(s)

feedback, and self-evaluations.

Critical Thinking- demonstrating high level cognitive processes in planning, implementation, and

evidence of critical thinking through artifacts.

During the professional semester ~ Clinical III, candidates are required to demonstrate their

conceptual, strategic, evaluative, and communicative knowledge. The consistent evidence of the dispositions of

caring, critical and creative thinking, strong work ethic, commitment to excellence and an adherence to the

Professional Code of Ethics is paramount for successful completion of University of the Cumberlands’ teacher

education program. Embedded in the dispositions is the candidate’s ability to serve students, colleagues, and

stakeholders through their actions. Through service to others, our candidates shall exhibit the strong belief that

all students can learn.

All candidates are required to meet and exceed all indicators of the Kentucky Teacher Standards.

Ethical teacher and student use of technology must serve as the vehicle to meet the needs of diverse

populations. Additionally, the candidates must demonstrate competency in using technology for the purposes of

aggregating and disaggregating assessment data.

Candidates seeking certification at all levels must demonstrate their knowledge and instructional skills

in the content area(s) as effective teachers of reading and writing. Candidates are required to develop their

educational pedagogy through research-based teaching methods and prescriptive strategies.

Student Teacher/Practicum Handbook

Introduction

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Candidates should take initiative to familiarize themselves with the school culture by participating in

extra-curricular activities that occur during and after school hours in order to teach and support the P-12

students effectively.

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Professional dress and field/clinical experience guidelines:

Candidates shall act professionally as a representative of University of the Cumberlands Education Department

and the teaching profession.

1. Dress should reflect the culture of the school.

o professional dress e.g., khakis, dress slacks/capris, skirts, blouses, collared shirts, shirt

with tie, etc. but may not be informal unless approved for school spirit/activities as

designated by school administration

o inappropriate dress e.g., low cut or midriff tops, too short skirts/shorts, sagging or low

riding/hipster pants, and other restrictive or suggestive clothing is not acceptable.

o graphic printed clothing is unacceptable

o tattoos must be covered.

o facial/tongue/cartilage piercings must be removed

o Chewing gum and tobacco products are prohibited.

o Eating/drinking during instructional time is prohibited.

o Proper verbal and written grammar should be used at all times.

o Inappropriate relationships/behaviors with students and/or other school personnel are

prohibited.

o University/school approved electronic devices may only be used for instructional

purposes during observation/classroom time. This includes smart phones, iPods, iPads,

eReaders, etc.

o Personal use of technology for any of the following is prohibited;

phone calls, texting, use of Bluetooth, use of social media (i.e. Facebook etc.), online

shopping/gaming, etc,

Confidentiality- Family Education Rights and Privacy Act (FERPA) Confidentiality and Professional Ethics are violated when:

any authorized faculty/staff/teacher candidates discuss a student(s) in inappropriate places or situations

faculty/staff/teacher candidates repeat rumors about student(s) or the family

faculty/staff/teacher candidates discuss personal identifiable information that is confidential in the presence of

individuals who are not a part of student(s) education

faculty/staff/teacher candidates discuss personal identifiable information about student(s) that is confidential in

a public place

Four tests to support your decision to discuss private student information with other professionals

What is discussed? (public or private information)

Where does the discussion take place? (public or private place)

Who may be listening?

Why are you discussing this information?

For further information on FERPA you may access the information on this website

www2.ed.gov/policy/gen/guid/fpco/pdf/2012-final-regs.pdf

Student Teacher/Practicum Handbook

Polices and Procedures

http://www.2.ed.gov/policy/gen/guid/fpco/pdf/2012-final-regs.pdf

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Attendance Policy: The university coordinators will strictly enforce the UC Education Department attendance policy:

Any absence over three (3) days from the public school placement(s) during the semester will be made up. The

student will receive an “I” until absences are made up. If the teacher candidate must be absent from the

assigned placement, the teacher candidate must contact the cooperating teacher and university coordinator by

phone and/or email as soon as possible.

The teacher candidate will arrive and depart based upon the cooperating teacher’s employment contract.

Teacher candidates will wear their University of the Cumberlands’ ID sent via email, sign in daily at the main

office, AND recorded on time log sheet. Practicum students will follow employment contract.

Grading Policy: The grading policy for the student teaching experience will be based upon a Likert like scale of 3,2,1 with 1

being the lowest and 3 being the highest. This grading scale is directly aligned to the Kentucky Teacher

Internship Program (KTIP) guidelines. Each individual indicator is equally weighted throughout the standards

to total 100% when indicators are compiled. KTIP Teacher Performance Assessment (TPA) is used to evaluate

teacher education candidates throughout the clinical experience. KTIP TPA rubric is located on pages 40-44 of

this handbook and in iLearn. The breakdown of the scoring criteria is as follows:

3 – criteria demonstrated on indicator: Satisfactory performance on standard

2 – criteria partially demonstrated on indicator: Making progress toward standard

1- criteria not demonstrated on indicator: Not making progress toward standard

Grading Scale:

A = 92 – 100 } 3 on the Likert Scale

B = 84 – 91 } 2 on the Likert Scale

C = 70 – 83 } Revise and provided ONE (1) resubmit.

If resubmit fails to score a minimum of 84 then 1 on the Likert becomes a

failing grade.

F = Below 70

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Individual Action Plan (IAP) Policy The Education Department at the University of the Cumberlands is committed to helping

all teacher candidates become Reflective Constructors of Quality Learning Experiences

through Critical Thinking. As a teacher candidate in the Teacher Education Program, to

achieve success the teacher candidate shall adhere to the Kentucky Teacher and

University of the Cumberlands Standards. To foster success, the teacher candidate may

be required to meet with a university faculty member to complete an Individual Action

Plan (IAP). An IAP is a professional growth plan to document area(s) of concern that

may hinder a teacher candidate’s success in coursework. An IAP monitors student

progress of specific goals created by a faculty member with prescribed strategies to meet

the identified goals. The teacher candidate will complete the IAP goals with faculty

assistance and demonstrate continued progress throughout the designated IAP time

frame.

Procedure for Initiating a Candidate’s Individual Action Plan (IAP)

A professor, academic advisor or University Coordinator may develop an IAP.

The above mentioned will create an IAP documenting

specific area(s) of concern (growth area)

specific actions and strategies designed to improve the identified area of concern

establish a time frame for completion of the strategies and actions

recommend resources to support the candidate’s professional growth in the area(s) of

concern.

The Department Chair will review the IAP with the faculty member and then sign and

date for approval.

The faculty member will meet with the teacher candidate to discuss IAP.

Teacher candidate’s signature and date acknowledges they will follow the IAP.

The faculty member will provide the teacher candidate and the database

manager a copy of the completed IAP.

The IAP will be monitored by the faculty member of record. The faculty member will

report the outcome of the IAP upon the conclusion of the time frame to the database

manager.

If goals of IAP are met, the candidate will continue with their planned program.

If goals of IAP are not met, the faculty member will create a remedial IAP with modified

actions and strategies within an additional time frame following the same process as

above. The teacher candidate will then be recommended to TEAC or GEC to be placed

upon Probationary Status.

Individual Action Plan (IAP) Policy

Individual Action Plan

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The TEAC or GEC Committee will be notified by the faculty member of the outcome of

the remedial IAP. If the teacher candidate successfully completes the remedial IAP,

TEAC or GEC may/may not remove the teacher candidate from Probationary Status and

grant permission to continue in the education program. If the teacher candidate does not

successfully complete the remedial IAP, TEAC or GEAC may/may not recommend the

teacher candidate to withdraw from the education program.

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Document List for Individual Document Folder

The Teacher candidate Document Folder should be with you at all times. It contains essential information that you will need in a variety of situations you will encounter on a daily basis. Your UC University Coordinator will check this folder periodically. Contents of Folder: University of the Cumberlands Teacher candidate/Practicum Handbook P-12 Faculty Handbook P-12 School Handbook P-12 Student Code of Conduct Kentucky Teacher Intern Program Handbook P-12 Schedule of Classes Earthquake, Fire, Tornado, Lockdown Procedures Classroom Procedures Classroom Behavior Plan Classroom Management Plan School Day Schedule for P-12 Classroom P-12 School Calendar University of the Cumberlands Calendar Personal Calendar All documents should be copied and placed in a sheet protector and stored in a binder. Each document should be tabbed for easy access. Create an attractive cover and spine for this notebook. The binder should be completed one week from the first day you are in the classroom.

Teacher Candidate Document List

Individual Document Folder

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If the teaching environment changes significantly, e.g., new school, change in classroom placement configuration, change in grade or courses taught, you will need to complete this form again. Teacher Candidate: Date: Content Areas:

Grade Level(s):

Daily average number of students taught

School Instructional Goals Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your resource teacher, colleagues, principal, or other school personnel to help identify these goals.

(Multiple sources of data should include faculty meeting notes, Comprehensive School Improvement Plan, School-Based Decision Making Council minutes, continuous assessment data, content literacy plans, and other sources of data e.g., Program Review process being developed.) Resources/Assistance Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology, parent involvement, supplies, and human resources available to you.) Describe how you will utilize resources to implement school and instructional goals. Critical Student Characteristics or Attributes

a. Using appropriate student achievement and demographic data, identify and describe the characteristics of your students that will require differentiated instruction to meet their diverse needs. (In developing your response, you may need to examine characteristics such as differences in culture, language, and learning styles as well as differences in developmental levels and achievement levels.)

b. Based on the diversities you’ve described in a above develop a profile for three specific students in your class(es) that you teach during your school day. See KTIP Completed Tasks Examples for a sample.

One student struggling to meet lesson objectives or targets: One student meeting lesson objectives or targets: One student exceeding lesson objectives or targets:

Component I: Classroom Teaching Teaching and Learning Context

TASK A-1

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Task A-1

Teaching and Learning Context

Context is a snapshot of where your students are academically and why.

Building a respectful relationship with your students is vitally important to their success and yours.

Completing seating charts the first week helps you start to get to know your students.

Context is why you can rarely, if ever, teach a lesson the same way twice. You will never have the same mix of

students in any classroom.

Kentucky Intern teachers learn to complete the Task A-1- Teaching and Learning Context form, which helps to

focus on the context BEFORE starting to plan instruction. You CANNOT plan instruction before you

complete Task A-1- Teaching and Learning Context.

Teaching and Learning Context - Task A-1 will need to be completed once per placement. If the teaching

environment changes significantly, e.g. new school, change in classroom placement configuration, change in

grade or courses taught, this form MUST be completed AGAIN.

DIRECTIONS

Go to www.kyepsb.net/internships/ktiptpatemplates.asp. Print out Task A-1 Teaching and Learning Context in

Word version.

The top of the form is where you identify yourself and put the date that you fill out the form. Include the

number of students in the class, the grade level, and their age. I recommend that you put in the title, which class

it is that you are identifying.

http://www.kyepsb.net/internships/ktiptpatemplates.asp

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School and Instructional Goals

The following are some examples of sources and where to locate them for data needed to complete the data and

instructional goals section of Task A-1 Teaching and Learning Context. Public school information is relevant

data about achievement gap groups. Non-public schools should include similar data.

Browse the school website and/or interview your principal or cooperating teacher to help you locate:

Comprehensive School Improvement Plan

School Report Card

Browse EPSB website www.kyepsb.net and Kentucky Department of Education website

www.education.ky.gov/KDE. If necessary interview your principal or cooperating teacher to help you locate:

District/School test data

Program Review Document (PLCS- Practical Living Career Studies, A&H- Arts and Humanities)

School Report Card

All classroom and individual student data

Analyze the documents you have gathered to write learning goals that are specifically tailored to the students

for whom you will be planning lessons.

If the teaching environment changes significantly, e.g., new school, change in classroom placement configuration, change in grade or courses taught, you will need to complete this form again. Teacher Candidate: Date: Content Areas:

Grade Level(s):

Daily average number of students taught

Component I: Classroom Teaching Teaching and Learning Context

TASK A-1

http://www.kyepsb.net/

http://www.education.ky.gov/KDE

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SAMPLE OF SCHOOL AND INSTRUCTIONAL GOALS

School Instructional Goals

Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your resource

teacher, colleagues, principal, or other school personnel to help identify these goals.

Funville Elementary school is located in Joy County, in southern Kentucky, serving approximately 340 students

Preschool through Grade 6. Funville has a 94.8% attendance rate compared to the district rate of 93.8%. The

Student/Teacher ratio of 13:1, as compared to the district ratio of 14:1. Approximately 90% of students receive

Free/Reduced lunch. There are currently no LEP/ESL/ELL students.

The teachers at Funville Elementary are highly qualified with 13.3 average years of teaching experience with 100% of

classes taught by teachers with a Major, Minor or Equivalent in the subject being taught. The professional qualification

of all teachers in the school are as follows: B.A: 14.3%, M.A.: 42.9%, Rank I: 42.9%.

Extracurricular Activities offered include the following: Grades 4-6 Academic Team; Girls’, Boys’, and PeeWee

Basketball; Cheerleading; Girl Scouts; Cub Scouts; and PRIDE Club. Extracurricular activities offered by means of the

21st Century Learning Grant, including Young Chefs Club, Gardening, Extreme Science, Archery, Golf, Worldly

Reading, Technology Media, and Manipulating Math in the school with a certified instructor.

Funville Elementary scored below the state Academic Index in virtually all subjects in 2010 as follows: Reading

(Elementary) 90.1, State Academic Index 95.6; Math (Elementary) 93.4, State 90.5; Science (4th Grade) 81.4, State

95.9; Social Studies (5th Grade) 81.8, State 88.5; Writing (Elementary) 83.1, State 88.1; Arts and Humanities

(Elementary) 72.6, State 83.6.

The Joy County School district serves students in preschool through grade 12 including one primary, one intermediate,

five elementary, one middle, one high and one alternative school. KPREP/KCCT scores ranked 45th out of 174

Kentucky school districts. The Joy County School district offers comprehensive student support services through

Extended School Services, Title I, Special Education, Gifted/Talented, Family Resource/Youth Service Centers,

alternative education, early childhood programs, adult/community education, and dropout prevention.

As a teacher candidate at Funville Elementary, I will participate in extended school services, tutoring students in math

concepts to address new math standards, and promote student success, thereby reducing achievement gaps.

Disaggregate Math MAP scores, curriculum-based assessments, review documentation for special

populations, etc. specific to your individual placement(s)

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Resources/Assistance

Describe the resources (equipment, technology and supplies) available to you.

Describe assistance (instructional assistant(s), parent volunteers, peer (student) tutors, resource teachers ,

classroom teachers) available to you

Describe how you will utilize resources to implement school and instructional goals.

SAMPLE OF RESOURCES / ASSISTANCE

Resources/Assistance Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology,

parent involvement, supplies, and human resources available to you.) Textbooks, Workbooks, Computers, Internet Access, Word Processing and Software associated with curriculum

learning materials, Scorecard Scanner, Marker Board, Smart Board, Colored Paper, Markers, Crayons, Pencils,

Scissors, Printer, Copy Machine

instructional assistant(s)

parent volunteers

peer (student) tutors

resource teachers

classroom teacher

Occupational Therapy, Reading Intervention, Speech Therapist, Social Worker, Nurse Describe how you will utilize resources to implement school and instructional goals. Utilize KAHN Academy curriculum-based assessments, Novel Star, PLATO to support student enrichment

(specific your individual placement(s) )

Critical Student Characteristics or Attributes Identify the number of students in each category below.

___ LEP/ESL/ELL:

___ # with IEPs:

___ # with 504 accommodations:

___ GSSP:

____RTI/Title I

___ Other:

Under section a. use the data above to describe the characteristics of your students that will require

differentiated instruction to meet their diverse needs. Also include patterns of achievements from students’ test

scores for below, meeting, and exceeding criteria.

Under section b. identify and briefly describe one student for each category of below, meeting, and exceeding

criteria.

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SAMPLE OF CRITICAL STUDENT CHARACTERISTICS OF ATTRIBUTES

Critical Student Characteristics or Attributes

Using appropriate student achievement and demographic data, identify and describe the characteristics of your

students that will require differentiated instruction to meet their diverse needs. (In developing your response,

you may need to examine characteristics such as differences in culture, language, and learning styles as well

as differences in developmental levels and achievement levels.)

Three students have IEPs, one student has a 504 plan, and eight students qualify for Title I services. At least

60% of this class has scored below grade level in Standardized Testing and Reporting for math and reading.

Socioeconomic

concerns of students include 99% of the 60 students receive free or reduced lunch. Also, 50% of the students reside in a

single-parent or domestic-partner home. Three students (those with IEPs) are pulled from the classroom at differing

intervals for specialized instruction.

Patterns of Achievement below criteria: 13- Math; 8- Reading

meeting criteria: 12- Math; 13- Reading

exceeding criteria: 2 Math; 6- Reading

Based on the diversities you’ve described in a above develop a profile for three specific students in your

class(es) that you teach during your school day. See KTIP Completed Tasks Examples for a sample.

One student struggling to meet lesson objectives or targets: Marissa works at her family restaurant after school, and struggles to complete assignments. She is a bright girl who has

never struggled with academics before, but has never been enrolled in an AP class, so the pace and volume pose a

challenge for her. She is frustrated by the lack of success and shuts down if she does not immediately accomplish the

objectives. Marissa in the past, has qualified for GSSP and this year marks a change in her attitude toward course

assignments.

One student meeting lesson objectives or targets: Adam is an athlete who knows what he has to do to maintain his eligibility and has college acceptance as a motivating

goal. He does all of his work with about 90% accuracy, but if he were to apply himself a bit, he could be accomplishing

more.

One student exceeding lesson objectives or targets: Talia is one of the top five students in her graduating class at Valley. She is in the Gifted and Talented Program, and has

already been accepted at the college of her choice. She is an exceptional writer and an avid reader. She is also a capable

public speaker who participates in the debate and speech teams. She has had major roles in every theatrical production for

the entire time she has been enrolled in Valley, while maintaining a 4.0 GPA (she has taken every available honors and

AP course).

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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction. Teacher Candidate : Date: # of Students: Age/Grade Level: Content Area: Unit Title: Lesson Title:

Lesson Alignment to Unit Respond to the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson.

b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky

Core Content, and/or Kentucky Core Academic Standards. c) Describe students’ prior knowledge or focus of the previous learning.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit

contribute to the summative assessment.

e) Describe the characteristics of your students identified in Task A-1 who will require

differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.

f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson

objectives/learning targets (Describe how you will trigger prior knowledge):

Component I: Classroom Teaching Lesson Plan

Task A-2

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Lesson Objectives/

Learning Targets

Assessment

Instructional Strategy/Activity

Objective/target:

Assessment description: Assessment Accommodations:

Strategy/Activity: Activity Adaptations: Media/technologies/resources:

Objective/target:

Assessment description: Assessment Accommodations:

Strategy/Activity: Activity Adaptations: Media/technologies/resources:

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)

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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction. Teacher Candidate : Josie Brown Date: 9/12/2013 # of Students: 21 Age/Grade Level: 12th Content Area: English Unit Title: Literary Analysis and Research-based Arguments Lesson Title: Revealing Meaning in Text

Lesson Alignment to Unit Respond to the following items: g) Identify essential questions and/or unit objective(s) addressed by this lesson. In this unit, we are studying how style, structure and language reveal overall meaning in a text. We're also practicing close

readings and analyzing how reading closely enables us to interpret a text more thoroughly. We're focusing on three essential

questions:

1. How do style, structure and language reveal overall meaning in a text?

2. How do novels lead to meaningful discussions about complex issues in life and society?

3. How can close readings and textual support be utilized to strengthen arguments and discussions?

To address those questions in this lesson, we are doing close readings of the passages that the students read on the mock exam.

We are also analyzing the multiple choice stems and choices to better understand how textual support and analysis can lead to

finding the right answer for each question.

b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or

Kentucky Core Academic Standards.

h) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky

Core Content, and/or Kentucky Core Academic Standards. CC.11-12.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that

preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned

exchange of ideas.

CC.11-12.R.L.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or

language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

i) Describe students’ prior knowledge or focus of the previous learning. Prior to this lesson, students worked on analysis of passages within the novel the Road. They worked on style and creation of

theme statements using textual support and analysis of that support.

j) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.

1. Students will read passages that could be included in an AP exam and present arguments using PowerPoint presentations

2. Students will complete a mock AP exam in which they apply the skills identified in the objectives, then will analyze their

performance.

These two assessments allow me to see that the students understand knowledge application strategies they will need on their

AP exam, and more importantly, that they understand the elements of good argument.

Component I: Classroom Teaching Lesson Plan

Task A-2

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Lesson Objectives/

Learning Targets

Assessment

Instructional Strategy/Activity

Objective/target: 1. Students will read

closely to present an

interpretation of the

text, using textual

support and inferences

to support their

interpretation.

Assessment description: Mock AP exam with five multiple-choice passages

Assessment Accommodations: N/A

Strategy/Activity: I will assign the students to five groups and

each group will be responsible for reading a

separate passage with five multiple-choice

questions to follow. As a group, they will

paraphrase the passage and analyze each of

the selected questions. Groups will share

the paraphrase of their passage, and their

classmates will answer the questions using

the CPS clickers. The "expert" groups will

explain the correct answers in response to

the responses.

Activity Adaptations: Students will be placed in groups that are

appropriate for their ability level. Students

who could not present their PowerPoint on

Friday were grouped together so they could

present on Wednesday.

Media/technologies/resources: USB drives, Digital projector, CPS,

Computer with PowerPoint

Objective/target: 2. Students will analyze

the deeper concepts

within a text through

preparation for and

participation in student-

led presentations.

Assessment description: Students will respond to classmate presentations using

the CPS clickers, and will participate in discussion

about their classmates' presentations.

Strategy/Activity: During classmate presentations, students will

take notes and respond to multiple choice

questions using the CPS clickers.

Activity Adaptations: Students may respond on paper if they would

prefer

k) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.

While the class is generally well-behaved, there is sometimes tension between the students in Spanish Immersion and the

students coming from general or advanced classes. I've worked hard to help them build relationships with each other and to

understand that everyone has an equal voice in the classroom. Also, there are a few students who continue to struggle with the

demands of this course. For students who are performing below grade level, I'm now offering tutoring almost daily, both in the

form of individualized sessions, independent study time, and in group review sessions. We work routinely during class and

after school on developing writing skills, and the readings are scaffolded so that we are just now reading the most difficult

work. For students at grade level, many of the activities that we're doing push them to think in a deeper and more analytical

way. The last couple of group projects have really pushed students to come up with their arguments and to thoroughly defend

them. For students above grade level, they need specific, focused feedback that will enable them to continue to grow and

develop. I have selected groups to help students find success and support. For the group project in this unit, I balanced groups

based on personalities (shy versus outgoing, etc) in addition to ability levels. I have incorporated more models and guides than

I previously used in AP so that students will have the scaffolding and support that they need.

l) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson

objectives/learning targets (Describe how you will trigger prior knowledge): Students took a complete mock AP Literature exam on a Saturday in January. They now have the results of the

essays on that test, and they have their original answer packets and bubble sheets for the multiple choice section.

That exam exposed a need for students to improve on their interpretive text-reading skills, and their need to analyze

the concepts deeper. In their presentations, they will be expected to create multiple choice questions as well as a brief

interpretation.

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Assessment Accommodations: Hard copies of the questions will be available, in case

we have technical difficulties and/or anyone cannot

use the CPS. I don't anticipate that being necessary,

since all of the students have used the CPS before.

Media/technologies/resources: USB drives, Digital projector, CPS, Computer

with PowerPoint

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) 1. Students will be assigned to five groups, and each group will be assigned a passage from a previously administered AP exam,

along with 5 multiple choice questions.

2. Students will get into groups, and each group will paraphrase the passage and analyze each of the multiple choice options

provided.

3. Students will create a PowerPoint presentation to present their paraphrased passage and the multiple-choice questions for their

classmates.

4. Students who are part of the audience for each presentation will answer the multiple-choice questions presented by the

groups, using the CPS.

5. The presenters will lead discussion about the answers and explain why each one is right or wrong.

6. Students will complete an exit slip, answering three questions: For the questions you answered correctly, what led you to the

correct response? If you missed any of the multiple-choice questions, how did you determine the correct answer? What did this

activity teach you?

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Select and analyze at least one lesson from your standards-based unit.

Use the Task C template to complete your analysis.

1. Explain how you determined the levels of student performance on your objective/learning targets. Attach rubric/scoring guide. (What was effective? What was not effective? What would you keep? What would you change?) 2. Sort the students’ performance into three categories. a) Below the standard _______# of students b)Meeting the standards _______# of students c)Exceeding the standard _______# of students 3. For each category, describe the students’ strengths and learning needs. a) Below standard b) Meeting the standard c) Exceeding the standard 4. Reflect on the following: a) How effective was your instruction based on analysis of student performance identified in number 2 above? b) What new professional learning and resources could help you increase your instructional effectiveness? c) Describe patterns in student performance. How will these patterns be used in planning and instruction? 5. For each category of students, how will you differentiate instruction? a)Below standard b)Meeting the standard c)Exceeding the standard 6. Describe how you communicate learning continuous progress to students and parents/caregivers (other than school grade reporting).

LESSON ANALYSIS & REFLECTION

Task C

22 | P a g e

Select and analyze at least one lesson from your standards-based unit.

Use the Task C template to complete your analysis.

1. Explain how you determined the levels of student performance on your objective/learning targets. Attach rubric/scoring guide. (What was effective? What was not effective? What would you keep? What would you change?) For this objective, I used the results of the multiple choice section of the mock exam. This section of the exam is very

challenging, and it is considered a success if students get close to half of the answers right. I scanned the class's results and

compared them to national averages. I considered scores from 15 to 20 below the expectation. I considered scores of 21-34

meeting the expectation. I considered scores of 35-43 (the highest score in the class) to be exceeding the expectation. I felt

like this was very effective, because they will encounter this strategy when they take the exams, and it will help them on

the exam and beyond that.

2. Sort the students’ performance into three categories. a) Below the standard ___9____# of students b)Meeting the standards __ 8____# of students c)Exceeding the standard ___3____# of students 3. For each category, describe the students’ strengths and learning needs. a) Below standard Students in this category need help reading closely. Students who are missing this many questions often do not have a solid

grasp on what the passages are saying, so they need help with reading comprehension strategies (since the passages can be

extremely challenging). Students in this area need to work on answering the more approachable questions (such as ones that

refer to specific lines and literary devices) rather than the more complex questions.

b) Meeting the standard Students who have met the criteria now need to be pushed into the next level, which in this case often means simply getting a

few more answers right. They have a solid basic comprehension of the passages, but they need to work on building their

vocabulary skills and they need to review literary terms. Additionally, they often need to work on reading carefully. They are

doing well to get some of the questions right, but they need to work on reading more deeply and critically.

c) Exceeding the standard The students in this category are excellent readers who think critically and efficiently. They are able to process complex

passages and evaluate the most accurate answers without being distracted by other answers that are true or only slightly

inaccurate. They can think critically even when under pressure and significant time constraints. They are well versed in the

various genres and styles of writing. They need to be pushed--this can be done by forcing them to delve more deeply into the

difficult passages (because often the questions for those passages are more superficial). 2. Reflect on the following:

a) How effective was your instruction based on analysis of student performance identified in number 2 above? Because of the difficult nature of this section of the exam, I was pleased to see that everyone tried to answer the questions. Although some of

the scores were low, several of the students in this category got a few questions for multiple passages right, which indicates that they are

pushing through the difficulty and attempting to answer the questions. However, many of the students ran out of time, so putting them in

slightly pressured situations that require quick reading and thinking would make them more successful.

LESSON ANALYSIS & REFLECTION

Task C

23 | P a g e

b) What new professional learning and resources could help you increase your instructional effectiveness? The clickers have made this activity much more engaging. Knowing more about how to construct multiple choice questions

and how to deconstruct them would make me more effective. Additionally, having access to more examples of AP multiple

choice questions would enable me to let the students practice more, which would help them feel more confident.

c) Describe patterns in student performance. How will these patterns be used in planning and instruction? Describe patterns in student performance. How will these patterns be used in planning and instruction

It was common that students ran out of time; as I mentioned above, being more diligent about pressured time situations would

help with that. It was also quite frequent that students did not annotate the passages, so we have been practicing more of that in

class, and we'll continue to practice it prior to the test. I will give them more passages that are copied so that they can mark

them up and write on them directly. I will also begin the next few classes with short passages and a couple of questions, and I

will time those activities so that we address the sensation of having to decide quickly.

5. For each category of students, how will you differentiate instruction? a)Below standard I will work with them individually and in small groups, and I will give them strategies that will target how to best answer

questions and make the most use of their time. I'll work with them on how to read closely and I'll talk with them about test

taking strategies. I will also give them passages that are slightly more accessible so that they can find success with this kind of

question.

b)Meeting the standard For these students, I will continue to push them by giving them challenging readings and difficult questions. I will continue to

push them by checking their annotations on the passages and by asking them to identify strategies that they are using to help

them find the right answer.

c)Exceeding the standard With these students, I will push them by getting them to justify the right and wrong answers for some of the questions. I will

also give them more difficult reading passages when possible, and I will ask them more challenging questions about the harder

passages.

6. Describe how you communicate learning continuous progress to students and parents/caregivers (other than school grade reporting). With the students, I first simply gave them their answer sheets back. They did not have the correct answers. Their homework

preceding the deconstruction was to annotate the five passages and to review the questions and the answers that they selected.

They were allowed to change their answers if they decided that the original answer was incorrect. When they came to class, I

told them the national percentages for all of the questions that we addressed. Additionally, when the students clicked in their

answers, they could immediately see the class results. Students also got individual scoring sheets with the results of their mock

exam—the sheets indicated their raw score and their score on the five point scale. Students were told to share these results with

their parents. Additionally, parents can see the deconstruction PowerPoint on iSchool if they are interested. Parents will also be

receiving a letter that talks with them about the upcoming AP test and the final preparations that they can help their child do.

24 | P a g e

Intern Name: Date:

Collaboration Work Plan

This work plan must be approved by your committee before implementation.

Orientation Meeting

Identify a student whose learning would be enhanced by collaborative efforts and provide a rationale for

why this student was selected. (Use only the student’s first name.)

Describe your plan for contacting and developing the collaboration plan with the parents/caregivers.

Lesson Objective(s)/Learning Targets – What you plan to accomplish in terms of student learning?

Assessment Plan – How will you measure the impact of the collaborative effort on student learning?

Activities Time Line Persons Involved and

Their Roles

Resources

Needed

Describe the progress made in your collaborative efforts providing appropriate documentation.

Using the assessment data collected, describe the impact of the collaboration plan on this student’s

learning and describe possible next steps.

COLLABORATE TO ADDRESS

SPECIAL LEARNING NEEDS

Task D

25 | P a g e

NAME: _________________________________________

1ST SELF-EVALUATION DATE: _____________ 2ND SELF-EVALUATION DATE: _____________ Please indicate your rating by writing one number for each of the behaviors. Use these as the basis for modifications on your Professional Growth Plan. Complete this form during the fourth and tenth week of the student teaching semester. RATING SCALE:

3-Satisfactory Performance on the Standard 2-Making Progress Toward Standard 1-Not Making Progress Toward Standard

Enter the holistic score for each standard on this page. Fourth Week Tenth Week

1. ________ ________ Applies Content Knowledge (Conceptual/Communicative)

2. ________ ________ Designs/Plans Instruction (Conceptual/Strategic)

3. ________ ________ Creates/Maintains Learning Climate (Strategic)

4. ________ ________ Implements and Manages Instruction (Strategic)

5. ________ ________ Assesses/Communicates Learning Results (Evaluative)

6. ________ ________ Implements Technology (Strategic)

7. ________ ________ Reflects/Evaluates Teaching and Learning (Evaluative)

8. ________ ________ Collaborates with Colleagues/Parents/Others (Strategic/Communicative)

9. ________ ________ Professional Development (Evaluative)

10. ________ ________ Provides leadership within school/community/education Profession (Communicative) 11.________ ________ Demonstrates the dispositions: caring, a strong work ethic, critical and creative thinking, and a commitment to excellence (Strategic/Communicative)

12.________ ________ Demonstrates a commitment to the Kentucky Education Professional Code of Ethics and professional integrity (Strategic/Communicative)

University of the Cumberlands’ Disposition Assessment

Please rate each indicator using the rating scale and then provide a holistic score for each disposition. 3-Satisfactory Performance on the Standard 2-Making Progress Toward Standard

1-Not Making Progress Toward Standard

ATTITUDES AND DISPOSITIONS

STRONG WORK ETHIC CRITICAL & CREATIVE THINKING

_____ Has High Expectations for Self _____ Is Dependable

_____ Is Timely in Completing Responsibilities

_____ Is a Self-Starter; Takes Initiative

Strong Work Ethic _______(average score)

_____ Is Flexible _____ Provides for All Learners

_____ Expresses Thoughts and Ideas Clearly

_____ Demonstrates Ability to Problem Solve

Critical & Creative Thinking ______ (average score)

CARING EXCELLENCE/PROFESSIONAL INTEGRITY

____ Has a Positive Attitude

____ Is Cooperative ____ Is Respectful of Others

____ Establishes Rapport with Diverse Populations

Caring ________ (average score)

____ Has a Professional Appearance

____ Uses Technology Effectively ____ Demonstrates Leadership Abilities

____ Uses Appropriate Spoken & Written English

Excellence/Professional Integrity _____ (average score)

TASK E SELF EVALUATION

Overall Holistic Scoring :____

26 | P a g e

Task E (From KTIP TPA)

Assesses and Manages Professional Growth

Teacher Candidate: _______________________________________________ Date: _____________

Kentucky Teacher Standards Self-Assessment

To initiate the development of your Professional Growth Plan, assess your level of performance on each of the indicators by entering

a number between one (1) and four (4) in the blanks to the left of each indicator. The scale to be used is : (1) limited, (2) some, (3)

adequate and (4) extensive. You may wish to examine the rubric for each indicator on the Intern Performance Record (IPR) to see

the range of performance.

As you complete Task E, please respond to feedback from your (1) supervising teacher, (2) university coordinator, (3) peer

evaluations, (4) analysis of student work as the data reflects your instructional effectiveness as well as (5) self-evaluations and

reflections. Complete the task during the 4th

and 10th

week of the student teaching semester.

STANDARD I: The Teacher Demonstrates Applied Content Knowledge (Conceptual/Communicative)

The teacher demonstrate a current and sufficient academic knowledge of certified content areas to develop student knowledge and

performance in those areas.

Performance Criteria: The extent to which you:

4th Week 10th Week Self-Assessment Self-Assessment

1.1 Communicate concepts, processes and knowledge.

1.2 Connect content to life experiences of students.

1.3 Demonstrate instructional strategies that are appropriate for content and

contribute to student learning.

1.4 Guide students to understand content from various perspectives.

1.5 Identify and address students’ misconceptions of content.

STANDARD II: The Teacher Designs and Plans Instruction (Conceptual/Strategic)

The teacher designs and plans instruction that develops students’ abilities to use communication skills, apply core concepts, become

self- sufficient individuals, become responsible team members, think and solve problems and integrate knowledge.

Performance Criteria: The extent to which the planning demonstrates that you:


2.1 Develop significant objectives aligned with standards.

2.2 Use contextual data to design instruction relevant to students.

2.3 Plan assessments to guide instruction and measure learning objectives.

2.4 Plan instructional strategies and activities that address learning objectives

for all students.

2.5 Plan instructional strategies and activities ant facilitate multiple levels of

learning.

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Standard III: The Teacher Creates and Maintains Learning Climate (Strategic)

The teacher creates a learning climate that supports the development of students’ abilities to use communication skills, apply core

concepts, become self- sufficient individuals, become responsible team members, think and solve problems and integrate knowledge.



3.1 Communicate high expectations.

3.2 Establish a positive learning environment.

3.3 Value and support student diversity and addresses individual needs.

3.4 Foster mutual respect between teacher and students and among students.

3.5 Provide a safe environment for learning.

Standard IV: The Teacher Implements and Manages Instruction (Strategic)

The teacher introduces/implements/manages instruction that develops students’ abilities to use communication skills, core concepts,

become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge.



4.1 Use a variety of instructional strategies that align with the learning

objectives and actively engage students.

4.2 Implement instruction based on diverse student needs and assessment data.

4.3 Uses time effectively.

4.4 Use space and materials effectively.

4.5 Implement and manage instruction in ways that facilitate higher order

thinking

Standard V: The Teacher Assesses and Communicates Learning Results (Evaluative)

The teacher assess learning and communicates results to students and others with respect to the students’ abilities to use

communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve

problems and integrate knowledge.



5.1 Use pre-assessments.

5.2 Use formative assessments.

5.3 Use summative assessments.

5.4 Describe, analyze and evaluate student performance data.

5.5 Communicate learning results to students and parents.

5.6 Allow opportunity for student Self-Assessment.

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Standard VI: The Teacher Demonstrates the Implementation of Technology (Strategic)

The teacher uses technology to support instruction, access and manipulate data, enhance professional growth and productivity,

communicate and collaborate with colleagues, parents, and the community and conduct research.



6.1 Use available technology to design and plan instruction.

6.2 Use available technology to implement instruction that facilitates

student learning.

6.3 Integrate student use of available technology into instruction.

6.4 Use available technology to assess and communicate student learning.

6.5 Demonstrate ethical and legal use of technology.

Standard VII: The Teacher Reflects On and Evaluates Teaching and Learning (Evaluative)

The teacher reflects on and evaluates specific teaching and learning situations and/or programs.



7.1 Use data to reflect on and evaluate student learning.

7.2 Use data to reflect on and evaluate instructional practice.

7.3 Use data to reflect on and identify areas for professional growth.

Standard VIII: The Teacher Collaborates with Colleagues/Parents/Others

(Strategic/Communicative)

The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that

develop students’ abilities to use communication skills, apply core concepts, become self-sufficient individuals, become

responsible team members, think and solve problems and integrate knowledge.


4th

Week 10th

Week

Self-Assessment Self-Assessment

8.1 Identifies opportunities to engage in collaborations that enhance

student learning.

8.2 Identifies and engages in collaborations that enhance the standards-

based unit development

8.3 Reflects on the purpose and impact of the collaborative activities

29 | P a g e

Standard IX: The Teacher Evaluates Teaching and Implements Professional Development (Evaluative)

The teacher evaluates his or her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the

necessary skills and processes and implements a professional development plan.


4th

Week 10th

Week


9.1 Self-assess performance relative to Kentucky’s Teacher Standards.

9.2 Identify priorities for professional development based on data from self-

assessments, student performance and feedback from colleagues.

9.3 Design a professional growth plan that addresses identified priorities.

9.4 Show evidence of professional growth and reflection on the identified

priority areas and impact on instructional effectiveness and student

learning.

Standard X: The Teacher Provides Leadership Within School, Community and Profession (Communicative)

The teacher provides professional leadership within the school, community and education profession to improve student learning

and well-being.


4th

Week 10th

Week


10.1 Identify leadership opportunities that enhance student learning and/or

professional environment.

10.2 Develop a plan for engaging in leadership activities.

10.3 Implement a plan for engaging in leadership activities.

10.4 Analyze data to evaluate the results f planned and executed leadership

efforts.

Progress Update Provide evidence in your progress update that your PGP activities are having a positive impact on student learning. If it is too early for your growth activities to yield evidence or student learning/achievement, provide evidence of how the activities have had an impact on your instruction.

Final Self-Assessment Discuss the progress made in addressing each Priority Area for Growth identified in your work plans. Did you achieve your professional growth objectives?

Using the Kentucky Teacher Standard Self-Assessment, conduct a Cycle 3 assessment of your performance level on each standard. Compare this final assessment with your Orientation Self-Assessment and identify specific areas of growth.

Discuss how the professional development activities completed during the year have improved your instructional effectiveness and student learning.

30 | P a g e

Discuss leadership ideas for possible leadership project. With the guidance of your Mentor and UNC, select a project.

Identification of Project After the orientation meeting, provide a brief description of the project and rationale for selecting this project.

Leadership Project Work Plan (This work plan must be approved by your committee before implementation.)

Objective(s)/Learning Targets Identify your measureable objectives for this project. (What do you plan to accomplish with this project?) Assessment How will you determine the impact of your project on student learning and/or school environment?

Activities Timeline Persons Involved and Their Roles

Resources Needed

How and with whom will the results of your project be shared?

Prior to Mid-Term or End of 1st 8 week placement Briefly document the progress made on your project.

Prior to End of Term or End of 2nd 8 week placement Briefly document the progress made on your project.

Reflect on what your project accomplished regarding student learning and/or professional environment of the school. What did you learn from your leadership experience – what worked, what did not work, and why?

Component II: Professional Responsibilities Professional Leadership

Task F

31 | P a g e

Candidate Name: Date:

# of Students: Age/Grade: Level: Content:

Unit Title: Unit Duration:

Respond to the following items:

1) Identify unit objectives. Show the connection of the objectives to the state curriculum documents, i.e.,

Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. Utilize

district curriculum maps, PLC data, content literacy plans, 21st Century Skills, etc., to help formulate

the unit objectives.

2) Indicate the knowledge, reasoning, performance skills, and/or products that underpin the standard(s)

addressed by the unit objectives.

3) Describe the characteristics of your students identified in Task A-1 who will require differentiated

instruction to meet their diverse needs.

4) Provide an overview of technology that will be integrated to enhance instruction and demonstrate

student use of technology.

Component III: Designing the Instructional Unit

Task G

32 | P a g e

Intern Name: Date: Cycle:

1. Pre-Assessment Plan Unit Objectives Type of Assessment Items/performances

measuring attainment of unit objective

2. Pre-instruction Assessment Analysis (attach tables, charts, or graphs to support your analysis)

Describe the patterns of student performance you found relative to each learning outcome. (Attach tables, graphs or charts of student performance that allowed you to identify the patterns of student performance noted.)

Describe how you used the analysis of your pre-assessment data in your design of instruction.

How did your awareness of achievement gap groups within your students influence your planning and instruction?

3. Summative Assessment Plan Unit Objectives Type of Assessment Items/performances

measuring attainment of unit objective

4. Accommodations / Adaptations for Pre- and Summative Assessments

5. Technology Integration for Pre- and Summative Assessments

Component III: Instructional Unit The Assessment Plan

Task H

33 | P a g e

Task I: Designing Instructional Strategies and Activities Lesson #

Unit Objective #

Lesson Objectives/ Learning Target

Formative Assessment(s)

Instructional Strategies/Activities

Assessment description: Differentiated Assessment Plan:

Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:







Designing Instructional Strategies & Activities

Task I

34 | P a g e










Strategies/Activities: Differentiated Strategies/Activities:

35 | P a g e

Media/technologies/ resources:



Use of Technology for Instruction Describe how you will use technology to enhance instruction and how students will use technology to enhance/facilitate their learning.

36 | P a g e

Directions for Completing Task J-1

After you have taught the instructional unit and administered the summative assessment, your next task is to organize and

analyze the assessment results. You will complete the following tables for J-1.

Organizing and Analyzing the Results (Whole Class)

Organizing and Analyzing the Results (Diverse Learners)


Whole Class: Using the Task J-1 template, Organizing and Analyzing the Results (Whole Class), record each student’s first name

(only), the pre- and summative assessment results based on unit objectives, and an analysis for individual instruction related to the unit

objective(s). Provide implications for whole class instruction.

Organizing and Analyzing the Results (Diverse Learners):

Diverse Learners: Using the Task J-1 template, Organizing and Analyzing the Results (Diverse Learners), identify a gap group in

your classroom using first names only. Record the pre- and post-assessment results, and an analysis of each student’s progress related

to the targeted objective(s). Provide implications for instruction based on the gap group’s findings.

Complete as many tables as needed to identify each student in your class(es).

Name: Date: Gap Group/Diverse Learners:

Task J-1

Organizing and Analyzing the Results (Diverse Learners)

Students Pre-

assessment

Unit Objectives

Mark each objective

met with a X for pre-

assessment

Summative Unit Objectives

Mark each objective

met with a X for post-

assessment

Analysis for Individual

Instruction:

1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Implications for Instruction of Diverse Learners:

Component III (continued): Instructional Unit Organizing and Analyzing the Results / Reflecting on the Impact of Instruction

Task J-1

37 | P a g e

Component III (continued): Instructional Unit

Task J-1: Organizing and Analyzing the Results Reflecting on the Impact of Instruction

Name: Date:

Task J-1


Briefly describe your unit, standards, and types of assessments used:

Students Pre-

assess

ment

Unit Objectives

Mark each

objective met with

an X for

pre-assessment.

Summative Unit Objectives

Mark each

objective met with

an X for

summative

assessment.

Analysis for Individual

Instruction:

1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Implications for Whole Class Instruction:

38 | P a g e

Directions for J-1: Reflecting on the Impact of Instruction

Based on your organization and analysis of the assessment data complete the following template, Task J-1, Reflecting on the

Impact of Instruction. Typically, a majority of students (more than 50 percent) will meet the objectives that are established.

However, it is unlikely that all students will meet all of the objectives all of the time. When students do not meet the objectives,

you must reflect on the objectives themselves, the planned assessment(s), and the instruction that took place.

Teacher Candidate: Date:

1. Select the unit objective on which your students were most successful based on your analysis of student learning.

Based on samples of student work, provide two or more possible reasons for this success.

2. Select the unit objective on which your students were least successful based on your analysis of

student learning.

Based on samples of student work, provide two or more possible reasons for this lack of success.

3. Describe the performance of the identified diverse or gap group(s) in your class compared to the

performance of the class as a whole. What factors contributed to their success/failure?

4. Since the conclusion of the instructional unit, what have you done to ensure that all your students are

making continuous progress? What are your plans to address issues identified in the unit?

5. Based on your reflection about your students’ performances, describe at least two areas for

professional growth that you believe have the potential to increase your instructional effectiveness and

thereby improve your students’ learning.

39 | P a g e

1. Describe how you used formative assessment data to monitor student progress and guide instruction throughout the unit. Give specific examples.

2. What opportunities for self-reflection did you offer the students? 3. As indicated in the table below, describe the information provided to the students,

parents/caregivers, and colleagues. Include how you communicated that information.

Information Provided and Methods Used

Group Prior to Instruction During Instruction After Instruction

Students

Parents/Caregivers

Colleagues

4. Reflect on the information you communicated with students, parents/caregivers, and colleagues and the methods you used. To what extent did the methods used involve one-way communication that required no response or two-way communication that required or elicited responses and/or involvement?

5. How could you modify the information and communication methods you provided

above to increase each group’s involvement in the students’ learning process?

Teacher Candidate: Date:

Communication and Follow-Up

Task J-2

40 | P a g e

Criteria Achievement Level

Indicator Demonstrated (75%)

Indicator Partially

Demonstrated (50%)

Indicator Not

Demonstrated (25%)

1.1 Communicates

concepts, processes and

knowledge

(4% Weighting)

3 percent

Accurately and effectively

communicates concepts,

processes and/or knowledge and

uses vocabulary that is clear,

correct and appropriate for students

2 percent

Accurately communicates concepts,

processes and

knowledge but omits some

important ideas, uses

vocabulary inappropriate for

students

1 percent

Inaccurately and

ineffectively

communicates

concepts, processes

and knowledge

1.2 Connects content to life

experiences of students (4%

Weighting)

3 percent

Effectively connects content,

procedures, and activities with

relevant life experiences of students

2 percent

Connects some content, procedures,

and activities with relevant life

experiences of students

1 percent

Fails to connect

content, procedures,

and activities with

relevant life

experiences of

students

1.3 Demonstrates instructional

strategies that are appropriate

for content and contribute to

student learning

(4% Weighting)

3 percent

Uses instructional strategies that are

clearly appropriate for the content

and processes of the lesson and

make a clear contribution to student

learning

2 percent

Uses instructional strategies that are

somewhat appropriate for the

content and processes of the lesson

and make some contribution to

student learning

1 percent

Fails to use

instructional strategies

that are appropriate for

the content and

processes of the lesson

or make no

contribution to student

learning

1.4 Guides students to

understand content from

various perspective (4% Weighting)

3 percent

Provides opportunities and

guidance for students to consider

lesson content from different

perspectives to extend their

understanding

2 percent

Sometimes provides opportunities

and guidance for students to

consider lesson content from

different perspectives to extend

their understanding

1 percent

Fails to provide

opportunities and

guidance for

students to consider

lesson content from

different

perspectives to

extend their

understanding

1.5 Identifies and addresses

students’ misconceptions of

content (4% Weighting)

3 percent

Identifies misconceptions related to

content and addresses them during

both planning and instruction

2 percent

Identifies misconceptions related to

content and addresses them during

either planning or instruction

1 percent

Fails to identify and

address

misconceptions

related to content

during planning and

instruction

3.1 Communicates high

expectations (4% Weighting)

3 percent

Sets significant and challenging

objectives for students and

verbally/nonverbally communicates

confidence in students' ability to

achieve these objectives

2 percent

Sets significant and challenging

objectives for students but does

not communicate confidence in

students' ability to achieve these

objectives

1 percent

Fails to set significant

and challenging

objectives for

students and does not

communicate

confidence in

students

3.2 Establishes a positive

learning environment (4%

Weighting)

3 percent

Establishes clear standards of

conduct, shows awareness of

student behavior, and responds in

ways that are both appropriate and

respectful of students

2 percent

Makes efforts to establish

standards of conduct, and monitor

and respond to student behavior,

but efforts are ineffective and/or

inappropriate

1 percent

Fails to establish clear

expectations for

student conduct, and

does not effectively

monitor behavior, and

does not appropriately

respond to behavior 3.3 Values and supports student

diversity and addresses

individual needs (4% Weighting)

3 percent

Uses a variety of strategies and

methods to support student

diversity by addressing individual

needs

2 percent

Sometimes uses a variety of

strategies and methods to support

student diversity by addressing

individual needs

1 percent

Fails to use a variety

of strategies and

methods to support

student diversity by

addressing

individual needs

3.4 Fosters mutual respect

between teacher and students

and among students (4% Weighting)

3 percent

Treats all students with respect and

concern and monitors student

interactions to encourage students

to treat each other with respect and

concern

2 percent

Sometimes treats students with

respect and concern and sometimes

monitors student interactions to

encourage students to treat each

other with respect and concern

1 percent

Fails to treat students

with respect and

concern and monitor

student interactions

to encourage students

to treat each other

with respect and

concern

3.5 Provides a safe

environment for learning

(4% Weighting)

3 percent

Creates a classroom environment

that is both emotionally and

physically safe for all students

2 percent

Creates a classroom environment

that is sometimes emotionally and

physically safe for all students

1 percent

Fails to create an

emotionally and

physically safe

environment for

students

4.1 Uses a variety of

instructional strategies that

align with learning objectives

and actively engage students

(4% Weighting)

3 percent

Uses a variety of instructional

strategies that engage students

throughout the lesson on tasks

aligned with learning objectives

2 percent

Uses a variety of instructional

strategies that engage students

throughout the lesson on tasks but

are not aligned with learning

objectives or tasks are aligned with

learning objectives but do not keep

students engaged

1 percent

Fails to use

instructional

strategies that engage

students and are

aligned with learning

objectives

41 | P a g e

4.3 Uses time effectively

(4% Weighting)

3 percent

Establishes efficient procedures for

performing non-instructional tasks,

handling materials and supplies,

managing transitions, and organizing

and monitoring group work so that

there is minimal loss of instructional

time

2 percent

Establishes procedures for

performing non-instructional tasks,

handling materials and supplies,

managing transitions, and

organizing and monitoring group

work that vary in their effectiveness

so there is some unnecessary loss

of instructional time

1 percent

Fails to establish

procedures for

performing non-

instructional tasks,

handling materials and

supplies, managing

transitions, and

organizing and

monitoring group

work resulting in

significant loss of

instructional time

4.4 Uses space and materials

effectively

(4% Weighting)

3 percent

Uses classroom space and materials

effectively to facilitate student

learning

2 percent

Sometimes uses classroom space

and materials effectively to facilitate

student learning.

1 percent

Fails to use

classroom space and

materials effectively

to facilitate student

learning 4.5 Implements and manages

instruction in ways that

facilitate higher order thinking

(4% Weighting)

3 percent

Instruction provides opportunity to

promote higher-order thinking

2 percent

Instruction provides some

opportunity to promote higher order

thinking

1

p

er

ce

n

t

Instruction provides

little or no

opportunity to

promote higher-

order thinking

5.1 Uses pre-assessments (4% Weighting)

3 percent

Uses a variety of pre-assessments

to establish baseline knowledge and

skills for all students

2 percent

Uses some pre-assessments to

establish baseline knowledge and

skills for all students

1 percent

Fails to use pre-

assessments to

establish baseline

knowledge and skills

for all students 5.2 Uses formative

assessments

(4% Weighting)

3 percent

Uses a variety of formative

assessments to determine each

student’s progress and guide

instruction

2 percent

Uses some formative assessments

to determine each student’s

progress and guide instruction

1 percent

Fails to use formative

assessments to

determine each

student’s progress and

guide instruction 5.3 Uses summative

assessments

(4% Weighting)

3 percent

Uses a variety of summative

assessments to measure student

achievement

2 percent

Uses some summative assessments

to measure student achievement

1 percent

Fails to use summative

assessments to measure

student achievement

5.5 Communicates learning

results to students and parents

(4% Weighting)

3 percent

Communicates learning results to

students and parents that provide a

clear and timely understanding of

learning progress relative to

objectives

2 percent

Sometimes communicates learning

results to students and parents that

provide a clear and timely

understanding of learning progress

relative to objectives

1 percent

Fails to communicate

learning results to

students and parents

that provide a clear and

timely understanding of

learning progress

relative to objectives 5.6 Allows opportunity for

student Self-Assessment

(4% Weighting)

3 percent

Promotes opportunities for students

to engage in accurate Self-

Assessment of learning

2 percent

Promotes some opportunities for

students to engage in accurate Self-

Assessment of learning

1 percent

Fails to promote

opportunities for

students to engage in

accurate Self-

Assessment of learning 6.1 Uses available technology

to design and plan instruction

(4% Weighting)

3 percent

Uses technology to design and plan

instruction

2 percent

Sometimes uses technology to

design and plan instruction

1 percent

Rarely or never uses

technology to design

and plan instruction 6.2 Uses available technology

to implement instruction that

facilitates student learning

(4% Weighting)

3 percent

Uses technology to implement

instruction that facilitates student

learning

2 percent


implement instruction that facilitates

student learning

1

p

e

r

c

en

t


technology to

implement instruction

and facilitate student

learning

6.3 Integrates student use of

available technology into

instruction

(4% Weighting)

3 percent

Integrates student use of

technology into instruction to

enhance learning outcomes and

meet diverse student needs

2 percent

Sometimes integrates student use of

technology into instruction to

enhance learning outcomes and

meet diverse student needs

1

p

e

rc

e

nt

Rarely or never

integrates student use

of technology into

instruction to enhance

learning outcomes and

meet diverse student

needs

6.4 Uses available technology

to assess and communicate

student learning (4% Weighting)

3 percent

Uses technology to assess and

communicate student learning

2 percent


assess and communicate student

learning

1 percent


technology to assess

and communicate

student learning

6.5 Demonstrates ethical and

legal use of technology (4%

Weighting)

3 percent

Ensures that personal use and

student use of technology are

ethical and legal

2 percent

Sometimes ensures that personal

use and student use of technology

are ethical and legal

1 percent

Fails to ensure that

personal use and

student use of

technology are ethical

and legal

4.2 Implements instruction

based on diverse student

needs and assessment data

(4% Weighting)

3 percent

Implements instruction based

on contextual information and

assessment data

2 percent

Implements instruction based

on limited use of contextual

information and assessment

data

1 percent

Fails to

implement

instruction based

on contextual

information and

assessment data

42 | P a g e

Criteria Achievement Level

Indicator Demonstrated (60%)

Indicator Partially

Demonstrated (40%)

Indicator Not

Demonstrated (20%)

2.1. Develops significant

objectives aligned with

standards

(5% Weighting)

3 percent

States learning objectives that

reflect key concepts of the

discipline and are aligned with local

or state standards

2 percent

States learning objectives that


discipline but are not aligned with

local or state standards or states

learning objectives that do not


discipline

1 percent

Uses objectives that are not

clearly stated or are trivial and

are not aligned with local or

state standards

2.2 Uses contextual data to

design instruction relevant to

students (5% Weighting)

3 percent

Plans and designs instruction based

on contextual (i.e., student,

community, and/or cultural) and

pre-assessment data

2 percent

Plans and designs some instruction

based on contextual (i.e., student,

community, and/or cultural) and

pre-assessment data

1 percent

Fails to plan and design

instruction based on contextual

(i.e., student, community, and/or

cultural) and

pre-assessment data 2.3 Plans assessments to guide

Instruction and measure

learning objectives

(5% Weighting)

3 percent

Prepares assessments that measure

student performance on each

objective and help guide teaching

2 percent

Prepares some assessments that

measure student performance on

each objective and help guide

teaching

1 percent

Prepares few assessments

that measure student

performance on each

objective and help guide

teaching. 2.4 Plans instructional

strategies and activities that

address learning objectives for

all students

(5% Weighting)

3 percent

Aligns instructional strategies and

activities with learning objectives

for all students

2 percent

Aligns some instructional strategies

and activities with learning

objectives for all students

1 percent

Aligns few instructional

strategies and activities with

learning objectives for all

students

2.5 Plans instructional

strategies and activities that

facilitate multiple levels of

learning (5% Weighting)

3 percent

Plans instructional strategies that

include several levels of learning

that require higher order thinking

2 percent

Plans instructional strategies that

include at least two levels of

learning with at least one requiring

higher order thinking

1 percent

Plans instructional strategies

that do not include levels of

learning or do not require higher

order thinking

7.1 Uses data to reflect on and

evaluate student learning (5%

Weighting)

3 percent

Reflects on and accurately

evaluates student learning using

appropriate data

2 percent

Reflects on and evaluates student

learning without using data

1 percent

Fails to reflect on and

evaluate student learning


evaluate instructional practice

(5% Weighting)

3 percent

Reflects on and accurately

evaluates instructional practice

using appropriate data

2 percent

Reflects on and evaluates

instructional practice without using

data

1 percent

Fails to reflect on and

evaluate instructional

practice


identify areas for professional

growth (5% Weighting)

3 percent

Identifies areas for professional

growth using appropriate data

2 percent

Identifies areas for professional

growth without using data

1 percent

Fails to identify areas

for professional

growth

8.1 Identifies students whose

learning could be enhanced by

collaboration

(5% Weighting)

3 percent

Identifies one or more students

whose learning could be enhanced

by collaboration and provides an

appropriate

rationale

2 percent

Identifies one or more students

whose learning could be enhanced

by collaboration but does not

provide an appropriate

rationale

1 percent

Fails to identify a student

whose learning could be

enhanced by collaboration

8.2 Designs a plan to enhance

student learning that includes

all parties in the collaborative

effort (5% Weighting)

3 percent

Designs a plan to enhance student

learning that includes all parties in

the collaborative effort

2 percent

Designs a plan to enhance student

learning that includes some parties

in the collaborative effort

1 percent

Fails to design a plan to

enhance student learning

8.3 Implements planned

activities that enhance student

learning and engage all parties

(5% Weighting)

3 percent

Implements planned activities that

enhance student learning and

engage all parties

2 percent

Implements planned activities that

enhance student learning and

engage some parties

1 percent

Fails to implement planned

activities

8.4 Analyzes data to evaluate

the outcomes of collaborative

efforts (5% Weighting)

3 percent

Analyzes student learning data to

evaluate the outcomes of

collaboration and identify next

steps

2 percent

Analyzes student learning data to

evaluate the outcomes of

collaboration BUT does not identify

next steps

1 percent

Fails to analyze student learning

data to evaluate the outcomes

of collaboration and does not

identify next steps

43 | P a g e

9.1 Self assesses performance

relative to Kentucky's Teacher

Standards

(5% Weighting)

3 percent

Identifies priority growth areas and

strengths by thoroughly and accurately assessing current performance

on all the Kentucky Teacher

Standards

9.2 Identifies priorities for

professional development

based on data from Self-

Assessment, student

performance and

feedback from colleagues

(5% Weighting)

3 percent

Identifies priorities for professional

development based on data from Self-Assessment, student performance and


2 percent

Identifies priorities for professional

development based on limited data from Self-Assessment, student

performance and feedback from

colleagues

1 percent

Fails to identify priorities for

professional development based on data from Self-Assessment,

student performance and feedback

from colleagues

9.3 Designs a professional

growth plan that addresses

identified priorities

(5% Weighting)

3 percent

Designs a clear, logical professional growth plan that addresses all priority

areas

2 percent

Designs a clear, logical professional growth plan that addresses some

priority areas

1 percent

Fails to design a clear, logical professional growth plan that

addresses priority areas

9.4 Shows evidence of

professional growth and

reflection on the identified

priority areas and impact on

instructional

effectiveness and student

learning

(5% Weighting)

3 percent

Shows clear evidence of professional

growth and reflection relative to the identified priority areas and impact on

instructional effectiveness and student learning

2 percent

Shows some evidence of professional

growth and reflection relative to the identified priority areas and impact on


1 percent

Fails to show evidence of

professional growth and reflection relative to the identified priority

areas and impact on


10.1 Identifies leadership

opportunities that enhance

student learning and/or

professional environment (5%

Weighting)

3 percent

Identifies leadership opportunities in the school, community, or

professional organizations and selects

one with the potential for positive impact on learning or the professional

environment and is realistic in terms

of knowledge, skill, and time required

2 percent

Identifies leadership opportunities in the school, community, or professional

organizations and selects one with

limited potential for positive impact on learning and/or the professional

environment

1 percent

Fails to identify leadership opportunities in the school,

community, or professional

organizations with potential for positive impact on learning and/or

the professional environment 10.2 Develops a plan for

engaging in leadership

activities

(5% Weighting)

3 percent

Develops a leadership work plan that describes the purpose, scope, and participants involved and how the

impact on student learning and/or the

professional environment will be assessed

2 percent

Develops a leadership work plan that provides a limited description of the purpose, scope, and participants

involved and how the impact on

student learning and/or the professional

environment will be assessed

1 percent

Fails to develop a leadership work plan that describes the purpose, scope, and participants involved

and how the impact on student

learning and/or the professional environment will be assessed 10.3 Implements a plan for

engaging in leadership

activities

(5% Weighting)

3 percent

Implements the approved leadership work plan that has a clear timeline of

events/actions and a clear description

of how impact will be assessed

2 percent

Partially implements the approved leadership work plan that has a clear

timeline of events/actions and a

clear description of how impact will be assessed

1 percent

Fails to implement the approved leadership work plan that has a

clear timeline of events/actions

and a

clear description of how impact

will be assessed 10.4 Analyzes data to evaluate

the results of planned and

executed leadership efforts

(5% Weighting)

3 percent

Analyzes student learning and/or other

data

appropriately to evaluate the results of

planned and


2 percent

Provides limited analysis of student

learning and/or other data to evaluate the results of planned and executed

leadership efforts

1 percent

Fails to analyze student learning

and/or other data

appropriately to evaluate the

results of planned and


44 | P a g e

Standard 1: The Teacher Demonstrates

Applied Content Knowledge 1.1 Communicates concepts, processes, and knowledge

1.2 Connects content to life experiences of students

1.3 Demonstrates instructional strategies that are

appropriate for content and contribute to student

learning

1.4 Guides students to understand content from various

perspectives

1.5 Identifies and addresses students’ misconception of

content

Standard 3: The Teacher Creates and

Maintains Learning Climate 3.1 Communicates high expectations

3.2 Establishes a positive learning environment

3.3 Values and supports student diversity and addresses

individual needs

3.4 Fosters mutual respect between teacher and student

and among students

3.5 Provides a safe environment for learning

Standard 4: The Teacher Implements

and Manages Instruction 4.1 Uses a variety of instructional strategies that align with

learning objectives and actively engage students

4.2 Implements instruction based on diverse student needs

and assessment data

4.3 Uses time effectively

4.4 Uses space and materials effectively

4.5 Implements and manages instruction in ways that

facilitate higher order thinking

Standard 5: The Teacher Assesses and

Communicates Learning Results 5.1 Uses pre-assessments

5.2 Uses formative assessments

5.3 Uses summative assessments

5.5 Communicates learning results to students and parents

5.6 Allows opportunity for student Self-Assessment

Standard 6: The Teacher Demonstrates

the Implementation of Technology 6.1 Uses available technology to design and plan

instruction

6.2 Uses available technology to implement instruction

that facilitates student learning

6.3 Integrates student use of available technology into

instruction

6.4 Uses available technology to assess and communicate

student learning

6.5 Demonstrates ethical and legal use of technology

45 | P a g e

Teacher Candidates will benefit from feedback throughout their coursework. In an effort to increase specific feedback, please complete this form and return it to the candidate. Candidate will submit to the Course Instructor.

Please complete EVERY blank below. All characteristics of the candidate may not be present during the field experience, therefore mark NA. Thank you for your time and commitment to the excellence of teaching and educational standards. Teacher Candidate___________________________________ Teacher Candidate ID#___________ (Please print) Last First MI Semester: (Circle ONE) Fall Spring Summer Year: 20______ Today’s Date: __________ UC Course Name: ________________________________________ UC Course #: _______________ RATING SCALE (Directions: Please complete each BLANK): 3 – Satisfactory Performance of the Standards 2 – Making Progress Toward the Standards 1 – Not Making Progress Towards the Standards NA – did not observe

OVERALL SCORE ________

KNOWLEDGE AND SKILLS COMMUNICATION SKILLS

_____ Content Knowledge _____ Planning _____ Class Climate _____ Management/Instruction _____ Assessment _____ Technology _____ Reflection _____ Collaborates _____ Engages in Professional Development _____ Takes Initiative/Leadership Knowledge And Skills _______ (average score)

_____ Maintains Strong Eye Contact _____ Articulates Words Clearly _____ Uses Correct Grammar/Syntax _____ Communicates Ideas Clearly _____ Avoids Distracting Mannerisms _____ Uses Appropriate Vocal Variety and Volume _____ Uses Effective Questioning Skills _____ Has Effective Writing Skills Communication Skills _______ (average score)

ATTITUDES AND DISPOSITIONS STRONG WORK ETHIC CRITICAL & CREATIVE THINKING

_____ Has High Expectations for Self _____ Is Dependable _____ Is Timely in Completing Responsibilities _____ Is a Self-Starter; Takes Initiative Strong Work Ethic _______(average score)

_____ Is Flexible _____ Provides for All Learners _____Expresses Thoughts and Ideas Clearly _____ Demonstrates Ability to Problem Solve Critical & Creative Thinking ______ (average score)

Formative Evaluation

46 | P a g e

CARING EXCELLENCE/PROFESSIONAL INTEGRITY

____Has a Positive Attitude ____ Is Cooperative ____ Is Respectful of Others ____ Establishes Rapport with Diverse Populations Caring ________ (average score)

____ Has a Professional Appearance ____ Uses Technology Effectively ____ Demonstrates Leadership Abilities ____ Uses Appropriate Spoken & Written English Excellence/Professional Integrity _____ (average score)

Field Experience Teacher Demographics: (please complete by marking choices below) (PLEASE PRINT) Name _____________________________________ Email_____________________________________

Phone: _____________ Gender: Male Female Years Teaching Experience ____ Rank: I

MA/MS BA/BS other

Race: African American Asian Caucasian Native American Pacific Islander Other/Unknown

Field Experience Teacher Signature_______________________ School Name_____________________ Would you consider mentoring a teacher candidate(s) in your classroom again? YES NO Comments:

47 | P a g e

The Summative Evaluation will be completed in collaboration by the University Coordinator and the Supervising

Teacher using evidence accumulated during the clinical experience. A conference will occur including pre-service

teacher education/practicum candidate, University Coordinator and, Supervising Teacher to discuss the evaluation.

The evaluation will be used for documentation to confirm the student teacher/practicum candidate has satisfied the

elements of the University Conceptual Framework and Kentucky Teacher Standards.

Please complete instrument then record the holistic scores on this bottom of this page.

Placement ________ Semester _________ Date of evaluation _________________

Student teacher/practicum candidate total number of days present to date__________




Holistic Score

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

Applies Content Knowledge (Conceptual/communicative)

Designs/Plans Instruction (Conceptual/Strategic)

Creates/Maintains Learning Climate (Strategic)

Implements/Manages Instruction (Strategic)

Assesses/Communicates Learning Results (Evaluative)

Implements Technology (Strategic)

Reflects/Evaluates Teaching and Learning (Evaluative)

Collaborates with Colleagues/Parents/Others (Strategic/Communicative)

Evaluates Teaching/Implements Professional Development (Evaluative)

Provides Leadership within School/community/Profession (Communicative)

Demonstrates UC Dispositions (Conceptual/Strategic/Communicative)

Commitment to KY Professional Code of Ethics (Strategic/Communicative)

________________________________ ______________________________

University Coordinator’s Signature/Date Supervising Teacher Signature/ Date

_______________________________

Student Teacher/Practicum Candidate ‘s Signature/ Date

These signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred.

48 | P a g e




STANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGE

RANK INDICATORS EVIDENCE FOR SCORES

3 2 1 1.1 Communicates concepts, processes and knowledge

Accurately and effectively communicates concepts, processes

and/or knowledge and uses vocabulary that is clear, correct

and appropriate for students

3 2 1 1.2 Connects content to life experiences of students

Effectively connects content, procedures, and activities

with relevant life experiences of students

3 2 1 1.3 Demonstrates instructional strategies that are

appropriate for content and contribute to student

learning

Uses instructional strategies that are clearly appropriate for

the content and processes of the lesson and makes a clear

contribution to student learning

3 2 1 1.4 Guides students to understand content from

various perspectives

Provides opportunities and guidance for students to

consider lesson content from different perspectives to

extend their understanding

3 2 1 1.5 Identifies and addresses students’ misconceptions

of content

Identifies misconceptions related to content and addresses

them during both planning and instruction

STANDARD II: DESIGNS/PLANS INSTRUCTION

RANK INDICATOR EVIDENCE FOR SCORES

3 2 1 2.1. Develops significant objectives aligned with

standards

States learning objectives that reflect key concepts of the

discipline and are aligned with local or state standards

3 2 1 2.2 Uses contextual data to design instruction relevant

to students Plans and designs instruction based on contextual (i.e.,

student, community, and/or cultural) and pre-assessment data

3 2 1 2.3 Plans assessments to guide Instruction and

measure learning objectives

Prepares assessments that measure student performance on

each objective and help guide teaching

3 2 1 2.4 Plans instructional strategies and activities that

address learning objectives for all students

Aligns instructional strategies and activities

with learning objectives for all students

3 2 1 2.5 Plans instructional strategies and activities that

facilitate multiple levels of learning

Plans instructional strategies that include several levels of

learning that require higher order thinking

49 | P a g e

STANDARD III: CREATES AND MAINTAINS LEARNING CLIMATE


3 2 1 3.1 Communicates high expectations Sets significant and challenging objectives for students

and verbally/nonverbally communicates confidence in

students' ability to achieve these objectives

3 2 1 3.2 Establishes a positive learning environment

Establishes clear standards of conduct, shows

awareness of student behavior, and responds in ways

that are both appropriate and respectful of students

3 2 1 3.3 Values and supports student diversity and

addresses individual needs

Uses a variety of strategies and methods to support

student diversity by addressing individual needs

3 2 1 3.4 Fosters mutual respect between teacher and

students and among students

Treats all students with respect and concern and

monitors student interactions to encourage students to

treat each other with respect and concern

3 2 1 3.5 Provides a safe environment for learning

Creates a classroom environment that is both emotionally

and physically safe for all students

STANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTION


3 2 1 4.1 Uses a variety of instructional strategies that

align with learning objectives and actively engage

students Uses a variety of instructional strategies that engage

students throughout the lesson on tasks aligned with

learning objectives

3 2 1 4.2 Implements instruction based on diverse

student needs and assessment data

Implements instruction based on contextual

information and assessment data

3 2 1 4.3 Uses time effectively

Establishes efficient procedures for performing non-

instructional tasks, handling materials and supplies,

managing transitions, and organizing and monitoring

group work so that there is minimal loss of

instructional time

3 2 1 4.4 Uses space and materials effectively

Uses classroom space and materials effectively to

facilitate student learning

3 2 1 4.5 Implements and manages instruction in ways

that facilitate higher order thinking

Instruction provides opportunity to promote higher-

order thinking

50 | P a g e

STANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTS


3 2 1 5.1 Uses pre-assessments Uses a variety of pre-assessments to establish baseline

knowledge and skills for all students

3 2 1 5.2 Uses formative assessments Uses a variety of formative assessments to determine

each student’s progress and guide

Instruction

3 2 1 5.3 Uses summative assessments Uses a variety of summative assessments to measure

student achievement

3 2 1 5.4 Describes, analyzes, and evaluates student

performance data Describes, analyzes, and evaluates student performance

data to determine progress of individuals and identify

differences in progress among student groups

3 2 1 5.5 Communicates learning results to students and

parents

Communicates learning results to students and parents

that provide a clear and timely understanding of

learning progress

relative to objectives

3 2 1 5.6 Allows opportunity for student self-assessment Promotes opportunities for students to engage in accurate

self-assessment of learning

STANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY


3 2 1 6.1 Uses available technology to design and plan

instruction

Uses technology to design and plan instruction

3 2 1 6.2 Uses available technology to implement

instruction that facilitates student learning Uses

technology to implement instruction that

facilitates student learning

3 2 1 6.3 Integrates student use of available technology

into instruction

Integrates student use of technology into nstruction to

enhance learning outcomes and meet diverse student

needs

3 2 1 6.4 Uses available technology to assess and

communicate student learning

Uses technology to assess and communicate student

learning

3 2 1 6.5 Demonstrates ethical and legal use of

technology

Ensures that personal use and student use of

technology are ethical and legal

51 | P a g e

STANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS


3 2 1 8.1 Identifies students whose learning could be

enhanced by collaboration

Identifies one or more students whose learning could

be enhanced by collaboration and provides an

appropriate

rationale

3 2 1 8.2 Designs a plan to enhance student learning that

includes all parties in the collaborative effort

Designs a plan to enhance student learning that

includes all parties in the collaborative effort

3 2 1 8.3 Implements planned activities that enhance

student learning and engage all parties

Implements planned activities that enhance student

learning and engage all parties

3 2 1 8.4 Analyzes data to evaluate the outcomes of

collaborative efforts

Analyzes student learning data to evaluate the

outcomes of

collaboration and identify next steps

STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING


3 2 1 7.1 Uses data to reflect on and evaluate student

learning

Reflects on and accurately evaluates student learning

using appropriate data

3 2 1 7.2 Uses data to reflect on and evaluate

instructional practice

Reflects on and accurately evaluates instructional

practices using appropriate data

3 2 1 7.3 Uses data to reflect on and identify areas for

professional growth

Identifies areas for professional growth using

appropriate data

52 | P a g e

STANDARD IX: EVALUATES TEACHING & IMPLEMENTS PROFESSIONAL DEVELOPMENT


3 2 1 9.1 Self assesses performance relative to Kentucky's

Teacher Standards Identifies priority growth areas and strengths by thoroughly

and accurately assessing current performance on all the

Kentucky Teacher Standards

3 2 1 9.2 Identifies priorities for professional development

based on data from self-assessment, student performance

and feedback from

colleagues

Identifies priorities for professional development based on

data from self-assessment, student performance and


3 2 1 9.3 Designs a professional growth plan that addresses

identified priorities

Designs a clear, logical professional growth plan that

addresses all priority areas

3 2 1 9.4 Shows evidence of professional growth and reflection

on the identified priority areas and impact on


Shows clear evidence of professional growth and reflection

relative to the identified priority areas and impact on


STANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION


3 2 1 10.1 Identifies leadership opportunities that enhance

student learning and/or professional environment

Identifies leadership opportunities in the school, community,

or professional organizations and selects one with the

potential for positive impact on learning or the professional

environment and is realistic in terms of knowledge, skill, and

time required

3 2 1 10.2 Develops a plan for engaging in leadership activities

Develops a leadership work plan that describes the purpose,

scope, and participants involved and how the impact on

student learning and/or the professional

environment will be assessed

3 2 1 10.3 Implements a plan for engaging in leadership

activities

Implements the approved leadership work plan that has a

clear timeline of events/actions and a clear description of

how impact will be assessed

3 2 1 10.4 Analyzes data to evaluate the results of planned and


Analyzes student learning and/or other data

appropriately to evaluate the results of planned and


53 | P a g e

STANDARD XI: UNIVERSITY OF THE CUMBERLANDS DISPOSITIONS

WORK ETHIC, CARING, CREATIVE THINKING, PROFESSIONAL and COMMUNICATION SKILLS


3 2 1 Has high expectations for self

3 2 1 Dependable

3 2 1 Timely in completing responsibilities

3 2 1 Self -starter; takes initiative

3 2 1 Has a positive attitude

3 2 1 Cooperative

3 2 1 Respectful of others

3 2 1 Establishes rapport with diverse populations

3 2 1 Flexible

3 2 1 Provides for all learners

3 2 1 Expresses thoughts and ideas clearly

3 2 1 Demonstrates ability to problem solve

3 2 1 Professional appearance

3 2 1 Uses appropriate spoken and written English

3 2 1 Uses correct grammar/syntax/spelling

3 2 1 Articulates words clearly

3 2 1 Modulates voice, varies volume, intensity and

rate of speech

3 2 1 Maintains strong eye contact

3 2 1 Demonstrates active listening

3 2 1 Models acceptable writing skills with legible

handwriting.

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STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL Pre-service Teacher Education/Practicum Candidates/Certified Personnel representing University of Cumberlands shall:

strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and

safeguard the freedom to learn and to teach.

believe in the worth and dignity of each human being and in educational opportunities for all.

strive to uphold the responsibilities of the education profession.

RANK INDICATORS TO STUDENTS EVIDENCE FOR SCORES

3 2 1 Provides students with professional education services in a non-

discriminatory manner and in consonance with accepted best practice known to the educator

3 2 1 Respect the constitutional rights of all students

3 2 1 Take reasonable measures to protect the health, safety and emotional

well-being of students

3 2 1 Shall not use professional relationships or authority with students for personal advantage

3 2 1 Keep in confidence information about students which has been

obtained in the course of professional service, unless disclosure serves professional purposes or is required by law

3 2 1 Shall not knowingly make false or malicious statements about

students or colleagues

3 2 1 Refrains from subjecting students to embarrassment or

disparagement

3 2 1 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a professional approach

with students. Sexually related behavior shall include such

behaviors as sexual jokes; inappropriate physical touching, kissing or grabbing; rape; threats of physical harm or sexual assault.

STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL

INDICATORS TO PARENTS

3 2 1 Make reasonable effort to communicate to parents information

which should be revealed in the interest of the student

3 2 1 Endeavor to understand community cultures and diverse home

environments of students

3 2 1 Shall not knowingly distort or misrepresent facts concerning

educational issues

3 2 1 Distinguish between personal views and the views of the employing educational agency.

3 2 1 Shall not interfere in the exercise of political and citizenship rights

and responsibilities of others.

3 2 1 Shall not use institutional privileges for private gain, for the promotion of political candidates or for partisan political activities

3 2 1 Shall not accept gratuities, gifts or favors that might impair or

appear to impair professional judgment and shall not offer any of these to obtain special advantage

STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL

INDICATORS TO THE EDUCATION PROFESSION

3 2 1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

3 2 1 Shall accord just and equitable treatment to all members of the

profession in the exercise of their professional rights and responsibilities

3 2 1 Shall keep in confidence information acquire about colleagues in the

course of employment, unless disclosure serves professional

purposes or is required by law

3 2 1 Shall not use coercive means or give special treatment in order to

influence professional preparation and legal qualifications

3 2 1 Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other professions

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Reflection Journal

Date Started:_________________ DateEnded: _________________ Teacher Candidate: _______________________________

University Coordinator:___________________________

*Cooperating Teacher:_____________________________

*District Based Mentor:____________________________

*If applicable

Date Topic Time Documentation Notes, emails, photos, agenda,

text

Collaborator

Signatures:

________________________________ _________________________________ Teacher candidate/Practicum Candidate Date University Coordinator Date

________________________________ _________________________________ Cooperating Teacher(if applicable) Date District Based Mentor(if applicable) Date

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Reflection Journal

Rationale

Scholarly reading will be an integral part of the rest of your life as a teacher. As you pursue

more advanced degrees you will obviously review the research in order to meet course

requirements. If your passion is teaching and if your passion is meeting the needs of children,

you will scour magazines, books, journals and any other form of print to find prescriptions that

will ensure that your students are successful in your classroom.

It is extremely important that you begin the practice of reading and research now, while you are

completing your undergraduate studies here at University of the Cumberlands. For this reason

you will follow the schedule below to organize your thoughts, and write reflections that tie the

readings to your experiences in the classroom where you are student teaching. Your University

Coordinator will check these writings on a weekly basis to be sure that you are completing the

assignments. It is critical that you analyze the information, and use evaluation and synthesis to

process, apply and make the appropriate decisions about classroom instruction.

The text(s) for this course are:

The Art and Science of Teaching: Marzano, Robert J. ASCD 2007.

ISBN: 1416605711

A Handbook for the Art and Science of Teaching: Marzano and Brown. ASCD, 2009.

ISBN: 978-1-4166-0818-9

Classroom Assessment for Student Learning: Stiggins, Arter, Chappuis,J. and Chappuis,

S. Educational Testing Service, 2006. ISBN: 978-0-9655101-5-8.

Teaching With Love and Logic. Fay, J, and Funk, D. 1995. ISBN: 0-944634-48-6

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Reflection Journal

You will complete 12 Reflection Papers of at least 2 typed pages with cited references from the

literature. All reading/writing assignments are due according to timeline provided. The

assignment grid follows: SAMPLE

Book(s) Week Chapter(s) Assignment Documentation

Time and Date

Stiggins

Classroom

Assessment for

Student Learning

(CASL)

1 1 - 2 Reflection # 1 Sept. 10th

@ midnight

Marzano 2 10 Reflection # 2 Sept. 17th

@ midnight

Stiggins 2 3

Marzano 3 1 – 2 Reflection # 3 Sept. 24th

@ midnight

Stiggins 3 4 - 5

Marzano 4 3 – 4 Reflection # 4 Oct. 1st @ midnight

Stiggins 4 6 – 7 - 13

Marzano 5 5 Reflection # 5 Oct. 8th

@ midnight

Stiggins 5 8

Marzano 6 9 Reflection # 6 Oct. 15th

@ midnight

Stiggins 6 9

Fay and Funk

Teaching With Love

and Logic

7 1 - 2 Reflection # 7 Oct. 22nd

@ midnight

Fay and Funk 8 3 - 4 Reflection # 8 Oct. 29th

@ midnight

Fay and Funk 9 5 - 6 Reflection # 9 Nov. 5th

@ midnight


@ midnight


@ midnight

Fay and Funk 12 11 - 12

Stiggins 12 11 - 12

Fay and Funk 13 13- 14- 15 Reflection # 12 Nov. 26th

@ midnight

Capstone/

Pillar II Portfolio

13-16 Begin and

complete the

Capstone

Rationale and

the Pillar III

Portfolio.

All assignments must

be submitted by

December 17th

@

midnight!

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Reflection Journal

Rubric

Teacher Candidate:

Date:

Topic: Reflection Journal Rubric

Score:

Score

4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what

was noted in Score 3.0.

3.5 In addition to score 3.0 performance, in-depth inferences and applications with

partial success.

Score

3.0

The Reflection Journal Entry:

Has multiple references between course readings and classroom activities.

Contains multiple personal reflections.

Uses correct spelling and grammar throughout.

Is logically organized, with control and variety in sentence structure.

The student exhibits no major errors or omissions. 2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the

3.0 content.

Score

2.0

There are no major errors or omissions regarding the simpler details and

processes as the Reflection Journal Entry:

Has some references between course readings and classroom activities.

Contains some personal reflections.

Has a few minor spelling and/or grammar errors.

Has a few lapses in organization and/or lacks control of sentence structure.

However, the student exhibits major errors or omissions regarding the more

complex ideas and processes. 1.5 Partial knowledge of the 2.0 content, but major errors or omissions regarding the

3.0 content.

Score

1.0

With help, a partial understanding of some of the simpler details and processes

and some of the more complex ideas and processes. The Reflection Journal Entry:

Has few references between course readings and classroom activities.

Contains few personal reflections.

Has several spelling and/or grammar errors.

Has weak organization and/or has ineffective or incorrect sentence structure. 0.5 With help, a partial understanding of the 1.0 content, but not the 2.0 content.

Score

0.0

Even with help, no understanding or skill demonstrated.

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Video Project

All teacher candidates will participate in a video project of their teaching. Please complete an

A1 and A2 after consultation/planning with cooperating teacher/district based mentor, submit to

university coordinator for approval. Upon approval, video the lesson. This lesson cannot be one

of the four (4) official observations of your teaching by your University Coordinator.

After completing the lesson plan, submit the lesson to your Cooperating Teacher and University

Coordinator for reflection and revision, video the lesson, then find a peer to review the video and

lesson plan with you. Use the KTIP IPR~ UC modified to score the video, your peer should

score the video with a KTIP IPR~ UC modified as well. After completed, please complete Task

C on the lesson.

This project should be completed by or before Week 5 of the Student Teaching/Practicum

Experience.

Please submit the completed KTIP IPR(s), A1, A2 and Task C in iLearn.

Student Teaching Handbook - University Of The Cumberlands

Documents

Transcript of Student Teaching Handbook - University Of The Cumberlands