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STUDENT TEACHING HANDBOOKSpring 2013

McAllan Hall400 Cedar Ave.

West Long Branch, NJ 07764

www.monmouth.edu/academics/schools/education/student_teaching/default.asp

http://www.monmouth.edu/academics/schools/education/student_teaching/default.asphttp://www.monmouth.edu/academics/schools/education/student_teaching/default.asp

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MONMOUTH UNIVERSITYSCHOOL OF EDUCATION

Dr. Lynn Romeo, Dean

lromeo@monmouth.edu

Dr. J ason Barr, Associate Deanjbarr@monmouth.edu

Kathleen ODonnell, Assistant to the Deankodonnel@monmouth.edu

(732) 571-7518

Certifi cation, Field Placements and School Partnerships

Patricia Heaney, Director of Field Placementspheaney@monmouth.edu (732) 263-5431

Christine Borlan, Credential Officercborlan@monmouth.edu (732) 571-7558

Marta J ahn, Early Field Placement Coordinatormjahn@monmouth.edu (732) 263-5798

Linda Foster, Mentoring Coordinatorlfoster@monmouth.edu (732) 263-5168

Renee Bell, Secretaryrcbell@monmouth.edu (732) 263-5473

Gil Eckert, Assessment Project Coordinatorgeckert@monmouth.edu (732) 571-3596

Curriculum and Instruction Educational Leadership, SchoolCounseling & Special Education

Dr. Wendy Harriott, Chair

wharriot@monmouth.eduDr. Tina Paone, Chair

tpaone@monmouth.edu

Dr. William Stanley, MAT Program Directorwstanley@monmouth.edu

Carrie Digironimo, Advising Liaisoncdigiron@monmouth.edu

Sarah Moore, Graduate Advising Coordinatorsmoore@monmouth.edu

J anis Marcus, Advising Liaisonjmarcus@monmouth.edu

J enifer J oyce, Program Advisorjjoyce@monmouth.edu

Caitlin Petro, Office Coordinatorcpetro@monmouth.edu

(732) 571-3437Cindy Bell, Office Coordinator

ccbell@monmouth.edu(732) 571-4417

mailto:lromeo@monmouth.edumailto:lromeo@monmouth.edumailto:jbarr@monmouth.edumailto:jbarr@monmouth.edumailto:kodonnel@monmouth.edumailto:kodonnel@monmouth.edumailto:pheaney@monmouth.edumailto:pheaney@monmouth.edumailto:cborlan@monmouth.edumailto:cborlan@monmouth.edumailto:mjahn@monmouth.edumailto:mjahn@monmouth.edumailto:lfoster@monmouth.edumailto:lfoster@monmouth.edumailto:rcbell@monmouth.edumailto:rcbell@monmouth.edumailto:geckert@monmouth.edumailto:geckert@monmouth.edumailto:wharriot@monmouth.edumailto:wharriot@monmouth.edumailto:tpaone@monmouth.edumailto:tpaone@monmouth.edumailto:wstanley@monmouth.edumailto:wstanley@monmouth.edumailto:cdigiron@monmouth.edumailto:cdigiron@monmouth.edumailto:smoore@monmouth.edumailto:smoore@monmouth.edumailto:jmarcus@monmouth.edumailto:jmarcus@monmouth.edumailto:jjoyce@monmouth.edumailto:jjoyce@monmouth.edumailto:cpetro@monmouth.edumailto:cpetro@monmouth.edumailto:ccbell@monmouth.edumailto:ccbell@monmouth.edumailto:ccbell@monmouth.edumailto:cpetro@monmouth.edumailto:jjoyce@monmouth.edumailto:jmarcus@monmouth.edumailto:smoore@monmouth.edumailto:cdigiron@monmouth.edumailto:wstanley@monmouth.edumailto:tpaone@monmouth.edumailto:wharriot@monmouth.edumailto:geckert@monmouth.edumailto:rcbell@monmouth.edumailto:lfoster@monmouth.edumailto:mjahn@monmouth.edumailto:cborlan@monmouth.edumailto:pheaney@monmouth.edumailto:kodonnel@monmouth.edumailto:jbarr@monmouth.edumailto:lromeo@monmouth.edu

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Table of Contents

MISSION STATEMENT ................................................................................................... 1School of Education Conceptual Framework ................................................................. 1Candidate Proficiencies .................................................................................................. 1

INTRODUCTION .............................................................................................................. 3The Teacher Candidates Role ........................................................................................ 3The Clinical Facultys Role ............................................................................................ 4The Cooperating Teachers Role .................................................................................... 4The Team ........................................................................................................................ 4

TO THE TEACHER CANDIDATE ................................................................................... 5SYLLABUS ........................................................................................................................ 6

Course Description ...................................................................................................... 6Course Objectives ....................................................................................................... 6Relationship to the School of Education Conceptual Framework .............................. 7Learner Outcomes/Assessment ................................................................................... 8Instructional Procedures .............................................................................................. 9

Weekly Sequence for Student Teaching ......................................................................... 9Course Requirements .................................................................................................... 12

Student Teaching Teacher Work Sample.................................................................. 12Classroom Lesson Planning and Teaching ............................................................... 17Weekly Reflections ................................................................................................... 18Required Seminars .................................................................................................... 20Attendance ................................................................................................................ 21Online Dialoguing on eCampus ................................................................................ 21Student Teaching Notebook ...................................................................................... 22Electronic Professional Portfolio - Foliotek ............................................................. 22Praxis II ..................................................................................................................... 23Professionalism ......................................................................................................... 23

Course Evaluation ......................................................................................................... 24

Student Teaching Policies and Procedures ................................................................... 24Chain of Command for Difficulties .......................................................................... 24Withdrawal ................................................................................................................ 24Substitute Teaching ................................................................................................... 25Absence of Cooperating Teacher .............................................................................. 25

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Thank You Letters .................................................................................................... 25State of New Jersey Requirements for Educators ......................................................... 25

Mantoux Test ............................................................................................................ 25Anti-bullying ............................................................................................................. 25Reporting Child Abuse in New Jersey ...................................................................... 25Criminal History Background Check ........................................................................ 26

University Policies ........................................................................................................ 26Students Who Need Accommodations ..................................................................... 26Academic Honesty Policy ......................................................................................... 26

Bibliography ................................................................................................................. 27SCORING GUIDES ......................................................................................................... 29

Teacher Work Sample Scoring Guide ...................................................................... 29Teacher Work Sample Self Evaluation ..................................................................... 38Clinical Faculty Classroom Observation Scoring Guide .......................................... 47

NEW JERSEY PROFESSIONAL STANDARDS FOR TEACHERS (NJPST) ............. 52CORE CURRICULUM CONTENT STANDARDS ....................................................... 60SPECIALTY PROFESSIONAL ASSOCIATION (SPA) STANDARDS ....................... 60

NAEYC Early Childhood Professional Preparation Standards .................................... 61ACEI Elementary Professional Standards .................................................................... 63AMLE Association for Middle Level Education Professional Standards .................... 65CEC Special Education Professional Standards ........................................................... 66NAEA Standards and Skills for Art Teacher Candidates ............................................. 70NCTE Secondary English Professional Standards ....................................................... 74NCTM Math Professional Standards ............................................................................ 77NAfME National Association for Music Education ..................................................... 82NSTA Standards for Science Professional Standards ................................................... 83NCSS Secondary Social Studies Professional Standards ............................................. 86ACTFL Secondary Language Professional Standards .................................................. 87TESOL Teacher of English to Speakers of Other Languages Standards...................... 88

AAHE American Association for Health Education Professional Standards ............... 92NASPE National Association for Sports and Physical Education Standards ............... 93

THE CLINICAL FACULTY ............................................................................................ 94Responsibilities of the Clinical Faculty ........................................................................ 95Observing Teacher Candidates in Special Education Placements ................................ 97

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THE COOPERATING TEACHER .................................................................................. 98Cooperating Teachers Roles and Responsibilities ....................................................... 99Professional Development Hours ............................................................................... 104What Teacher Candidates Appreciate ......................................................................... 105

IMPORTANT INFORMATION .................................................................................... 106Graduation................................................................................................................... 106New Jersey Certification Process................................................................................ 107Frequently Asked Questions Regarding Teacher Certification .................................. 108

APPENDICES ................................................................................................................ 110Appendix A: Schedule for Clinical Faculty

Appendix B: NJ Administrative Code 6A:9-10.2 and 6A:9-10.3

Appendix C: Lesson Plan

Appendix D: Clinical Faculty Observation ReportAppendix D1: Clinical Faulty Effectiveness Guidelines

Appendix E: Student Teaching Midterm Evaluation

Appendix F: Student Teaching Final Evaluation

Appendix G: Teacher Work Sample Evaluation

Appendix H: Student Teaching Attendance Record

Appendix I: Request for Honorarium and Professional Development Hours

Appendix J: Payment for Contracted and Professional Services

Appendix K: Cooperating Teacher Progress Assessment Week #5Appendix L: Cooperating Teacher Progress Assessment Week #12

Appendix S: Signature Page

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MISSION STATEMENT

The School of Educations mission is to be a leader in the preparation of highly

competent, reflective teachers, and other professional educators (e.g., administrators,counselors, and reading specialists) who have the knowledge, 21st-Century skills, anddispositions required to improve the teaching and learning of students in a highlypluralistic democratic society. Toward this end, our candidates are prepared to serveall students from diverse backgrounds in terms of abilities, age, culture, race, ethnicity,family, lifestyle, and socioeconomic status.

Through clinically based field experiences in a wide range of local school andcommunity settings, our candidates practice and demonstrate the utilization of 21st-century skills in their work with students, teachers, and school leaders. Our goal is thatcandidates use their research-based knowledge of learners and learning to promotepositive student outcomes and achievement. Our programs link theory and practice

and are designed to instill a commitment to lifelong learning and reflection.

School of Education Conceptual Framework

Candidate Proficiencies

All School of Education credential programs have been aligned withSpecialized Professional Association (SPA) standards and the following list

of candidate proficiencies are aligned with the New Jersey ProfessionalTeaching Standards. Initial and advanced programs in the School aredesigned to ensure candidates develop the following professional

knowledge, skil ls, and competencies.

1. Demonstrate an understanding of the foundational knowledge of theirdiscipline/professional field and apply this knowledge in their professionalpractice to enhance student performance.

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2. Make connections among and across various disciplinary perspectives andintegrate knowledge of other disciplines into specific instructional/professionalpractice.

3. Demonstrate an understanding of the principles of human development andthe importance of individual differences in learning at various developmental

stages and use this knowledge to create a supportive learning environment.

4. Develop a variety of instructional/professional strategies that are based onresearch-based best practices and promote student learning.

5. Understand how various factors (e.g., social, political, economic, cultural,ethnic, linguistic, etc.) impact education, and use this knowledge to developstrategies to create equitable and inclusive educational learning environmentsthat address the needs of diverse learners and promote educational equity.

6. Demonstrate an understanding of the general goals and professionalstandards of ones professional field (e.g., counseling, educational leadership,

teaching) and integrate these frameworks into planning and professionalpractice.

7. Use professional standards and goals to evaluate, select, design, and adaptresources including, but not limited to, print; non-print; and technological tools topromote student learning.

8. Utilize effective communication skills in the classroom/professional practiceincluding verbal and non-verbal techniques, technology, and the media.

9. Demonstrate an understanding of assessment as an on-going process andutilize multiple forms of assessment that are age-and level-appropriate byimplementing purposeful measures that are aligned with standards and

established learner outcomes.

10. Analyze and reflect on the results of assessments to:

evaluate students strengths and weaknesses;

make decisions regarding future teaching/practice;

communicate the results of performance to all stakeholders;

provide opportunity for discussion with the community members, includingfamilies and professionals, to support student learning

11. Develop dispositions that demonstrate a commitment to ethical standardsand practices of the profession and act as advocates for students, colleagues,and members of the community to promote student learning and educational

equity.

12. Engage in professional development opportunities and collaboration with allavailable partners that promote content knowledge proficiency, self-reflection oninstructional/professional practice, and learning/growth in the people they serve.

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INTRODUCTION

Student teaching at Monmouth University is a comprehensive experience. It

provides linkage between the research and theory-based instruction of theuniversity teacher preparation program, the world of pedagogical decision-making, and classroom teacher implementation. The vision of this program,which is linked to the New J ersey Professional Standards for Teachers (NJ PST),the New J ersey Core Curriculum Content Standards (NJ CCCS), the CommonCore State Standards (CCSS) and the Specialty Professional Association (SPA)Standards for each discipline, is for each candidate to develop the knowledge,skills, and dispositions necessary to have a positive effect on student learning.Student teaching is designed to further improve the candidates ability to use 21stcentury skills which include communication, collaboration, creativity, and criticalthinking and the integration of technology in their teaching to positively improve

K-12 student learning and engagement.

Student teaching provides an opportunity for teacher candidates to practice andrefine their knowledge and skills under the supervision and guidance ofexceptional master teachers, (cooperating teachers), and Monmouth UniversityClinical Faculty who have dedicated their careers to education and a lifetime ofstudent learning.

The Teacher Candidates RoleThe teacher candidate begins this experience with observations of the classroomteacher and progresses to the point where he/she assumes a full-time teaching

load, usually by mid-semester. During the student teaching experience teachercandidates also create and implement a Teacher Work Sample (TWS), a unitthat focuses on a seamless assessment-instructional cycle with reflectiveanalysis of P-12 student achievement and recommendations for improvinginstruction for all learners.

The teacher candidate, in addition to accepting the teaching duties andresponsibilities of the classroom teacher, should establish a warm, accepting,caring relationship with the assigned pupils. The teacher candidate shouldestablish control of the classroom situations, through the development of mutualunderstanding, respect, and a classroom environment that promotes

collaboration and student engagement. Each teacher candidate is heldaccountable for the responsibilities outlined in the student teaching handbook.

The formal observations and evaluations conducted by the clinical faculty provideknowledgeable feedback to assist the teacher candidate in goal setting andcontinued development. A copy of each completed form is kept on file.

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The Clinical Facultys RoleThe clinical faculty is a qualified mentor whose critique and guidance assist theteacher candidate in achieving the course goals and learner outcomes. In thiscapacity, the clinical faculty visits the teacher candidate a minimum of six (6)times during the semester to review lesson plans, monitor the use of the New

J ersey Core Curriculum Content Standards (NJ CCCS), the Common Core StateStandards (CCSS), the New J ersey Professional Standards (NJ PST), and theSpecialty Professional Association Standards (SPA), observe the student whileteaching and performing other related activities and serves as a resource for theconstruction and implementation of the TWS. The clinical faculty member assiststhe teacher candidate in analyzing and evaluating their effect on student learningand his/her growth in terms of instructional competencies and skills through oraldiscussions and written evaluations.

Clinical faculty collaborates with the cooperating teacher to provide support andguidance to the teacher candidate. Additionally, the clinical faculty should

regularly discuss with the cooperating teacher the progress and status of theteacher candidate. The clinical faculty, in consultation with the cooperatingteacher, is ultimately responsible for assigning a course grade to the teachercandidate.

The Cooperating Teachers RoleThe cooperating teacher serves as a role model of the New J ersey ProfessionalStandards for Teachers, the New Jersey Core Curriculum Content Standardsand the Common Core State Standards for the teacher candidate. Thecooperating teacher shares the responsibility with the clinical faculty for helping

the teacher candidate acquire and demonstrate the knowledge, skills anddispositions necessary to function as a successful classroom teacher thatpromotes and enhances P-12 student learning. The cooperating teacherprovides continual help, guidance, coaching, modeling, conferencing andencouragement for growth to the teacher candidate. Like the clinical faculty, thecooperating teacher has a coaching, supervisory and evaluative role andcollaborates with the clinical faculty on midterm and final evaluation reports.

The TeamThe teacher candidate, cooperating teacherand clinical faculty have acommon goal - the successful development of a teaching professional. Potential

problems and/or concerns should be addressed immediately, constructively andprofessionally.

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TO THE TEACHER CANDIDATE

Congratulations! You are entering the final phase of the professional education

program at Monmouth University. As a pre-service teacher, you have completedthe course requirements and field experiences that provide the contentknowledge and the pedagogical/professional skills you will need to be successfulin your student teaching placement. Student teaching will provide you with anopportunity to practice, refine, and augment your knowledge in a supportiveenvironment.

Dr. George A. Hays wrote, As a teacher candidate, you occupy a dual position.You are a student who is learning on the job. You are also a teacher, chargedwith actual instructional responsibilities. You will have the opportunity to performmany of the duties and make many of the instructional decisions of an in-service

teacher. The workload will be intense. Your chosen profession will offer youbountiful opportunities for joy and fulfillment if you keep a positive attitude, setrealistic goals and strive to meet them.

Keep the lines of communication open between you, your cooperating teacher,your clinical faculty, and the teacher candidate placement coordinator. Youshould use the eCampus Course Management System to communicate withfellow teacher candidates. If you accept praise and suggestions for improvementin the spirit with which they are offered, you will develop and grow as a teachingprofessional. Student teaching will give you a chance to really understand ourprofession: the commitment, the excitement, and the rewards. Most important,

be true to your newly assigned pupils. Teach them in a manner that engages andmotivates them as well as promotes achievement.

We, at the University, are proud of your accomplishments! Take courage and beconfident. Enjoy your student teaching experience; it is only the beginning of alifetime of dedicated service and personal fulfillment.

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SYLLABUS

Course: Student Teaching

9 Credits

Date: Spring 2013

Instructor: Patricia Heaney, Director of Field Placements

Required Texts: Zukergood, D., & Bettencourt, A. M. (2009). Teaching inthe real world: Strategies to survive and thrive. UpperSaddle River, NJ : Pearson Education, Inc.

Recommended Texts:Kronowitz, E. L. (2004). Your first year of teaching and

beyond. 4th ed. New York, NY: Pearson.

Marzano, R. J . (2007). The art and science of teaching.Alexandria, VA: Association for Supervision andCurriculum Development

Course DescriptionThis full-time, full-semester field experience in a school setting requires teachercandidates to observe, plan, instruct, and assess P-12 students under thesupervision of a cooperating teacher and university faculty. Candidatesimplement a Teacher Work Sample and analyze their instruction and the effecton student achievement. In addition, there are on-campus seminars and anonline component. All aspects of the requirements are linked to the NJ CCCS, the

Common Core State Standards, the NJ PST, and national Specialty ProfessionalOrganization standards.

Prerequisite: Completion of all other courses, passing of the PRAXIS IIand other test requirements as applicable, and a minimumGPA of 2.75 (3.0 Graduate students)

Course ObjectivesThe course will provide opportunities for candidates to:

demonstrate mastery of subject matter

create environments that encourage positive student social interaction,

self-motivation, and active engagement in learning. plan assessment and instruction linked to local, state, and national

standards, based upon empirical research, learner outcomes, and theindividual needs of all learners.

communicate effectively to all learners

analyze planning, teaching, and assessment for the purposes of positivelyaffecting student learning

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self-reflect on their teaching and learning to inform their instructionaldecision making and professionalism

dialogue with school personnel, other candidates, and clinical faculty

Relationship to the School of Education Conceptual Framework

The content and assessments of this course relate to the Conceptual Frameworkcandidate proficiencies:

Demonstrate an understanding of the foundational knowledge of theirdiscipline/professional field and apply this knowledge in their professional practice toenhance student performance.Make connections among and across various disciplinary perspectives and integrateknowledge of other disciplines into specific instructional/professional practice.Demonstrate an understanding of principles of human development and theimportance of individual differences in learning at various developmental stages anduse this knowledge to create a supportive learning environment.

Develop a variety of instructional/professional strategies that are based on research-based best practices and promote student learning.Understand how various factors (e.g., social, political, economic, cultural, ethnic,linguistic, etc.) impact education, and use this knowledge to develop strategies tocreate equitable and inclusive educational learning environments that address theneeds of diverse learners and promote educational equity.Demonstrate an understanding of the general goals and professional standards ofones professional field (e.g., counseling, educational leadership, teaching) andintegrate these frameworks into planning and professional practice.Use professional standards and goals to evaluate, select, design, and adaptresources including, but not limited to print, non-print, and technological tools, to

promote student learning.Utilize effective communication skills in the classroom/professional practice includingverbal and nonverbal techniques, technology, and the media.Demonstrate an understanding of assessment as an on-going process and utilizemultiple forms of assessment that are age and level appropriate by implementingpurposeful measures that are aligned with standards and established learneroutcomes.Analyze and reflect on the results of assessments to 1) evaluate students strengthsand weaknesses; 2) make decisions regarding future teaching/practice; 3)communicate the results of student performance to all stakeholders; and 4) provideopportunity for discussion with the community members, including families and other

professionals, to support student learning.Develop dispositions that demonstrate a commitment to ethical standards andpractices of the profession and act as advocates for students, colleagues, andmembers of the community to promote student learning and educational equity.Engage in professional development opportunities and collaboration with all availablepartners that promote content knowledge proficiency, self-reflection oninstructional/professional practice, and learning/growth in the people they serve.

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Learner Outcomes/AssessmentAs a result of this course candidates will:

observe, reflect, and analyze lessons that focus on effective teaching strategies,differentiated instruction, the use of appropriate assessment to gauge studentachievement, motivation and engagement, classroom environment, and the use

of technology. (NJ PST: 2, 3, 5, 6, 7, 8, 10)This will be assessed via the required classroom observations.

develop, select and implement instructional content, resources, and instructionalstrategies that are linked to the NJ CCCS and the Common Core State Standards(CCSS). (NJPST: 1, 4)This will be assessed through lesson plans, clinical faculty observations, theTeacher Work Sample, and the student teaching notebook.

use strategies that promote successful, seamless transitions for all studentsincluding those with exceptional and diverse learning needs. (NJ PST: 3, 4, 7, 8)This will be assessed through lesson plans, clinical faculty observations, theTeacher Work Sample, and the student teaching notebook.

develop a unit that uses formative and summative assessment linked toinstruction that includes reflection, analysis of student learning andrecommendations for future teaching. (NJ PST: 4, 5)This will be assessed via the Teacher Work Sample and clinical facultyobservations.

create and maintain records, report assessment results to all stakeholders usingeffective communication skills, evaluate instruction and monitor progress of allstudents including those with exceptional learning needs. (NJ PST: 5, 8)This will be assessed through lesson plans, clinical faculty observations, theTeacher Work Sample, and the student teaching notebook.

integrate technology into the instructional process. (NJ PST: 4, 8)This will be assessed through lesson plans, clinical faculty observations, theTeacher Work Sample, and the student teaching notebook.

use a variety of effective motivational, behavior management, social problemsolving, and conflict resolution strategies consistent with the needs of theindividual learners to create a classroom environment conducive to activeengagement, social collaboration, and student self-reflection.(NJ PST: 3, 6, 7, 8, 9)This will be assessed through clinical faculty observations.

analyze the effectiveness of teaching on student achievement and future goalsetting. (NJ PST: 5, 8)This will be assessed by clinical faculty observations, lesson plans, and thestudent teaching notebook.

demonstrate a high level of professionalism during all aspects of the school day.(NJ PST: 8, 9,10)This will be assessed via clinical faculty observations.

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Instructional ProceduresProcedures will include observation, teaching, reflections, seminars, and onlinediscussion.

Weekly Sequence for Student Teaching

It must be understood that student teaching is a full semester experience thatrequires additional time out of school to prepare lessons, mark papers, etc.

It is important for all teacher candidates to be cognizant that your cooperatingteacher is responsible for the welfare of the class and must work with thelearners after your student teaching experience has ended. As a guest of thedistrict, you must adjust to the philosophy and practices of the school and thecooperating teacher.

The following weekly sequence is a guide for teacher candidates to discuss with

the cooperating teachers. It should be modified based on the needs of thestudents, classroom, and school.

WEEK 1: Observation: Some of the time spent in the classroom the firstweek will be in observation and getting acclimated to the classroomenvironment. Learn the names of students, school personnel, andclassroom management techniques.

Participation: Begin to assume routine classroom duties, e.g.,homeroom supervision, opening activities, attendance, lunch count;assist teacher in gathering instructional materials, work with

students in small groups, large groups, or individually.

Planning: Review and discuss lesson plans developed by thecooperating teacher. Decide on a topic for your TWS and set datesfor beginning to teach. Your TWS topic must be posted in thediscussion area on eCampus no later than, Friday, February 8,2013.

Reflection & Discussion: Discuss daily instructional program andparticular happenings during each day.

Submit: The Schedule for Clinical Faculty form (Appendix A) toyour clinical faculty member. This enables them to schedule visitsto observe you. Submit week one reflection topic: Personal VisionStatement.

WEEK 2-3: Participation: Continue to increase instructional, routine andsupplemental non-teaching activities as well as small group, largegroup and individual instruction.

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Planning: Continue preparation of TWS.

Teaching: Assume teaching responsibilities for the first subjectarea or class, as agreed upon by your cooperating teacher and

clinical faculty. Create a lesson plan template using Appendix CLesson Plan (form can be downloaded from eCampus). Alwaysuse this template to develop appropriate lesson plans. Have copiesavailable for the clinical faculty and cooperating teacher. Reviewthe lesson plan with the cooperating teacher.

Reflection & Discussion: Discuss the instructional program,specific assigned teaching responsibilities and particular dailyhappenings. Anticipate a visit by the clinical faculty. Think aboutthe context of the class, school, and community. Identify a studentwith a particular need or challenge.

Submit: Week two reflection topic: Community/school context.Week three reflection topic: Case study

WEEK 4-8: Participation: Plan for instruction, with approval of cooperatingteacher, for one half or more of the daily teaching schedule.

Planning: Continue planning lessons.

Teaching: Gradually continue to assume responsibilities until youtake charge of the entire teaching schedule by week nine.Implement TWS. Schedule two observations with your Monmouthclinical faculty to observe your two week implementation of theTWS.

Reflection & Discussion: Reflect on best practices observed. Thinkabout your initial teaching experiences what has worked and whatneeds to work. Reflect on how the classroom environment youhave created supports student engagement and learning. Thinkabout how you used formative assessments to inform instructionand develop your future lessons. Discuss what specific technologyyou used and how effective it was for student engagement andlearning.

Submit: Week four reflection topic: Best practices observed. Weekfive reflection topic: Initial teaching experiences. Week six reflectiontopic: Impact of classroom environment on learning. Week sevenreflection topic: Multiple assessment modes used during yourstudent teaching. Week eight reflection topic: Use of technology tosupport teaching and learning.

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*WEEK 9-15 Participation: Assume full participation in all areas of teachingresponsibility. Collaborative teaching schedule during your finalweek will be determined via consultation with the cooperatingteacher and Monmouth Clinical Faculty and is concluded by the

end of week 15.

Planning: By week 15 tie up all loose ends (e.g., teaching of units,recording of grades and other record keeping, returning oftextbooks, library books and other instructional materials).

Reflection & Discussion: Reflect on planning with the end in mindas it refers to establishing clear objectives and learner outcomes.Think about the importance of collaboration and its impact onclassroom practices. Reflect on parent interactions andopportunities you may have had to interact with parents. Discuss

classroom environment issues. Reflect on what instructional plansand or interventions have you implanted to help your case studystudent. Think about your professional growth needs: areas ofstrength and areas that need additional development. Revisit yourvision statement were your expectations realistic?

Submit: Week 9 reflection topic: Planning with end in mind. Week10 reflection topic: The importance of collaboration. Week 11reflection topic: Reflect on parent interactions. Week 12 reflectiontopic: Classroom environment. Week 13 reflection topic: Your casestudy and his/her progress. Week 14 reflection topic: Yourprofessional growth needs. Week 15 reflection topic: Revisit yourvision statement.

* Students assigned for split placements will begin their second placements onMonday, March 18, 2013. Students with split placements shoulddiscuss their teaching responsibilities with the cooperating teachersand the clinical faculty.

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Course Requirements

Student Teaching Teacher Work Sample(written component 25%)

During the student teaching semester, you will develop a Teacher WorkSample (TWS) for classroom use. As you have learned in your methodscourse(s), the TWS is an instructional unit that covers an important component ofthe New J ersey Core Curriculum Content Standards (NJ CCCS) and theCommon Core State Standards.

TWS due date for submission to eCampus : Friday, April 19, 2013(Dates of submission to Clinical Faculty determined individually.)

Each TWS includes three core elements, a comprehensive set of tasksconstructed to assess a teacher education candidates ability to plan, teach, andassess all learners. The TWS should be designed to meet the needs of all

learners in a class, and address appropriate national and state curriculumstandards. The TWS assessment for student teaching will address the followingTWS elements: 1) Contextual Factors, Goal(s), Rationale, Learner Outcomesand Assessment, 2) Design for Instruction/Instructional Decision Making; and, 3)Analysis of Student Learning/Reflection.

Before you begin to construct the TWS, you must look at the contextualfactors regarding your students, classroom, school, and district (WeeklyReflection 2). You should analyze what you have gathered to plan the TWS (e.g.,information on student learning needs, linguistic backgrounds, and curricularrequirements).

The TWS must be of sufficient length to provide the opportunity forcomprehensive candidate assessment. The typical Student Teaching TWSassignment covers a two (2) to six (6) week thematic unit of instruction, with atleast five (5) lesson plans. You should restrict the length of your TWSassignment to a maximum of 20 pages (double spaced, size 12 font, excludingattachments).

The Student Teaching TWS assignment includes a narrative description ofthe three (3) assigned elements including the data collected. In addition, thereare appendices for each element that include the assessment instruments andscoring guides, the assessment data gathered, and relevant artifacts (e.g.,

lesson plans, samples of student work).

Note: The Monmouth University TWS has been adapted, in part, from theRenaissance Partnership for Improving Teacher Quality Project materials.

Writing the Teacher Work Sample Narrative for Student TeachingThe three (3) elements of a Teacher Work Sample to be assessed during studentteaching are outlined below. A variety of example work samples for all grade

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levels, K-12, can be found on eCampus. All work samples should address thefollowing basic elements.

I. Provide an overview of your unit including the following: ContextualFactors, Goal(s), Rationale, Learner Outcomes and Assessment

[approx.5-9 pgs.]

TWS Standard: The teacher uses multiple assessment modes andapproaches aligned with established learner outcomes to assess studentlearning before, during, and after inst ruction. Develop a clear conciserationale for the unit . Write learner outcomes linked to the Common CoreState Standards (CCSS) and National Standards (SPA).

Contextual Factors:Provide information that you have gathered and analyzed to plan yourTWS concerning the district, the school, the classroom, the students andone subgroup comprised of students of diversity that will be the focus of acomprehensive analysis. Contextual Factors must include but not belimited to:

About the community: Average family income, average educationalbackground

About the district: District Factor Group (DFG), summary of studentdeployment, summary of district and school test scores, summary offree and reduced lunch data, racial composition of district and school

About the classroom: gender composition and summary of specialneeds including English Language Learners (ELL).

Goal(s)State Unit goal(s) as long term and the ideal.RationaleState a clear, concise Unit rationale that explains the importance of andthe approach to the Unit. Be sure to include three things: real-worldapplications of the content, where this knowledge is required by the districtBoard of Education, and to what NJ CCCS, the Common Core StateStandards (CCSS) and National Standards this content relates.Learner OutcomesProvide Unit learner outcomes written in measurable terms that arealigned with instruction and assessments.Standards: Match appropriate standards (Cumulative Progress Indicator -CPIs) to each outcome.

Assessment PlanProvide a description of the Unit assessment plan that explains thepurpose, identifies activities that serve as pre-assessment, formativeassessment, and summative assessment and alignment with the learneroutcomes, and incorporates varied instructional strategies anddifferentiated instruction. In addition, clearly explain how the assessments

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meet the needs of all learners through accommodations/ adaptations/modifications.

Appendix I include the following:

Anecdotal records (concise notations regarding student progress

based on observation in the classroom prior to and during Unitinstruction) of learner progress

Copy of the School Report card Copy of appropriate pages from district curriculum

II. Provide an overview of your Design for Instruct ion [approx. 3-5 pgs.]

TWS Standard: The teacher designs instruction for specif ic learneroutcomes, student characteristics and needs, and learning contexts. He orshe also makes instruct ional decisions based on constant analysis of

student learning.

Include the following:

Unit title

Number of lessons

Narrative overview of unit as related to learner outcomes, standards, andassessment.

Procedural description of lessons including activities emphasizing choiceof instruction strategies relating these choices to the contextual factors,materials, and differentiated instructional strategies and addressingstandards, learner outcomes.

Lesson plans reflecting activities and materials challenging to all learners(actual lesson plans will be part of TWS Appendix II)

Differentiated instructional strategies

Accommodations/adaptations/modifications for all learners including thosewith diversity

Integration of technology in lessons as appropriate for learners

Information to families and family involvement.

Appendix II include the following:o All unit lesson plans, activities, handouts etc.o Assessments that provide tasks, directions, and rubrics/scoring

guides for each lesson as appropriate

III. Provide a summary of Assessment results: Description ofAssessments with Analysis of Student Learning and Reflection[approx. 3-6 pgs.]

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TWS Standard: The teacher uses assessment data to profile studentlearning, communicate information about student progress andachievement, and reflect on teaching and student learning to improvecurrent and future teaching practices.

Include the followingAnalysis: Assessment of learners prior knowledge (pre-assessment) The pre and post assessment data analyzed for the whole group,

individuals, and at least one subgroup which is comprised of thediverse students

Analysis of all assessments results for whole group, individuals andat least one subgroup which is comprised of the diverse students

Documentation of all student learning from all assessment tasks Analysis of the effectiveness of various types of differentiated

instruction employed in lessonsReflection: Interpretation of the results of analyses and reflection on what

worked, what did not work, and why things happened the way theydid

Identification of what changes should be made in the future basedon an analysis of student learning

Identification of two or more professional teaching standards andtwo dispositions in which you would like to improve and give arationale for each

Implications for future instruction and professional developmentbased on your analysis

Appendix III include the following: : Table, chart or graph reflecting pre post assessment data

Student work (optional).

Relationship between the Narratives and their Corresponding Appendices

Narrative: Each of the three (3) required basic elements will belabeled as sections I-III, respectively

Corresponding Appendices: Each of the three (3) required

elements will have a corresponding appendix labeledAppendix I Appendix III (these wil l be attached at the end ofthe document)

The appendices are designed to provide supporting data foreach of the three corresponding elements I-III. Theappendices contain information you have gathered and usedto assist in the preparation of your TWS narrative

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Format for Preparation and Submission of the TWS

Cover Page: Your name

Area of certification Date submitted Grade level taught Subject taught Your university Course number and title

Table of Contents: List the three required elements and relevant Appendices in your

Student Teaching TWS document Include the reference list between the Narrative and the Appendices

Number all pages consecutively

Narrative Length:A suggested page length for each element in your TWS narrative has beenprovided. You have some flexibility of length across elements, but the totallength of your written narrative (excluding all appendices and the referencelist) should not exceed twenty (20) double-spaced word-processed pages,which uses a 12 point font with one inch margins.

Appendices:All Required Components (Appendix I, II, and III)

Optional Components ~~ You may want to provide additional documents such as student work.

Be selective and make sure these provide clear and concise evidenceof your performance related to TWS standards and your studentslearning progress.

Unit Length:The TWS must be of sufficient length to provide the opportunity forcomprehensive candidate assessmenttypically a two (2) to six (6) weekthematic unit of instruction with at least five (5) lesson plans.

Syntax, Grammar, Spelling, Proofreading:The TWS must contain correct sentence structure, grammar, and be freeof spelling and punctuation errors. Please make certain that you havethoroughly proofread the entire TWS before it is submitted.

References:The format to be used is:American Psychological Association (APA)

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Publication Manual, Sixth Edition; reference list belongs between theNarrative and the Appendices.

Anonymity:In order to insure the anonymity of learners in your class, do not include

any learner names or identification in any part of your TWS.

Self-Evaluation of Scoring Guide:When you submit your TWS, it must include a self-evaluation of yourperformance on the scoring guide. Include a rationale for your choice ofnot met, met, or target.

Classroom Lesson Planning and Teaching70%: (Teaching of two (2) TWS lessons and three other lessons 12% each = 60% and Weeklyreflections 10%)

You will be required to develop lesson plans (see lesson plan form, Appendix C)for the lessons that you teach. Each lesson plan must include all specifiedcomponents and end with your reflections: strengths and weaknesses of thelesson; your analysis of your teaching; the effect your teaching had on studentlearning; what changes you would make for the next lesson; which NJ PSTdispositions you should target and why, and what goals you set for your ownprofessional development.

All lesson plans must be prepared in advance and provided for the cooperatingteacher.

Your clinical faculty member will be observing you five times. Two of theobservations will center on lessons during the implementation of the TeacherWork Sample. The three other lessons will be determined by you, thecooperating teacher, and the clinical faculty. One of the lessons must include theuse of technology.

Each observation will focus on the essential elements of effective practice andoffer constructive criticism of the candidates teaching. The lessons will beevaluated on the following: learner outcomes linked to local, state, and nationalstandards; procedures (instruction and assessment linked to learner outcomes);modifications and accommodations for all learners including those with cultural

diversity and disabilities; use of appropriate materials; and, integration oftechnology.

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Weekly Reflections

Your reflections must be sent electronically to your clinical faculty weekly. Youmust include your goals for the next step based on your experience andreflection. You must also include which disposition you need to work on and whyyou chose it. The reflection must end with a specific goal for your future

professional development, based on your reflection about teaching and learning.

Week 1 Personal vis ion statement - Who are you? What is your vision?

Research and practice indicate that it is important for teachers to develop a clearpicture of themselves as professional educators that includes their perspectiveson education. The process of developing a professional identity based on onescore values and beliefs is related to our vision. The beliefs that make up ourvision drive our practice. It is within our vision that we derive our passion,motivation, and commitment. In short, vision gives meaning and purpose to ourwork, and it is essential to a teachers effectiveness. As you develop yourpersonal vision statement, consider the following:

Envision your ideal classroom. Imagine a visitor walking into your classroom. Asshe looks around the room, what does she hear and see? What are you doing?Why? What are your students doing in this ideal classroom? Why? What are thesocial interactions between you and the students? What kinds of things are yourstudents learning?

Also, reflect on the following questions as you shape and refine your vision: Why did you choose to become a teacher? What is your particular gift to your students? What is the purpose of schooling? What is the relationship between what goes on in your classroom and your

perception of yourself as a teacher?Week 2 Community/school context

Reflect on the relevant contextual information regarding the school inwhich you are student teaching (student learning needs, linguisticbackgrounds, related demographics, etc.). How will these contextualfactors impact your planning and teaching?

You may use this as the basis for the Context for Learning for your TWSElement A since you will need to use the relevant information on theneeds of school and students for your planning and instruction.

Week 3 Case study ~ identify a student with a particular need/challenge

What are the needs/challenges? What are the causes? What can you do to help this student that will positively affect his/her

learning? How can you identify if and what the student has learned?

Week 4 Reflect on best practices observed ~ i.e., use of professional learningcommunity; learning centers; multiple intelligences; cooperative learning; aligning

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assessment to instruction and academic achievement; classroom environmentconductive to learning; differentiated instructional practices

Why do you consider this a best practice? Would you consider adapting this practice for your classroom teaching

situation?

How and when might you use it? How will it lead to enhanced student learning?

Week 5 Reflect on your init ial teaching experiences ~ what has worked and whatneeds work

How did you assess that the students learned what you taught? What would you do differently next time?

Week 6 Reflect on the impact of classroom environment on learning

How does the classroom environment you have created support studentengagement and learning?

When you have your own classroom, what would you do differently?Week 7 Reflect on the mult iple assessment modes used during your student

teaching

Specifically, describe how you used formative assessment to informinstruction and develop your future lessons. Give some examples.

Week 8 Reflect on your use of technology to support teaching and learning

What specific technology did you use and how effective was it for studentengagement and learning?

What technology do you need to learn for future teaching?

Week 9 Reflect on planning with the end in mind Planning with the end in mind refers to establishing clear objectives and

learner outcomes before you engage students in learning experiences andactivities. Students should be aware of what you expect them to know andunderstand at the end of the lesson and what will be accepted as evidenceof their knowledge and understanding

Reflect on a lesson you taught where you were successful in creating andsharing clear student outcomes. Also, reflect on a lesson where this wasnot the case. Discuss the differences in the lessons and how the studentsacted or reacted in each lesson.

Week 10 Reflect on the importance of collaboration

How do the teachers in your school interact with each other? What impact does it have on classroom practices? Has your collaboration had a positive effect on student learning? Please

explain. How has your experience with collaboration (with your cooperating teacher

and with other teachers in the school) influenced your professional growth?

Week 11 Family involvement ~ Reflect on parent interactions: parent/teacher

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conferences, parent phone calls, parent meetings, back-to-school night, and anyother opportunity you may have had to interact with a parent or parents

How have you conveyed information to the parents about teachingstrategies and student learning? (i.e., newsletters, class websites, blogs)

How has your interaction with the parents impacted on your understanding

of your students and ultimately on your teaching? Reflect upon your interactions (if any) with parents whose first language is

not English and parents of different cultural or racial backgrounds

Week 12 Reflect on classroom environment issues experienced during your studentteaching

Off-task behavior Disruptive behavior What have you learned about your style of teaching and its relationship to

classroom environment? What have you learned about the relationship between student

engagement and classroom environment?Week 13 Reflect on your case study student and his/her progress

How is he/she doing? What instructional plans and/or interventions have you implemented to

help this student? What more can be done? What insights about student learning have you gained from this

experience?

Week 14 Reflect on your professional growth needs

Sample Professional Growth Plan

What New J ersey Professional Standard(s) for Teachers will youraddress?

What are your challenges in this area? What is your goal? What professional activities will you engage in to facilitate your learning

in this area? How will increasing your capacity in this area impact student learning?

How will you know? What resources would be helpful in achieving your goal?

Define/refine need: what are your areas of strength? What are the areasthat need additional development?

Week 15 Revisit your vision statement

Based on your teaching experience, are your expectations realistic? Self-access where you are now and where you want to be How do you move closer to the ideal you envisioned? What have you learned about yourself as a teacher during this

experience? What will you do differently when you have your own class?

Required Seminars

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(5%)

You are required to attend several seminars during the student teachingexperience.

Orientation: Student teaching requirements will be clarified, and anopportunity will be provided for the teacher candidates to meet with the

clinical faculty at the first seminar. Focus groups: Five (5) meetings will be scheduled (schedules will be

provided).

Classroom Environment and Anti-bullying

Interviewing Seminar

Certification:A final seminar is scheduled at the end of the studentteaching experience for certification processing.

Your final grade will be lowered if you do not attend the required seminars.

AttendanceSpring 2013: Student teaching begins on Tuesday, January 22, 2013 and ends

on Friday, May 3, 2013. You are required to adhere to the school districtcalendar and attend each day during the course of student teaching.

You must complete the full semester experience. In case of an emergency, alwaysnotify the cooperating teacher, the school office, and the clinical faculty the prior day orby 7:30 am. Absence of more than one day may require medical diagnosis/explanationand absence of three (3) days or more will require documentation from your medicaldoctor. This documentation must be attached to your attendance sheet for your clinicalfacultys review.

You are required to make up any absence in excess of three (3) days at the endof the semester. Permission will not be granted to leave the assignment early.

No exceptions will be made to this state administrative code mandate. Your finalgrade will be lowered if you do not adhere to the attendance policy.

You are required to maintain an attendance record for the semester (AppendixH). This form must be initialed weekly by your cooperating teacher and signedby both your clinical faculty and cooperating teacher at the end of the semester.You will be required to bring the signed Attendance form with you to theCertif ication Meeting onWednesday, May 8, 2013.

Online Dialoguing on eCampus

You are required to log onto the eCampus site for student teaching on a weeklybasis. eCampus is Monmouth Universitys online/electronic learning environment,powered by Desire2Learn. Ongoing communication with university personnel, aswell as with other teacher candidates, will be maintained, and assignments maybe presented and reviewed via the eCampus Course Management System site.Important announcements are listed on the Homepage. Check the calendar forupcoming events! A response to the TWS topic question must be posted in thediscussion area no later than, Friday, February 8, 2013.

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Quick Start Steps:1. Access the Internet2. Open your browser3. http://ecampus.monmouth.edu Press enter

4. Login with your Username (student ID #) and Password(email password)

5. Click on the course6. Logout when done

Forgot your Password?Email your request toecampus.support@monmouth.eduor call the MonmouthUniversity Help Desk at 732-571-3539.

Student Teaching NotebookYou are required to develop a notebook during your student teaching experience

that will be reviewed at each formal observation by the clinical faculty. Your finalgrade will be lowered if you do not complete your student teaching notebook.

Many of the components of the notebook can also be uploaded to the electronicportfolio to assist with job interviews and future lesson planning.

Notebook Guidelines: The notebook should be a three inch, three-ringed binderlarge enough to secure standard notebook paper. The notebook must includedividers that are clearly labeled, using the following headings and organized inthe following order:

SCHOOL CALENDAR AND CLASS SCHEDULES

LESSON PLANS WITH SELF-EVALUATIONS (Include copies ofmaterials developed and used)

CLINICAL FACULTY OBSERVATION REPORT ANDCONFERENCE SUMMARIES

TEACHER WORK SAMPLE (TWS)

WEEKLY REFLECTIONS

PHOTO SECTION ~follow school district permission guidelines

Other materials may be included in the notebook. They should be placed behind

the above sections.

Electronic Professional Portfol io - FoliotekThe School of Education requires that all undergraduate and graduate studentsdevelop an electronic portfolio. You are required to upload core assessments(Praxis, Teacher Work Sample & Final Evaluation) for your program duringstudent teaching.

http://ecampus.monmouth.edu/http://ecampus.monmouth.edu/mailto:ecampus.support@monmouth.edumailto:ecampus.support@monmouth.edumailto:ecampus.support@monmouth.edumailto:ecampus.support@monmouth.eduhttp://ecampus.monmouth.edu/

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Praxis IIPrior to student teaching, all Monmouth University students must provide officialdocumentation of a passing score on the required PRAXIS II exams. The officialdocumentation of the passing score is required in order for you to receivea grade for student teaching and be recommended for graduation and state

licensure.

ProfessionalismAll Monmouth University School of Education students must maintain a mature,professional attitude and appearance which includes dressing appropriately andprofessionally at all times. Your final grade will be lowered if your clinical faculty,cooperating teacher and Director of Field Placements feel you are unprofessionalat any time. Please refer to the NJPTS (the middle column labeledDispositions).

You need to be aware of the safeguards we must all take when using socialmedia/networking/voicemails/emails. Make certain that your page is totally

private. Even with the privacy settings on you should not have any pictures thatan administrator, cooperating teacher, staff member, parent, or student might findinappropriate. You must also be careful in the postings you make to others, beingsure that they cant be misconstrued as unsuitable for a public servant.

You must maintain a professional, collaborative demeanor in all matterspertaining to your students, cooperating teacher(s), clinical faculty, parents, andmembers of the district administration and staff. You are a guest in the schoolsetting. You must avoid criticism of the cooperating teacher, other teachers,pupils, the school, or community. Do not discuss school matters outside of theschool context.

You must meet expectations regarding attendance, punctuality, assumption ofresponsibility, and initiative. It is imperative that you are supervised byprofessional staff while at your placement site. This applies to all before and afterschool hours.

You must be willing to accept constructive criticism and suggestions to assist youin your professional growth and demonstrate an ability to respond in a matureand professional manner. All district equipment (copier, laminators, computers,etc.) paper (copy, color, etc.) and supplies are not to be used for personal use atany time.

Student teaching requires a great deal of time and must be every teachercandidates first and foremost priority. You must insure that personal obligationswill not interfere with your commitment to the successful completion of thestudent teaching experience.

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Course EvaluationTeacher Work Sample (written): 25%Classroom lesson planning, teaching, and weekly reflections: 70%Seminars: 5%

The clinical faculty will provide the following evaluation reports:

1. A midterm evaluation paralleling the summative evaluation criteria.(Appendix E) If successful completion of student teaching appears injeopardy at mid-point, the Director of Field Placements will be informed bythe clinical faculty.

2. A final evaluation reflecting growth, development and maturity during thetotal student teaching experience. (Appendix F) The clinical faculty andthe cooperating teacher collaborate to determine the final grade.

Student Teaching Policies and Procedures

Chain of Command for Difficu ltiesIf you experience any difficulties during your student teaching placement, you shouldconsult the following personnel for assistance and resolution of problems or concerns:

1. Cooperating Teacher and Clinical Faculty2. If any problems arise that the teacher candidate and the cooperating

teacher cannot resolve, the clinical faculty must be contacted; a sitevisitation will be arranged

3. School of Education Director of Field Placements4. School of Education Advisor

5. School of Education Department Chair6. School of Education Dean

WithdrawalThe last date to withdraw from student teaching with a W grade is Monday, April 1,2013.

If, for some reason, you are unable to meet the performance standards of studentteaching or realize that you do not wish to pursue a career in teaching, it may be in yourbest interest to withdraw from student teaching.

A decision to discontinue or terminate the student teaching experience hasconsequences and should be discussed in joint conference with the Clinical Faculty, the

Director of Field Placements, and your School of Education Advisor.A student may initiate a withdrawal from the student teaching experience and may bepermitted to reapply for student teaching in the future. If the teacher candidate decidesto withdraw, he/she must follow University procedures for withdrawal within the specifiedtimelines.

In the event that a student teacher is removed from a placement, the student teachermay be assigned to a second placement during the same semester, assigned to asecond placement during a future term, or referred to other University personnel to

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discuss other possible options. In some individual cases, dismissal from the programmay be necessary. This will be decided on a case-by-case basis.

All written communications from a student teacher are subject to review by thecooperating teacher, clinical faculty, placement administration, university faculty anduniversity administration.

Substitute TeachingMonmouth University does not permit a student to be used as a substitute teacher whilecompleting his/her student teaching experience. When a cooperating teacher is absent,it is expected that the school/district will hire a substitute teacher.

Absence of Cooperating TeacherIn the event the cooperating teacher is unable to perform the supervisory function, theteacher candidate may be reassigned. The building principal, clinical faculty and theDirector of Field Placements will determine whether the student will be reassigned in thesame school or moved to another setting. In accordance with N.J .A.C. 6A:9-10.2 (seeAppendix B).

Thank You LettersYour cooperating teacher has been your mentor during your student teachingexperience. Please make sure you send a thank you letter to him/her and any otherstaff members that have helped make your experience a positive one.

State of New Jersey Requirements for Educators

Mantoux TestA teacher candidate is required to have negative test results for the Mantoux(Tuberculin) Test before entering the assigned school. The results must be no more thansix (6) months old and be submitted to the school nurse on the first day of school. Ateacher candidate with a positive reaction to the Mantoux test must comply with theStates follow-up procedures (including chest x-ray and medical evaluation) bysubmitting a physicians report.

Anti -bull yingNew J ersey has been a leader in the establishment of a strong statutory, regulatory,policy and program framework to support the prevention, remediation and reporting ofHarassment, Intimidation & Bullying (HIB) in schools. Use the following link forinformation and resources on the establishment of HIB policies, the adoption of HIBprogram strategies, the implementation of proactive responses to HIB and the adoptionof HIB reporting procedures:www.state.nj.us/education/students/safety/behavior/hib/#si

Reporting Child Abuse in New Jersey A teacher candidate should check with his/her cooperating teacher or school

principal to learn the reporting procedures of the school district to which he/she isassigned.

New J ersey law states: that any person having reasonable cause to believe that achild has been subjected to child abuse or acts of child abuse shall report thisinformation immediately to the Division of Youth and Family Services (DYFS). From9:00 AM to 5:00 PM weekdays, reports of child abuse and neglect can be made to

http://www.state.nj.us/education/students/safety/behavior/hib/#sihttp://www.state.nj.us/education/students/safety/behavior/hib/#sihttp://www.state.nj.us/education/students/safety/behavior/hib/#sihttp://www.state.nj.us/education/students/safety/behavior/hib/#si

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the local DYFS district office. There is a least one district office in every county. Thehotline number (800-792-8610) is available 24 hours a day, seven days a week.

Any person, who pursuant to the law, reports child abuse or neglect or testifies in achild abuse hearing resulting from such a report is immune from any criminal or civilliability as a result of such action.

Any person who knowingly fails to report suspected abuse or neglect pursuant to the

law or to comply with the provisions of the law is disorderly and is subject to a fine upto $1,000 or up to six months imprisonment or both.

Criminal History Background Check Since 1986, the New J ersey State Department of Education requires all new

employees to be fingerprinted and undergo a criminal history background check. Ateacher candidate is not an employee of the school district where he/she completesthe student teaching experience; however, a district may require a teacher candidateto provide assurance that he/she has not been convicted of a disqualifying offensesince their eighteenth birthday.

Local school districts, in order to ensure themselves and the public that a teachercandidate has not been convicted of a disqualifying offense, may require the intern to

submit, have notarized, and keep in their records the second part of the ApplicationAuthorization and Certification Form which provides this assurance.

University Policies

Students Who Need AccommodationsStudents with disabilities who need special accommodations for this class areencouraged to meet with the Director of Field Placements and the appropriate disabilityservice provider on campus as soon as possible. In order to receive accommodations,students must be registered with the appropriate disability service provider on campusas set forth in the student handbook and must follow the University procedure for self-disclosure, which is stated in the University Guide to Services and Accommodations for

Students with Disabilities. Students will not be afforded any special accommodations foracademic work completed prior to the completion of the documentation process with theappropriate disability service office.

Academic Honesty Pol icyPlagiarism is the use of anothers words or ideas without acknowledgment. It is theequivalent of theft. Some plagiarism is extreme and willful, i.e. buying term papers.Other forms of plagiarism may arise from carelessness or ignorance, i.e. misusingquotation marks or citations. Plagiarism of any kind is not acceptable and will not betolerated.

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York-Barr, J ., Sommers, W.A., Ghere, G.S, & Montie, J . (2006). Reflectivepractice to improve schools: An action guide for educators. 2nd ed. ThousandOaks, CA: Corwin Press.

Zepeda, S. & Langenbach, M. (1999). Special programs in regular schools:Historical foundations, Standards and contemporary issues. Boston, MA:Allyn and Bacon.

Zukergood, D., & Bettencourt. A.M. (2009). Teaching in the real world: Strategies tosurvive and thrive . Upper Saddle River, New J ersey: Pearson Education, Inc.

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SCORING GUIDES

Teacher Work Sample Scoring Guide

Instructions: The Not Met indicates that several of the indicators within each element isinadequate. Met category indicates that the teacher candidate performs at the level expected fora well-prepared novice teacher. Target reflects the level of performance one might expect from anexperienced/expert teacher.

If the candidate meets all elements of the assessment by the assignment due date, he or shereceives a letter grade for the assignment. Candidates who do not meet all elements will be givenan opportunity to revise the TWS to achieve a Met category. However, the TWS grade will bereduced by one letter grade.

I. TWS Element: Contextual Factors, Goal(s), Rationale, Learner Outcomes and AssessmentThe teacher used multiple assessment modes and approaches aligned with established unit

rationale, goals, and learner outcomes to assess student learning before, during and afterinstruction.

Rating Indicator

Not Met = 1 Met = 2 Target = 3

Rating

The candidate did

not meet the

indicator for the

following

reason(s):

The candidate

developed a clear,

comprehensive

assessment plan

aligned with the unit

learner outcomes,

which adequately

addressed each ofthe following:

The candidate

exceeded the

indicator by

developing an

exceptionally

thoughtful and

creative response to

one or more of thefollowing:

ContextualFactors

NJPST: 11

Not all requiredelementsreported

All requiredelementsreported

All requiredelements arereported andcandidatesprovidescontextual factorsbeyond thoserequired

Goal(s)NJPST: 1,4,5

Unit goal(s)

missing orincorrectlywritten

Goal(s) clearly

stated

Goal(s) clearly

and conciselystated

LearnerOutcomes

NJPST: 1,4, 5,7

Missing forsome lessons orobjectives only,the unit criteriawere either

Clearly statedand correctlywritten learneroutcomes foreach lesson, the

Clearly andcorrectly writtenand conciselystated learneroutcomes for

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unclear ormissing

unit criteria, andclear scoringguides for allassessments

every lesson,excellent unitcriteria andscoring guides forall assessments

Learneroutcomes aremissing or notcoded tostandards

Most learneroutcomes codedcorrectly tostandards

All learneroutcomes codedcorrectly tostandards

Monitoring waslimited ornonexistent

Monitoring andrecordinginformation oflearners progressthroughout theunit

Monitoring oflearners progresswas evidentthroughout theunit

Rationale forthe Unit

NJPST: 1,4,5

No connection toreal-worldapplicationsmentioned

An attempt ismade to connectunit to real-worldapplications butapplications aretrivial

Unit ismeaningfullyconnected to real-world

No mention ofBoard ofEducationapprovedcurriculum

Unit in Board ofEducationapprovedcurriculummentioned

Unit in Board ofEducationapprovedcurriculummentioned and

elaborated upon No mention of

NJCCCS, CCSSor relevantnationalstandards

AppropriateNJCCCS, CCSSand relevantnationalstandards as

justification forunit

AppropriateNJCCCS, CCSSand relevantnationalstandardsmentioned as

justification forunit with actualstandardstatements

embedded innarrative

limited or noutilization ofdifferentiatedinstruction andinstructionalstrategies that

utilization ofdifferentiatedinstruction andinstructionalstrategies thatfocus on student

comprehensiveutilization ofdifferentiatedinstruction andinstructionalstrategies that

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focus on studentlearning

learning focus on studentlearning

Multiple Modesof

Assessment,Instructional

Strategies andDifferentiated

Instruction

NJPST:3,4,5,6,8

TechnicalSoundnessNJPST: 5

Incompletedescription ofunit

assessments;did not usemultiple forms ofassessment orused less thanthree to monitorstudentunderstanding

All assessmentsdescribed withutilization of

multiple (at leastthree) forms ofassessment tomonitor studentunderstandingduring theteaching of theunit

All assessmentsdescribed withutilization of at

least four forms ofassessment tomonitor studentunderstandingduring theteaching of theunit

Did not developsummativeassessment or

measured onlysome learneroutcomes

Summativeassessmentincluded in plan

Comprehensivesummativeassessment

included in plan

Thereforesummativeassessment isnot correlated tostandards

Summativeassessment andmost formativeassessmentscorrelated tostandards

Summative andformativeassessmentsaligned withstandards

Someassessments

were valid

All assessmentswere valid of one

or more learneroutcome

All assessmentsare valid and

aligned withlearner outcomes

TWS AppendixInformationNJPST: 8

Missing some orall of therequiredinformation/datain TWS

Appendix I

All of the requiredinformation inTWS Appendix Iwas complete

information/datain TWS AppendixI wascomprehensiveand complete

II. TWS Element: Design for Instruction/Instructional Decision MakingThe teacher designed instruction for specific learner outcomes, student characteristics and needs,

and learning contexts. He/she also made instructional decisions based on constant analysis ofstudent learning.

Rating Indicator

Not Met = 1 Met = 2 Target = 3

RatingThe candidate did

not meet the

indicator for the

following

The candidate

provided a narrative

overview of

planning,

The candidate

exceeded the

indicator by

developing an

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reason(s): instruction andassessment as

related to each of

the following:

exceptionally

thoughtful and

creative response to

one or more of the

following:

Al ignment ofInstruction

with LearnerOutcomesNJPST: 4,5

And

AdaptationsBased on the

IndividualNeeds of the

StudentsNJPST: 2,3,7

Learneroutcomes werenot found to bemeasurable

Most learneroutcomes werefound to bemeasurable

All learneroutcomes werefound to bemeasurable

Instructionalactivities werenot aligned withlearneroutcomes

Most instructionalactivities werealigned withlearner outcomes

All instructionalactivities werealigned withlearner outcomes

Some or nolearner

outcomes wereassessed

Most learneroutcomes were

assessed

All learneroutcomes were

assessed

Adaptationswere not evident

Someadaptations wereevident forspecial education,culturally/linguistically diverse, andgifted students

Very appropriateadaptations weremade to meet theindividual needsof specialeducation,culturally/linguistically diverse, andgifted students

AccurateRepresentation

of ContentNJPST: 1,4

Inadequateknowledge ofthe content to betaught

Adequateknowledge of thecontent to betaught

Comprehensiveknowledge of thecontent to betaught

Activities werenot aligned withSPA learnerstandards withNJCCCS andCCSS

Activities werealigned with SPAlearner standardswith NJCCCSand CCSS

All activities werealigned with SPAlearnerstandards,NJPSTstandards,NJCCCS and

CCSS Instructional

strategies werenot based onresearch

Instructionalstrategies werebased onresearch

All instructionalstrategies werebased on citedresearch

Lesson andUnit Structure

NJPST:

Lesson plan

structure was not

designed to:

Lesson planning

structure designed

to:

Comprehensive

lesson planning

designed to:

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2,3,4,5,6 Engage students Engage allstudents

Engage allstudents

Accommodatelearnercharacteristics

Accommodatelearnercharacteristics

but treated classas a whole unit

Accommodatelearnercharacteristics

includingacknowledgement

of individualstudent needs

Focus on learneroutcomes

Focus on learneroutcomes

Focus on learneroutcomes with anapparentemphasis onindividual studentneeds

Align with SPA

learnerstandards andactivities

Provide activities

that are alignedwith SPA learnerstandards,NJCCCS andCCSS

Provide activities

that are alignedwith SPA learnerstandards,NJPSTstandards,NJCCCS andCCSS

Use of aVariety of

Instruction,Activi ties,

Assignmentsand Resources

NJPST:4,5,8,10

Assessments forsome lessonsmonitoredstudent progress

Assessments foreach lessonmonitored studentprogress

Assessment foreach lessoncomprehensivelymonitored student

progress Directions

unclear Clear directions

regardingassignments,learningexpectations andscoringprocedures forassessments

Clear concise,comprehensivedirectionsregardingassignments,learningexpectations, andscoringprocedures forassessments

Limited or nouse ofdifferentiatedinstruction for alllearners

Use ofdifferentiatedinstruction for alllearners

Comprehensiveuse ofdifferentiatedinstruction for alllearners

No opportunitiesfor learner self-reflection

Opportunities forlearner self-reflection

Opportunities forlearner self-reflection in all

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lessons

Use ofContextualInformationand Data to

SelectAppropriateand RelevantActivi ties,

Assignmentsand Resources

NJPST:2,3,6,7,8,9

Did not usegrouping options

Use of groupingoptions

Comprehensiveuse of groupingoptions

Did not use

appropriatemodifications

Use of

appropriatemodifications forall learners

Comprehensive

use ofappropriatemodifications forall learners

Did not usedifferentiatedinstruction

Use ofdifferentiatedinstruction

Comprehensiveuse ofdifferentiatedinstruction for