CLINICAL TEACHING REQUIREMENTS
LENGTH OF SEMESTER The clinical teaching semester has been designated as a minimum of sixteen (16) weeks, eight (8) hours per
day. Students are expected to report to their assigned campuses according to the school district calendar.
ABSENCES Student teachers are expected to be in attendance at their placement each day. Leaving the school campus during
the school day is not permitted without prior approval. It is the responsibility of the clinical teacher to inform
the cooperating teacher, university teaching specialist, the Field Faculty (Brezinski or Janysek) and the school
office as early as possible in case of an illness or absence. Students are allowed 2 absences by the University
during clinical teaching; all other absences are to be made up by the clinical teacher and will extend the
completion date beyond the scheduled 16 weeks. Excessive absences may result in removal from clinical
teaching. Unexcused absences may result in removal from the placement and dismissal from the clinical
teaching program.
HOLIDAYS AND STAFF DEVELOPMENT DAYS During the clinical teaching semester, clinical teachers will observe the school schedule set by the district
regardless of the holidays observed by TAMU-SA. Clinical teachers are expected to be at school on
campus/district staff development days and to participate in any professional development programs.
RELATIONSHIPS WITH STUDENTS
Students should exercise extreme caution regarding interactions with students under their direction. It is not
appropriate to socialize in any way with students within the district to which you have been assigned without
the presence of the cooperating teacher. Clinical teaching students should be considered a professional.
PROFESSIONALISM FOR ALL EDUCATOR PREPARATION CANDIDATES All TAMU-SA students are expected to abide by the dress code provided by the school district. There should
be no visible tattoos, body piercing (excluding ear piercings for women), and no revealing clothing. Running
shorts, cut-offs, leggings, tank tops, or flip-flops, etc. are never considered professional attire. Jeans may be
worn if, and only if, it is the norm on the campus where you have been placed. In addition, all forms of electronic
devices, such as cell phones, iPads, etc. should only be used for academic and instructional purposes. The
Educator Preparation Program faculty recommend caution in the use of personal social media as this may reflect
on your professional reputation. All clinical teachers are expected to report to campus and depart campus on
the same regular schedule as their cooperating teacher. Late arrivals and early departures due to performing
other activities, such as school carpools, is not permitted.
ACADEMIC ACCOMMODATIONS The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires
that all students with disabilities be guaranteed a learning environment that provides for reasonable
accommodation of their disability. If you believe you have a disability that may require accommodations,
please contact Disability Support Services (DSS) for the coordination of services. DSS is located on the Main
Campus in the Central Academic Building, Suite 210 The phone number for DSS is (210) 784-1335 and email
DISPOSITIONS AND EVALUATION OF PROFESSIONAL STANDARDS
Periodically in each candidate’s preparation, there will be checkpoints at which faculty and coordinating teachers will assess professional dispositions. Candidates who are identified as having significant concerns will be required to correct the areas of concern and may be placed on a growth plan. All TAMU-SA students placed in schools are expect to adhere to the Code of Ethics and Standard Practices for Texas Educators. This Code of Ethics and Practices is included herein.
DISTRICT SELECTION OF PLACEMENTS
Clinical teaching placements are selected at the sole discretion of the school district. Students are allowed to specify two school districts of choice. In most instances, it is possible to obtain a placement in the first or second choice of district. Students may NOT request placement on a specific campus or within a specific geographical area within a district. Note: Some district are very large geographically—for example Northside ISD. For any district that you select, please be aware that you may be placed anywhere within that district; driving distances may be long.
Students should expect that they may be placed at any grade level and/or in any content area that is covered by the certification that they are seeking. For example, a student seeking a 4-8 Generalist certificate may be placed in 4th, 5th, 6th, 7th, or 8th grade. Additionally this student may be placed in an English class, a math class, a science class or a history class.
There is a formally agreed upon process negotiated by each school district and TAMU-SA regarding how placements will be made. Students are expected to communicate all placement requests and questions to the Educator Preparation Program staff. Students CANNOT contact campuses, districts, or principals directly regarding placements. Students who break the chain of command or who contact schools or districts directly may be placed on a growth plan and may be removed from the EPP at the discretion of the assistant dean.
CREDIT FOR CLINICAL TEACHING State certification requirements specify that students may not be certified if they earn any grade lower than a “C” in an education course that is required by the Educator Preparation Program. Therefore, clinical teachers must earn a grade of “C” or better in order to be recommended for certification to the State Board for Educator Certification (SBEC) at the Texas Education Agency (TEA) upon completion of all degree, testing and certification requirements.
CODE OF ETHICS AND STANDARD PRACTICES FOR TEXAS EDUCATORS
Adopted by the State Board for Educator Certification (SBEC)
PREAMBLE
The Texas educator strives to create an atmosphere that will nurture to fulfillment the potential of each student.
The educator is responsible for standard practices and ethical conduct toward students, professional colleagues,
parents, and the community. The code is intended to govern the profession, and interpretations of the Code shall
be determined by the Professional Practices Commission. The educator who conducts his affairs with
conscientious concern will exemplify the highest standards of professional commitment.
PRINCIPLE I PROFESSIONAL ETHICAL CONDUCT The Texas educator should endeavor to maintain the dignity of the profession by respecting and obeying the law, demonstrating personal integrity, and exemplifying honesty.
STANDARDS
1. The educator shall not intentionally misrepresent official policies of his school district or educational
institution and shall clearly distinguish those views from his personal attitudes and opinions.
2. The educator shall honestly account for all funds committed to his charge and shall conduct his financial
business with integrity.
3. The educator shall not use institutional or professional privileges for personal or partisan advantage.
4. The educator shall accept no gratuities, gifts or favors that might impair or appear to impair professional
judgment.
5. The educator shall not offer any favor, service or thing of value to obtain special advantage.
6. The educator shall not falsify records, or direct or coerce others to do so.
PRINCIPLE II PROFESSIONAL PRACTICES AND PERFORMANCE The Texas educator, after qualifying in a manner established by law or regulation, shall assume responsibilities
for professional teaching practices and professional performance and shall continually strive to demonstrate
competence.
STANDARDS
1. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of
professional qualifications and shall adhere to the terms of a contract or appointment.
2. The educator shall possess mental health, physical stamina, and social prudence necessary to perform the
duties of his professional assignment.
3. The educator shall organize instruction that seeks to accomplish objectives related to learning.
4. The educator shall continue professional growth.
5. The educator shall comply with written local school board policies, state regulations, and applicable state
and federal laws.
PRINCIPLE III ETHICAL CONDUCT TOWARD PROFESSIONAL COLLEAGUES The Texas educator, in exemplifying ethical relations with colleagues, shall accord just and equitable treatment
to all members of the profession.
STANDARDS
1. The educator shall not reveal confidential information concerning colleagues unless disclosure serves
professional purposes or is required by law.he educator shall not willfully make false statements about
a colleague or the school system.
2. The educator shall adhere to written local school board policies and legal statutes regarding dismissal,
evaluation, and employment processes.
3. The educator shall not interfere with a colleague’s exercise of political and citizenship rights and
responsibilities.
4. The educator shall not discriminate against, coerce, or harass a colleague on the basis of race, color, creed,
national origin, age, sex, handicap, or marital status.
5. The educator shall not intentionally deny or impede a colleague in the exercise or enjoyment of any
professional right or privilege.
6. The educator shall not use coercive means or promise special treatment in order to influence professional
decisions or colleagues.
7. The educator shall have the academic freedom to teach as a professional privilege, and no educator shall
interfere with such privilege except as required by state and/or federal laws.
PRINCIPLE IV ETHICAL CONDUCT TOWARD STUDENTS The Texas educator, in accepting a position of public trust, should measure success by the progress of each student toward realization of his potential as an effective citizen.
STANDARDS 1. The educator shall deal considerately and justly with each student and shall seek to resolve problems
including discipline according to law and school board policy.
2. The educator shall not intentionally expose the student to disparagement.
3. The educator shall not reveal confidential information concerning students unless disclosure serves
professional purposes or is required by law.
4. The educator shall make reasonable effort to protect the student from conditions detrimental to learning,
physical health, mental health, or safety.
5. The educator shall endeavor to present facts without distortion.
6. The educator shall not unfairly exclude a student from participation in a program, deny benefits to a student,
or grant an advantage to a student on the basis of race, color, creed, sex, handicap, national origin, or marital
status.
7. The educator shall not unreasonably restrain the student from independent action in the pursuit of learning or
deny the student access to varying points of view.
PRINCIPLE V ETHICAL CONDUCT TOWARD PARENTS AND COMMUNITY The Texas educator, in fulfilling citizenship responsibilities in the community, should cooperate with parents and others to improve the public schools of the community. STANDARDS 1. The educator shall make reasonable effort to communicate to parents information, which should be revealed
in the interest of the student.
2. The educator shall endeavor to understand community cultures and relate the home environment of students
to the school.
3. The educator shall manifest a positive role in school public relations.
Note: Students exhibiting a pattern of concerns will be referred to the Assistant Dean. Failure to remediate areas
concern may result in a recommendation for the student to be dropped from the Educator Preparation Program.
Students dropped from the Educator Preparation Program will be required to shift to a non-certification degree
program in order to graduate.
DISTRICT TERMINATION OF FIELD PLACEMENT The placing of TAMU-SA students in clinical teaching requires a cooperative relationship between Texas A&M
University San Antonio and the partnering school district. Each student must understand that her/his presence
in the district, and in a particular classroom, is that of a guest. Occasionally there are circumstances in which
the district determines that the student is not an appropriate fit for their district/campus. The district will notify
the university regarding termination of the field experience based upon the best interest of the district. This is
a non-negotiable determination made by the school district and the university will not challenge such a decision.
If possible, the university will attempt to obtain a new placement for the candidate in another district, however;
it is possible that the candidate will need to drop clinical teaching and complete it in the next semester. If the
student is terminated due to violation of the TAMU-SA Student Code of Conduct or the Texas Educator Code
of Ethics or deemed unsatisfactory according to the dispositions evaluation, students may be counseled or
required to be removed from the Educator Preparation Program and continue to a non-certification plan.
Students who are terminated twice from a district will not be allowed to continue in the Education Preparation
Program and must seek a non-certification degree.
TAMUSA TERMINATION OF FIELD PLACEMENT The Assistant Dean, on the authority of the university, has the authority to remove any student from a field
placement, including clinical teaching, or the Educator Preparation Program as the result of significant policy
violations or situations resulting from a specific incident. INCOMPLETES AND REPEATS In some cases, in order to exhibit proficiency in concept mastery and performance requirements, students may
need additional time or may need to repeat a semester of clinical teaching. Should either of these situations be
required, a specific professional growth plan will be created and implemented. Students may only repeat a
clinical teaching once before being required to shift to a non-certification plan. Incompletes will be issued
only in very rare occasions and only after every attempt is made to complete the clinical teaching requirements
within the semester. In order to qualify for an Incomplete, at least 70% of clinical teaching requirements must
have been met and evidence of extreme extenuating circumstances must be approved by the Assistant Dean.
Candidates who do not complete 70% of the clinical teaching requirements will not receive credit for the
semester.
PROFESSIONAL DEVELOPMENT SEMINARS:
The Texas Education Agency requires all educators to engage in continuing professional development; therefore,
the Educator Preparation Program incorporates professional development seminars into each clinical teaching
semester. The professional development seminars are MANDATORY and occur once each month; the dates are
posted to the EPP Website. Starting times and length of the professional development seminar will vary.
LIABILITY INSURANCE:
Texas A&M San Antonio does not provide pre-service teachers with liability insurance. It is highly
recommended that students purchase liability insurance coverage from one of the professional organizations such
as ATPE, TCTA, TSTA, or others.
Clinical Teaching Student Events Calendar1—Fall 2017
Date Event Time
Friday, September 1 Mandatory Field Residency Orientation 10 a.m.
Monday, August 28 Field Residency Begins NA
Friday, September 8 Professional Development Seminar # 1 1 p.m.
Friday, October 13 Professional Development Seminar # 2 9 a.m.
Friday, November 10 Professional Development Seminar # 3 1 p.m.
Friday, December 8 Professional Development Seminar # 4 TBD
CLINICAL TEACHING ACTIVITIES/TASKS AND DUE DATES
The following activities are the required assignments for all students enrolled in clinical teaching. Although
different activities/tasks may be weighted differently in the calculation of the overall grade for clinical teaching,
failure to complete any of these activities by the stated due date may result in not passing clinical teaching;
students who do not earn credit for clinical teaching may be required to repeat clinical teaching the following
semester. Although all activities are completed and/or submitted in Digication; students will be required to turn
in paper copies of selected assignments at the last Professional Development Seminar meeting. All assignments
are due in Digication by the stated due date.
1. Attendance at all monthly Professional Development Seminars. Attendance will be taken; bring your student ID.
Must attend all PD Seminars to earn credit; no partial credit will be given. Value: Credit/No Credit
2. Resume and Current Teaching Philosophy (submitted in Digication by the end of the 8th week in the classroom).
Value: Up to 5 points
3. Sixteen (16) weeks of clinical teaching-full days. Completed and signed time sheets must be uploaded in Digication
by the last monthly Professional Development Seminar meeting. Value: Credit/No Credit
4. Three (3) Self-Reflective Journal Entries to be submitted in Digication: Value: Up to 15 (5 points each)
a. Reflect upon what you have learned in your education coursework and your experiences in Field Residency
1 and Field Residency 2. Discuss your expectations for your clinical teaching semester. Identify and discuss
what you are looking forward to during the semester as well as any concerns that you have beginning this
clinical experience. Due date: End of the 1st week in the classroom.
b. Review your first Self-Reflective journal and reflect on your experiences in clinical teaching to date.
Discuss your progress; what do you think is going well? Discuss any challenges or issues that you need to
focus on for the remainder of the semester. Detail your plan for the remainder of the semester to assure that
you overcome the challenges and issues that you are experiencing. Due date: End of the 8th week in the
classroom.
c. Reflect upon your experiences during the semester. Think about your future classroom. What did you
experience that you plan to implement; what do you plan to do differently and why? Due date: “Turn in
day” at the final Professional Development Seminar.
5. Three (3) Formal Lesson Plans and Delivery Observed by Teaching Specialist. Value: Up to 30 (10) points each
a. Students are required to submit a formal lesson plan in Digication a minimum of two (2) school days before
the scheduled observation.
b. One (1) observation should occur before the end of the 5th week of the semester; one (1) observation should
occur before the end of the 12th week of the semester, and one (1) observation-final- should occur before
the end of the 16th week but not before the end of the 12th week.
c. There must be a minimum of three (3) weeks between the observations.
1 Additional dates may be added for a Job Fair and/or on-campus interviews with school districts.
6. One (1) Mid-term Disposition (submitted by the cooperating teacher in Digication by the end of the 9th week).
Value: Credit/No Credit
7. Students who have not already passed the actual content TExES exam should register for and take the exam
immediately. Suggested test preparation activities are listed later in this handbook for students who need to prepare
for the exam or who have been unsuccessful on a previous attempt and need to complete remediation. NOTE:
Students who do not pass both the content TExES and the PPR TExES cannot earn any grade higher than a
“B” for clinical teaching. Value: Credit/No Credit
8. Students who have not already passed the actual Pedagogy and Professional Responsibilities (PPR) TExES exam
should register for and take the exam immediately. Suggested test preparation activities are listed later in this
handbook for students who need to prepare for the exam or who have been unsuccessful on a previous attempt and
need to complete remediation. NOTE: Students who do not pass both the content TExES and the PPR TExES
cannot earn any grade higher than a “B” for clinical teaching. Value: Credit/No Credit
9. Two (2) Formal Lesson Plans and Delivery Observed by Cooperating Teacher (submitted in Digication by the last
Professional Development Seminar meeting). Value: Up to 20 (10) points each
a. Students are required to submit a formal lesson plan in Digication a minimum of two (2) school days before
the scheduled observation.
b. One (1) observation should occur before the end of the 8th week of the semester; one (1) observation should
occur before the end of the 16th week of the semester.
c. There must be a minimum of three (3) weeks between the observations.
10. One (1) Differentiated Lesson Using Technology (submitted in Digication by the last Professional Development
Seminar meeting). Value: Up to 5 points
a. Select a lesson to differentiate in order to meet the instructional needs of students. Use existing technology
resources available on your campus. Be cognizant of student choice in content, process and product.
11. Data Collection and Analysis (submitted in Digication by the last Professional Development Seminar meeting).
Value: Up to 5 points
a. Describe the benchmarking and criterion referenced assessment program on you campus. Include an
explanation of how data are gathered, how results are analyzed and how this information is used to inform
instruction.
12. RtI/Case Study (submitted in Digication by the end of the 13th week of the semester). Value: Up to 15 points
a. Identify a student who is experiencing difficulty in achieving academic success. Describe the characteristics
of this student and follow his/her progress over time (at least 6 weeks) describing specific areas of targeted
skill deficits. Document efforts made to assist the student and specific results.
b. Describe the student’s area of need; be sure to include information regarding the assessment instrument
used to make the determination, the Tier designation, and the goal of the six (6) week intervention.
c. Include a weekly summary of the prescribed interventions. Discuss any materials used for the intervention,
the number of days per week and minutes per week for the intervention, and any formative assessment or
process you use to determine if the intervention is effective.
d. Finally, discuss the results/outcomes of the intervention. Describe any change in the students’ performance
or behavior, discuss any assessments or tools used to measure this change and make recommendations
regarding further interventions and assistance, if necessary.
13. Attend an ARD or 504 Meeting (submitted in Digication by the end of the 13th week of the semester). Value: Up
to 5 points
a. Develop a summary of your experience attending an ARD or 504 meeting. Include the following:
i. Individuals present at the meeting and their roles within the school (do NOT use actual names)
ii. Purpose for the meeting
iii. How your cooperating teacher contributed/participated in the meeting
iv. Any opportunity that you were provided to prepare for or participate in the meeting
v. Outcomes of the meeting
vi. Your general thoughts about the meeting and the process
14. Attend Grade Level and/or Content Area Planning and Professional Development Meetings (submitted in
Digication by the last Professional Development Seminar meeting). Keep a log of these meetings. Be sure to include
the names of the meetings, the dates and times of the meetings, the names and roles of the individuals who attended
the meetings, the purpose of the meetings and any outcomes associated with the meetings. Value: Credit/No Credit
15. One (1) End of Semester Attribute Form (submitted by the cooperating teacher in Digication by the last Professional
Development Seminar meeting). Value: Credit/No Credit
16. One (1) End of Semester Attribute Form (submitted by the university teaching specialist in Digication by the last
Professional Development Seminar meeting). Value: Credit/No Credit
PREPARING FOR THE TExES EXAMS As of September 1, 2015, candidates for teacher certification will be limited to five (5) total attempts on any
certification exam. This is a Texas Education Agency requirement.
Students will be granted permission to take an actual TExES exam once they have successfully completed the
required practice exams with a minimum score of 75% on each section of the practice exam.
The TExES exam will be available for first-time test takers from September through June of each year. The
TExES exam will be available for students who need to re-take a failed test or section of a test at any time during
the year. Please note that TEA rule requires a minimum of 45 days between each attempt on any TExES exam.
Students should take and pass the actual content and PPR TExES exams early in the semester during clinical
teaching.
Students who do not pass the actual exams for their content area and the PPR cannot earn any grade higher
than a “B” for clinical teaching.
Note: Students seeking certification in Special Education are also required by TEA to be certified in a base area.
This is most often EC-6 Core, 4-8 Core, or a middle school or high school content area. Special Education students
should plan to prepare for and take both practice tests.
Note: Students seeking certification in Bilingual Education should refer to the Bilingual Addendum to this
handbook for additional information regarding testing requirements.
Test Preparation:
Prior to entering the clinical teaching semester, students should have previously participated in test
preparation activities intended to facilitate their preparation for the TExES content and PPR exams.
Additionally, students will have at minimum passed the content practice exam with a grade of 75% or better
prior to beginning clinical teaching. Students who have been unsuccessful on a first attempt at taking an actual
content or PPR exam should expect to engage in significant remediation before the EPP approves a second
attempt on the exam. Suggested preparation activities are included below. Additional remediation activities
may be required by program faculty.
Suggested Test Preparation Activities
1. Completion of T-CERT modules
2. Completion of Certify Teacher modules
3. Attendance at student-lead study groups
4. Participation in the Test Preparation course EDED 0000 with Mrs. Massey
5. Participation in the Synthesis Matrix program EDED 0000 with Mr. Tejeda
6. Participation in the online EDED 0000 PPR and EC-6 courses
7. Attendance at faculty-lead study/review sessions
Approval to take a TExES exam:
1. Students must demonstrate readiness for and receive approval from the assistant dean to attempt an actual
TExES exam. Approval is secured by completing a TExES State Exam Approval Form each time they wish to
test. Forms are accepted on the first day of each month only.
2. Forms are available from the Educator Preparation Office in Madla-212.
3. The Certification Officer will process forms in date stamp order, and send an email to students with test
registration instructions.
EDUCATOR CERTIFICATION REQUIREMENTS
In order to apply for the Texas Standard Teaching Certificate, students must meet all of the requirements listed
below. Students may refer to the Educator Preparation Program website for additional information related to
Teacher Certification Requirements. Students should also access the website for instructions for printing,
completing and submitting the Teacher Certification Recommendation Form.
1. All coursework MUST be complete, including Clinical Teaching.
2. Your degree must be awarded and MUST be posted to your transcript.
3. ALL of the required TExES content exams and the Pedagogy and Professional Responsibilities (PPR)
TExES must be passed.
4. The Teacher Certification Recommendation form must be completed and submitted to Rebecca Longoria,
the Certification Officer, in Madla, Room 212.
Appendices
TEACHER CANDIDATE TIME SHEET (To be uploaded into Digication) Teacher Candidate Name: __
J/K#: District: Campus:
Date
Time-In
Time-Out
(15 minute increments)
Total Hours
Coop Teacher
Initials
Total hours/minutes (15 minute increments)
Cooperating Teacher’s Signature: Date:
Teacher Candidate Signature: Date:
Final Grading Sheet for Clinical Teaching To be uploaded into Digication
**Note: Failure to complete any of these activities by the stated due date may result in not passing clinical teaching. Students
who do not earn credit for clinical teaching will be required to repeat clinical teaching the following semester.
Assignment/Activity Points Earned/Points
Possible or CR/NC
Due Date
Attendance at ALL Professional Development
Seminars. No partial credit will be given.
CR____ NC ____
One per month – see EPP
calendar
Resume and Philosophy Statement
_____/5
By end of week 8
(approximately October13)
Complete Timesheet (16 full-day weeks)
CR____ NC ____
By end of week 16
(December 6)
Three Self-Reflection Journal Entries
Journal 1 ___/5
Journal 2 ___/5
Journal 3 ___/5
By end of week 1
By end of week 8
By end of week 16
Three Formal Lesson Plans Evaluated and
Lesson Delivery Observed by Teaching
Specialist
Observation 1 ___/10
Observation 2 ___/10
Observation 3 ___/10
By end of week 5
By end of week 12
By end of week 16
One Mid-term Disposition Form
CR____ NC ____
By end of week 9
TExES Content Exam
CR____ NC ____
By end of week 16
TExES PPR Exam
CR____ NC ____
By end of week 16
Two Formal Lesson Plans Evaluated and
Lesson Delivery Observed by Cooperating
Teacher
Observation 1 ___/10
Observation 2 ___/10
By end of week 8
By end of week 16
Differentiated Lesson Using Technology
_____/5
By end of week 16
Data Collection and Analysis
_____/5
By end of week 16
RTI Case Study
_____/15
By end of week 13
ARD or 504 Meeting
_____/5
By end of week 13
Planning Meeting/PD Log
CR____ NC ___
___
By end of week 16
End of Semester Attributes Form
CR____ NC ___
___
By end of week 16
End of Semester Attributes Form
CR____ NC ___
___
By end of week 16
Final Grade _______/100 Scale: 90-100 = A 80-89 = B 70-79 = C 60-69 = D
*Note: Failure to complete any of these activities (including the CR/NC assignments) by the stated due date
may result in not passing clinical teaching. Students who do not earn credit for clinical teaching will be
required to repeat clinical teaching the following semester.
**Note: A student will not receive a grade higher than a “B” for Clinical Teaching (CT) if he/she has not
passed the TExES CORE Content AND PPR exams by the end of the CT semester.
***Note: State certification requirements specify that students may not be certified if they earn any grade lower
than a “C” in an education course that is required by the Educator Preparation Program. Therefore, clinical
teachers must earn a grade of “C” or better in order to be recommended for certification to the State Board for
Educator Certification (SBEC) at the Texas Education Agency (TEA) upon completion of all degree, testing and
certification requirements.
Résumé Writing Rubric
Task Description: Complete a Personal Résumé that includes a brief philosophy of education statement.
Criteria
wei
gh
t
Exceptional Admirable Acceptable Attempted
Personal
Information 15%
Bolded and easily read
Legal name
Complete address
Complete phone number
Easily read
Name
Address
Phone number
Clear
Incomplete name
Incomplete address
Incomplete phone
number
Unclear
Missing name
Missing address
Missing phone number
Headings 40%
Each heading serves a purpose
for type of résumé
Pertinent information fits job
objective or personal
statement
Information listed in reverse
chronological order
Well written descriptions
Criteria submitted meets
stated objective
Most headings serve a
purpose for type of résumé
Includes pertinent
information under each
heading
Information in some order
Descriptions fairly well
written
Most criteria meets stated
objective
Unnecessary headings
included or lacking
necessary headings
Gaps in pertinent
information
Information in random
order
Basic descriptions
Some criteria meets
stated objective
Incomplete headings
Lacking pertinent
information
Information lacks dates
Incomplete descriptions
Criteria not relevant to
stated objective
References 15%
Submits separate reference
sheet and notes on résumé that
references are available
Notes that references are
available
Lists references on
résumé
No note or list of
references
Appearance 30%
Typed; format correct
Thorough and on one page
Professional font
Correct grammar, usage,
mechanics, spelling
Well organized
Typed; format acceptable
One page
Easily read font
Few grammar, usage,
mechanics, spelling errors
Adequately organized
Typed; poor format
Crowded one page
Difficult to read font
Several grammar, usage,
mechanics, spelling
errors
Poorly organized
Handwritten
More than one page
Difficult to read
Obvious grammar, usage,
mechanics, or spelling
errors
Lack of organization
Assignment Score ______________ + Beyonder/Bonus ______________ = Final Score _______/5 points possible___
SELF-REFLECTIVE JOURNAL TEMPLATE/INSTRUCTIONS
To be entered in Digication
Students are required to complete three (3) Self-reflective journals. One at the end of the 1st week in the classroom,
a second at the end of the 8th week in the classroom and a third at the end of the 16th week.
REFLECTIVE JOURNAL # 1 CLASSROOM ROUTINE (Due end of 1st week)
1. Reflect upon what you have learned in your education coursework and your experiences in FR 1 and FR 2.
2. Discuss your expectations for your clinical teaching semester.
3. Identify and discuss what you are looking forward to during the semester as well as any concerns that you
have beginning this clinical experience.
Due date: End of 1st week in the classroom.
REFLECTIVE JOURNAL # 2
CLASSROOM MANAGEMENT and RECORD KEEPING (Due end of 8th week)
1. Review your first Self-reflective journal and reflect on your experiences in clinical teaching to date.
2. Discuss your progress; what do you think is going well?
3. Discuss any challenges or issues that you need to focus on for the remainder of the semester.
4. Detail your plan for the remainder of the semester to assure that you overcome the challenges and issues
that you are experiencing.
Due date: End of the 8th week in the classroom
REFLECTIVE JOURNAL #3
STUDENT/TEACHER INTERACTION & MANAGEMENT TECHNIQUES (Due end of 16th week)
1. Reflect upon your experience in the classroom this semester.
2. Think about your future classroom.
3. What did you experience that you plan to implement; what do you plan to do differently and why?
Due date: “Turn in day at final Field Residency Seminar”
Differentiation and Technology Integration Assessment Rubric
Task Description: Select a lesson to differentiate for instructional needs of students. Use existing technological resources available on your campus. You do NOT have to teach this lesson for a formal observation.
Criteria W
eigh
t Exceptional Admirable Acceptable Attempted
Curriculum Goals & Technologies
(Curriculum-based technology use)
20%
Technologies selected for use in the instructional plan are strongly aligned with one or more curriculum goals.
Technologies selected for use in the instructional plan are aligned with one or more curriculum goals.
Technologies selected for use in the instructional plan are partially aligned with one or more curriculum goals.
Technologies selected for use in the instructional plan are not aligned with any curriculum goals.
Instructional Strategies & Technologies
(Using technology in teaching/ learning)
20%
Technology use optimally supports instructional strategies.
Technology use supports instructional strategies.
Technology use minimally supports instructional strategies.
Technology use does not support instructional strategies.
Technology Selection(s)
(Student Centered, Engaging and Relevant)
20%
Technology selection(s) are exemplary, given curriculum goal(s), instructional strategies, and is Student Centered.
Technology selection(s) are appropriate, but not exemplary, given curriculum goal(s) and instructional strategies.
Technology selection(s) are marginally appropriate, given curriculum goal(s) and instructional strategies.
Technology selection(s) are inappropriate, given curriculum goal(s) and instructional strategies.
“Fit”
(Content, pedagogy and technology together)
20%
Content, instructional strategies and technology fit together strongly within the instructional plan.
Content, instructional strategies and technology fit together within the instructional plan.
Content, instructional strategies and technology fit together somewhat within the instructional plan.
Content, instructional strategies and technology do not fit together within the instructional plan.
Differentiation
(Specific changes made to differentiate for students’ needs/learning styles)
20%
Lesson plan is adapted by Lesson Criteria: Content/Process/Product and/or Student Criteria: Ability/Learning Profile/Interest which optimally enhances and supports learning.
Lesson plan is adapted by Lesson Criteria: Content/Process/Product and/or Student Criteria: Ability/Learning Profile/Interest which supports learning.
Lesson plan is adapted by Lesson Criteria: Content/Process/Product and/or Student Criteria: Ability/Learning Profile/Interest which minimally supports learning.
Lesson plan is adapted in ways that does not support learning.
Assignment Score__________ + Beyonder/Bonus _______ = Final Score _______/5 points possible___
Data Collection and Analysis Rubric
Task Description: Write a short paper describing the benchmarking and criterion referenced assessment program(s) on your campus. You will need to talk with your cooperating teacher and an administrator to complete this assignment.
Criteria W
eigh
t Exceptional Admirable Acceptable Attempted
Description of benchmarking and criterion referenced assessments
20%
Clearly written and extremely thorough description of benchmarking and criterion referenced assessments
Clearly written and thorough description of benchmarking and criterion referenced assessments
Basic description of benchmarking and criterion referenced assessments
Unclear and/or poorly written description of benchmarking and criterion referenced assessments
Explanation of how data from benchmarking and criterion referenced assessments are gathered
20%
Clearly written and extremely thorough explanation of how data from assessments are gathered.
Clearly written and thorough explanation of how data from assessments are gathered.
Basic explanation of how data from assessments are gathered.
Unclear and/or poorly written explanation of how data from assessments are gathered.
Explanation of how results from benchmarking and criterion referenced assessments are analyzed
20%
Clearly written and extremely thorough explanation of how data from assessments are analyzed.
Clearly written and thorough explanation of how data from assessments are analyzed.
Basic explanation of how data from assessments are analyzed.
Unclear and/or poorly written explanation of how data from assessments are analyzed.
Explanation of how information from benchmarking and criterion referenced assessments are used to inform instruction
20%
Clearly written and extremely thorough explanation of how data from assessments are used to inform instruction.
Clearly written and thorough explanation of how data from assessments are used to inform instruction.
Basic explanation of how data from assessments are used to inform instruction.
Unclear and/or poorly written explanation of how data from assessments are used to inform instruction.
Preparation and General Thoughts
20%
Obvious, detailed effort on assignment 0-1 Grammatical and/or Mechanical Errors
Acceptable effort on all parts of the assignment 2-3 Grammatical and/or Mechanical Errors
Some effort on assignment 4-5 Grammatical and/or Mechanical Errors
Little or no effort on assignment 5+ Grammatical and/or Mechanical Errors
Assignment Score__________ + Beyonder/Bonus _______ = Final Score _______/5 points possible___
Response to Intervention (RTI) Rubric
Task Description: Identify a student who is experiencing academic difficulty, follow his/her progress and make record of progress for at least 6 weeks. See CT handbook for additional directions. Remember that students’ identity should always be kept confidential. Please use pseudonyms.
Criteria W
eigh
t Exceptional Admirable Acceptable Attempted
Describe student’s
area of need.
Include information
about assessments,
Tier designation and
goals.
20%
Extremely detailed and thorough description of student’s area of need including all listed components and previous attempts at intervention.
Detailed and thorough description of student’s area of need including all listed components.
General description of student’s area of need including all listed components.
Weak or confusing description of student’s area of need including all listed components.
Weekly Summary of prescribed interventions including lists of materials and descriptions, number of days/minutes per week of intervention and mini formative assessments
40%
Thorough, reflective and well organized weekly log that includes all components listed as well as ideas for additional interventions and/or opinions about the current interventions.
Thorough, reflective and well organized weekly log that includes all components listed.
Basic but well organized weekly log that includes all components listed.
Weak or confusing and/or poorly organized weekly log that may not include all components listed.
Results/Outcomes Describe the results of the intervention, assessment tools used and recommendations for the future
20%
Extremely detailed and thorough explanation of the results of the intervention including information about the assessment tools that were used and a reflective/thoughtful recommendation for future instruction.
Detailed and thorough explanation of the results of the intervention including information about the assessment tools that were used and a thoughtful recommendation for future instruction.
Basic explanation of the results of the intervention including information about the assessment tools that were used and a recommendation for future instruction.
Weak or confusing explanation of the results of the intervention which may not include information about the assessment tools that were used and/or a recommendation for future instruction.
Preparation and
General Thoughts
20%
Obvious, detailed effort on assignment 0-1 Grammatical and/or Mechanical Errors
Acceptable effort on all parts of the assignment 2-3 Grammatical and/or Mechanical Errors
Some effort on assignment 4-5 Grammatical and/or Mechanical Errors
Little or no effort on assignment 5+ Grammatical and/or Mechanical Errors
Assignment Score__________ + Beyonder/Bonus _______ = Final Score _______/15 points possible___
ARD or 504 Meeting Assessment Rubric
Task Description: Attend an ARD or 504 Meeting and write a paper about the experience. See the handbook for specific instructions. Remember that students’ identity should always be kept confidential. Please use pseudonyms.
Criteria W
eigh
t Exceptional Admirable Acceptable Attempted
Identification of
Individuals and
their Roles
10%
Identification of all individuals with a thorough explanation of each person’s role.
Identification of some individuals with a thorough explanation of each person’s role.
Identification of some individuals with a loose explanation of each person’s role.
Unclear identification of individuals with a weak explanation of each person’s role.
Purpose 40%
Thorough and reflective explanation of the purpose of the meeting.
Thorough explanation of the purpose of the meeting.
Basic explanation of the purpose of the meeting.
Weak or confusing explanation of the purpose of the meeting.
Cooperating Teacher’s Role
20%
Thorough and clear explanation of the role and responsibilities that the classroom teacher has in the meeting.
Thorough explanation of the role and responsibilities that the classroom teacher has in the meeting.
Basic explanation of the role and responsibilities that the classroom teacher has in the meeting.
Weak or confusing explanation of the role and responsibilities that the classroom teacher has in the meeting.
Outcomes 20%
Detailed and thorough explanation of the outcomes/decisions that were made at the meeting and plans for “next steps”.
Thorough explanation of the outcomes/decisions that were made at the meeting and plans for “next steps”.
Basic explanation of the outcomes/decisions that were made at the meeting.
Weak or confusing explanation of the outcomes/decisions that were made at the meeting.
Preparation and
General Thoughts
10%
Obvious, detailed effort on assignment 0-1 Grammatical and/or Mechanical Errors
Acceptable effort on all parts of the assignment 2-3 Grammatical and/or Mechanical Errors
Some effort on assignment 4-5 Grammatical and/or Mechanical Errors
Little or no effort on assignment 5+ Grammatical and/or Mechanical Errors
Assignment Score__________ + Beyonder/Bonus _______ = Final Score _______/5 points possible___
Teacher Candidate Midterm Disposition Form
(To be entered into Digication by Cooperating Teacher)
Teacher Candidate: __________________J/K#:_________________ Date of Evaluation: ___________________
Cooperating Teacher:__________________________Signature:____________________________________
Proficiency Levels
Distinguished Accomplished Proficient Developing Improvement Needed
Disposition/Behavior – Professional Requirements
Proficiency
Level
Comments
1. Attendance is regular and punctual.
2. Lesson plans are turned in on time.
3. Demonstrates appropriate command of both oral and written communication.
4. Open to accepting and testing the results of unfamiliar ways of teaching
5. Accepts and acts upon reasonable criticism.
6. Separates personal and professional issues when in the classroom.
7. Works collegially with parents, teachers, staff and administrators in school
settings and elsewhere.
8. Acts always for the benefit of all students.
9. Relationships with students, peers, supervisors, family members, staff and
faculty are emotionally, verbally and physically appropriate.
10. Demonstrates appropriate personal hygiene habits and dress for professional
contexts.
11. Adheres to the Code of Ethics and Standard Practices for Texas Educators.
Disposition/Behavior – Cultural & Social 12. Exhibit respect for supervisors, peers, and children and youth in all settings.
13. Values diversity, respects differences, and does not impose personal values on
others.
14. Accepts and accommodates for exceptional learners.
15. Demonstrates an ability to work with ethnically diverse populations.
16. Works productively with peers.
17. Speaks in a manner appropriate to the context of the learning environment.
18. Displays positive attitudes toward faculty, colleagues, and students.
19. Demonstrates appropriate social skills in professional and social interactions
with others.
Disposition/Behavior – Emotional, Mental, and Cognitive 20. Demonstrates effective stress management skills for personal and professional
success.
21. Uses sound judgment.
22. Demonstrates emotional and mental health required to function effectively as a
teacher.
23. Thinks analytically about educational issues.
24. Thoughtfully reflects about their practice.
25. Flexible, open to new ideas, and willing and able to modify their beliefs and
practices.
26. Questions and test their assumptions about teaching and schooling.
Additional Comments:
TEACHER CANDIDATE PROFESSIONAL GROWTH PLAN
Student Name (printed):__________________________________________Date:___________________ Student Signature:_________________________________________________________________________
Cooperating Teacher (printed):______________________ Signature:____________________________
Teaching Specialist (printed):_______________________ Signature:_____________________________
Areas of Concern: (Based on Professional Expectations Dispositions Referral)
Intervention Strategies:
Timeline for Meeting Goals: Date/Time to reconvene: _______________________ (must be prior to end of the semester) Signature: _____________________________________ Date: ________________
(Faculty/Teaching Specialist)
Teaching Specialists: Forward all professional growth plans to Field Faculty immediately.
COOPERATING TEACHER /TEACHING SPECIALIST EVALUATION
(To be entered into Digication)
Date: __________ Start Time: ________ End Time: ___________ Total Time2: _____________
Student:
J/K#: Grade Level:
Evaluator:
Subject:
This evaluation is aligned to the Texas Teacher Evaluation Support System (T-TESS). T-TESS is a
growth model evaluation system that is intended to support the continued development of educators.
It is not a quantified system nor should the levels of proficiency be equated to any sort of grading
system. The expectation is that even most experienced teachers will operate at the level of “proficient”.
T-TESS is comprised of four Dimensions: Planning, Instruction, Learning Environment and
Professional Practices and Responsibilities. This student evaluation includes Dimensions 1-3 only;
Professional Practices and Responsibilities will not be evaluated during this observation.
Proficient is the level of proficiency required in statute and is considered to be “rock solid teaching”.
It is not expected that many students will achieve the levels of proficiency “Accomplished” or
“Distinguished”. These levels of proficiency will only be assigned when there is clear evidence of
significant growth over time.
Distinguished Accomplished Proficient Developing Improvement Needed
Student demonstrates distinguished performance at a high level always and consistently (Consistently Student Centered)
Student demonstrates accomplished expectations consistently most of the time (Mostly Student Centered)
Student applies proficient competencies, most of the time (Both Student and Teacher Centered)
Student demonstrates developing characteristics, or skills required some of the time (Mostly Teacher Centered)
Student demonstrates few
quality
characteristics, or
skill required rarely
(Teacher Centered)
2 Be sure to total the amount of time that the student was observed. This must be verified prior to the student receiving a
recommendation for certification. Do NOT include any time spent planning or debriefing with the student; only instructional time
should be included in this total.
Dimension 1-Planning Evidence – What the TEACHER said and did. Evidence – What the STUDENTS said and did. Rating
Standards and Alignment 1.1 The teacher designs clear, well-
organized, sequential lessons that
reflect best practice, align with the standards and are appropriate
for diverse learners.
Data and Assessment 1.2 The
teacher uses formal and informal
methods to measure student
progress, then manages and
analyzes student data to inform
instruction.
Knowledge of Students 1.3 Through knowledge of students
and proven practices, the teacher
ensures high levels of learning,
social-emotional development
and achievement for all students.
Activities 1.4 The teacher plans
engaging, flexible lessons that encourage
higher–order thinking,
persistence and achievement.
Dimension 2-Instruction
Evidence – What the TEACHER said and did. Evidence – What the STUDENTS said and did. Rating
Achieving Expectations 2.1 The teacher supports all learners in
their pursuit of high levels of
academic and social- emotional success.
Content Knowledge and Expertise
2.2 The teacher uses content and
pedagogical expertise to design and
execute lessons aligned with state
standards, related content and
student needs.
Communication 2.3 The
teacher clearly and accurately
communicates to support
persistence, deeper learning and
effective effort.
Differentiation 2.4 The teacher differentiates instruction, aligning
methods and techniques to diverse
student needs.
Monitor and Adjust 2,5 The teacher formally and informally collects, analyzes and uses student
progress data and makes needed
lesson adjustments.
Summary Comments/Goals: _________________________________________________________________________________________
Evaluator Signature: __________________________________Teacher Candidate Signature: ___________________________________
Dimension 3-Learning Environment
Evidence – What the TEACHER said and did. Evidence – What the STUDENTS said and did. Rating
Classroom Environment,
Routines and Procedures 3.1 The teacher organizes a safe,
accessible and efficient
classroom.
Managing Student Behavior 3.2
The teacher establishes,
communicates and maintains clear
expectations for student behavior.
Classroom Culture 3.3 The
teacher leads a mutually
respectful and collaborative
class of actively engaged
learners.
End of Semester Attributes Review
(To be entered into Digication) Field Residency Candidate:____________________________________________________________________
J/K#______________________________________ Semester: FR1 Spring Fall
Teaching Specialist:___________________________Cooperating Teacher:______________________________
Proficiency Levels
Distinguished Accomplished Proficient Developing Improvement Needed
Proficiency Level
Comments
1.DEMEANOR &
COOPERATION Demonstrated positive attitudes in interactions with
Mentor Teacher, campus faculty, and students
2.RESPONSIBILITY &
INITIATIVE
Understood and completed assigned tasks. Displayed
independence in starting and completing activities,
products, and tasks
3. FLEXIBILITY AND
RESILIENCY Displayed a positive willingness and ability to adapt to
changes in events, conditions, activities and tasks
4. APPEARANCE Wears appropriate and professional attire. Adheres to
campus/district professional dress code
5. ATTENDANCE AND
PUNCTUALITY
Dependable and punctual
6. TIME
MANAGEMENT
& ORGANIZATION
Displayed the ability to monitor and
control time, materials and product due dates
7. RELATIONSHIP
ORIENTED
Displayed strong social and people skills. Displayed a
passionate desire to promote high student success
8.“WITH-IT-NESS” Integrated an array of emotional, attitudinal, intellectual
and behavioral attributes into a holistic, problem-solving
professionalism.
9.COMMUNICATION
(ORAL AND WRITTEN)
Oral communication displayed effective voice,
appropriate spelling, grammar, punctuation, syntax and
format
10.APPLICATION &
SYNTHESIS
Able to translate theory to practice and develop new
strategies, activities and processes based upon available
information and resources (demonstrated progress over
time toward achieving this)
Evaluator Name (printed) _________________________________________________
Evaluator Signature ______________________________________________________Date ____________
Student Signature _______________________________________________________ Date ____________
ATTENDANCE POLICY AND REQUEST FOR ABSENCE
The only automatic excuse for absence from Clinical Teaching is a severe personal illness or death in the
immediate family; but even in these cases, the principal, mentor teacher and the teaching specialist must be informed
by telephone and email as early as possible. The form must be signed within seven days of absence.
All other exceptions must be approved one week in advance. Any student who wishes to apply for a teaching
position should make arrangements after school hours or on Saturday morning; if no other time is possible the student
may request permission, in advance, for an interview. All other absences except personal illness or death in the
immediate family will be handled in the same manner. All absences are to be made up.
Procedure to request absences: If a student, other than for death or severe illness, thinks he/she should be
absent from the field assignment, he/she must get approval of the university partner and Teaching Specialist before
completing the absence request. This request is then presented, in advance of the proposed absence, to the Field
Faculty and Assistant Dean.
I, ____________________________________, request permission to be absent from my clinical
teaching placement on _________________________, 2017. The reason for my absence is:
_____________________________________________________________________________.
Approval should be requested in this order:
Clinical Teacher Name Signature Date
Cooperating Teacher Name Signature Date
University Teaching Specialist Name Signature Date
Field Faculty Name Signature Date
* Return this form to your University Supervisor and keep a copy for your professional portfolio
TEACHER AND LEADERSHIP PREPARATION PROGRAM
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT Texas A&M University San Antonio
One University Way, San Antonio, Texas 78224
CONFIDENTIALITY STATEMENT REGARDING STUDENT INFORMATION
I understand that printed, electronic and oral communications concerning a student’s: school
performance, academic records, disciplinary history, counseling data, health and developmental
history and current status, testing and evaluation data, disability status, records of evaluation and/or
treatment from health care providers and outside agencies, and family information, including but not
limited to socio-demographic, biographic, insurance, financial and health information, are
confidential.
In the course of my association with this school, access to such information from file folders, records,
computer display screens, computer printers, tele-copying machines and verbal communications may
be required for legitimate education purposes.
Release of this kind of information in printed, verbal, electronic, or any other form (except as required
in the performance of work) is a major violation of teacher conduct standards and professional
educator ethics. As such, disclosure of such information may be considered reason for disciplinary
action that may result in termination from the educator preparation program.
Any computer password assigned to me and keys to any files containing student information for which
I am responsible will be kept confidential and will be shared only with specifically authorized fellow
employees.
I have reviewed the Educator Preparation Program Clinical Teacher Handbook that contains
professional standards and ethics for educators. If I have any questions concerning the confidentiality
of student information, I will consult with my mentor teacher, university supervisor, and/or principal.
I, ____________________________, hereby declare that Texas A&M-San Antonio may release
my observation reports to campus administrators.
I have read, understand and agree with the above statements.
Clinical Teacher’s Name
___________________________________________________________ K#
Signature Date _____________________________________________________
* Return this form to your Teaching Specialist or Field Faculty and keep a copy for your professional portfolio.