Teacher Preparation Handbook Department of Education

Transcription

1 Teacher Preparation Handbook Department of Education

2 Table of Contents CHAPTER 1: CREDENTIAL PREPARATION PROGAM INFORMATION... 4 California Commission on Teacher Credentialing Requirements... 5 Credential and Permit Definitions... 5 Subject Matter Authorizations... 6 Supplementary Authorizations... 7 California s Learning to Teach System... 7 Demonstrating Subject Matter Knowledge... 9 Dominican University Program Requirements CHAPTER 2: FIELDWORK PLACEMENT PROCEDURES PRIOR TO STUDENT TEACHING Field Placement Admission to Supervised Teaching CHAPTER 3: FIELDWORK PLACEMENT PROCEDURES DURING SUPERVISED TEACHING Characteristics of Student Teaching Members of a Student Teacher's Support Team Withdrawing From a Student Teaching School Placement CHAPTER 4: SUMMATIVE ASSESSMENT OF TEACHER CANDIDATE PERFORMANCE Summative Assessment of Teacher Candidate Performance Preliminary Credential Recommendation CHAPTER 5: INTERNSHIP TEACHING Internship Program (San Rafael Campus and Ukiah Center) Responsibilities of Intern Teachers Members of an Intern's Support Team Responsibilities of Intern Consortia, School District and Site Administrators General Education Teaching Requirement for Education Specialist Interns Intern Course Load Intern Support and Supervision Withdrawing From an Internship Placement CHAPTER 6: PROGRAM POLICIES FOR ALL CREDENTIAL CANDIDATES Absences during Student Teaching Academic Honesty Admission to Student Teaching Calendars for Candidates during the Semesters Placed in Schools CBEST and CSET Timeline Requirements Certificate of Clearance Status Changes Credential Course Grades Dismissal Policies Substitutions of Required Credential Courses Incomplete Grades in Credential Courses

3 Table of Contents In Progress Grades (PR) Intern Course Load Intervention Action Plans Leave Of Absence Master s Degree Completion Non-Public/Private School Participation (Multiple/Single Subject and Education Specialist Candidates) Student Teaching Substitute Teaching during Student Teaching Supervised Teaching Test Scores/Verification Teaching Performance Assessment (TPA) Deadlines Transcripts Transferring Between Credential Programs or Between Campuses CHAPTER 7: UNIVERSITY SUPERVISORS RESOURCES AND FORMS Supervising the Teacher Candidate Four Stages of Supervised Teaching Success Checklist on Classroom Management Strategies CHAPTER 8: PROGRAM FORMS AND EVALUATIONS Program Forms Student Teacher Preparation Handbook Acknowledgement

4 CHAPTER 1: CREDENTIAL PREPARATION PROGAM INFORMATION

5 CHAPTER 1 California Commission on Teacher Credentialing Requirements The teacher preparation programs at Dominican University are approved by the California Commission on Teacher Credentialing (CCTC) to prepare candidates for teaching responsibilities in regular and special classrooms in elementary, middle and high schools. Candidates participate in a program that combines academic preparation (coursework) with extensive experiences in schools (fieldwork). Candidates who successfully complete the program are eligible to be recommended for a preliminary credential as outlined in California s Learning to Teach System. Professional Clear credential preparation, as well as periodic credential renewal requirements, serves to create a teacher training model that supports Dominican University s commitment to on-going professional development. Credential and Permit Definitions University Internship Credential University intern programs are approved by the California Commission on Teacher Credentialing (CCTC) and administered by California colleges and universities. The university internship credential program allows individuals to complete requirements for the preliminary or preliminary credentials while being certified to serve as instructors. University Internship Programs require a cooperative agreement between employing school districts and the universities. The internship agreement requires the district to make paid intern positions available and the university to provide the courses of study and candidate supervision. Internship Teaching Credentials are issued by the Commission and allow individuals to teach while completing course work for the preliminary or preliminary credential. At Dominican, candidates may teach on the following intern credentials: Multiple Subject Intern Credential Single Subject Intern Credential Education Specialist Intern Credential Multiple / Single Subject Preliminary Teaching Credential This is the credential that multiple and single subject candidates will apply for at the end of their Dominican program. The credential authorizes you to teach in a California public school at a salary determined by a district s salary schedule for certificated personnel. The credential 5

6 CHAPTER 1 means that you are No Child Left Behind 1 qualified. This non-renewable credential is valid for five years and provides two options to obtain the clear credential for candidates who complete a SB 2042 credential program: Commission-accredited SB 2042 Professional Teacher Induction Program OR Completion of a SB2042 Clear Credential Program. This option is for those individuals teaching in a school where an induction program is not available (such as a private school). Requirements vary by program. Education Specialist Preliminary Credential The Preliminary Education Specialist Credential authorizes candidates to seek initial employment as a special educator. Candidates will need to complete a clear credential preparation program in special education within five years of the date of issuance of the Preliminary Credential in order to continue ongoing teaching service as a special educator. In order to complete the clear credential program, candidates may select to enroll in an induction program or complete clear coursework through a California Commission on Teacher Credentialing approved university credential program. Subject Matter Authorizations A Subject Matter Authorization allows you to add additional subject matter content to your multiple subject or single subject teaching credential for teaching introductory subjects for grade levels 9 and below in NCLB core academic subject areas. NCLB core academic subject areas are English, reading/language arts, math, science, foreign language, civics/government, economics, arts, history, and geography. It is particularly useful for teaching in middle schools. A Subject Matter Authorization makes a teacher highly qualified 2 or NCLB compliant. Additional specific subjects are also available. The requirement is met through submitting to the state verification of coursework in each of the topics specified by the California Commission on Teacher Credentialing. Subject Matter Authorizations require 32 semester units of non-remedial course work or a collegiate major in 1 No Child Left Behind (NCLB) requires local school districts to ensure that all teachers hired to teach core academic subjects in Title I programs after the first day of the year are highly qualified. 2 In general a highly qualified teacher is one with full certification, a bachelor s degree and demonstrated competence in subject knowledge and teaching. (Core subjects include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.) The act also calls for all teachers of the core academic subjects (teaching in Title I programs or elsewhere) to be highly qualified by the end of school year

7 CHAPTER 1 the subject. Introductory subject matter authorizations require a minimum of three semester units of course work in each content area across a subject area (science requires six semester units in each of four science content areas). Information on subject matter authorization is available from a credential analyst at Dominican University. Candidates apply for Subject Matter Authorizations directly to the California Commission on Teacher Credentialing, not through Dominican, unless applied for at the time of a preliminary credential application. Supplementary Authorizations A Supplementary Authorization allows you to add additional subject matter content to your multiple subject or single subject teaching credential for teaching introductory subjects grade levels 9 and below in specific subject areas. It is particularly useful for teaching in middle schools. A Supplementary Authorization does not make a teacher highly qualified or NCLB compliant. The requirement is met through submitting to the state verification of coursework in each of the topics specified by the California Commission on Teacher Credentialing. Generally speaking, 10 semester units of upper division study or 20 semester units of a combination of lower division and upper division study is required. Most subjects have specific topical requirements. Information on supplemental authorizations is available from a credential analyst at Dominican University. Candidates apply for Supplementary Authorizations directly to the California Commission on Teacher Credentialing, not through Dominican, unless applied for at the time of a preliminary credential application. California s Learning to Teach System In California, Learning to Teach System is a multi-step, multi-year process as shown on the following graphic. As you begin your pre-service (or preliminary preparation) program at Dominican, you are entering the first phase of this process. Each of the three steps is designed to advance your development as you become a professional teacher. The completion of each step is associated with a particular type of credential: a preliminary credential, a clear credential, or a renewed credential. 7

8 CHAPTER 1 Learning to Teach System 8

9 CHAPTER 1 Demonstrating Subject Matter Knowledge The California Commission on Teacher Credentialing requires two general kinds of knowledge and skills from its teachers: 1. Knowing how to teach, which you demonstrate by completing an approved teacher education program such as Dominican s; and 2. Knowing subject matter, which you demonstrate either through academic course work or through examination. The standards for subject matter knowledge are established by the California Commission on Teacher Credentialing, through expert panels composed of teachers, administrators, teacher educators, and university subject specialists. Examinations (CSET, All Programs) Subject Matter Competency is met by receiving passing scores on the California Subject Examination for Teachers (CSET) or through the completion of a Commission-approved Subject Matter Preparation Program (secondary only) in the subject area for which they are seeking a credential (i.e., Subject Matter Waiver). All candidates are required to take all sections of the CSET by the end of the 1st semester in their credential program. The majority of the subtests must be passed prior to placement in a school (i.e., EDUC 4/5xxx-Preparation for Supervised Teaching by November 1 st for Fall semester or April 1st for Spring semester). All subtests must be passed prior to Student Teaching or an Internship. Candidates should request that their scores be released directly to Dominican. Alternatively, scores must be verified through by a Credential Analyst, Program Manager or Assistant. Subject Matter Preparation Programs (Subject Matter Waiver, Single Subject Candidates Only) For single subject candidates only, there is an alternative way to demonstrate your subject matter background through completing an approved Subject Matter Preparation Program in your credential field (i.e., Subject Matter Waiver). Subject Matter Preparation Programs are established in many fields on most California university campuses, and approved by the California Commission on Teacher Credentialing (CCTC). If you attended a California college or university as an undergraduate and majored in your teaching field, you may have completed a Subject Matter Preparation Program. To find out, call the credential office at your undergraduate institution and ask to have your transcript(s) analyzed (there may be a small fee for this service). The analyst will provide you a written report, either stating that you have completed the program or indicating which courses are missing from your work. Subject Matter Requirement for Student Teaching/Internships Single Subject Candidates: o All sections of the appropriate CSET Single Subject exam; or 9

10 CHAPTER 1 o 100% of an approved subject matter preparation program. (i.e., Subject Matter Waiver) o Dominican is a CTC approved program for the following single subject content areas: Art English World Languages/Languages Other Than English Mathematics, including Foundational-Level Mathematics Music Physical Education Science, including Foundational-Level General Science or Specialized Science Social Science Multiple Subject Candidates: o All sections of the CSET Multiple Subject exam. Education Specialist Candidates: o All sections of a CSET exam or 100% completion of a subject matter preparation program in a NCLB Core Academic Subject area: Art English World Languages/Languages Other Than English Mathematics, including Foundational-Level Mathematics Music Science, including Foundational-Level General Science or Specialized Science Social Science General Subjects by examination only (CSET Multiple Subject) Note: [Holders of a multiple subject or single subject credential have already met this requirement.] Dominican University Program Requirements Mission of the Department of Education The Department of Education develops professionals committed to equity and excellence. Graduates are reflective practitioners who demonstrate ethical purpose, apply best practices, and use intercultural knowledge to serve the needs of a diverse and global society. Candidate Learning Outcomes for Credential Programs 10

11 CHAPTER 1 Dominican s Credential Programs hold seven goals for your performance as a graduate of this program: 1. Conceptions of Teaching and Learning Candidates construct a personal conception of teaching and learning which embraces a belief that all students can learn and reveals their ability to meet the needs of all students, including English learners and students with special needs. 2. Understanding Theories Candidates value theory as an explanatory tool for practice; they demonstrate a comprehension of theories relating to political, historical, cultural, linguistic, and psychological dimensions of teaching and learning. 3. Creating and Maintaining Effective Environments for Student Learning Candidates develop and maintain clear expectations for academic and social behavior. They establish procedures for routine tasks and manage transitions to maximize instructional time. They know how to establish rapport with all students and their families for supporting academic and personal success through caring, respect, and fairness. 4. Planning Instruction and Designing Learning Experiences for Students Candidates select and adapt instructional strategies, grouping strategies, and instructional materials to meet student learning goals and needs. To accommodate varied student learning and language needs, they plan differentiated instruction. 5. Assessing Student Learning Candidates understand and use a variety of informal, formal, formative and summative assessments to determine students progress and plan instruction. 6. Engaging and Supporting Students in Learning Candidates explain content clearly and reinforce content in multiple ways. They provide opportunities and adequate time for students to practice and apply what they have learned. They ensure the active and equitable participation of all students. They motivate students and encourage student effort. 7. Developing as a Professional Candidates improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. They understand important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students and individuals with disabilities. They are aware of and act in accordance with ethical considerations and model ethical behaviors for students. Professional Responsibilities and Obligations The Plan, Teach, Reflect, and Apply Cycle Teacher candidates learn and refine their skills as a teacher by a practice of planning lessons, teaching them, reflecting upon their effectiveness, and applying what they have learned to their next lessons. Candidates learn and develop these practices through coursework and fieldwork at 11

12 CHAPTER 1 Dominican; these practices are part of the professional language and skills necessary both now and in the future. APPLY How will I use what I ve learned in my classroom to affect student learning? PLAN Information gathering Developing a plan What do I know? What do I want to know? How will I use this information to help my students learn? REFLECT What have I learned: About my students? About my teaching? About the community of learners at my school? TEACH Implementation in the classroom Professional Conduct Teacher candidates represent Dominican University s teacher preparation programs. It is important that your conduct and demeanor at the school site be professional. In fact, one of our Program Student Learning Outcomes (#7) expects professional behavior. If conflicts occur, teacher candidates should work to resolve issues in a non-confrontational manner, with the guidance of supervisors and seminar leader. The goal is to establish collaborative relationships with school colleagues. During field experiences and supervised teaching, Dominican expects conduct and actions to be carried out professionally and ethically. The following guidelines will help make each teacher candidate more successful: Maintain a balance between personal and professional roles Communicate with, and relate well, to parents, students, staff members, and community members Be a good listener 12

13 CHAPTER 1 Actively support colleagues and contribute to department or program Follow district and school policies and procedures Contribute to a positive school culture Participate in student activities Treat everyone fairly Be open and honest Demonstrate sound judgment in dealing with people and issues Act as a positive role model for students and colleagues Respond productively to constructive criticism Communication Communicate with others in a responsible and sensitive manner. Use non-confrontational language when making requests or clarifications, such as: It would help me if Would it work for you if I m noticing that It is my understanding that Could you tell me more about? 1. Use discretion. Your students and their families have a right to privacy. Only share information with those that need to know to help you solve a problem or understand an issue better. Treat student and colleague information confidentially and respectfully. 2. Work out problems or conflicts non-confrontationally. Be direct, but be sensitive to the other person s feelings. If someone has a problem with you, listen first and respond if necessary. Sometimes people need to blow off steam and no response is required. 3. Keep all agreements. Don t promise anything you won t be able to deliver. 4. Relate courteously to school personnel as professional colleagues and work to establish a community in the school. Professionalism Exhibit the work habits of a professional teacher responsibility, reliability, punctuality, follow-through, and initiative. Participate fully in school activities. Introduce yourself to all school staff. Go to faculty, department and/or grade-level meetings. Communicate professionally with parents at all times. Be aware of and follow school policies regarding discipline, field trips, fire drills, injuries and emergencies. Familiarize yourself with the school culture. Project warmth and caring for your students without becoming defensive when others criticize or complain about your students. 13

14 CHAPTER 1 Define your expectations for behavior and follow through with natural and logical consequences that are in line with school policies. Dress professionally. Become familiar with the school and district forms, procedures and files of the school and use them as appropriate. Be prompt to school and department meetings. When you cannot be at a meeting, tell the administrator ahead of time and ask someone to take notes for you. If you need to be absent, notify your supervisors (directing teachers, department chair, and university supervisor, as applicable) with the dates. Leave a detailed written plan. When you have an issue or a situation that needs the administrator s attention, find out the proper procedure for handling the concern and follow it. Seek advice from others at the school before you act. Accept evaluative feedback thoughtfully and incorporate constructive criticism in a professional manner. Exhibit a commitment to continuous development and professional growth as a teacher. Set goals for your own professional development and taking actions toward meeting those goals. Preliminary Credential Requirements (See Also Form #3) To qualify for a preliminary credential recommendation, you must complete all of the requirements below: Bachelor s degree or higher from a regionally-accredited college or university Fingerprint clearance through a valid Certificate of Clearance Tuberculosis clearance Basic skills requirement Completion of a course in child and adolescent development Subject matter requirement; this means you have completed one of the following (with documentation in your credential file): o Passed all sections of the appropriate CSET/Multiple Subject or CSET/Single Subject exams o or 100% of a Subject Matter Preparation Program (Subject Matter Waiver, Single Subject candidates only) Passing score on the Reading Instruction Competence Assessment (RICA) (multiple subject and education specialist only) U.S. Constitution requirement (passing grade in a course at least two semester units or three quarter units or passing score on an examination in the Provisions and Principles of the U.S. Constitution given by a regionally accredited college, or university) CPR for adult and pediatric, approved by the American Heart Association or American Red Cross Passing scores on Teaching Performance Assessment (TPA). Zero balance on student account Official transcripts from all college level coursework Passing grades in all credential coursework Form #14: Teacher Preparation Program Questionnaire 14

15 CHAPTER 2: FIELDWORK PLACEMENT PROCEDURES PRIOR TO STUDENT TEACHING

16 CHAPTER 2 Dominican University of California combines academic preparation (coursework) with extensive experiences in schools (fieldwork). While fieldwork is an important component of many course assignments, the culminating fieldwork experience occurs in two phases: observation and supervised teaching. In phase one, candidates observe and participate in varied classroom experiences in the course Preparation for Supervised Teaching; during phase two, candidates assume all classroom responsibilities as a supervised teacher. Field Placement 1. The field placement has two purposes for school participation. a. Candidates will learn about teaching from observing a variety of experienced teachers. i. Candidates will observe in content-specific classrooms, classrooms with English learners, and classrooms with students who have special needs. b. Candidates will establish professional relationships at the school site. 2. Candidates will receive your school placement(s) 1 for observation from Dominican typically by the beginning of the semester you are enrolled in Preparation for Supervised Teaching. a. Dominican University of California s placement coordinator (San Rafael, ; Ukiah, ) arranges for all field placements and student teaching placements. Student teaching candidates do not negotiate their own field placements. b. School placements are based on information you provide on the Placement Information Form at the time of your registration for Preparation for Supervised Teaching. In the best interests of the candidate, placements at the schools the candidate attended as a student or at which the candidate has personal ties with employees may be considered unacceptable by the placement coordinator. c. School placement is dependent upon the numbers of available placements for student teachers in each school or department (some schools or departments take only one student teacher per semester). 3. During the Preparation for Supervised Teaching semester, you will prepare for student teaching by observing and participating in classrooms and by working with your school site coordinator, university supervisor, and/or school site department chair to identify directing teachers and student teaching placements. 4. You are expected to arrange your own particular observation schedule at the school to which you are assigned. Typically, this schedule is dependent upon the school schedule, the course offerings and times, and your own interests and commitments. 1 Some candidates will have 2 school assignments in order to fulfill the requirement for observations in a school with a diverse student population. 16

17 CHAPTER 2 5. For this placement you will complete a minimum number of hours of observing and participating in a public school. Your field experience must include all of the following characteristics: a. It includes experiences in at least two different subject matter courses or two levels of courses. b. It includes observations in a school with English learners and students with special needs. c. It includes experiences throughout the school year (opening, middle, and ending). d. If your work occurs in a non-public/private school, see the program policy on Participating in a Non-Public/Private School in Chapter 8 of this handbook. 6. During this observation semester, 3 of the 15 schools site visits/observations take place. The University Supervisor meets with the teacher candidate and school site administrator to determine the candidate s observation schedule, observes the candidate teach a practice lesson, and meets with the candidate and site administrator to identify the candidate s preparation periods and two Directing Teachers for the student teaching semester. Field Placement Specifics: Single Subject/Dual (San Rafael) 1. During the semester before student teaching, you will spend 4-8 hours each week for transitions students or 8-12 hours each week for accelerated students in a high school or middle school classroom, observing and participating in teaching roles as you prepare for student teaching. a. This work is completed in a secondary school classroom, at the school site arranged by Dominican for your student teaching. b. This semester, these practicum hours typically occur during the morning. 2. Your practicum must include specific kinds of experiences. Typically, all experiences will occur at your assigned school site; if your school does not have a program for English learners, please see your seminar leader for other school site suggestions. a. First Two Weeks of the Semester: For two weeks at the beginning of the school year spend as many hours as possible assisting one teacher with the beginning of school. i. Attend the opening of school meetings and workshops. ii. Assist in setting up one classroom. iii. Observe the opening days of school in this classroom. b. The Remaining Weeks of the Semester i. Teaching Specific Content: You will spend at least two hours each week observing the curriculum and teaching of your particular subject matter. 1. Seek the advice of your department chair and/or school site coordinator about particularly interesting curricular offerings or teachers for you to observe. 2. Observe a variety of courses, levels, and teachers within your department. 3. Attend to the ways students in your content classroom use reading and writing to learn new information. ii. Teaching Diverse Learners 17

18 CHAPTER 2 1. You will spend at least one hour each week observing and participating in the classroom of a teacher who teaches English language development or specially designed content instruction to English learners. 2. You will also spend at least one hour each week observing and participating in the classroom of a special education teacher. This is how the observation hours work out (specific dates are dependent upon the school calendar in your placement school). 18

19 CHAPTER 2 Transitions Students (Single Subject/Dual) OBSERVATION HOURS 4-8 hours per week School Semester Weeks 0 and 1 All Remaining Weeks in the School Semester Assist one teacher as he/she prepares for the opening of school (during the week before students arrive). Participate in your school s Teacher Work Days and New Teacher Orientation, as appropriate (during the week before students arrive). Observe this same teacher as he/she establishes expectations and creates the climate for learning in this classroom (during the first week of school). At least 2 hours per week Observe and participate in the classrooms of teachers in your particular subject matter. Attend to the ways students in your content classrooms use reading and writing to learn new information. At least 2 hours per week Observe and participate in the classrooms of teachers of English learners (at least one hour). Observe and participate in the classroom of special education teachers (at least one hour). Accelerated Students (Single Subject/Dual) OBSERVATION HOURS School Semester Weeks 0 and 1 All Remaining Weeks of the School Semester 8-12 hours per week Assist one teacher as he/she prepares for the opening of school (during the week before students arrive). Participate in your school s Teacher Work Days and New Teacher Orientation, as appropriate (during the week before students arrive). Observe this same teacher as he/she establishes expectations and creates the climate for learning in this classroom (during the first week of school). At least 4 hours per week Observe and participate in the classrooms of teachers in your particular subject matter. Attend to the ways students in your content classrooms use reading and writing to learn new information. At least 4 hours per week Observe and participate in the classrooms of teachers of English learners (at least 2 hours). Observe and participate in the classroom of special education teachers (at least 2 hours). 19

20 CHAPTER 2 Field Placement: Multiple Subject/Dual (San Rafael) 1. During the semester before student teaching, you will complete at least 60 hours of observing and participating in elementary classrooms while enrolled in EDUC 5180, Preparation for Supervised Teaching in Elementary Schools. 2. Multiple Subject only candidates will divide the 60 hours of observation/participation as follows: a. At least 30 hours in elementary classrooms (primary and intermediate grades) b. At least 15 hours in classrooms with English learners c. At least 15 hours in classrooms with students with special needs (general education and special education settings) 3. Education Specialist/Dual candidates will divide the 60 hours of observation/participation as follows: a. At least 15 hours in any elementary classroom b. At least 15 hours in classrooms with English learners c. At least 30 hours in classrooms with students with special needs (special education and general education settings) 4. Toward the end of the semester prior to student teaching candidates observe and participate in the classroom where they will be placed for student teaching in the spring semester. They become acquainted with the rules, routines, materials, students, and the directing teacher. They begin the planning process for student teaching. Field Placement (Ukiah Center) All Programs During the semester prior to student teaching, you will prepare by observing and participating in classrooms. o You will complete at least 60 hours of observation in elementary classrooms during this semester in EDUC 5580/5680, Preparation for Supervised Teaching in Elementary Schools. This work is completed in an elementary school classroom, at the school site arranged for you. o Candidates with less than 60 hours of classroom observation prior to entering the program may be expected to complete up to 80 hours of observation/participation in preparation for student teaching. You will divide the 60 hours of observation/participation between two kinds of classrooms: o At least 40 hours (Multiple Subjects, elementary classroom; Single Subjects, middle school or high school subject area; Education Specialists, special education settings). o At least 20 hours in classrooms where there are significant numbers of diverse learners (Multiple and Single Subjects, English learners and learners with special needs; Education Specialists, general education setting). Admission to Supervised Teaching At the end of the semester prior to student teaching, the Professional Standards Committee of your program or the department chair will assess your preparation for student teaching. To be 20

21 CHAPTER 2 admitted into the second phase of this credential program, which includes student teaching, you must demonstrate satisfactory progress toward the Program Student Learning Outcomes. This decision is based upon you having: Met the basic skills requirement for admission to student teaching (CBEST or equivalent). Met the subject matter requirement for admission to student teaching (CSET or equivalent). Submitted valid character clearance through the Certificate of Clearance (Form #3- Credential Checklist). Verification of CAD approved course completion. Directing teacher confirmation (SS only). Submitted current tuberculosis clearance (recorded on Form #3-Credential Checklist). Feedback from school personnel on your readiness for student teaching (Form #4- Administrative Approval for Student Teaching). Reports from Dominican instructors on your successful performance in all program courses. Submitted other documents or requirements prescribed by your program. If the committee or department chair finds that you are not prepared for successful student teaching, you will not be admitted into the student teaching portion of your program. 21

22 CHAPTER 3: FIELDWORK PLACEMENT PROCEDURES DURING SUPERVISED TEACHING

23 CHAPTER 3 In the supervised teaching semester(s), the role of the candidate will change from an observer/participant to teacher. All candidates have a supervised teaching experience, either through student teaching or intern placements, which involve regular observations by a university supervisor and participation in a concurrent seminar. Characteristics of Student Teaching During the second half of the semester before student teaching, Dominican University of California s placement coordinator will arrange for all field placements and student teaching placements. Student teaching candidates do not negotiate their own field placements. 1. Candidates participate actively as a member of the school community for the full day for the duration of the placement. 2. Candidates receive two placements for student teaching, with separate directing teachers and groups of students; each placement involves observing, preparing, teaching, and conferencing. 3. During student teaching, a credentialed teacher must be present at all times. As candidates begin student teaching, directing teachers should have a substantial presence in the classroom to offer feedback, guidance, and support. As the candidate transitions into lead teaching, it is expected that directing teachers will have minimal interactions when students are present, in order for the candidate to experience autonomy. 4. Candidates must teach courses in which there are both English learners and students with special needs in order to easily complete the differentiated instruction required in the CalTPA. 5. Candidates will arrange their schedules to allow for weekly meetings with directing teachers during their planning/conference times to review lesson plans, reflect on instruction, and plan improvements, etc. 6. After each observation, the candidates will meet with the university supervisor to discuss planning, appropriate instructional strategies, and assessments, etc. 7. Candidates are expected to demonstrate professional conduct and obligations (see Professional Responsibilities and Obligations, in Chapter One). 8. Any exceptions to placement characteristics stated above and those specific to programs that follow within this chapter must receive prior approval from seminar leaders/supervisors. Characteristics of Single Subject Student Teaching 1. Candidates must student teach in two different courses, each of which is supervised by a different directing teacher. a. Candidates will not be placed in challenging assignments as a student teacher, such as Advanced Placement or Honors classes. 2. Candidates engage in an Auxiliary Teaching Placement, which provides the opportunity for involvement in another aspect of school life: yearbook, school newspaper, drama, clubs, ELD classes, tutoring, counseling, etc. (This as an opportunity to add experience and expertise to a candidate s resume.) 23

24 CHAPTER 3 a. Candidates complete Form # 6C-Auxiliary Assignment Weekly Form, for the auxiliary teaching placement. This assignment must have these characteristics: i. It is student-centered; ii. It is a situation in which the candidate assists an experienced teacher or school staff member as s/he works with small or large groups of students; iii. It involves at least five hours per week throughout the student teaching semester; iv. It may occur during the school day or after school, but its timing may not interfere with Dominican obligations. b. If the student teaching placement is in a school that does not meet the English Learners or Special Needs requirement, the auxiliary placement will be at a school that meets this criteria. 3. Candidates observe other teachers 1 hour per week (independently, outside the assigned department). 4. Candidates are afforded two periods/hours per day for conferring with directing teachers and university supervisor and for class preparation. 5. Student teaching follows the public school semester (not Dominican s), beginning on the first day of the public school semester and lasting until the final day of that semester. Characteristics of Multiple Subject Student Teaching 1. Participate in two different assignments. One placement is nine weeks long; the other placement is six weeks long.* o One assignment will be at a lower grade level (grades K-2) o One assignment will be at an upper grade level (grades 3-5) 2. Solo teach for at least three weeks. o In the 9 week placements, assume full responsibility for at least three weeks, under the direction of a directing teacher; o In the 6 week placement, solo teach and/or team teach with the directing teacher. *Variations are possible with the approval of the Program chair. Characteristics of Education Specialist Student Teaching Education Specialist candidates are required by the California Commission on Teacher Credentialing to complete two student teaching experiences: 1) in a general education placement and 2) in a special education placement. If the emphasis is elementary, the candidate will be assigned to an elementary school. If the emphasis is secondary, the candidate will be assigned to either a middle school or a high school. Ideally, candidates will be provided with student teaching placements where they may complete both requirements at the same school site. All Education Specialist Student Teaching Placements Include The Following Characteristics: 1. Candidates will assess a student, write an Individualized Education Program (IEP), and conduct an IEP meeting under the observation of the university supervisor. 24

25 CHAPTER 3 2. Candidates will conduct a Functional Behavior Assessment (FBA), write and implement a Positive Behavior Intervention Plan. Student teachers work at a designated school site for one entire school semester as follows: For Candidates Who Have Chosen an Elementary Emphasis or a Dual Credential with Multiple Subject: 1. Candidates student teach for a total of 15 weeks. 2. Candidates typically begin the student teaching placement in a Special Education Program for nine weeks. 3. One day per week during this special education placement, candidates observe in the general education classroom where they will student teach, beginning in week #10, for six weeks. 4. Candidates assume full responsibility for at least three weeks, under the direction of a special education directing teacher, with district approval. 5. In the second placement, beginning week #10, candidates team teach and/or solo with a general education directing teacher in a general education classroom for six weeks. Candidates assume full responsibility for two weeks in a general education classroom, with district approval. For Candidates Who Have Chosen a Secondary Emphasis or a Dual Credential with Single Subject: 1. Candidates student teach all day in a middle school or high school for the entire public school semester. 2. Candidates assume full responsibility for at least two special education classes, under the direction of a special education directing teacher. 3. Candidates assume full teaching responsibility for one general education class in a specific subject area for the semester, under the direction of a general education directing teacher. The auxiliary assignment for dual candidates is used for assessing and writing IEP s and Behavior Intervention Plans for special needs students. All Student Teachers Will: 1. Design unit, weekly and daily lesson plans and share these with your directing teachers. a. Weekly lesson plans must be shared with directing teachers at least one full week in advance of teaching; modifications to the lesson plan based on informal assessments and professional reflection must be submitted within 24 hours 2. Schedule and participate in a weekly conference with each directing teacher (Form #6). 25

26 CHAPTER 3 a. The purpose of these conferences is to revise and refine plans for the coming week and to reflect on feedback during the current week. 3. Confer weekly with university supervisor, following the supervisor s observation of a lesson. a. the lesson plan for the lesson to be observed to your university supervisor at least 24 hours in advance of an observation. 4. Demonstrate professional responsibilities and obligations at the school site (in Chapter 1), including the following: a. Participate as a full member of your department and school staff. b. Attend department and staff meetings, if permitted. c. Participate in all available site-based and district-based professional development opportunities to the full extent possible. 5. Be open to suggestions and become aware of how others perceive you. 6. Communicate effectively and regularly with directing teacher(s), university supervisors, site administrators, seminar leader, and fellow student teachers for the purposes of working together to provide experiences, which benefit the participants and address the candidate learning outcomes. 7. Participate in two Progress Conferences, using Form #7, Progress Conference with Teacher Candidates with the university supervisor and the directing teacher. a. Single Subject Candidates: (1) in the 5th week of the semester and (2) in the 10th week of the semester b. Multiple Subjects and Education Specialists: (1) at mid-point in the first assignment, and (2) at mid-point in the second assignment 8. Meet individually with directing teachers and university supervisor to discuss the completed Evaluation of a Candidate's Teaching Performance form (Form #9/#10, #9A/#10A) after each student teaching assignment. 9. Keep a classroom observation journal or an electronic file of lesson plans, feedback, and reflection on teaching. 10. Complete the Teaching Performance Assessment (CalTPA). 11. Meet with the Credential Analyst to finalize your credential filing with the CTC. 12. Complete the Program Completion Questionnaire, Form # Complete Program Evaluation forms, Forms #15A to #15F at the end of student teaching. Members of a Student Teacher's Support Team 1. University supervisor and resident supervisor (San Rafael campus only) provides weekly observation, participates in evaluation 2. Directing teacher provides daily oversight, participates in evaluation 3. School principal approves placements, coordinates with university supervisor, participates in evaluation 4. University seminar leader Provides weekly seminar 5. Content Coach (Single Subject only) - provides support specific to single subject content areas. They assist students in developing an original 2-3 week unit plan, and share 26

27 CHAPTER 3 techniques and materials relevant to their content areas. Students find their own content coaches as a requirement for EDUC 5255, Pedagogical Preparation II. Characteristics of Supervisors All Supervisors for Dominican s Teacher Candidates Will: Know the California Academic Content Standards and Common Core Standards for the grade level(s) and subject(s) for the classes in which they will observe; Communicate and collaborate effectively with other members of a teacher candidate s support team; Suggest a variety of instructional strategies to engage all students in learning; Understand the importance of scaffolding learning so that all students have access to the core curriculum; Have experience creating and maintaining safe and effective classroom environments for student learning; Recommend a variety of ways to teaching reading, writing, and language instruction within various content areas; Recognize differentiated instruction and assessment for English learners and students with special needs; Share subject-specific materials and ideas with teacher candidates; Have a solid recommendation from their current (or former) school administrator; and Meet other specific requirements as determined by individual school districts. University and Resident Supervisors Will: 1. Provide orientation for directing teachers and support providers about Dominican s program. 2. Observe the student teacher: Complete classroom observations of student teacher: o 15 classroom observations for each student teacher (three in the observation semester and 12 in the student teaching semester). Confer with the student teacher before the observation to: o Set goals for the observation o Review the lesson plan Meet with each student teacher at the school site after the observation to provide him/her with constructive feedback on his/her progress: o Feedback and coaching conferences Give specific, written, constructive feedback to provide the student teacher with sufficient information to facilitate coaching, reflection-on-practice, and evaluative processes (see Form #6/6A). o Weekly written feedback Encourage and support the student teacher in developing and implementing a variety of teaching strategies. Assist the student teacher in determining strategies and practices regarding classroom management. 27

28 CHAPTER 3 Share observations with other members of the student teacher's support team to ensure complete communication. Work with the student teacher to ensure appropriate performance of the University s expectations. 3. Model for the student teacher those professional behaviors consistent with excellence in teaching. 4. Confer with other members of the student teacher's support team: Meet with directing teachers, as needed, to discuss progress and to develop plans for addressing any problems that may arise. Confer regularly with school site coordinators/ principals/resident supervisors to problem-solve any difficulties related to student teacher. 5. Evaluate the student teacher s performance (Form #10 and Form # 13). 6. Maintain all documents until the end of the student teacher s program. 7. Write a letter of thanks on behalf of Dominican to each directing teacher. 8. Speak with the site coordinator/principal at the end of the semester about the school s continued participation as a Dominican training site. 9. Write a letter of recommendation at the student teacher s request. [Optional.] For Single Subject or Education Specialist Student Teachers: Meet with the student teacher and directing teachers in a student teacher progress conference in the 5th week of student teaching to discuss the student teacher s performance and agree on areas that must be improved in order to pass student teaching. Complete Form #7.1. Please refer to the Continuum for the Teaching Performance Expectations Rubric. Complete Form #11(IEP Evaluation) Meet with the student teacher (and the directing teacher, if needed) in the 10th week of supervised teaching in a second student teacher progress conference, to discuss the student teacher's performance and agree on areas that must be improved in order to pass supervised teaching. Review Form #7.2 (Action Plan) and complete Form #7.3 (Intervention Action Plan) if necessary. Complete Form #11A (BSP/BIP Evaluation) For Multiple Subject or Education Specialist Student Teachers: Meet with the student teacher and directing teachers in a student teacher progress conference at the midpoint of the first assignment and the mid-point of the second assignment to discuss the student teacher s performance and agree on areas that must be improved in order to pass supervised teaching. Complete Form #7. Evaluate each Student Teacher s performance on the appropriate evaluation form: Evaluation of Multiple Subject/Education Specialist Candidate's Teaching Performance (see Form #10/10A); Evaluation of Single Subject/Education Specialist Candidate s Teaching Performance (see Form #9/9A). Meet with the student teacher to discuss the final evaluation and secure all signatures. File completed evaluation form (Form #9/9A or #10/10A) with the university seminar leader or department chair. 28

29 CHAPTER 3 Complete Form #11 (IEP evaluation) Complete Form #11A (BSP/BIP Evaluation) Collect completed evaluation forms from directing teachers and file with the department chair. Complete Form #13 (Recommendation of Passing Supervised Teaching) as appropriate. Directing Teachers Will: Provide orientation for the student teacher before student teaching begins: Explain school procedures and classroom expectations to the student teacher particularly those related to planning, grading, and classroom management. Discuss expectations for the student teacher s performance. Guide the student teacher in organizing curriculum and planning instruction for the quarter and semester. Share ideas and resources with the student teacher. Attend an orientation meeting about Dominican s program prior to the beginning of student teaching, led by the university supervisor. Schedule and participate in weekly conferences with the student teacher (Form #6B). Supervise the development of short- and long-range planning (lesson plans, unit plans, etc.) Assist the student teacher in developing plans for addressing classroom problems/issues as they arise. Provide specific constructive written or oral feedback at least once each week to the student teacher to assist with improving planning and implementing instruction. Provide the student teacher with the opportunity to implement a variety of teaching strategies. Observe the student teacher s classroom teaching performance regularly, at least once a day throughout each student teaching assignment. It is expected that directing teachers will support the student teacher s transition into fully becoming the lead instructor. Model for the student teacher those professional behaviors consistent with excellence in teaching. Provide guidance to the student teacher with respect to school policies and procedures. Assist the student teacher, in determining strategies and practices regarding classroom management. Review the student teacher s written lesson plans. Engage in reflective conversations to promote the self-assessment of the student teacher. Expect to see weekly lesson plans no later than Friday of the preceding week. Confer regularly with university supervisor/resident supervisor to provide feedback on the student teacher s progress and issues. Meet with university supervisor/resident supervisor, as needed. Share feedback on classroom observations with the university supervisor/resident supervisor. 29

30 CHAPTER 3 Confer regularly with school site coordinators to problem-solve any difficulties related to student teachers. Evaluate the student teacher s performance in a timely manner. Communicate regularly with the university supervisor/resident supervisor to provide feedback on the student teacher s progress and issues. Write a letter of recommendation at the student teachers request (Optional) For Single Subject and Education Specialist Student Teachers: Meet with the student teacher and university supervisor, in a student teacher progress conference, in the 5th week of student teaching to discuss the student teacher s performance and agree on areas that must be improved in order to pass student teaching. Complete Form #7.1 Meet with the student teacher in the 10th week of student teaching, in a second student teacher progress conference, to discuss the student teacher's performance and agree on areas that must be improved in order to pass student teaching. Complete Form #7.1. Evaluate each student teacher s performance on the Evaluation of Single Subject/Education Specialist Candidate s Teaching Performance form, Form #9/9A. For Multiple Subject and Education Specialist Student Teachers: Meet with the student teacher and resident supervisor/university supervisor, in a student teacher progress conference, at the midpoint of the first assignment or the midpoint of the second assignment to discuss the student teacher s performance and agree on areas that must be improved in order to pass student teaching. Complete Form #7.1 each time. Evaluate each student teacher s performance on the Evaluation of Multiple Subject/Education Specialist Candidate's Teaching Performance form, Form #10/10A, at the end of each placement. Meet with the student teacher to discuss the final evaluation and secure all signatures. Give completed evaluation form to the university supervisor. Principals / School Site Coordinators Will: 1. Incorporate Dominican s student teachers into the life of the school by: a. Greeting student teachers at school meetings and introducing them to appropriate department and/or grade level members. b. Assisting student teachers in established appropriate sites for observation and participation experiences in the semester before the student teaching. c. Expecting their participation in department/grade level meetings. d. Including them in staff meetings. e. Alerting them to available professional development opportunities. 2. Guide the process of identifying appropriate student teaching placements by: a. Approving all student teaching placements. b. Maintaining regular contact with the university supervisor assigned to the school site/student teacher. 30

31 CHAPTER 3 c. Working with the university supervisor in developing and refining the supervising skills of directing Teachers. d. Problem-solving with university supervisors, or department chairs, any difficulty in making the student teaching-directing teacher match. 3. Establish school expectations for student teachers and directing teachers by: a. Orienting student teachers to school policies and procedures. b. Orienting directing teachers to school expectations for mentoring a student teacher. c. Working with the university supervisor in orienting directing teachers to Dominican s expectations for mentoring a student teacher. University Seminar Leaders Will: 1. Conduct weekly professional development seminars for student teachers. 2. Encourage and support student teachers in developing and implementing a variety of teaching strategies. 3. Submit student teachers grades for the seminar. 4. Write a letter of recommendation at the student teacher s request. [Optional.] Withdrawing From a Student Teaching School Placement If a candidate needs to withdraw from a school placement, he/she follows this process: a. Speak with his/her seminar leader/supervisor and department chair and secure his/her approval b. Speak individually with his/her school site coordinator and directing teacher(s) about the change and, together, plan the withdrawal from the classroom c. Arrange to transfer all grade books and grading systems back to his/her directing teacher(s); complete all grading before the transfer d. Return all books, keys, and materials borrowed e. Write a letter to the school site coordinator at the school, expressing appreciation for the experience in the school and for the investment (in time and resources) its personnel have made. Provide copies of this letter to the directing teacher(s) and to Dominican s department chair. 31

32 CHAPTER 4: SUMMATIVE ASSESSMENT OF TEACHER CANDIDATE PERFORMANCE

33 CHAPTER 4 Summative Assessment of Teacher Candidate Performance Candidates must successfully complete: I. Teaching Performance Expectations (TPE) II. California Teaching Performance Assessment (TPA) III. Professional Teaching Website I. Teaching Performance Expectations (TPE) The Teaching Performance Expectations (TPEs) are the standards by which a candidate's supervised teaching performance will be evaluated (Forms 9/9A, 10/10A). There are 13 TPEs, organized by six domains. Domain A MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1 Specific Pedagogical Skills for Subject Matter Instruction Demonstrates the ability to teach the academic content standards Delivers a comprehensive program of systematic instruction Uses a variety of instructional strategies that correlate to subject matter taught Evidence The teacher candidate: uses up-to-date, factually accurate materials to match the standard being taught models the expected assignment knows the content as shown by level of detail and connections uses appropriate modalities for content standards correctly answers student questions about content organizes activities so students show what they ve learned follows his/her own lesson plan uses vocabulary appropriate to the subject matches students level of subject-matter understanding has specific content objectives which are shared with students creates worksheets or exams that show knowledge of subject matter creates a word wall makes lists of appropriate vocabulary words for lessons presented displays student work facilitates students use of computers to conduct research uses writing samples and rubrics conducts whole class and small group discussions uses multiple modalities (e.g., writes a vocabulary word on the board while he/she is saying it) designs lesson plans based on the state-adopted content standards writes factually accurate information on the board develops student timelines Domain B ASSESSING STUDENT LEARNING 33

34 CHAPTER 4 TPE 2 Monitoring Student Learning During Instruction Uses multiple measures for progress monitoring Purposefully collects ongoing evidence of individual and whole class learning Uses differentiated assessment options to address common misconceptions and identified misunderstandings Evidence The teacher candidate: moves around the room purposefully uses a variety of monitoring techniques gives specific feedback allows appropriate time lapses between direct teacher instruction and student participation checks for students understanding, then re-teaches as needed asks for repetition of information by example uses students errors as opportunities to re-teach keeps anecdotal records encourages students responses uses a variety of levels of questioning frequently reinforces learning asks information questions throughout the lesson asks questions related to instruction (as a means of checking for understanding) asks students to respond by showing thumbs-up or thumbs-down for their understanding checks for understanding by asking follow-up questions TPE 3 Interpretation and Use of Assessments Selects a variety of appropriate informal and formal assessments to plan and modify instruction Teaches students how to use self-assessment strategies Accurately interprets assessment data and can clearly explain results to students and families Evidence The teacher candidate: uses quizzes or pretests before beginning a new unit assigns students to groups based on assessment data uses assessment data when meeting with parents, support staff, colleagues, and students uses assessments to drive curricular progression uses multiple measures modifies instruction based upon interpretation of assessment results returns graded assignments to students with comments teaches students self-assessment techniques spends time re-teaching, as necessary, after a thumbs-down response from students 34

35 CHAPTER 4 gives short quizzes on prior day s lesson Domain C ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4 Making Content Accessible Explains content clearly and uses a specific and varied instructional strategies and materials according to purpose Provides opportunities and time for students to practice and apply what they have learned to real-world applications Provides access to content and balances instruction by adjusting lesson designs relative to students current level of achievement Evidence The teacher candidate: identifies academic content standards and objectives in the lesson plan, follows the lesson plan, and refers to standards on the board writes an agenda on the board (age appropriate) elicits students listening, group discussions, written responses, and shared responses makes a variety of materials accessible and challenging for all students (age appropriate, language appropriate) uses graphic organizers uses math manipulatives provides adequate time for guided practice models active listening to extend students thought processes works with students one-to-one to differentiate instruction writes a daily objective on the board and refers to it presents information in several ways asks students to summarize a reading assignment in writing TPE 5 Student Engagement Ensures active and equitable participation of all students Motivates students to increase the intellectual quality of their thinking by asking stimulating questions and challenging student ideas Teaches students to respond to and frame meaningful questions Evidence The teacher candidate: randomly draws students names for Q and A provides materials for all students circulates around the room to ensure that students are on task posts as well as states goals has multiple activities prepared and knows when to shift strategies appropriately keeps a daily/weekly journal uses task-specific rubrics checks for understanding connects with students on a personal level makes daily contact with all students 35

36 CHAPTER 4 adapts to changing situations in the classroom connects with students by eye contact ensures active and equitable participation though interaction with students uses thumbs-up, thumbs-down to involve students in responding keeps students visually engaged (e.g., students eyes track the teacher) assists students who are struggling to follow directions asks frequently, Are there any questions? or Do you understand what you re supposed to do? asks students to read in turn uses the pair-share technique TPE 6 Developmentally Appropriate Teaching Practices 6A.Developmentally Appropriate Practices in Grades K-3 6B.Developmentally Appropriate Practices in Grades 4-8 6C.Developmentally Appropriate Practices in Grades 9-12 Uses principles of child and adolescent development as appropriate for all students Provides appropriate social, emotional, behavioral, and academic teaching practices Adapts plans for students with special needs and abilities Evidence The teacher candidate: provides age- and ability-appropriate instruction uses a variety of developmentally appropriate teaching methods alternates quiet and active tasks knows and uses the developmental stages of students varies activities with opportunities for physical movement uses hands-on activities and manipulatives determines accommodations/modifications for students with special needs arranges cooperative learning group activities provides opportunities for group work assigns modified spelling lists to students with special needs draws pictures to illustrate vocabulary presents small group activities to the entire class distributes a rubric and discusses it with students when presenting a new writing assignment differentiates instruction uses real life events and experiences posts goals, course requirements, and grading practices makes compassionate exceptions to deadline TPE 7 Teaching English Learners Applies pedagogical theories, principles, and instructional practices for comprehensive instruction of English learners 36

37 CHAPTER 4 Implements a systematic instructional program that facilitates and extends English and academic language development Provides differentiated instruction based on appropriate and comprehensive assessment information Evidence The teacher candidate: uses visuals, including pictures, video, and realia uses age- and ability-appropriate materials uses graphic organizers employs small-group instruction uses paraprofessionals and resources as available provides visual dictionaries meets one-on-one with students (as needed) to front-load vocabulary prior to presenting it in class has students find pictures in magazines to illustrate the day s vocabulary adapts lesson plan for English language learners clarifies vocabulary expresses meaning in a variety of ways translates key or bulleted points displays an abundance of realia and refers to it provides materials for English learners in their native language PLANNING INSTRUCTION AND DESIGNING LEARNING Domain D EXPERIENCES FOR STUDENTS TPE 8 Learning about Students Applies principles of child and adolescent development to understand students Demonstrates knowledge about students community contexts and socioeconomic, culture and language backgrounds Interacts with students to learn about their abilities, interests, ideas and aspirations Adapts instruction based on assessment data, observation, reflection, and consultation Evidence The teacher candidate: creates lesson plans that adapt to students varied styles and levels walks around the room to see student work groups students based on specific criteria talks to former students about their experiences in class accesses cum folder information makes use of school counselor, when available makes sure information in the lesson plan is relevant to student interest/ need uses student surveys to learn about their homes and interests sends a newsletter to parents that includes a survey 37

38 CHAPTER 4 identifies students with special needs and adapts lessons ensures accessibility for movement throughout the room for all students assesses students knowledge and skills incorporates students names into sentences on grammar worksheets works with students one-on-one for extra help asks students to share their experiences with classmates (as they relate to an upcoming lesson) TPE 9 Instructional Planning Strategically plans instruction that ensures that students meet or exceed the standards Establishes clear long and short term goals for learning based on current levels of achievement Sequences and adapts instruction based on students needs and developmental levels Uses varied teaching methods to help students meet or exceed grade level expectations Plans appropriate assessments to monitor and evaluate student learning Plans for and manages the appropriate use of support personnel Evidence The teacher candidate: states goals in the lesson plan lists agenda on the board lists goals and standards on the board (as appropriate) conducts introductory and closing activities is adequately prepared for this lesson makes comprehensive lesson plans models what is expected of students creates lesson plans that show evidence of time considerations provides time for closure uses formal criteria for student grouping varies student grouping clarifies instructions given lists homework on the board and reviews it prior to dismissing students posts daily agenda on the board and reviews it first CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10 Instructional Time Uses routines and procedures to maximize instructional time Manages transitions efficiently Domain E Evidence Paces lessons within the confines of instructional time and adjusts to optimize learning and outcomes The teacher candidate: uses parameters/time allotted for opening, work time, and closure 38

39 CHAPTER 4 estimates time for each part of the lesson plan provides time for closure at the end of the lesson begins class on time enforces clear procedures paces the lesson appropriately handles transitions between activities smoothly reflects on time management indicates time in lesson plan asks students Do you need more time? writes daily plan on the board builds in adaptable transitions when needed creates lesson plans that indicate time for learning posts times to present on the board allows time for students to complete their assignments manages transitions TPE 11 Social Environment Establishes and maintains a positive classroom management system and a safe environment for learning Establishes a culturally responsive community that promotes student effort and engagement by emphasizing collaborative activities and joint problem solving Uses positive discipline strategies to redirect student misbehavior Evidence The teacher candidate: creates a seating plan that meets individual students needs establishes and sticks to routines shows student respect and offers positive reinforcement recognizes individual student behaviors and enforces class rules posts behavior rules models rules practices team-building activities uses ongoing techniques, for example nonverbal, for regaining control uses behavioral strategies appropriate to age and maturity levels of students sets expectations and maintains them provides a safe environment so students feel comfortable speaking demonstrates flexibility in dealing with individual disruptions effectively handles minor disruptions from students, for example: head on desk talking while the teacher is talking inattention, note passing tardiness late papers materials not brought to class eating 39

40 CHAPTER 4 failure to follow instructions rude or unacceptable behavior Domain F DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12 Professional, Legal, and Ethical Obligations Demonstrates ethical and professional responsibilities according to state and federal laws Recognizes and resists acts of intolerance Communicates and meets regularly with university supervisor and directing teacher Collaborates with colleagues and parents Participates as a school community member Evidence The teacher candidate: attends staff meetings, parent meetings, IEP meetings, etc. covers state standards, responds to staff handbook, and follows district policies understands the higher ethical demands placed on teachers dresses appropriately and professionally stays current with subject-matter knowledge consults with Directing Teacher and/or University Supervisor TPE 13 Professional Growth Evidence Evaluates own teaching practices and subject matter knowledge Improves teaching practice Reflects on and incorporates feedback to improve teaching practice and student learning The teacher candidate: practices reflection, keeps a journal adapts and makes changes, as needed keeps updated on newest trends takes feedback positively attends professional conferences openly shares ideas, strategies with directing teachers and other colleague Incorporation of 21st Century Skills USE OF INSTRUCTIONAL TOOLS (e.g., PowerPoint, YouTube, Interactive White Boards, Student Response Systems, Websites, Blogs, Prezi) Selects and adapts instructional tools to address students varying learning styles and abilities Uses instructional tools to engage students Reflects on the use of instructional tools Evidence The teacher candidate: 40

41 CHAPTER 4 uses document camera, powerpoints, interactive whiteboards, etc. used for different purposes varies tools throughout the year/course incorporates student use of tools as a natural integration within the content uses video for reflective practice by students transitions to and between instructional technology smoothly effectively uses instructional technology to enhance the instruction or experience COLLABORATION Plans for and encourages student collaboration (e.g., pairs, small groups, whole group) Models collaboration (e.g., group discussions, team teaching, reciprocal teaching) Reflects on the use and implementation of collaboration Evidence The teacher candidate: uses think pair share strategies incorporates small group activities, centers, projects and displays products or results of those activities uses active listening techniques, such as, "i hear you say..." employs conflict resolution strategies convenes class meetings structures activities to ensure all group members take part or have a role in the activity embeds evidence of student accountability for involvement in group activities COMMUNICATION Plans for and encourages opportunities for students to develop oral and written communication and interpersonal skills Models communication Reflects on the use and implementation of communication skills Evidence The teacher candidate: uses charts of sentence starters and prompts uses sentences/phrases with blanks uses clarifying questions engages students in eye contact encourages student presentations encourages students intellectual challenges and justifications CREATIVITY Plans for and encourages student creativity (e.g., flexible thinking, choice, imagination) Models creativity and creative thinking 41

42 CHAPTER 4 Reflects on the use and implementation of creativity Evidence The teacher candidate: provides student choice for how to accomplish or respond to performance tasks acknowledges unique solutions by students allows for multiple possible responses or solutions encourages students to be comfortable sharing ideas facilitates brainstorming poses questions that have no right answer or does not immediately acknowledge which answer is correct encourages multiple approaches to problem solving challenges students to justify answers leading to deeper questions encourages divergent thinking by students CRITICAL THINKING (e.g., project/problem based learning, open-ended questions, authentic assessment, higher level thinking) Plans for and encourages critical thinking Models critical thinking Reflects on the use and implementation of critical thinking Evidence The teacher candidate: models thinking through think alouds challenges thinking through debate activities uses socratic seminars or discussions discusses shades of meanings/nuances uses literature circles solicits predictions, points of view II. California Teaching Performance Assessment (CalTPA) A teaching performance assessment is an assessment that requires candidates to demonstrate through their performance with K-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs). At Dominican, we have adopted the CalTPA, which is embedded in your Dominican course work. The CalTPA measures the domains of the TPEs, which describe what California teachers need to know and be able to do before being recommended for a Preliminary Credential. Your credential program introduces you to the TPEs and gives you multiple opportunities to become familiar with them. The CalTPA is organized into four interrelated yet separate tasks that increase in complexity as you move through them. Each performance task measures a number of TPEs. The four tasks are: 42

43 CHAPTER 4 SUBJECT SPECIFIC PEDAGOGY TASK. This task requires candidates to use information provided within the prompt about particular students to identify appropriate subject-specific instruction and assessment plans, and to adopt this information for these students. This task is based on written scenarios provided to the candidate that describe students in hypothetical classrooms. DESIGNING INSTRUCTION TASK. This task requires the candidate to make appropriate connections between what the teacher knows about the students in the class and his/her instructional planning for those students. This written task contains a five-step set of prompts that focuses the candidate on first identifying and then applying the connections between the students characteristics and learning needs and the teacher s instructional planning and adaptations for those specific students. ASSESSING LEARNING TASK. This task requires candidates to demonstrate their ability to design standards-based, appropriate student assessment activities using a specific standards-based lesson of the candidate s choice. Assessment is designed for the whole class and adapted for an English learner and a student with special needs. In addition, candidates demonstrate their ability to conduct assessment activities appropriately to assess student learning and to diagnose student instructional needs based on the results of the assessment(s). CULMINATING TEACHING EXPERIENCE TASK. In this task, the candidate designs a standards-based lesson for a class of students and teaches that lesson to actual k-12 students within the classroom setting, while making appropriate use of class time and instructional resources, meeting the differing needs of individual students within the class, managing instruction and interactions with and between students, and assessing student learning. Following the lesson, the candidate demonstrates the ability to analyze the strengths and weaknesses of the lesson. To ensure equity to all candidates in the scoring of the task, a videotape of the lesson is collected and reviewed as evidence during the scoring process. III. Professional Teaching Website The assessment of the Professional teaching website begins during the core coursework and culminates in the final semester. The purpose of the Professional teaching website is to create an opportunity to collect a variety of materials that demonstrate your growing knowledge as a beginning teacher. It provides candidates with an opportunity to focus on their growth: collect artifacts and evidence; reflect on knowledge, skills, abilities, and attitudes; and to document their learning. The Professional teaching website will be a synthesis of candidate s experiences and observations in the program. Candidates will receive additional information and directions regarding their professional teaching website requirements throughout coursework. Preliminary Credential Recommendation 43

44 CHAPTER 4 After you have successfully completed all credential requirements including supervised teaching and coursework: The candidate completes the Dominican Credential Checklist (Form #3) for verification by the Credential Analyst. The Credential Analyst submits the preliminary credential recommendation submitted online, The candidate receives an with time-sensitive directions to the CTC s website. The candidate must follow all the directions on the CTC website and submit a credit card payment for the fees within 90 days. If after 90 days no payment has been made, the recommendation is purged. There will be a $50 administrative fee added to any credential that requires a re-recommendation. Approximately ten business days after the CTC website information and the fee payment is complete, the credential will be available to employers through an online search. Effective September 1, 2008, regardless of the date an application may have been received; the Commission on Teacher Credentialing (Commission) will only provide credentials, certificates, and permits through an online view and print process. The Commission will no longer print and mail these documents; as they will be available online to colleges, universities, employers and the document holder at: 44

45 CHAPTER 5: INTERNSHIP TEACHING

46 CHAPTER 5 Internship Program (San Rafael Campus and Ukiah Center) An Internship Program is an alternative, state-approved plan for the professional preparation of teachers. As part of California's innovative Learning to Teach Continuum, the Intern Program offers the opportunity for a unique partnership among highly qualified candidates, participating school districts, and the Department of Education. 1. The intern candidate must meet the following requirements of the California Commission on Teacher Credentialing (CCTC): Bachelor's or higher degree from a regionally-accredited college or university Fingerprint clearance through a valid Certificate of Clearance Tuberculosis clearance Completion of a course in child and adolescent development Basic skills requirement Subject matter requirement; this means you have completed one of the following (with documentation in your credential file): Passed all sections of the appropriate CSET/Multiple Subject or CSET/Single Subject exams or 100% of a Subject Matter Preparation Program (Single Subject candidates only) U.S. Constitution requirements (passing grade in a course at least two semester units or three quarter units or passing score on an examination in the Provisions and Principles of the U.S. Constitution given by a regionally accredited college, or university) Documents and requirements prescribed by your program (e.g. Form #12-Intern Program Registration; Form #12A-Internship Agreement; CTC online recommendation process for the Internship Credential) Completed Pre-service Experience/Training Requirement (Form #12D) Employment in a cooperating school district. Intern candidates must provide an employment agreement verification agreement letter. This letter must be written on professional letterhead, signed, dated and include these items: School/District requesting the intern position. Title of Specific Teaching position (grade level(s), subject(s)) Percentage of contracted time (minimum 40%) Specific start date on internship position. You must enroll with a state approved program of support. Your district and university are partnered with several state funded support programs. You are required to enroll and participate in the program in your district and university. You will be contacted by the Intern Coordinator for your county who will explain the enrollment process, program participation, and any next steps/timelines that apply to your individual situation. 2. Selection of an Intern for admission to Dominican s intern program is based upon, but not limited to, the following: the experience of the candidate, the needs of the school district, and the candidate's ability to meet the initial requirements for issuance of the University Intern Teaching Credential. 46

47 CHAPTER 5 It is the responsibility of the candidate to secure employment as an intern in a participating public school district in at least a 40% contracted position. Once the candidate has met all of the California Commission on Teacher Credentialing and employment requirements and is admitted to the Intern Credential Program; the candidate is authorized to teach on an Intern Credential. Upon successful completion of the academic program and supervised fieldwork components, the candidate will be issued a Single/Multiple Subject Preliminary Teaching, or Education Specialist Preliminary credential. Because an intern is employed and assigned to a teaching position, the supervised teaching fieldwork experience occurs in his/her own classroom, occurs concurrently with coursework, and lasts the length of the internship, typically two years. 3. Ample support and supervision of the intern during his/her internship is one of the most important components for a successful outcome in the Intern s professional preparation program. Intern candidates are required to complete a minimum of two semesters of supervised fieldwork during employment. Towards this end, a site support team is created for each intern, consisting of the site administrator/principal, the university supervisor, and a support provider, coordinated by the department chairs. Each member of the team has specific roles and responsibilities. In addition, during the term of the internship, the intern will participate in the Professional Development/Intern Seminar to analyze, discuss, and develop effective strategies for issues that arise from the classroom assignment in collaboration with University faculty and intern colleagues. 4. Multiple subject and single subject intern teachers are expected to experience at least two or more grade levels or courses advancement over the two-year period. Candidates not assigned to two different levels or courses may meet this requirement through one of the following options: Observe for a minimum of 20 hours over the course of the internship in a classroom different in grade level or school setting from the regular assignment. (These observation hours may be completed during the intern s planning period.) Teaching in a setting other than the regular assignment in a summer school, after school, or other supplemental school program. An alternative observation or teaching experience approved in advance by the department chair. 5. Education specialist candidates are expected to participate in both general education and special education field experiences over the two-year period. Candidates may meet this requirement by: Observing for a minimum of 20 hours over the course of the internship in a general education classroom. (These observations hours may be completed during the intern s planning period.) Teaching in a setting other than the regular assignment (e.g. summer school, after school, or other school program as approved by the department chair). An alternative observation or teaching experience approved in advance by the department chair. 47

48 CHAPTER 5 Responsibilities of Intern Teachers Interns must understand and comply with the requirements of the state approved professional preparation program, including the requirements of Supervised Teaching for the requisite preliminary credential (see Chapter 3), Fieldwork Placement Procedures During Student/Supervised Teaching). 1. Interns must be enrolled in a supervision course per semester, and are limited to a maximum of three scheduled course meetings per week per semester. 2. Register for and maintain continuous enrollment and participation in the Internship Program (orientations, courses, seminars, trainings, and all responsibilities). 3. Work collaboratively with the support team (support provider, site administrator, induction program staff, and Dominican faculty, supervisors, and staff): Meet weekly with support team members o Document a minimum of 144 hours of support via the Intern Activity Support and Supervision Log, provided by the district support provider (e.g. Form #12B). An additional 45 hours of English Learner support is required if the Intern is not a prior credential holder. o Submit copies of the logs on the first day of each month to the Dominican Credential Analyst Participate in weekly observation conferences with the university supervisor Provide lesson plans to the university supervisor as part of the support process and as requested to the district support provider Develop professional goals based on the Teacher Performance Expectations (TPE) Engage in weekly meetings regarding professional progress and development needs with the district support provider Consult the district support provider, as necessary and appropriate, regarding school and district policies, procedures, and expectations Maintain the Intern Program Summary and submit to induction program (Form #12C). This form is distributed to the school district and may be placed in an intern s personnel file as evidence of completion of the Intern Program. Complete local and state program evaluation activities. Members of an Intern's Support Team University supervisor provides weekly or bi-monthly observation and support, participates in evaluation Support provider provides weekly conferencing, participates in evaluation School administrator orients intern, serves as resource, evaluates through district policies and agreements University seminar leader provides instruction in professional development seminar Responsibilities of University Supervisors 1. Provide orientation for support providers about Dominican s program. 48

49 CHAPTER 5 2. Serve as Dominican s representative in completing the Internship Agreement (Form #12A). 3. Understand the requirements of the intern s state approved professional preparation program. 4. Attend intern program orientations, seminars or training, as needed. 5. Observe the intern teaching and provide feedback in accordance with University procedures. 6. Weekly classroom observations of each intern in the intern s first semester, six observations per semester in all subsequent semesters 7. Confer with the intern before the observation to: o Set goals for the observation o Review the lesson plan 8. Meet with each intern at the school site after the observation to provide him/her with constructive feedback on his/her progress 9. Give specific, written, constructive feedback to provide the intern with sufficient information to facilitate coaching, reflection-on-practice, and evaluative processes (see Form #6/6A) 10. Be available as a resource to answer the intern s questions and to provide mentoring. 11. Encourage and support the intern in developing and implementing a variety of teaching strategies o Assist the Intern, as necessary, in determining strategies and practices regarding classroom management and control issues o Share observations with other members of the intern's support team to ensure a complete cycle of communication o Work with the intern to ensure satisfaction of the University s expectations 12. Communicate regularly with the intern s support provider. 13. Maintain a written record of classroom observations and conferences. 14. Participate with the intern s support provider in assessing the intern s progress each semester and document the credential recommendation at the end of the preparation program. 15. Meet with the intern and support provider at the midpoint and at the end of each Dominican semester (except the final semester), to discuss the intern's performance and agree on areas that may need to be improved in order to pass supervised teaching. Complete Form # In the final semester, meet with the intern to discuss the final evaluation, Form #9/9A or Form #10/10A. File completed form with the department chair 17. Collect completed evaluation forms from support provider and file with the department chair 18. Write a letter of thanks on behalf of Dominican to each support provider [Optional]. 19. Write a letter of recommendation at the intern s request [Optional]. Responsibilities of Support Providers 1. Complete Peer Coaching training and attend any additional meetings or training. 2. Develop effective coaching and communication skills. 49

50 CHAPTER 5 3. Understand the requirements of the intern s state approved professional preparation program. 4. Help orient the intern to school and district procedures, routines, and regulations. 5. Develop a sustaining and thoughtful mentoring relationship with the intern. 6. Meet weekly with the intern to offer guidance and consultation (Form #12B). 7. Meet regularly with the university supervisor and the intern. 8. Participate with the university supervisor in assessing the intern s progress each semester. 9. Be available as a resource to answer the intern s questions and to provide general support and mentoring. 10. Share instructional ideas/materials with the Intern. 11. Serve as a role model for the teaching profession. 12. Conduct guided conversations with the intern to reflect on and self-assess classroom performance. 13. Conduct formal and informal classroom observations and provide specific written feedback to the Intern a minimum of two times per year. 14. Maintain a monthly Activity Log documenting meeting times and topics and submit monthly to the NCBTP staff. 15. Work with Intern to maintain the Intern Program Summary. Sign completed summary and mail to the NCBTP office annually. 16. Complete local and state program evaluation activities. Responsibilities of Intern Consortia, School District and Site Administrators Assign the intern to a paid teaching position authorized by the Single Subject, Multiple Subject, or Education Specialist Credential. Interns are paid on a full, non-reduced teacher s salary, based on the district s regular salary schedule. Identify and assign a qualified district support provider and facilitate support provider compensation. Provide up to five release days per year for each district support provider and/or intern. These release days may be used for observations, professional development, and/or to address the Intern Program responsibilities. Provide appropriate district orientation and training for the intern, support provider and university supervisor. Acknowledge the novice status of interns and adjust assignments accordingly. Acknowledge the need for the intern to attend University courses and adjust the schedule accordingly. Provide administrative oversight, coordination and compliance in regards to state requirements. Provide training and guidance for support providers. Distribute funds to districts to be used to offset the cost of support provider compensation. Distribute funds to the University as delineated in the MOU or Budget Agreement. Provide a regular forum for communication and feedback about the program through the Approved Program of Support s Advisory Board and program staff. 50

51 CHAPTER 5 Responsibilities of University Seminar Leaders Conduct professional development seminars for interns during intern teaching. Encourage and support interns in developing and implementing a variety of teaching strategies. Facilitate interns completion of the CalTPA Tasks. Facilitate Education Specialist Interns construction of the Preliminary Portfolio. Submit interns grades for the seminar. A passing grade is dependent upon: o Successful completion of all required seminar assignments o Successful evaluations from the university supervisor and support provider o Successful completion of the Professional Teaching website Write a letter of recommendation at the intern s request [Optional]. General Education Teaching Requirement for Education Specialist Interns Intern candidates working as special education teachers are required to teach in general education in order to meet state credential standards. Sometimes this general education teacher experience occurs during the summer. The candidates are placed by Dominican s placement chair/director or selected by the candidate with approval by the department chair/director, using the following guidelines: It must be for the entire summer school session 4-6 weeks, as the district has defined a session It must contain between 80 and 120 hours of supervised teaching (that is, 4 hours a day for 4-6 weeks) It must involve teaching the subject(s) in which the candidate has demonstrated subject matter competence It may be either paid or volunteer work Complete documentation must be submitted to the department chair within two weeks of the completion of the summer session This experience must fulfill all the requirements of Supervised Teaching for the requisite preliminary credential (see Chapter 3, Fieldwork Placement Procedures During Student/Supervised Teaching) It must be supervised by the classroom teacher (in the case of student teaching) or the school administrator (in the case of paid work). This experience must be documented in the following manner: Daily journal reflections on the candidate s teaching experience, what his/her students are learning and how he/she knows that; Weekly observation notes from the school site supervisor (the classroom teacher or school administrator); Weekly observation notes from the university supervisor; 51

52 CHAPTER 5 Final evaluation form, Form #9/9A or Form #10/10A, completed by the school site supervisor (the classroom teacher or school administrator) and the university supervisor. Complete documentation must be submitted to the department chair within two weeks of the completion of the summer session. Intern Course Load Candidates participating in the intern option are limited to a maximum of three scheduled course meetings per week per semester. Intern Support and Supervision Each intern is responsible to document a minimum of 144 hours of support per academic year via the Intern Activity Support and Supervision Log, provided by the district support provider (e.g. Form #12B). An additional 45 hours of English Learner support is required if the Intern is not a prior credential holder. The minimum general support/mentoring and supervision provided to an intern teacher who assumes daily teaching responsibilities after the beginning of a school year shall be equal to four hours times the number of instructional weeks remaining in the school year. The minimum English learner specific support/mentoring and supervision provided to an intern teacher who assumes daily teaching responsibilities after the beginning of a school year shall be equal to five hours times the number of months remaining in the school year. Candidates participating in the intern option to complete external exams or assessments must maintain enrollment and good standing in Dominican University course work as a student and continue to submit Intern Activity Support and Supervision Logs (e.g. Form #12B) on a monthly basis to the Credential Analyst. Withdrawing From an Internship Placement If a candidate needs to withdraw from an internship placement, they follow this process: Speak with his/her department chair and seminar head about this decision Write a letter of resignation to the human resources/personnel coordinator of his/her school district, with copies sent to his/her principal and department chair Fulfill all responsibilities to the school/district up to the ending date of employment Arrange to return all grade books, books, keys, and materials borrowed to the school. 52

53 CHAPTER 6: PROGRAM POLICIES FOR ALL CREDENTIAL CANDIDATES

54 CHAPTER 6 Absences during Student Teaching If a candidate must be absent from his/her school assignment for more than three consecutive days (for any reason except illness or a job interview), he/she will need permission from the department chair/chair. Permission to be absent may or may not be granted. He/she may be required to make up these days. To request this permission, at least a week in advance of his/her absence, a candidate must write a memo to the department chair, which responds to these three questions: 1. When will the candidate be gone? 2. What is the purpose of this absence? 3. How will this experience benefit the candidate as a teacher? 4. How will the candidate manage his/her responsibilities at school and assignments for Dominican classes during his/her absence? Academic Honesty Dominican University of California is an academic community. All of our community members are expected to abide by ethical standards both in his/her conduct and in his/her exercise of responsibilities toward other members of the community. Students, faculty members, administrators, and staff are expected to adopt standards of behavior that place a high value on respecting the ideas of others. All intellectual accomplishments examinations, papers, lectures, experiments, and other projects should adhere to the highest standards of academic integrity and ethics. Fundamental to the principle of independent learning is the requirement of honesty and integrity in the performance of academic assignments, both in the classroom and outside. Students should avoid academic dishonesty in all of its forms, including plagiarism, cheating, and other forms of academic misconduct. The University reserves the right to determine in any given instance what action constitutes a violation of academic honesty and integrity. The University subscribes to a plagiarism detection site. Your course instructor may require that certain assignments be submitted through this site. By submitting your paper, you agree to grant Dominican University of California permission to retain a copy of your paper to be used for future plagiarism checking. However, if this is a student submitted draft for plagiarism checking only it will NOT be added to the database for future checking. Admission to Student Teaching At the end of the semester prior to student teaching, the Professional Standards Committee of your program or the department chair will assess your preparation for student teaching. To be admitted into the second phase of this credential program, which includes student teaching, you must demonstrate satisfactory progress toward the Program Student Learning Outcomes. This decision is based upon you having (see also Form #3): Met the basic skills requirement for admission to student teaching (CBEST or equivalent). 54

55 CHAPTER 6 Met the subject matter requirement for admission to student teaching (CSET or equivalent). Submitted character clearance through the Certificate of Clearance. Submitted valid current tuberculosis clearance. Verification of Child and Adolescent Development course (CAD) approved course completion. Directing teacher confirmation (Single Subject only). Feedback from school personnel on your readiness for student teaching. See Form #4, Administrative Approval for Student Teaching). Reports from Dominican instructors on your successful performance in all program courses. Submitted other documents or requirements prescribed by your program. If the committee or department chair finds that you are not prepared for successful student teaching, you will not be admitted into the student teaching portion of your program. Calendars for Candidates during the Semesters Placed in Schools During the semesters that candidates are participating in schools, because they are both a Dominican student and a member of a school staff, they will follow both the school and Dominican calendars. Unless a holiday occurs in both calendars, his/her responsibilities continue at the site without a holiday. CBEST and CSET Timeline Requirements CBEST or equivalent: All candidates are required to pass all sections of the CBEST prior to admission into the program. CSET: All candidates are required to take all sections of the CSET no later than the end of the 1st semester. ALL CANDIDATES ARE REQUIRED TO REGISTER FOR CSET PRIOR TO ADMISSION, or qualify for equivalency. All candidates are required to take all sections of the CSET by the end of the 1st semester in their credential program. The majority of the subtests must be passed prior to placement in a school (i.e., EDUC 4/5xxx-Preparation for Supervised Teaching by November 1 st for Fall semester or April 1st for Spring semester).. All subtests must be passed prior to Student Teaching or an Internship. Candidates should request that their scores be released directly to Dominican. Alternatively, scores must be verified through by a Credential Analyst, Program Manager or Assistant. *Exceptions to this policy will only be made by the Education Committee. The Education Committee will consist of at least two department chairs and the credential analyst. 55

56 CHAPTER 6 Certificate of Clearance Status Changes All admitted candidates must maintain a valid certificate of clearance for the duration of his/her credential program. At all times after admission to a program, candidates shall provide immediate written notice to his/her department chair of any event or circumstance (such as an arrest) which would change any of the information previously disclosed on the Commission on Teacher Credentialing Application Form Department chairs will make a determination as to whether or not the candidate may continue in the program. This determination may result in suspension or termination from the program. Credential Course Grades Prior to Fall 2014, candidates will receive a pass or fail for his/her performance in each credential course, based on his/her ability to meet all of the Course Student Learning Outcomes stated in the course syllabus and aligned to the Candidate Learning Outcomes for Credential Programs. In order to receive a pass, his/her work must be at B level on all assignments, his/her attendance must be timely and consistent, and participation must contribute to thoughtful understanding of teaching practices. All new candidates enrolling in the Fall 2014 will receive letter grades for his/her performance in each credential course, with the exception of the Teaching Performance Assessment and supervised field experience courses, which will be awarded a grade of Pass/Fail. Letter grades will be awarded based on the following grading scale: Grading Scale: A B C D A B C D B C D This grading scale will be used with LS undergraduates, credential candidates, and Master s degree students. Credential completers who come back to finish the masters core classes will be awarded pass/fail if their previous coursework was pass/fail. Candidates are required to pass each course with a grade of B or better. In-progress (PR) grades may be issued in the event CalTPA tasks are not completed by the final due date. Dismissal Clear Academic Standing for Credential Candidates: Clear Academic Standing for graduate students is defined by Dominican University policy and by Liberal Studies Program policy as the condition of maintaining a minimum overall cumulative grade point average (GPA) of 3.0 in graduate programs. A grade of Pass will constitute at least a grade equivalent of B for supervised teaching experience courses. The first time that a candidate fails a course, the Department chair/director is notified and the candidate may be placed on Academic Probation. If, at the end of the semester on Academic Probation, all courses are not passed, the candidate is 56

57 CHAPTER 6 dismissed. In rare cases, at the discretion of the Department chair/director, a graduate candidate may continue for an additional semester on Academic Probation if he/she has improved his/her pass rate during the probationary semester. Professional Conduct for Credential Candidates: In addition to requiring that all teacher candidates adhere to all University policies set forth in the Student Handbook, the California Commission on Teacher Credentialing and the Dominican University School of Education hold high standards for those wishing to earn a teaching credential. Standards specific to professional conduct appear in Program Standards and in the California Teacher Performance Expectations (TPE s). TPE 13 states: Candidates for the Teaching Credential evaluate their own teaching practices and subject matter knowledge in light of information about state-adopted academic content standards for students and student learning. They improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. Candidates use reflection and feedback to formulate and prioritize goals for increasing subject matter knowledge and teaching effectiveness. The standards and expectations delineated in the Professional Conduct and Obligations section of this handbook are expected to be applied in all credential classes, field experiences, and teaching assignments. These standards must be met, or progress made toward fulfilling these standards made, in order for a candidate to continue in the credential program. Candidates progress toward meeting standards related to professional conduct is determined by faculty based on their professional judgment. If faculty members have concerns about a candidate s professional conduct and determine that remediation is appropriate, they will tell the candidate about specific areas of concern, offer suggestions about how to meet his/her performance expectations, and set specific goals and a timeline in which the candidate can demonstrate improved performance. This written statement is known as an INDIVIDUAL PLAN AND AGREEMENT. If a candidate s performance does not meet expectations at the end of the given timeline, he/she will be dismissed from the program. The dismissal notice will be delivered to the candidate either by notification or by letter. Candidates in danger of not meeting these expectations may be given the opportunity to formally withdraw from the University by completing the appropriate Withdrawal form from the Registrar s Office in lieu of dismissal. Under certain circumstances, a department chair/director may determine that a candidate s professional conduct is of such a serious nature that the intervention action plan is not an appropriate solution. In these rare cases, a candidate will be dismissed forthwith. If a candidate is dismissed from the program and wishes to appeal this decision, he/she is required to adhere to the following appeals process: Submit a formal written statement of appeal to the Dean of the School of Education and Counseling Psychology within 10 working days of the receipt of a dismissal notice, including a copy to the appropriate Department chair/director; 57

58 CHAPTER 6 The Dean will consider any additional material presented by either the department chair/director or the candidate and then prepare a statement, with copies to the department chair/director and candidate, regarding his/her assessment. If, in the judgment of the Dean, the dismissal is inappropriate, the Dean will ask the department chair/director to re-evaluate the dismissal decision. In every case, the burden of proof remains with the candidate. If the department chair/director determines there has been an error in the determination to dismiss, he/she will notify the Registrar s Office of the decision if necessary. If the candidate wishes to appeal the decision of the Dean of the School, he/she must file a formal written statement to the VPAA within 10 working days of the Dean s decision. The complaint should contain reasons why the Dean s decision should be reconsidered. The VPAA or his/her designee (typically the Dean of Students or the Associate Vice- President for Academic Affairs) will provide a formal written response within 10 working days of receiving the formal complaint. This decision is final. Tuition refunds are only made in accordance with regular University policy. Policies Students have the option to use the Dominican account (option 1) or have their Dominican forwarded (option 2) to a personal account (AOL, Yahoo, Hotmail, etc.). is a mechanism for official communication within the Dominican University of California. Therefore all students at Dominican University of California MUST have a Dominican Student account set up and working. Having lost as a result of redirection does not absolve a student from the responsibilities associated with communication sent to his or her official address. Substitutions of Required Credential Courses A department chair/director may grant a teacher candidate s request to substitute prior course work for a required credential course when prior university course work is the equivalent of the program requirement (including meeting the SB 2042 program standards). To request a substitution of a required credential course, a candidate must provide his/her department chair/director with the following information: Provide a request in writing, stating which course is to be exempted Provide a copy of an official transcript, showing the prior course work Provide a copy of the syllabus for the course in question Incomplete Grades in Credential Courses Incomplete grade indicates that a small portion (less than 25%) of required coursework has not been completed and evaluated in the prescribed time period due to unforeseen, but fully justified, reasons and that there is still a possibility of earning credit. An incomplete grade indicates that 58

59 CHAPTER 6 the student is otherwise earning a passing grade, attendance has been satisfactory, and required work may reasonably be completed in less than one additional semester. Students should not reregister for a course in which a grade of 'I' was received. Grades of 'I' are automatically changed to 'F' if no grade is submitted by the appropriate deadline. [University Catalog] In credential courses, the outstanding work for an incomplete course must be completed before the beginning of the next academic semester in order to complete any prerequisites for subsequence courses in the professional sequence. [This policy can and does supersede the University policy on incomplete grades, as stated in the University Catalog.] In Progress Grades (PR) An in progress grade PR is given only for senior thesis or courses requiring that work extends into the following semester. This grade does not penalize a student academically in computing the grade point average for the current semester and does not prevent an otherwise qualified student from being on the Dean's List. Students should not re-register for a course in which a grade of 'PR' was received. Grades of 'PR' are automatically changed to 'F' if no grade is submitted by the appropriate deadline. [University Catalog] Intern Course Load Candidates participating in the intern option are limited to a maximum of three scheduled course meetings per week per semester. Intervention Action Plans If faculty members and/or supervisors have concerns about a candidate s supervised teaching performance and determine that remediation is appropriate, they will tell the candidate about areas of concern, offer specific suggestions about how to meet his/her performance expectations, and set specific goals and a timeline in which the candidate can demonstrate improved performance. This written statement is known as an intervention action plan. Candidates with unsatisfactory TPEs or TPE domains, as reported at a Progress Conference, will automatically be placed on an Intervention Action Plan (Form #7.3). If a candidate s performance does not meet expectations at the end of the given timeline, he/she may not move forward in his/her program, may be withdrawn from supervised teaching for the remainder of the semester, or may be placed on an individual plan and agreement (see dismissal policy). Leave Of Absence If a student stops out or takes a Leave of Absence for more than one term, he or she will lose the merit scholarship; an appeal process will be considered on a case-by-case basis. 59

60 CHAPTER 6 Due to rapidly changing information and knowledge in the field of education, prior course work may no longer meet the program requirements after a leave of absence. Re-enrolling students may be required to retake courses. Master s Degree Completion Within five years of completing preliminary credential coursework at Dominican University, students are considering continuing students. Students can enroll in the necessary 15 units of coursework to earn the master s degree without reapplying to the university by completing the Education Re-Admission Application while meeting with your advisor to register for classes. Coursework includes three core courses and two electives from the master s program. Dominican students returning after more than five years would need to re-apply to the university and would need to fulfill the full 30 unit requirement. The content of courses taken more than seven years prior may be deemed non-applicable. Masters: Credit for Units from Successful Completion of Induction Programs Upon approval by the department chair, students may transfer up to six units which can be earned through induction programs with articulation agreements. Students receiving merit scholarships should contact financial aid to determine how the scholarship may be affected by postponing participation in master s coursework. Non-Public/Private School Participation (Multiple/Single Subject and Education Specialist Candidates) Program standards require that all multiple/single subject candidates have a substantive experience in public school classrooms that includes whole-group instruction. For most candidates, this experience includes observation and preparation for student teaching and the student teaching experience itself. For most candidates, Dominican s responsibilities for this public school experience include securing appropriate school placements. These placements occur during the academic year (fall semester and spring semester). A few candidates, based on his/her individualized academic plan, choose to use paid teaching in a non-public/private school (religious or independent). In order to meet program standards, these candidates must also complete a public school experience. These candidates are placed by Dominican s placement coordinator, using these guidelines: It must be at an appropriate grade level for your credential. It must involve teaching the subject(s) in which you have demonstrated competence and have designated as your credential goal. It may be either paid or volunteer work. It must be supervised by a credentialed teacher (in the case of student teaching) or the school administrator (in the case of paid work), and a University supervisor. This experience must be documented in accordance with supervised teaching guidelines. 60

61 CHAPTER 6 Student Teaching Dominican University of California s placement coordinator (San Rafael campus)/ Director (Ukiah Center) arranges for all field placements and student teaching placements. Student teaching candidates do not negotiate their own field placements. Substitute Teaching during Student Teaching A candidate may serve as a substitute teacher during student teaching. Permission to serve as a substitute during student teaching is a privilege that is granted on an individual case-by-case basis by the department chair and only under the following conditions: 1. Permission to serve as a short term substitute is granted only to those who have already successfully established the habit of meeting professional obligations. 2. Permission to serve as a substitute is restricted to the department and to the placement school (he/she may not become part of the district substitute pool). 3. A substitute assignment is an overload assignment; as an addition to his/her regular responsibilities, it cannot replace any of them. 4. A substitute assignment cannot interfere with Dominican course work or with the field assignment or with the student teaching assignment. 5. Upon learning that substituting is interfering in any way with his/her responsibilities, a seminar leader and/or department chair may withdraw this permission for the remainder of the placement. 6. Those candidates who apply for a short-term staff permit during student teaching may delay their preliminary credential application at the end of the program; the candidate accepts responsibility for this possibility. 7. A candidate is individually responsible for applying for a substitute teaching permit. Supervised Teaching Enrolling in any one of the supervised teaching courses does not guarantee that candidates will be allowed to complete the full course of supervised teaching (student teaching or intern teaching) or that they will be recommended for a teaching credential. If a candidate s performance in supervised teaching or his/her performance in the nonteaching responsibilities of teachers in the school fails to meet the standards of the program as determined by either the school or the University, he/she may be withdrawn from supervised teaching at any point during the semester. The Department chair/director may or may not negotiate a new placement in this semester. Student teaching candidates do not negotiate their own field placements. If a candidate chooses not to accept or complete an arranged supervised teaching placement, the department chair/director may or may not negotiate a new placement in this semester. Test Scores/Verification 61

62 CHAPTER 6 All test scores must be verified through by a Credential Analyst, Program Manager or Program Assistant in one of the following ways: 1. Select Dominican University to receive electronic score reports, or 2. Log into your account at in the presence of a Credential Analyst, Program Manager or Program Assistant at Dominican University to verify passing scores. Test Score Validity CSET has a five-year limit RICA has a five-year limit CBEST has no expiration, Multiple Subject CSET + Writing 142 or Basic Skills met through another exam For those examinations that have multiple passing score requirements, the five-year limit applies to each score, independently. Teaching Performance Assessment (TPA) Deadlines Candidates who do not finish the four TPA tasks during their enrolled semesters may request to take a PR (In progress) in the course and complete the tasks prior to the end of the subsequent semester (December 1st for spring, May 1st for fall). If the assigned tasks are not completed with-in the time period stated on the PR form, the grade earned will default to an F and the candidate will be required to enroll in a TPA course for the next semester. Only candidates enrolled in a TPA course or completing a PR are allowed to work on their tasks in TaskStream. Transcripts Test scores from other colleges/universities are not a part of the Dominican University of California transcript and must be requested from the appropriate testing agency or institutioncopies may not be obtained from Dominican. (DUoC Academic Catalog) For more information see Approved Amendments to Section of Title 5, California Code of Regulations, and Pertaining to Examination Score Validity. Keep several official copies of your transcripts for job applications. Transferring Between Credential Programs or Between Campuses Occasionally, a candidate may want to initiate a transfer. Transfers may be requested from: one program to another (e.g., from multiple subject to single subject or vice versa); or from one campus to another (e.g., from San Rafael campus to Ukiah Center or vice versa). Candidates may not be simultaneously enrolled in programs at two sites. To be eligible for a transfer between programs or campuses, candidates must: 62

63 CHAPTER 6 Be in good standing in the current program Present his/her request and rationale to both department chairs (the chair of the current program as well as the chair of the new program) Secure the permission of both department chairs Approved transfers will occur at the beginning of the semester only. 63

64 CHAPTER 7: UNIVERSITY SUPERVISORS RESOURCES AND FORMS

65 CHAPTER 7 Supervising the Teacher Candidate University supervisors become another set of eyes in the classroom, and the data become a valuable way to review key components of a Teacher Candidate s practice. Feedback should be offered for the purposes of improved teaching and student achievement, and is expected to be provided to a supervised teacher by various members of the support team, including the following: university supervisors, directing teachers, resident supervisors, and support providers. Techniques and suggestions for the teacher candidate should be delivered in a non-judgmental manner, which is based on evidence observed during a lesson. The purpose of post-observation conferences is to help the teacher candidate to think in more complex and sophisticated ways about events in the classroom and to develop and implement solutions independently. In order to accomplish this purpose, the relationship between supervisors and teachers candidates is critical; university supervisors are expected to act in ways that strengthen, rather than weaken, that relationship. Thus, important aspects of this role are to observe and listen carefully and to acknowledge improvements and successes. Observations and Conferences The supervision cycle usually consists of (1) a pre-conference, at which the purpose of the lesson is discussed; (2) the observation, when the data is collected, and (3) a post-conference for discussion and feedback about the lesson. 1. The Pre-Conference a. The candidate will provide the lesson plan prior to the pre-conference b. Confirm times/dates for observations c. Discuss the academic, behavioral, social-emotional aspects goals and considerations for differentiation d. Discuss what evidence/data will be collected, and focus areas, such as particular TPEs e. Determine preferred seating for the supervisor, in order to facilitate optimal observations and data collection and reduce interference with the lesson 2. The Observation a. University supervisors listen and watch carefully while taking notes on Form #6 b. Identify successes. Synthesize the notes to identify areas for growth. While there may be many suggestions for improvement, determine up to three focal areas for the student teacher and recommended strategies for the post-conference discussion. 3. Post-Conference: Discussion and Feedback a. This discussion is an important opportunity for real learning and reflection on the part of the teacher candidate. Candidates may respond better to feedback if it comes from their own reflective processes. b. Begin the conference with the student teacher commenting on the lesson, including what went well (and why), what needs to be improved (and why), and how it can be improved. 65

66 CHAPTER 7 c. Supervisors can elaborate on, confirm, or challenge the candidate s reflection by offering specific evidence from the lesson. d. Collaboratively discuss strategies/techniques for improvement. e. Jointly select one-three aspects on which the teacher candidate could strive to demonstrate growth. This could be a recommendation from the university supervisor, teacher candidate, or directing teacher. i. Discuss specific actions the teacher candidate would have to take to grow in this area. List those actions. ii. Set a time when you will review this plan to see if the goals have been met. At that time, you may revise and continue with the same goal or select a new one and start the process again. iii. Make the goals achievable, observable, and measurable! iv. Sample goals: Beginning a lesson with linkages to prior knowledge, culminating a lesson with closure, moving around the classroom, giving clear directions, managing an effective classroom routine during a lesson. f. Some questions for a post-conference discussion include the following: i. What are your thoughts on the lesson? ii. What went well, and why? iii. What do you feel could have gone better, and why? iv. What would you do differently, and why? v. How will you use today s lesson to inform your practices for the next lesson? vi. How did the students respond to the lesson? What evidence do you have of their learning or misunderstandings? Clear Communication For the university supervisor and teacher candidate to maintain a strong and useful relationship, clear communication is vital. To facilitate a reflective dialogue, university supervisors should ask questions of the teacher candidate about the lesson and other classroom practices. There will be times when university supervisors will need to give direct feedback; if it is mixed with questions, there will be less chance of judgmental comments. A voyage of self-discovery will bring the teacher candidate to new awareness levels about his/her teaching in a more positive manner without jeopardizing self-esteem. The university supervisor and teacher candidate should discuss how to give and receive feedback in order to make the post-observation conference as productive as possible. The teacher candidate deserves to know what to expect regarding the university supervisor s methods of giving praise and constructive feedback. As would occur in K-12 settings with students, university supervisors should provide praise first and then offer areas for improvement. Some Questioning Techniques to Support Useful Feedback Discussions Type of Examples from Supervised Teaching Conferences Question 66

67 CHAPTER 7 Open-ended Diagnostic Informationseeking Challenge Action Priorities Prediction Hypothetical Extension Generalization In terms of your teaching in today's lesson, what was successful? What would you do differently? Where should we begin? Why were you so successful in focusing this student's learning today? Where did you lose student focus in today's lesson? What conclusions do you draw from this observation data? What classroom management strategies did you use? What percentage of your students were on-task during that activity? Why did you write Michael's name on the board and not Suzanne's? What other strategies might you have used to communicate those directions? Why did you choose the strategy you used? What evidence supports your conclusion? What evidence is contrary to your conclusion? What support do you need in order to complete this action? How will you change tomorrow's lesson, based on your reflection? You mentioned that there are three aspects of your lesson planning that you need to work on. Which one will you address first? Why? How do you think your students will react to this change? How comfortable will you be in making these changes? How would your lesson have been different if you had begun with Activity B rather than Activity A? What would have happened if you waited for all students to be quiet? How will your students react to your recommended changes in expectations? Based on the opportunities you have had to reflect on your teaching, how do you assess your ability to complete this unit? Four Stages of Supervised Teaching Success This is a description of the four stages of development that Teacher Candidates are likely to experience during Supervised Teaching. These stages, derived from an analysis of students logs, are probably typical of the life of the teacher candidate. This is not to say that all experiences follow each stage exactly, or that each will be equally prominent. However, teacher candidates can expect to find at least elements of each stage, perhaps more of some than others, during their supervised teaching assignment. Stage 1: The Early Days The first days are no honeymoon. They can be overwhelming, especially because the teacher candidate tries to absorb so much information very quickly. He/she drives himself/herself: to become acquainted with each student, to learn the class routine and procedures, to master the materials the directing teacher/support provider uses, and to learn his/her teaching techniques. Besides trying to master all of that, the teacher candidate has to make sure that the directing teacher/support provider likes him/her or at least is on his/her side. Feeling overwhelmed and 67

68 CHAPTER 7 seeing the directing teacher/support provider functioning so well and handling everything in stride, the teacher candidate feels awed. Can I do it? the teacher candidate asks himself/herself. Stage 2: Becoming a Member of the Teaching Team Through observation and immersion in class activities, the teacher candidate begins to form a more accurate picture of the class and its teacher. He/she begins to see students as individuals and, at the same time, to gain a sense of the wholeness of the class, a group that operates as a unit. The directing teacher/support provider is not a name on an assignment sheet anymore but, rather, a real life person. Effective as he/she may be as a teacher, the directing teacher/support provider is not imbued as superman or superwoman, but simply as an able teacher who, being human and working with humans has to cope with problems. The teacher candidate starts to generate ideas about what she/he would do differently if this were his/her class. She/he now begins to feel part of the class. The class recognizes her/him as a member of the teaching team. The Teacher Candidate, perceiving the directing teacher/support provider as a person, has feelings that stem from their interaction, feelings like warmth, respect, and anger. Stage 3: Soloing as a Teacher The chalkboard shuffle and flounder is also an appropriate title for this stage. The observation period is over and the teacher candidate tries his/her wings. He/she solos! All of the topics and problems discussed so often in the University classes, and fantasized and dreamed about (including an occasional nightmare?) are now real life, here and now, today. Preparation, presentation, timing, movement of students from one activity to another, assisting one group while monitoring the class, discipline, and discipline again -- all these confront the teacher candidate at one time. In Stage 2, the teacher candidate s morale had risen rapidly over the first stage. In Stage 3, unless he/she is careful, his/her morale can nose dive. If the teacher candidate wants to feel bad about something, there is always something to feel bad about. For example, if he/she compares his/her performance with the directing teacher/support provider, he/she will surely find himself/herself inferior -- and yet the teacher candidate may fail to attribute his/her inferiority to the differences in their experience. However, he/she need not do that. Each can find instead positive things to take note of, the progress he/she has made, and his/her success each day in coping with something he/she was unable to cope with before. There are no yardsticks for teacher candidates at this point, only feedback from the directing teacher/support provider and students, which they can reflect upon and learn from. There are three patterns to choose from at this stage: (1) Some feel defeated by the situation, label themselves failures, and give up, (2) Others feel defeated, but place the blame elsewhere, usually on the directing teacher/support provider and sometimes on the University for having prepared them poorly, or (3) Most teacher candidates feel okay about Stage 3, viewing it as just a passing phase, difficult indeed, but one that they will weather successfully, in part by using problem solving skills. 68

69 CHAPTER 7 Stage 4: Feeling Like a Teacher After passing through the storms of Stage 3, the teacher candidate settles down to the job of working with his/her students and, in the process, transforms himself/herself into a teacher. His/her time with the directing teacher/support provider will be drawing to an end. From here on, whole days are his/hers to plan and execute. From the weeks of classroom experience the teacher candidate has begun to develop his/her own style and, further, he/she has come to feel at home in front of the class. He/she knows there is much more to learn, but he/she accepts the reality that one does not become a master teacher in 18 weeks or 18 months. Above all, now the teacher candidate has much more confidence: When the new school year rolls around and he/she takes over his/her own class as a full-time teacher, he/she will be able to handle the job Checklist on Classroom Management Strategies [This is not an exhaustive list but provides examples of where observable characteristics of good classroom management are found within the TPEs.] The Teacher Candidate: Frequently reinforces learning throughout the lesson session (TPE 2) Frequently checks for understanding (TPE 2) Connects with students by eye contact (TPE 5) Connects with students by calling them by name (TPE 5) Engages students in their learning (TPE 5) Is adequately prepared for this lesson (TPE 9) Begins class on time (TPE 10) Enforces clear procedures (TPE 10) Paces the lesson appropriately (TPE 10) Handles transitions between activities smoothly (TPE 10) Demonstrates flexibility in dealing with individual disruptions (TPE 11) Effectively handles minor disruptions from students: (TPE 11) o head on the desk o talking while the teacher is talking o inattention or note passing o tardiness o late papers o materials not brought to class o eating o failure to follow instructions o rude or unacceptable behavior 69

70 CHAPTER 7 Directing Teacher Stipend San Rafael As a Directing Teacher for a Dominican Teacher Candidate, the School of Education & Counseling Psychology is pleased to provide a stipend of $60.00 for your participation in the program. Please check the appropriate box below to help us identify your specific involvement: Spring Fall Year: Single Subject Directing Teacher Subject Area: Multiple Subject Specialist Directing Teacher Dual/Education Specialist Directing Teacher Name of Dominican Student Teacher: In order for us to process the request for this payment, we need the following information from you: Name (please print): Social Security #: Your Address: City: State: Zip: Home Phone: Placement School: School Phone: Work Ext: Please return this form to: Pauline Camp Dominican University of California School of Education and Counseling Psychology 50 Acacia Avenue San Rafael, CA Account #

71 CHAPTER 7 Directing Teacher Ukiah As a Directing Teacher for a Dominican Teacher Candidate, the School of Education & Counseling Psychology is pleased to provide a stipend of $60.00 for your participation in the program. Please check the appropriate box below to help us identify your specific involvement: Spring Fall Year: Single Subject Directing Teacher Subject Area: Multiple Subject Specialist Directing Teacher Dual/Education Specialist Directing Teacher Name of Dominican Student Teacher: In order for us to process the request for this payment, we need the following information from you: Name (please print): Social Security #: Your Address: City: State: Zip: Home Phone: Placement School: School Phone: Work Ext: Please return this form to: Christina Tydeman Dominican University of California Ukiah Campus 2240 Old River Road Ukiah, CA Account #

72 CHAPTER 7 Support/Directing Teacher Unit Request Form Multiple Subject or Dual MS/Special Education To receive units, form must be submitted during the semester of the student teaching experience Please Indicate Which Program & Unit Amount: Multiple Subject University Supervisor: Special Education University Supervisor: Unit Amount: 1 units 2 units 3 units Units Earned (required in order to issue transcript): 6 Week Placement: 9 Week Placement: Resident Supervisor: Today(s) Date: Full Name: Your Address: City: State: Zip: Telephone: Have you received units from Dominican University of California before? Yes Please list any other name(s) you ve been registered under: No Information Regarding Your Supervising Session School Site & City: Student Teacher Supervised: Session You Supervised: Fall Year: Spring Year: Internal Use Only (Department Chair) Course #: Section #: Unit(s) Earned: Course #: Verification Date: Initials Department of Education 50 Acacia Avenue San Rafael, CA (415) main (415) fax 72

73 CHAPTER 7 Support/Directing Teacher Unit Request Form Single Subject or Dual SS/Special Education To receive units, form must be submitted during the semester of the student teaching experience Please Indicate Which Program & Unit Amount: Single Subject University Supervisor: Special Education University Supervisor: Units Earned (required in order to issue transcript): 1 units 2 units 1 Periods (1 Units): 2 or more periods (2 Units): Today(s) Date: Full Name: Your Address: City: State: Zip: Telephone: Have you received units from Dominican University of California before? Yes No Please list any other name(s) you ve been registered under: Information Regarding Your Supervising Session School Site & City: Student Teacher Supervised: Session You Supervised: Fall Year: Spring Year: Internal Use Only (Department Chair) Course #: Section #: Unit(s) Earned: Course #: Verification Date: Initials Department of Education 50 Acacia Avenue San Rafael, CA (415) main (415) fax 73

74 CHAPTER 7 Mileage Form San Rafael and Ukiah School of Education and Counseling Psychology Mileage Reimbursement Record (Mileage/ Tolls Only) Name: Date: Address: City: State: Zip: Program Name: EDUC Program Code: (miles) (toll) Date Destination Mileage Tolls Amount of Expenses Mileage is $0.54 per mile Total: $ Requested by: Authorization: Date: Date: Please submit completed form to: Pauline Camp Dominican University of California School of Education and Counseling Psychology 50 Acacia Avenue San Rafael, CA

75 CHAPTER 8: PROGRAM FORMS AND EVALUATIONS

76 CHAPTER 8 Program Forms Form 1: Form 1A: Form 2: Form 3: Form 4: Form 4A: Form 5: Form 6/6A: Form 6: Form 6A: Form 6B: Form 6C: Form 6D: Form 7: Form 7.1: Form 7.2: Form 7.3: Form 9: Form 9A: Form 10: Form 10A: Form 11: Form 11A: Form 12: Form 12A: Form 12B: Form 12D: Form 12E: Form 13: Form 14: Form 15A: Form 15B: Form 15C: Form 15D: Form 15E: Form 15F: Form 16A: Form 16B: Form 17: Form 18: Form 19: Lesson Plan Format Weekly Verification Form: Observation Hours Supervised Teaching Policy Agreement Credential Checklist Administrative Approval for Student Teaching Candidate Placement Information Directing Teaching Confirmation for Single Subject Student Teacher Placements Observing the Teacher Candidate Classroom Observation for Multiple and Single Subjects Classroom Observation for Education Specialist Directing Teacher/Student Teacher Conference Log Auxiliary Assignment Weekly (Single Subject Only) Observation for Early Childhood Special Educators Progress Conference with Teacher Candidate Note Taking Guide for Progress Conference with Teacher Candidate Action Plan (To be Submitted by the University Supervisor) Intervention Action Plan Evaluation of Single Subject Candidate Performance Evaluation of Education Specialist/Single Subject Candidate Performance Evaluation of Multiple Subject Candidate Performance Evaluation of Education Specialist/Multiple Subject Candidate Performance Conducting an Individualized Educational Plan (IEP) Meeting Evaluation of Behavior Support Strategies Intern Program Registration for NCBTP Internship Agreement for NCBTP Intern Support and Supervision Log Documentation of Intern Pre-Service Training Requirements Credential Checklist for Interns Recommendation of Passing Supervised Teaching Teacher Preparation Program Questionnaire Evaluation of Directing Teacher by Student Teacher Evaluation of University Supervisor by Student Teacher/Intern Teacher Evaluation of Academic Advisor by Teacher Candidate Evaluation of Field Placement Coordinator by Teacher Candidate Evaluation of Supervised Fieldwork by Student Teacher Evaluation of Preparation and Support for the CalTPA by Teacher Candidate Program Evaluation by Directing Teacher/Support Provider Program Evaluation by University Supervisor/Resident Supervisor Program Transfer Education Re-Admission Undergraduate to Graduate Progression 76

77 CHAPTER 8 Form #1: Lesson Plan Format Lesson plan documents are located on the TaskStream website. Please follow these instructions to access lesson plan documents: Go to Sign in Go to Lessons, Units & Rubrics New Lesson Title: Choose a Format: [Dominican Lesson: Multiple Subject] or [Dominican Lesson: Single Subject] Create New 77

78 CHAPTER 8 Form #1A: Weekly Verification Form: Observation Hours Candidate: Program: School Placement: Week of Observation - Beginning: CONTENT OBSERVATIONS Date Class/Teacher Observed Number of Hours Observed Total Content Hours: ENGLISH LEARNER OBSERVATIONS Date Class/Teacher Observed Number of Hours Observed SPECIAL EDUCATION OBSERVATIONS Total ELD/SDAIE Hours: Date Class/Teacher Observed Number of Hours Observed Total Special Education Hours: Verifying School Official Date Accelerated Candidates are expected to record 8-12 hours each week: 4 hours in your subject field and 2 hours in an ELD/SDAIE setting and 2 hours in a special education classroom. Transitions Candidates are expected to record at least 4-8 hours each week: typically 2 hours in your subject field and 1 hour in an ELD/SDAIE setting and 1 hour a week in a special education classroom. Intern Candidates are expected to record at least 1 hour each week, alternating among content observations, English learners observations, and special education classroom observations. 78

79 CHAPTER 8 Form #2: Supervised Teaching Policy Agreement Enrolling in any one of the supervised teaching courses does not guarantee that a candidate will be allowed to complete the full course of supervised teaching (student teaching or intern teaching) or that he/she will be recommended for a teaching credential. If a candidate s performance in supervised teaching or his/her performance in the non-teaching responsibilities of teachers in the school fails to meet the standards of the program as determined by either the school or the University, the candidate may or may not be withdrawn from supervised teaching at any point during the semester. The department chair may or may not negotiate a new placement in this semester. If a candidate chooses not to accept or complete an arranged supervised teaching placement, the department chair may or may not negotiate a new placement in this semester. Candidate s Signature: Date: Please print your name above 79

80 CHAPTER 8 Form #3: Credential Checklist Student Name: Student ID: Major: Content Area: Address: Home Phone: Cell : Work Phone: Non-DU PRIOR TO ADMISSION TO THE PROGRAM BA/BS degree from a regionally accredited IHE- Certificate of Clearance - Current TB Clearance (valid for 2 years) - PRIOR TO THE END OF THE FIRST SEMESTER Basic Skills Requirement (usually CBEST) - Child and Adolescent Development course - PRIOR TO FIELDWORK (EXCEPT ACCELERATED PRIOR TO STUDENT TEACHING) Subject Matter Requirement (Usually CSET, valid for 5 years) All candidates are required to take all sections of the CSET by the end of the semester in their credential program. The majority of the subtests must be passed prior to placement in a school (or November 1st for a spring placement, or April 1s for a fall placement) prior to EDUC 4/5xxx- Preparation for Supervised Teaching. All subtests must be passed prior to Student Teaching or an Internship. (Scores must be verified through by a Credential Analyst, Program Manager, Faculty or Staff) PRIOR TO YOUR CREDENTIAL RECOMMENDATION RICA scores (multiple subject and education specialist only, valid for 5 years) CPR (Infant, child, and adult CPR approved by the AHA or the ARC) (valid for 2 years) TPA Requirement Form #14 LOA (Leave of Absence: if you do not register for the master core classes after your credential courses are finished, you may take a LOA up to five years) Your anticipated preliminary credential recommendation date Your estimated five year deadline to enroll in master's core classes Intern Support and Supervision Log (144 hours+45 EL if no prior credential with EL) Credential Analyst will verify the following prior to the preliminary credential recommendation: $0 balance on student account Final Dominican transcript Student name, and phone numbers on this checklist must match your profile on the CTC Educator Page. Financial Aid Exit Interview is complete, if applicable Preliminary credential requirements met, verified by: Date: For questions, please contact your Credential Analyst: Carolyn Shaw at or carolyn.shaw@dominican.edu 80

81 CHAPTER 8 Form #4: Administrative Approval for Student Teaching Candidate: Dominican Supervisor: I request the following school(s) and directing teacher(s) for my student teaching placements: PLACEMENT #1 School: Class Title/Grade: Directing Teacher Name: Yes, I have discussed these placements with all school personnel involved [school site administrator and directing teacher]. (Please contact personnel involved if you did not check yes. ) Credential Candidate: Date: I approve this placement School Site Administrator: Date: PLACEMENT #2 School: Class Title/Grade: Directing Teacher Name: Yes, I have discussed these placements with all school personnel involved [school site administrator and directing teacher]. (Please contact personnel involved if you did not check yes. ) Credential Candidate: Date: I approve this placement School Site Administrator: Date: 81

82 CHAPTER 8 Form #4A: Candidate Placement Information Today s Date: Upcoming Semester: Fall Spring School Year: Major Code: Content Area: (if Single Subject) Name (Last, First): Best phone number(s): County of residence during the school year: Primary Language: Other language(s) in which you are fluent: *IMPORTANT PLACEMENT INFORMATION: * *The CCTC requires all teacher preparation programs to place candidates in classrooms where there are both documented English Language Learners ( lower to mid-range of English proficiency ) and students who have an identifiable special need, different from that of the English learner. Please keep in mind that all schools may not have the student population necessary for you to meet this requirement. (Local) Elementary/High School(s) you attended: (Local) School(s) your children attend(ed): (Local) School(s) where you worked/volunteered: (Local) School(s) where any relatives work: Please list previous DOMINICAN related classroom field observation placement(s): Are you willing to accept a placement in the East Bay? Child and Adolescent Yes Development course passed: Please list CSET s passed: No San Francisco? Please share any additional information that you believe may assist us in making your school placement: Credential Analyst Signature: Advisor Signature: Placement: 82

83 CHAPTER 8 Form #5: Directing Teacher Confirmation for Single Subject Student Teacher Placements PART I: CANDIDATE I request the following schedule for my student teaching activities during: Fall (year) Spring (year) Student Teaching Placement #1 School: Directing Teacher Name: Room: Course: Time: Student Teaching Placement #2 School: Directing Teacher Name: Room: Course: Time: I have attached a copy of the school bell schedule so you can see the time schedule for each of these activities. Credential Candidate s Signature Date PART II: DIRECTING TEACHER CONFIRMATION 1. I have discussed the following topics with this candidate: student assessment and grading in my classroom; managing student behavior in my classroom; and additional teaching. 2. I believe that this candidate is fully prepared and ready to assume responsibilities as a teacher candidate in my classroom. 3. I agree to confer at least weekly with this teacher candidate about creating and maintaining an environment for learning, about planning and delivering instruction, and about assessing student learning. 4. I agree to observe this teacher candidate at least weekly and to provide both oral and written feedback at least weekly. Directing Teacher Signature: Date: Directing Teacher Signature: Date: 83

84 CHAPTER 8 Form #6/6A: Observing the Teacher Candidate A. Preparing To Observe -- The Pre-Conference Before you formally observe and collect data, set up a time for a pre-conference with the teacher candidate. At this time, have the teacher candidate share the lesson plan and discuss the objectives of the lesson. 1. Review a copy of the lesson plan for the lesson that you are going to observe. 2. Some questions you might want to ask at a pre-conference: a. What is the learning outcome or objective of the lesson? What academic content standard does this lesson address? b. How do you plan to engage the students? c. Are you worried about any aspect of the plan? d. Is there anything in particular you would like me to observe (i.e., how you give directions, who you call on in the class, if you are using higher-order questions, etc.)? B. Observing the Lesson As you observe the teacher candidate and take notes on his/her actions on the Dominican Classroom Observation Form, also keep in mind the Teaching Performance Expectations (TPEs). 1. Note which of the TPEs that you have observed during this classroom observation. You may indicate the parts of each TPE you observed by checking the box in front of the descriptor. 2. It is not expected that you will observe every TPE in each lesson you observe. Over the course of your observations, however, you will need to see a demonstration of each TPE. 3. All candidates must demonstrate satisfactory performance on all TPEs, including using ELD/SDAIE strategies for English learners. 4. The observation form is available from university supervisors; electronic copies may be found at C. Conferring and Giving Feedback -- The Post-Conference After supervising a specific lesson, you should meet with the teacher candidate to share the data and/or discuss the outcome of the lesson. This is an important opportunity for real learning and reflection on the part of the Teacher Candidate if the conference is well planned and includes probing questions. 1. Some questions you might want to ask at a post-conference: a. How did your expectations for the lesson compare to the reality? b. How did the students respond? c. Were they learning? How did you know? d. What will you do differently or keep the same? e. I noticed. Can you explain what you were thinking when that happened? f. What progress have you made on the focus of your action plan? 2. If by mid-semester, you have not yet observed evidence of one or more TPEs, you may wish to: a. Talk about that TPE with the teacher candidate. b. Check with the directing teacher/support provider/university supervisor to see if he/she has observed evidence of performance of this TPE. Add it to your teacher candidate s action plan for the time remaining. 84

85 CHAPTER 8 Form #6: Classroom Observation Form for Multiple and Single Subjects Instructor: Observation #: Date: # Students: Subject: Placement: Subject: Unit of Study: Grade Level/Period: Observer: Time: Standards Based Lesson Plan Available: Yes No A: Making Subject Matter Comprehensive to Students TPE 1: Specific pedagogical skills for subject matter instruction Demonstrates the ability to teach the academic content standards Delivers a comprehensive program of systematic instruction Uses a variety of instructional strategies that correlate to subject matter taught B: Assessing Student Learning TPE 2: Monitoring student learning during instruction Uses multiple measures for progress monitoring Purposefully collects ongoing evidence of individual and whole class learning Uses differentiated assessment options to address common misconceptions and identified misunderstandings. TPE 3: Interpretation and use of assessments Selects a variety of appropriate informal and formal assessments to plan and modify instruction Teaches students how to use self-assessment strategies Accurately interprets assessment data and can clearly explain results to students and families C: Engaging and Supporting Students in Learning TPE 4: Making content accessible Explains content clearly and uses a specific and varied instructional strategies and materials according to purpose Provides opportunities and time for students to practice and apply what they have learned to real-world applications Provides access to content and balances instruction by adjusting lesson designs relative to students current level of achievement TPE 5: Student engagement Ensures active and equitable participation of all students Motivates students to increase the intellectual quality of their thinking by asking stimulating questions and challenging student ideas Teaches students to respond to and frame meaningful questions TPE 6: Developmentally appropriate teaching practices Uses principles of child and adolescent development as appropriate in K-3, 4-8, 9-12 for all students 85 Education Specialist

86 CHAPTER 8 Provides appropriate social, emotional, behavioral, and academic teaching practices Adapts plans for students with special needs and abilities TPE 7: Teaching English learners Applies pedagogical theories, principles, and instructional practices for comprehensive instruction of English learners Implements a systematic instructional program that facilitates and extends English and academic language development Provides differentiated instruction based on appropriate and comprehensive assessment information D: Planning Instruction and Designing Learning Experiences for Students TPE 8: Learning about students Applies principles of child and adolescent development to understand students Demonstrates knowledge about students community contexts and socio-economic, culture and language backgrounds Interacts with students to learn about their abilities, interests, ideas and aspirations Adapts instruction based on assessment data, observation, reflection, and consultation TPE 9: Instructional Planning Strategically plans instruction that ensures that students meet or exceed the standards Establishes clear long and short term goals for learning based on current levels of achievement Sequences and adapts instruction based on students needs and developmental levels Uses varied teaching methods to help students meet or exceed grade level expectations Plans appropriate assessments to monitor and evaluate student learning Plans for and manages the appropriate use of support personnel E: Creating and Maintaining Effective Environments for Student Learning TPE 10: Instructional Time Uses routines and procedures to maximize instructional time Manages transitions efficiently Paces lessons within the confines of instructional time and adjusts to optimize learning and outcomes TPE 11: Social Environment Establishes and maintains a positive classroom management system and a safe environment for learning Establishes a culturally responsive community that promotes student effort and engagement by emphasizing collaborative activities and joint problem solving Uses positive discipline strategies to redirect student misbehavior F: Developing as a Professional Educator TPE 12: Demonstrates professional obligations Demonstrates ethical and professional responsibilities according to state and federal laws Recognizes and resists acts of intolerance Communicates and meets regularly with university supervisor and directing teacher Collaborates with colleagues and parents Participates as a school community member TPE 13: Professional growth Evaluates own teaching practices and subject matter knowledge Reflects on and incorporates feedback to improve teaching practice and student learning Commendations: 86 Recommendations: Questions:

87 CHAPTER 8 G: Incorporation of 21st Century Skills Use of Instructional Tools* (e.g., PowerPoint, YouTube, Interactive White Boards, Student Response Systems, Websites, Blogs, Prezi) Selects and adapts instructional tools to address students varying learning styles and abilities Uses instructional tools to engage students Reflects on the use of instructional tools Collaboration Plans for and encourages student collaboration (e.g., pairs, small groups, whole group) Models collaboration (e.g., group discussions, team teaching, reciprocal teaching) Reflects on the use and implementation of collaboration Communication Plans for and encourages opportunities for students to develop oral and written communication and interpersonal skills Models communication Reflects on the use and implementation of communication skills Creativity Plans for and encourages student creativity (e.g., flexible thinking, choice, imagination) Models creativity and creative thinking Reflects on the use and implementation of creativity Critical Thinking (e.g., project/problem based learning, open-ended questions, authentic assessment, higher level thinking) Plans for and encourages critical thinking Models critical thinking Reflects on the use and implementation of critical thinking *not included in final evaluation of student teacher Weekly Goals(s): Commendations: Recommendations: Questions: Instructor Date 87

88 CHAPTER 8 Form #6A: Classroom Observation Form for Education Specialists Instructor: Observation #: Date: # Students: Subject: Placement: Subject: Unit of Study: Grade Level/Period: Observer: Time: Standards Based Lesson Plan Available: Yes No Education Specialist A: Making Subject Matter Comprehensive to Students TPE 1: Specific pedagogical skills for subject matter instruction Demonstrates understanding and ability to teach the state-adopted core academic content standards and how to adapt and teach using evidenced-based instruction based on the student s IEP. Demonstrates knowledge of skill development and the effect on learning and behavior. Designs and implements differentiated instruction including accommodations and modifications for assessment and instruction as described in the IEP. Models and assists students to integrate technology and media as integral instructional tools. B: Assessing Student Learning TPE 2: Monitoring student learning during instruction Determines student progress toward achieving the state-adopted core academic content standards based on the student s IEP, using data collection systems and multiple measures. Uses ongoing multiple and differentiated assessment options and utilizes assessment results for instructional adjustment. Monitors student progress towards IEP goals (academic/behavior). TPE 3: Interpretation and use of assessments Uses and interprets a variety of formal and informal assessments. Explains assessment results to students and their families, including those with cultural, ethnic, gender, behavioral, or linguistic differences. Interprets and uses assessments to determine services and appropriate instruction. C: Engaging and Supporting Students in Learning TPE 4: Making content accessible Develops and implements IEP goals aligned with state content standards. Prioritizes and sequences specific skills and strategies based on present levels of performance. Uses various strategies including principles of UDL to facilitate student learning. TPE 5: Student engagement Communicates instructional objectives to students. Uses differentiated methods (including UDL) to ensure active and equitable participation of all students. 88

89 CHAPTER 8 Uses individual and culturally relevant strategies that foster student independence, selfdetermination, and self-advocacy. Provides opportunities for real-world applications and critical thinking TPE 6: Developmentally and age appropriate teaching practices: Supports students with social, emotional and mental health issues including accessing related services and supports. Implements professional practices for students from pre-formal through adult transition. Designs and implements developmentally appropriate instructional activities, with accommodations. Sets student expectations based on typical and atypical development. Develops and implements appropriate behavior support plans. TPE 6A: Developmentally and age appropriate teaching practices: Pre-K Grade 3 Develops plans and implements structured activities that support school-related academic, attention and self-regulation skills. Models and teaches norms of social interaction. TPE 6B: Developmentally and age appropriate teaching practices: Grades 4-8 Designs learning activities that support more challenging state academic standards. Supports students developing social and executive functioning skills. TPE 6C: Developmentally and age appropriate teaching practices: High School Adult Transition Designs learning activities that develop advanced thinking and self-determination/selfadvocacy skills. Collaborates with students and families to develop ITPs including goals for independent living, college and careers. TPE 7: Teaching English learners Applies theories, principles, and systematic instructional strategies for comprehensive instruction of English learners, including students who are non-verbal. Implements instructional programs based on assessment information that facilitates English Language development. Selects instructional materials and strategies designed to extend students oral and written English language development. Develops linguistically appropriate IEP and transition goals. D: Planning Instruction and Designing Learning Experiences for Students TPE 8: Learning about students Uses principles of typical and atypical child and adolescent development in planning. Uses formal and informal measures to learn about students needs and abilities. Uses various sources of information about students, including family and community contexts, to plan individualized instruction. TPE 9: Instructional planning Strategically plans instruction to ensure students meet or exceed the standards. Establishes clear long and short term goals for learning based on current levels of achievement. Sequences and adapts instruction based on students needs and developmental levels. Uses varied teaching methods to help students meet or exceed grade level expectations. 89

90 CHAPTER 8 Plans appropriate assessments to monitor and evaluate student learning. Plans for and manages the appropriate use of support personnel. E: Creating and Maintaining Effective Environments for Student Learning TPE 10: Instructional Time Allocates instructional time in relation to academic content standards. Establishes procedures/routines/transitions to maximize instructional time. Incorporates instructional and assistive technology for the purpose of optimizing learning opportunities and outcomes. TPE 11: Social Environment Uses effective strategies for promoting positive behaviors and social skills for building constructive relationships between all students. Establishes and maintains a positive classroom management system and a safe environment for learning. Establishes a culturally responsive community that promotes student effort and engagement by emphasizing collaborative activities and joint problem solving. Creates and implements a classroom management plan that is fair and transparent to students and aligned with IEPs. F: Developing as a Professional TPE 12: Demonstrates professional obligations Demonstrates and honors ethical and professional obligations according to state and federal laws. Demonstrates awareness of legal and ethical obligations relating to confidentiality. Recognizes and resists acts of intolerance. Communicates and meets regularly with directing teacher and university supervisor. Collaborates with colleagues and families. Demonstrates appropriate uses of digital content and social media. TPE 13: Professional growth Analyzes teaching practices and reflects on and incorporates feedback to improve instruction and student learning. Participates and collaborates in the larger educational community. G: Incorporation of 21st Century Skills Use of Instructional Tools* (e.g., PowerPoint, YouTube, Interactive White Boards, Student Response Systems, Websites, Blogs, Prezi) Selects and adapts instructional tools to address students varying learning styles and abilities Uses instructional tools to engage students Reflects on the use of instructional tools Collaboration Plans for and encourages student collaboration (e.g., pairs, small groups, whole group) Models collaboration (e.g., group discussions, team teaching, reciprocal teaching) Commendations: Commendations: Recommendations: Questions: Recommendations: 90

91 CHAPTER 8 Reflects on the use and implementation of collaboration Communication Plans for and encourages opportunities for students to develop oral and written communication and interpersonal skills Models communication Reflects on the use and implementation of communication skills Creativity Plans for and encourages student creativity (e.g., flexible thinking, choice, imagination) Models creativity and creative thinking Reflects on the use and implementation of creativity Critical Thinking (e.g., project/problem based learning, open-ended questions, authentic assessment, higher level thinking) Plans for and encourages critical thinking Models critical thinking Reflects on the use and implementation of critical thinking *not included in final evaluation of student teacher Questions: Weekly Goals(s): Instructor Date 91

92 CHAPTER 8 Form #6B: Directing Teacher/Student Teacher Conference Log Directing Teacher: Month/Year: Topics discussed at weekly Conferences: (Please check all topics/ activities that apply) Candidate: School: Week 1 Week 2 Week 3 Week 4 Conference Dates Classroom Management (TPE 2, 5, 9. 10, 11) Lesson Planning (TPE 4, 7, 8, 9) Content Standards/Planning (TPE 1, 7, 9) Gathering Resources (TPE 1, 9) Student Assessment (TPE 2, 3, 7) Instructional Strategies (TPE 1, 4, 5, 6, 7, 9, 10) Collaboration (with administrator, colleagues, and/or families) (TPE 2, 3, 12, 13) Learning about Students (TPE 2, 6, 8) Student Work Analysis (TPE 3) Professional Growth/Obligations (TPE 12, 13) Other: (Please describe) 92

93 CHAPTER 8 Form #6C: Auxiliary Assignment Weekly Form (Single Subject Only) You will complete an auxiliary teaching placement during the student teaching semester along with your two periods of student teaching. This auxiliary assignment provides you with an opportunity to get involved in another aspect of school life: i.e. yearbook, school newspaper, drama, clubs, ELD classes, tutoring, counseling, coaching etc. (You may think about this as an opportunity to add experience and expertise to your repertoire.) This assignment must have these characteristics: It is student-centered; It is a situation in which you assist an experienced teacher or school staff member as he/she works with small or large groups of students; It involves at least five hours per week throughout the student teaching semester; It may occur during the school day or after school, but its timing may not interfere with your Dominican obligations. You will submit this form to the teacher or staff member in charge to track your hours and participation in the auxiliary assignment. Your University Supervisor will also review this form and this week s activity. If there is no participation this week, describe why and how you will make up the required hours. Completed forms will be submitted to your seminar leader every week in class, 13 minimum. Student Name (print): Dates/Times met this week: In just a few sentences, please describe the activities the student teacher participated in this week. Student Signature: Auxiliary Signature: Supervisor Signature: 93

94 CHAPTER 8 Form #6D: Observation Form For Early Childhood Special Educators Student Teacher: Date: Setting: Home, Center Based, Inclusive Setting Directing Teacher: Number and ages of Children: Focus of Intervention: Supervisor: Time: A: Making Subject Matter Comprehensive to Students TPE 1: Specific pedagogical skills for subject matter instruction Demonstrates comprehensive knowledge of developmental and learning characteristics of young children with disabilities Implements evidence-based practices in activities to support language, cognition, socialemotional development, and emergent literacy for all children, including English language learners B: Assessing Student Learning TPE 2: Monitoring student learning during instruction Uses ongoing multiple and differentiated assessment options and utilizes assessment results for adjustments to interventions TPE 3: Interpretation and use of assessments Demonstrates skill in choosing authentic assessments based on appropriateness for culture, language, and the child s specific disability Demonstrates skill in usage and interpretation of a variety of formal and informal assessments Interprets and uses assessments to design and deliver appropriate interventions C: Engaging and Supporting Students in Learning TPE 4: Making content accessible Prioritizes and sequences specific skills and strategies based on developmental levels and appropriateness for disability TPE 5: Student engagement Uses individual and culturally relevant strategies that foster development in language, cognition, social-emotional development, and emergent literacy Uses developmentally appropriate materials and strategies to foster learning across domains TPE 6: Developmentally and age appropriate teaching practices: Demonstrates skill ensuring interventions and instructional environments are appropriate to child s age, developmental differences, and disability-specific needs and that reflect family concerns and priorities Implements evidence-based practices in activities to support language, cognition, socialemotional development, and emergent literacy for all children, including English language learners Utilizes a broad repertoire of developmentally appropriate strategies, adaptations, and assistive technologies TPE 7: Teaching English learners Implements interventions based on assessment information that facilitates English Language development 94

95 CHAPTER 8 Assists families with embedding educational activities into daily life that promote first language development Develops linguistically appropriate IFSP goals D: Planning Instruction and Designing Learning Experiences for Students TPE 8: Learning about students Demonstrates knowledge of developmental and learning characteristics of young children with disabilities Uses formal and informal measures to learn about students needs and abilities Uses various sources of information about students, including family members, interdisciplinary team members, and community contexts to plan individualized interventions TPE 9: Instructional planning Demonstrates skill in designing and implementing evidence-based intervention and instructional strategies that address a variety of learning needs Demonstrates skill in designing and implementing evidence-based intervention and instructional strategies that are developmentally, culturally, and individually appropriate Demonstrates skill in designing and implementing evidence-based intervention and instructional strategies that reflect family concerns and priorities Establishes clear long and short term goals for learning based on current levels of achievement and development to minimize the effects of the child s disability and maximize child s learning potential and family outcomes E: Creating and Maintaining Effective Environments for Student Learning TPE 10: Instructional Time Implements routine based interventions Assists families with embedding educational activities into daily life Implements developmentally appropriate activities based on child s attention span TPE 11: Social Environment Establishes a culturally responsive community that promotes child development and learning through collaborative activities with other children and families Demonstrates skill working with children individually and in small and whole group settings F: Developing as a Professional TPE 12: Demonstrates professional obligations Assists families in learning about their legal rights, advocating for their child, and accessing local resources and support systems Collaborates with members of the interdisciplinary team, including specialists and families Demonstrates and honors ethical and professional obligations according to state and federal laws Demonstrates awareness of legal and ethical obligations relating to confidentiality Demonstrates appropriate uses of digital content and social media TPE 13: Professional growth Analyzes teaching practices and reflects on and incorporates feedback to improve instruction and child learning and development Analyzes collaborative practices and reflects on and incorporates feedback Participates and collaborates in the larger educational community 95

96 CHAPTER 8 G: Incorporation of 21st Century Skills Use of Instructional Tools* (e.g., PowerPoint, YouTube, Interactive White Boards, Student Response Systems, Websites, Blogs, Prezi) Selects and adapts instructional tools to address students varying learning styles and abilities Uses instructional tools to engage students Reflects on the use of instructional tools Collaboration Plans for and encourages student collaboration (e.g., pairs, small groups, whole group) Models collaboration (e.g., group discussions, team teaching, reciprocal teaching) Reflects on the use and implementation of collaboration Communication Plans for and encourages opportunities for students to develop oral and written communication and interpersonal skills Models communication Reflects on the use and implementation of communication skills Creativity Plans for and encourages student creativity (e.g., flexible thinking, choice, imagination) Models creativity and creative thinking Reflects on the use and implementation of creativity Critical Thinking (e.g., project/problem based learning, open-ended questions, authentic assessment, higher level thinking) Plans for and encourages critical thinking Models critical thinking Reflects on the use and implementation of critical thinking *not included in final evaluation of student teacher Weekly Goals(s): Commendations: Recommendations: Questions: Instructor Date 96

97 CHAPTER 8 Form #7: Progress Conference with Teacher Candidate The Purpose of Progress Conferences Three-way conferences (among university supervisor/resident supervisor, student teacher/intern and directing teacher/support provider) provide feedback on classroom performance and support for candidates in supervised teaching. They provide opportunities for sharing perspectives on the candidate s teaching, for strengthening the feedback and support given to the candidate, and for providing direction for the next steps in improving teaching. Arranging the Conference 1. For single subject and education specialist/secondary student teachers a. At the 5th week of student teaching, the university supervisor will set a progress conference time for each student teacher and directing teacher (one conference with directing teacher #1, student teacher and university supervisor, and a second conference with directing teacher #2, student teacher and university supervisor). b. At the 10th week of student teaching, the university supervisor will set a time to meet with each student teacher. Directing teachers may be invited to participate as well. 2. For multiple subject and education specialist/elementary student teachers a. At mid-point in each teaching assignment, the university supervisor or resident supervisor will set a progress conference time to meet with each student teacher and directing teacher. 3. For interns a. In the first semester, interns participate in mid-semester conferences according to his/her program. b. At the end of each semester, except the final semester, the university supervisor will set a progress conference time to meet with each intern and support provider. Preparing for the Conference Before the conference, each participant (student teacher/intern, directing teacher/support provider, and university supervisor) may find it helpful to use the following resources: Form #7.1 (note taking guide) and the Continuum for the Teaching Performance Expectations Rubric. During the Conference During the conference, each participant shares with others information from his/her prepared notes. The conference may proceed in this order: 1. Step #1: Participants first review the candidate s strengths and areas for growth. If this is not the first conference, they will also review the Results and Next Steps sections of the last action plan. 2. Step #2: Together the three craft the action plan the plan and the teach sections. The implementation plan section may include such things as additional experiences, more 97

98 CHAPTER 8 practice, and/or additional observations. The university supervisor will record this conversation on a blank copy of the action plan. All three will sign this form. 3. Step #3: The Results and Next Steps sections of this action plan will be completed before the next conference. At the End of the Conference 1. For single subject and education specialist/secondary student teachers a. At the end of the 5th week conference, one copy of Form #7 is signed and submitted to the department chair. Copies of this form may be given to the student teacher, directing teacher and university supervisor as well. b. At the end of the 10th week conference, one copy of Form #7 is signed and submitted to the department chair. Copies of this form may be given to the student teacher, directing teacher and university supervisor as well. 2. For multiple subject and education specialist/elementary student teachers a. At the end of each mid-point conference, one copy of Form #7 is signed and submitted to the department chair. Copies of this form may be given to the student teacher, directing teacher and university supervisor as well. 3. For interns a. At the end of the first, second, and third semester (of a four semester program), one copy of Form #7.2 is signed and submitted to the department chair. Copies of this form may be given to intern, support provider, and university supervisor as well. 4. For any candidate with unsatisfactory domains a. An Intervention Action Plan (Form #7.3) must be developed immediately for each candidate who has one or more TPEs or TPE domain assessed as unsatisfactory. 98

99 CHAPTER 8 Form #7.1: Note Taking Guide for Progress Conference with Teacher Candidate Student Teacher/Intern: Print Name: Signature: Date: Directing Teacher/Support Provider: Print Name: Signature: Date: University Supervisor: Print Name: Signature: Date: DOMAIN A: Making Subject Matter Comprehensible Strengths: DOMAIN B: Assessing Student Learning Strengths: Areas for Growth: Areas for Growth: DOMAIN C: Engaging and Supporting Students Strengths: DOMAIN D: Planning Instruction Strengths: Areas for Growth: Areas for Growth: 99

100 CHAPTER 8 DOMAIN E: Creating/Maintaining Environments Strengths: DOMAIN F: Developing as a Professional Educator Strengths: Areas for Growth: Areas for Growth: Unsatisfactory Domains (or TPEs) (please complete 7.3) 100

101 PLAN CHAPTER 8 Form #7.2: Action Plan (As Needed Through Consultation with the Program Chair) Student Teacher/Intern: Directing Teacher/Support Provider: University Supervisor: TPE Domain: Print Name: Signature: Date: Print Name: Signature: Date: Print Name: Signature: Date: Element: Proposed Action: Expected Student Outcomes: 101

102 PLAN/TEACH REFLECT APPLY CHAPTER 8 Implementation Plan: Results of My Action: Next Steps Based on Evidence: 102

103 CHAPTER 8 Form #7.3: Intervention Action Plan (As Needed Through Consultation with the Program Chair) A candidate with unsatisfactory TPEs or TPE domains, on form #7.1 will automatically be placed on an Intervention Action Plan. In addition candidates with profession performance concern will also be placed on an IAP. The purpose of this plan is to identify areas of concern, create specific goals and a timeline for improvement, and report on progress. The following Intervention Action Plan is effective as of. This plan is for use with a candidate who requires additional support and will be reviewed by the program director/chair, the university supervisor/resident supervisor, directing teacher/support provider, and the candidate in weeks to determine the amount of progress that is being made. Student Teacher/Intern: Directing Teacher/Support Provider: University Supervisor: Print Name: Signature: Date: Print Name: Signature: Date: Print Name: Signature: Date: 1. Areas of Concern (specify TPEs or TPE Domains): 2. Specific goals and timeline for improvement. (To be reviewed in weeks on.) Goals: Date: 3. Improvement Progress and Person Responsible Person Responsible: Progress: cc. University Supervisor, Directing Teacher/Support Provider 103

104 CHAPTER 8 Form #9: Evaluation of Single Subject Candidate Performance Candidate: Grade Level: School: Date: Evaluator's Signature Candidate s Signature Use the following descriptors to describe the teacher candidate's level of performance: 4. Clear, consistent, and convincing evidence of the TPE. 3. Clear evidence of the TPE. 2. Partial evidence of the TPE. 1. Little or no evidence of the TPE. Passing means at least 80% of the ratings in each of the 6 domains are 3s or 4s. TEACHING PERFORMANCE EXPECTATIONS (Use check marks for performance level) DOMAIN A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction 1.1 Demonstrates the ability to teach the academic content standards 1.2 Delivers a comprehensive program of systematic instruction 1.3 Uses a variety of instructional strategies that correlate to subject matter taught DOMAIN B. ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction 2.1 Uses multiple measures for progress monitoring 2.2 Purposefully collects ongoing evidence of individual and whole class learning Uses differentiated assessment options to address common misconceptions and 2.3 identified misunderstandings TPE 3: Interpretation and Use of Assessments Selects a variety of appropriate informal and formal assessments to plan and modify 3.1 instruction 3.2 Teaches students how to use self-assessment strategies Accurately interprets assessment data and can clearly explain results to students and 3.3 families DOMAIN C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible Explains content clearly and uses a specific and varied instructional strategies and 4.1 materials according to purpose Provides opportunities and time for students to practice and apply what they have 4.2 learned to real-world applications Provides access to content and balances instruction by adjusting lesson designs 4.3 relative to students current level of achievement TPE 5: Student Engagement Performance Level

105 CHAPTER Ensures active and equitable participation of all students 5.2 Motivates students to increase the intellectual quality of their thinking by asking stimulating questions and challenging student ideas 5.3 Teaches students to respond to and frame meaningful questions TPE 6: Developmentally Appropriate Teaching Practices 6.1 Uses principles of child and adolescent development as appropriate in K-3, 4-8, 9-12 for all students 6.2 Provides appropriate social, emotional, behavioral, and academic teaching practices 6.3 Adapts plans for students with special needs and abilities TPE 7: Teaching English Learners 7.1 Applies pedagogical theories, principles, and instructional practices for comprehensive instruction of English learners 7.2 Implements a systematic instructional program that facilitates and extends English 7.3 and academic language development Provides differentiated instruction based on appropriate and comprehensive assessment information DOMAIN D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students 8.1 Applies principles of child and adolescent development to understand students 8.2 Demonstrates knowledge about students community contexts and socio-economic, culture and language backgrounds 8.3 Interacts with students to learn about their abilities, interests, ideas and aspirations 8.4 Adapts instruction based on assessment data, observation, reflection, and consultation TPE 9: Instructional Planning 9.1 Strategically plans instruction that ensures that students meet or exceed the standards 9.2 Establishes clear long and short term goals for learning based on current levels of achievement 9.3 Sequences and adapts instruction based on students needs and developmental levels 9.4 Uses varied teaching methods to help students meet or exceed grade level expectations 9.5 Plans appropriate assessments to monitor and evaluate student learning 9.6 Plans for and manages the appropriate use of support personnel DOMAIN E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time 10.1 Uses routines and procedures to maximize instructional time 10.2 Manages transitions efficiently 10.3 Paces lessons within the confines of instructional time and adjusts to optimize learning and outcomes TPE 11: Social Environment 11.1 Establishes and maintains a positive classroom management system and a safe environment for learning 105

106 CHAPTER 8 Establishes a culturally responsive community that promotes student effort and 11.2 engagement by emphasizing collaborative activities and joint problem solving 11.3 Uses positive discipline strategies to redirect student misbehavior DOMAIN F. DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Demonstrates professional obligations Demonstrates ethical and professional responsibilities according to state and federal 12.1 laws 12.2 Recognizes and resists acts of intolerance 12.3 Communicates and meets regularly with university supervisor and directing teacher 12.4 Collaborates with colleagues and parents 12.5 Participates as a school community member TPE 13: Professional Growth 13.1 Evaluates own teaching practices and subject matter knowledge 13.2 Reflects on and incorporates feedback to improve teaching practice and student learning G: Incorporation of 21st Century Skills Use of Instructional Tools*(e.g., PowerPoint, YouTube, Interactive White Boards, Student Response Systems, Websites, Blogs, Prezi) Selects and adapts instructional tools to address students varying learning styles and abilities Uses instructional tools to engage students Reflects on the use of instructional tools Collaboration Plans for and encourages student collaboration (e.g., pairs, small groups, whole group) Models collaboration (e.g., group discussions, team teaching, reciprocal teaching) Reflects on the use and implementation of collaboration Communication Plans for and encourages opportunities for students to develop oral and written communication and interpersonal skills Models communication Reflects on the use and implementation of communication skills Creativity Plans for and encourages student creativity (e.g., flexible thinking, choice, imagination) Models creativity and creative thinking Reflects on the use and implementation of creativity Critical Thinking (e.g., project/problem based learning, open-ended questions, authentic assessment, higher level thinking) Plans for and encourages critical thinking Models critical thinking Reflects on the use and implementation of critical thinking *not included in final evaluation of student teacher Comments: Please attach any additional comments you wish to make. 106

107 CHAPTER 8 Form #9A: Evaluation of Education Specialist/Single Subject Candidate Performance Candidate: School: Evaluator: Single Subject(s): Assignment: Date: Evaluator s Signature Candidate s Signature Use the following descriptors to describe the teacher candidate's level of performance: 4. Clear, consistent, and convincing evidence of the TPE. 3. Clear evidence of the TPE. 2. Partial evidence of the TPE. 1. Little or no evidence of the TPE. Passing means at least 80% of the ratings in each of the 6 domains are 3s or 4s. TEACHING PERFORMANCE EXPECTATIONS Use the check mark for performance level DOMAIN A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1B: Subject Specific Pedagogical Skills for Education Specialist Single Subject Teaching Assignments Understands the state-adopted core academic content standards and how to 1B.1 adapt the standards based on the student s IEP. Demonstrates knowledge of disabilities and their effect on learning and 1B.2 behavior Designs and implements accommodations and adaptations for assessment 1B.3 and instruction as described in the IEP DOMAIN B. ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction Determines student progress toward achieving the state-adopted academic 2.1 content standards based on the student s IEP 2.2 Supports students' learning during instruction. TPE 3: Interpretation and Use of Assessments 3.1 Understands and uses a variety of formal and informal assessments. 3.2 Interprets and explains assessment results to all students, including students with cultural, ethnic, gender, behavioral, or linguistic differences, and their families Performance Level

108 CHAPTER 8 DOMAIN C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible 4.1 Develops and implements IEP goals aligned with state content standards 4.2 Prioritizes and sequences essential skills and strategies. 4.3 Uses various strategies to facilitate student learning. TPE 5: Student Engagement 5.1 Communicates instructional objectives to students 5.2 Ensures active and equitable participation of all students. 5.3 Monitors student progress toward academic, behavioral, and IEP goals 5.4 Uses strategies that foster student independence, self-determination, and self-advocacy TPE 6: Developmentally Appropriate Teaching Practices, Grades Understands important concepts about learners. 6.2 Designs developmentally appropriate instructional activities. 6.3 Provides appropriate educational experiences. 6.4 Sets student expectations based on typical and atypical development 6.5 Develops and implements appropriate behavior support plans TPE 7: Teaching English Learners Understands theories, principles, and instructional practices for English Language development Implements instructional programs, based on appropriate assessment information, that facilitates English Language development Applies theories, principles, and systematic instructional strategies for comprehensive instruction of English learners. DOMAIN D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students 8.1 Uses principles of child and adolescent development in planning. 8.2 Uses formal and informal measures to learn about students' needs and abilities 8.3 Uses information about students to plan specialized instruction. TPE 9: Instructional Planning 9.1 Establishes long term and short term goals for students. 9.2 Connects academic content to the students. 9.3 Selects and adapts strategies/activities/materials. 9.4 Uses support personnel to help students reach instructional goals. DOMAIN E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time 10.1 Allocates instructional time Establishes procedures/routines to maximize instructional time Coordinates and communicates effectively with school personnel. TPE 11: Social Environment 108

109 CHAPTER Uses strategies for building constructive relationships between all students 11.2 Establishes and maintains a positive environment for learning 11.3 Engages in behaviors that support a positive environment. DOMAIN F. DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations 12.1 Demonstrates professional obligations Carries out legal obligations Demonstrates ethical behavior. TPE 13: Professional Growth 13.1 Evaluates teaching practice Improves teaching practice Reflects on feedback. G: Incorporation of 21st Century Skills Use of Instructional Tools*(e.g., PowerPoint, YouTube, Interactive White Boards, Student Response Systems, Websites, Blogs, Prezi) Selects and adapts instructional tools to address students varying learning styles and abilities Uses instructional tools to engage students Reflects on the use of instructional tools Collaboration Plans for and encourages student collaboration (e.g., pairs, small groups, whole group) Models collaboration (e.g., group discussions, team teaching, reciprocal teaching) Reflects on the use and implementation of collaboration Communication Plans for and encourages opportunities for students to develop oral and written communication and interpersonal skills Models communication Reflects on the use and implementation of communication skills Creativity Plans for and encourages student creativity (e.g., flexible thinking, choice, imagination) Models creativity and creative thinking Reflects on the use and implementation of creativity Critical Thinking (e.g., project/problem based learning, open-ended questions, authentic assessment, higher level thinking) Plans for and encourages critical thinking Models critical thinking Reflects on the use and implementation of critical thinking *not included in final evaluation of student teacher Comments: Please attach any additional comments you wish to make. 109

110 CHAPTER 8 Form #10: Evaluation of Multiple Subject Candidate Performance Candidate: Grade Level: School: Date: Evaluator s Signature Candidate s Signature Use the following descriptors to describe the teacher candidate's level of performance: 4. Clear, consistent, and convincing evidence of the TPE. 3. Clear evidence of the TPE. 2. Partial evidence of the TPE. 1. Little or no evidence of the TPE. Passing means at least 80% of the ratings in each of the 6 domains are 3s or 4s. TEACHING PERFORMANCE EXPECTATIONS Use the check marks for performance level DOMAIN A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction 1.1 Demonstrates the ability to teach the academic content standards 1.2 Delivers a comprehensive program of systematic instruction 1.3 Uses a variety of instructional strategies that correlate to subject matter taught DOMAIN B. ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction 2.1 Uses multiple measures for progress monitoring 2.2 Purposefully collects ongoing evidence of individual and whole class learning 2.3 Uses differentiated assessment options to address common misconceptions and identified misunderstandings TPE 3: Interpretation and Use of Assessments 3.1 Selects a variety of appropriate informal and formal assessments to plan and modify instruction 3.2 Teaches students how to use self-assessment strategies Accurately interprets assessment data and can clearly explain results to 3.3 students and families DOMAIN C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible Explains content clearly and uses a specific and varied instructional 4.1 strategies and materials according to purpose Performance Level

111 CHAPTER Provides opportunities and time for students to practice and apply what they have learned to real-world applications 4.3 Provides access to content and balances instruction by adjusting lesson designs relative to students current level of achievement TPE 5: Student Engagement 5.1 Ensures active and equitable participation of all students 5.2 Motivates students to increase the intellectual quality of their thinking by asking stimulating questions and challenging student ideas 5.3 Teaches students to respond to and frame meaningful questions TPE 6: Developmentally Appropriate Teaching Practices 6.1 Uses principles of child and adolescent development as appropriate in K-3, 4-8, 9-12 for all students 6.2 Provides appropriate social, emotional, behavioral, and academic teaching practices 6.3 Adapts plans for students with special needs and abilities TPE 7: Teaching English Learners 7.1 Applies pedagogical theories, principles, and instructional practices for comprehensive instruction of English learners 7.2 Implements a systematic instructional program that facilitates and extends English and academic language development 7.3 Provides differentiated instruction based on appropriate and comprehensive assessment information DOMAIN D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students 8.1 Applies principles of child and adolescent development to understand students 8.2 Demonstrates knowledge about students community contexts and socioeconomic, culture and language backgrounds 8.3 Interacts with students to learn about their abilities, interests, ideas and aspirations 8.4 Adapts instruction based on assessment data, observation, reflection, and consultation TPE 9: Instructional Planning 9.1 Strategically plans instruction that ensures that students meet or exceed the standards 9.2 Establishes clear long and short term goals for learning based on current levels of achievement 9.3 Sequences and adapts instruction based on students needs and developmental levels 9.4 Uses varied teaching methods to help students meet or exceed grade level expectations 9.5 Plans appropriate assessments to monitor and evaluate student learning 111

112 CHAPTER Plans for and manages the appropriate use of support personnel DOMAIN E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time 10.1 Uses routines and procedures to maximize instructional time 10.2 Manages transitions efficiently Paces lessons within the confines of instructional time and adjusts to 10.3 optimize learning and outcomes TPE 11: Social Environment Establishes and maintains a positive classroom management system and a safe environment for learning Establishes a culturally responsive community that promotes student effort and engagement by emphasizing collaborative activities and joint problem solving 11.3 Uses positive discipline strategies to redirect student misbehavior DOMAIN F. DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Demonstrates professional obligations Demonstrates ethical and professional responsibilities according to state and 12.1 federal laws 12.2 Recognizes and resists acts of intolerance 12.3 Communicates and meets regularly with university supervisor and directing teacher 12.4 Collaborates with colleagues and parents 12.5 Participates as a school community member TPE 13: Professional Growth 13.1 Evaluates own teaching practices and subject matter knowledge 13.2 Reflects on and incorporates feedback to improve teaching practice and student learning G: Incorporation of 21st Century Skills Use of Instructional Tools*(e.g., PowerPoint, YouTube, Interactive White Boards, Student Response Systems, Websites, Blogs, Prezi) Selects and adapts instructional tools to address students varying learning styles and abilities Uses instructional tools to engage students Reflects on the use of instructional tools Collaboration Plans for and encourages student collaboration (e.g., pairs, small groups, whole group) Models collaboration (e.g., group discussions, team teaching, reciprocal teaching) Reflects on the use and implementation of collaboration Communication Plans for and encourages opportunities for students to develop oral and written communication and interpersonal skills Models communication Reflects on the use and implementation of communication skills Creativity 112

113 CHAPTER 8 Plans for and encourages student creativity (e.g., flexible thinking, choice, imagination) Models creativity and creative thinking Reflects on the use and implementation of creativity Critical Thinking (e.g., project/problem based learning, open-ended questions, authentic assessment, higher level thinking) Plans for and encourages critical thinking Models critical thinking Reflects on the use and implementation of critical thinking *not included in final evaluation of student teacher Comments: 113

114 CHAPTER 8 Form #10A: Evaluation of Education Specialist/Multiple Subject Candidate Performance Candidate: Grade Level: School: Date: Evaluator s Signature Candidate s Signature Use the following descriptors to describe the teacher candidate's level of performance: 4. Clear, consistent, and convincing evidence of the TPE. 3. Clear evidence of the TPE. 2. Partial evidence of the TPE. 1. Little or no evidence of the TPE. Passing means at least 80% of the ratings in each of the 6 domains are 3s or 4s. TEACHING PERFORMANCE EXPECTATIONS Use the check marks for performance level DOMAIN A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Subject Specific Pedagogical Skills for Multiple Subject Teaching Assignments 1A.1 Understands the state-adopted core academic content standards and how to adapt the standards based on the student s IEP. 1A.2 Designs systematic instruction based on the student s IEP. 1A.3 Demonstrates the ability to teach to the standards. DOMAIN B. ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction 2.1 Determines student progress toward achieving the state-adopted academic content standards based on the student s IEP. 2.2 Supports students' learning during instruction. TPE 3: Interpretation and Use of Assessments 3.1 Understands and uses a variety of formal and informal assessments. 3.2 Appropriately implements the state-adopted student assessment program Clearly and accurately interprets and explains assessment results for students, including English Learners, and their families. Demonstrates knowledge and accuracy in determining disabilities for students with cultural, ethnic, gender, or linguistic differences. DOMAIN C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible 4.1 Develops and implements IEP goals aligned with state content standards. Performance Level

115 CHAPTER Prioritizes and sequences essential skills and strategies. 4.3 Uses various strategies to facilitate student learning. TPE 5: Student Engagement 5.1 Clearly communicates instructional objectives to students. 5.2 Ensures active and equitable participation of all students. 5.3 Monitors student progress towards academic and behavioral goals. 5.4 Uses strategies that foster student independence and self-determination. TPE 6AB: Developmentally Appropriate Teaching Practices, grades K-8 6AB.1 Understands important concepts about learners. 6AB.2 Designs developmentally appropriate instructional activities. 6AB.3 Provides appropriate educational experiences. 6AB.4 Sets student expectations based on typical and atypical development. 6AB.5 Develops and implements appropriate behavior support plans. TPE 7: Teaching English Learners Understands and implements theories, principles, and instructional 7.1 practices for English Language development. Implements instructional programs, based on appropriate assessment information that facilitates English Language development. Applies theories, principles, and systematic instructional strategies for comprehensive instruction of English learners. DOMAIN D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students 8.1 Uses principles of child and adolescent development in planning. 8.2 Uses formal and informal measures to learn about students needs and abilities. 8.3 Uses information about students to plan specialized instruction. TPE 9: Instructional Planning 9.1 Establishes clear long-term and short-term goals for students. 9.2 Connects academic content to the students. 9.3 Selects and adapts strategies/activities/materials. 9.4 Uses support personnel to help students reach instructional goals. DOMAIN E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time 10.1 Allocates instructional time Establishes procedures/routines to maximize instructional time Coordinates and communicates effectively with school personnel. TPE 11: Social Environment 11.1 Uses a variety of effective strategies for building constructive relationships between all students Establishes a positive environment for learning Engages in behaviors that support a positive environment. 115

116 CHAPTER 8 DOMAIN F. DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations 12.1 Demonstrates professional obligations Carries out legal obligations Demonstrates ethical behaviors. TPE 13: Professional Growth 13.1 Evaluates teaching practice Improves teaching practice Reflects on feedback. G: Incorporation of 21st Century Skills Use of Instructional Tools*(e.g., PowerPoint, YouTube, Interactive White Boards, Student Response Systems, Websites, Blogs, Prezi) Selects and adapts instructional tools to address students varying learning styles and abilities Uses instructional tools to engage students Reflects on the use of instructional tools Collaboration Plans for and encourages student collaboration (e.g., pairs, small groups, whole group) Models collaboration (e.g., group discussions, team teaching, reciprocal teaching) Reflects on the use and implementation of collaboration Communication Plans for and encourages opportunities for students to develop oral and written communication and interpersonal skills Models communication Reflects on the use and implementation of communication skills Creativity Plans for and encourages student creativity (e.g., flexible thinking, choice, imagination) Models creativity and creative thinking Reflects on the use and implementation of creativity Critical Thinking (e.g., project/problem based learning, open-ended questions, authentic assessment, higher level thinking) Plans for and encourages critical thinking Models critical thinking Reflects on the use and implementation of critical thinking *not included in final evaluation of student teacher Comments: Please attach any additional comments you wish to make. 116

117 CHAPTER 8 Form #11: Conducting an Individualized Educational Plan (IEP) Meeting Candidate: Date: Each education specialist candidate is required to participate in an IEP meeting during the supervised teaching portion of this program. It is preferable that you lead the meeting, although each district has its own policy in this regard. You will be evaluated by your university supervisor on your ability as an IEP meeting participant, using this form. 1. Introduce everyone at the meeting, including his or her relationship to the student. Required members include parents, student (as appropriate), special education teacher(s), general education teacher(s), related service providers (OT, PT, Speech) and an administrator (who is knowledgeable about the general curriculum and able to commit resources). Yes No Partial Notes: 2. Review the agenda and explain the purpose and procedures. Be sure to check on everyone s time frame. Yes No Partial Notes: 3. Procedural rights and safeguards must be explained to parents and privacy assured. Yes No Partial Notes: 4. Review progress on previous goals and objectives. Describe student in a positive way. Yes No Partial Notes: 5. Review all current assessments and present levels of student performance. a. Include a statement of the child's present levels of performance, including how the disability affects the child's involvement and progress in the general curriculum b. Reflect parent/student concern(s) and input throughout the meeting c. Include strengths and needs d. Reflect the results from a variety of assessment tools Yes No Partial Notes: 6. Develop new, measurable annual goals and benchmarks (short term objectives) related to the child's needs resulting from the child's disability that will enable the child to be involved in and progress in the general curriculum. a. Do they include positive behavioral supports, if needed? b. Is it clear how progress will be measured? c. Is it clear how parent(s) will be informed of progress? Yes No Partial 117

118 CHAPTER 8 Notes: 7. Develop a Transition Plan for students 16 years or older. a. By age 16, specific transition services, related services needs and other agencies to be included b. At age 17, what rights will transfer to the student at age 18? c. Articulation plan developed for smooth transition to new setting (preschool to Kindergarten or elementary to middle school a year prior to the move) Yes No Partial Notes: 8. Behavior Intervention Plan (when required). Review functional analysis assessment and develop a behavior intervention plan (BIP). The BIP must document: a. The findings of the functional behavioral assessment; b. Prior interventions implemented; c. Behavioral intervention(s) to be used, including those aimed at developing or strengthening alternative or more appropriate behaviors; d. The measurable behavioral changes expected and method(s) of evaluation; e. A schedule for review of the intervention s effectiveness; and f. Provisions for communicating with the parents about their child s behavior and coordinating school-based and home-based interventions. Yes No Partial Notes: 9. Determine student placement. a. Decided after goals, objectives and supports are agreed upon b. In the least restrictive environment c. If student is not participating in all general education activities, a justification is included d. IEP is coordinated with general education classroom, schedules, activities and curriculum Yes No Partial Notes: 10. Summary and Closing. a. Review decisions and responsibilities for next steps b. Confirm starting dates for placement/services c. Clarify next scheduled review date d. Sign all required forms e. Thank everyone! Yes No Partial Notes: 118

119 CHAPTER 8 Form #11A: Evaluation of Behavior Support Strategies Candidate: Date: Each Education Specialist Candidate is required to create, implement and monitor a Behavior Support Plan or a Behavior Intervention Plan for a student during the supervised teaching portion of the program. The Candidate s assigned University Supervisor will evaluate his or her ability to meet the expectations noted on this form. 1. Collect data around the problem behavior, using ABC forms or forms used by your school/district Identify the target behavior and its setting events, antecedents, and consequences of the behavior Hypothesize as to the function of the behavior. Yes No Partial Notes: 2. Create Behavior Support Strategies using the forms used in your school/district. Identify predictors of situations in which the behavior is likely to occur and determine the changes needed, including curricular, instructional, environmental, and inter/intrapersonal changes. Identify acceptable alternative behaviors that meet the same function of the problem behavior. Determine methods to teach the alternative behaviors to the student. Determine measureable behavior goals and benchmarks related to the child s needs. Yes No Partial Notes: 3. Monitor problem behavior and replacement behavior. Target a level of problem reduction. Establish benchmarks toward goal achievement Show tracking of level of problem reduction. Yes No Partial Notes: 4. Maintain a positive behavior change. Show evidence of support of new skills. Show evidence of change contributing to positive changes across settings. Yes No Partial Notes: 119

120 CHAPTER 8 Form #12: Intern Program Registration for NCBTP North Coast Beginning Teacher Program 5340 Skylane Blvd., Santa Rosa, CA Phone: (707) FAX: (707) Download and complete form at 2. Go to 3. Click on Steps to Enroll to expand and view. 4. In Step 3, click on the hyperlink to NCSCOE online Profile Account. 120

121 CHAPTER 8 Form #12A: Internship Agreement for NCBTP North Coast Beginning Teacher Program 5340 Skylane Blvd., Santa Rosa, CA Phone: (707) FAX: (707) Download the form at 2. Complete the 1st page. 3. On page 2, complete signatures for Intern, Principal, and Mentor. 4. Return the form to either the University Supervisor or the Placement Coordinator. 121

122 CHAPTER 8 Form #12B: Intern Support and Supervision Log-Sample, (See Credential Analyst) In order to effectively document support and supervision hours, Interns maintain a monthly Intern Support and Support & Supervision Activities Most Likely Provided through the Intern s Employer or Commission Approved Supervision Log that is reflective of Employer-based and Commission Approved Preparation Program activities used to meet program requirements. The table below is reflective of examples of Commission-approved Support and Supervision activities. It is recognized that each program is unique and will develop a Support and Supervision model that is appropriate to the distinctive needs of the program, the interns, and the school districts with whom it works. The table below is reflective of that uniqueness and offers examples of Support and Supervision activities that may be used to meet this requirement. Intern Name: University Support Provider: School Support Provider: 144 Hours (+45 if no ELA) 08/16 09/16 10/16 11/16 12/16 01/17 02/17 03/17 04/17 05/17 06/17 Total Notes Classroom Observations and Coaching* Co-planning with Special Educator or EL expert to address student needs* Content Specific Coaching (i.e. math coaches, reading coaches, EL coaches*) Editing work-related writing (letters to parents, announcement, etc.)* , Phone (voice, text), and/or video conferencing support related to observation, problem-solving, planning, curriculum and/or instruction* Intern Observation of other teachers and classrooms* Observe SDAIE/ELD lessons online or in person* Professional Literature/Research discussion groups facilitated by appropriately credentialed support person or program supervisor* Provide access/student memberships for participation in district/regional group (ELAC committee, Council for the Exceptional Children, etc.)* Review/discuss test results with colleagues (CELDT and standardized tests)* Seminars (problem solving issues with students, curriculum, instruction, TPE s, etc.) offered in person, or via the web-enabled video conference/webinar or other video conferencing media * Weekly planning or review of plans with EL Authorized Credential Holder* Demonstration Lessons and/or Co-teaching activities with a mentor, coach or program supervisor* Release time for participation in district group/regional group (ELAC, Council for Exceptional Children)* Other: IEP/SO4 * EL Monthly Totals Activities/workshops specifically addressing issues in the intern s classroom coattended by intern and support provider Coaching (not evaluative) from Administrator Grade Level/Department Meetings/District Leadership Team Meeting related to curriculum, planning, and/or instruction Interactive Journal (Support Provider/Intern/Supervisor) Logistical help before and during school year (bulletin boards, seating arrangements, materials acquisition, parent conf., etc.) New Teacher Orientation Other: Going over Educational texts - reviewing lessons Other: Tech Development Meeting Other: Tech Coaching Other: CPR- district training Other: Common Core Training Other: Freshman Open House Peer/Faculty Support (example: discussion debriefing teaching day at start of each class) Watching and discussing teaching videos with support provider Other Supervision Monthly Totals Grand Totals: 122

123 CHAPTER 8 Form #12C: Letter of Employment Template Complete the information in the table below. Copy/print the table onto your district's letterhead. Sign and return the final document on letterhead to the employee. Employee/Candidate submits final document to Dominican University. Employee/Candidate's Name: District of Employment: School of Employment: Job Title: Grade Level(s): Subject Area (single subject only): Percentage of time as FTE (Minimum 40%): Employment Start Date: Authorized District Representative: Representative's Job Title: Representative's Signature: Date Signed: 123

124 CHAPTER 8 Form #12D: Documentation of Intern Pre-Service Training Requirements Dominican University of California - School of Education and Counseling Psychology Intern Name: 124 Date: 1. Classroom teachers who have: 1) received a baccalaureate degree or higher from a regionally accredited institution of higher education, 2) valid fingerprint clearance, 3) valid TB clearance, 4) met the Basic Skills Requirement, 5) met Subject Matter Competency, 6) met the U.S. Constitution requirement, and 7) are employed at least 40% are eligible to participate in the Dominican University Intern Program. Effective July 1, 2008, to be granted an Intern credential, prospective interns must have a minimum of 120 hours of pre-service training. 2. Pre-Service training must include instruction in the following content areas: a. classroom management and planning, reading/language arts, subject specific pedagogy, human development, teaching English learners, special populations 3. The pre-service experience may include any combination of the following: a. Dominican University credential coursework or equivalent from another regionally accredited institution of higher learning. b. tutoring with supervision and training from a master teacher c. substitute teaching with supervision and training from a master teacher d. non-public school or private school teaching with supervision and training from a master teacher e. guided classroom observations f. work as a paraprofessional with supervision and training from a master teacher g. Documented district and county office professional development activities 4. To be eligible for an intern credential, intern candidates must provide documentation of a minimum of 120 hours of instruction across the six content areas listed above. A minimum of 15 hours is required in each content area*; total hours documented must be 120 hours or more. *A minimum of 45 hours is required for the Teaching of English Language Learners content area. Pre-service Training Approved Dominican Coursework Requirement Classroom management and EDUC 5180/5580, EDUC 5280/5680, EDUC 5306, EDUC planning (15 hours) 5015 Reading/Language Arts (15 hours) EDUC 5165/5565; EDUC 5265/5565 Subject Specific Pedagogy (15 General Pedagogy: EDUC 5165/5565/5145/5545/5515/5555 hours) Single Subject Pedagogy: EDUC 5245/5645/5255/5655 Special Education Specific Pedagogy: EDUC 5302/5502 Human Development (15 hours) EDUX 9102 or equivalent The Teaching of English Learners EDUC 5025/5525 (45 hours) Special Populations (15 hours) EDUC 5015/5515 Please complete and provide documentation of your experiences and training. Documentation may include transcripts, credentials, letters, or certifications.

125 CHAPTER 8 Content Area *Approved Dominican EDUC/EDUX Coursework Classroom management and planning (15 hours) *5180/5580, 5280/5680, 5306, 5015 How Requirement Is Met: (Coursework or Pre-Service Experiences) # of Hours Documentation Attached Reading/Language Arts *5165/5565; 5265/5565, 5140 Subject Specific Pedagogy *5130/5165/5565/5145/5545/5515/5555 Single Subject Pedagogy: *5245/5645/5255/5655 Special Education Specific Pedagogy: *5302/5502 Human Development *EDUX 9102 or equivalent The Teaching of English Learners *5025/5525/5056 Special Populations * 5015/5515 Total hours: Internship Requirements: MET NOT MET Verified by: Department Chair/Director Date Verified by: University Credential Analyst Date 125

126 CHAPTER 8 Student Name: Major: Employing School: Address: Form #12E: Credential Checklist for Interns 126 Student ID: Content Area: Home Phone: Cell : Work Phone: Non-DU Memorandum of Understanding (MOU) with employing school district BA/BS degree from a regionally accredited IHE- Certificate of Clearance (valid for 5 years) - Current TB Clearance (valid for 2 years) - Basic Skills Requirement (usually CBEST) - Subject Matter Requirement (usually CSET, valid for 5 years) - Child and Adolescent Development course - U.S. Constitution Requirement - Employment letter: Original letter on letterhead, signed, dated and including: o Employing school district Title of specific teaching position (grade levels, subjects, etc.) o Percentage of time (position must be at least 40%) o Specific start date of position Internship Program Registration for BTSA - Form #12 - Internship Agreement for BTSA - Forms #12A - Meet with your advisor to complete these requirements: Experience Hours (120 hours required) ~ Form 12D - New Academic Plan Date - Program Change Form - Intern credential requirements verified by: Date: Form #12 faxed to BTSA: Yes No Date: Program Transfer Form sent to Registrar Yes No Date: Upon completion of the internship and prior to your Preliminary credential: recommendation RICA scores (multiple subject and education specialist only, valid for 5 years) - CPR (Infant, child, and adult CPR approved by the AHA or the ARC) (valid for 2 years) - TPA Requirement - Form #14 LOA (Leave of Absence: if you do not register for the master core classes after your credential courses are finished, you may take a LOA up to five years) - Your anticipated preliminary credential recommendation date - Your estimated five year deadline to enroll in master's core classes - Intern Support and Supervision Log (144 hours + 45 EL if no prior credential with EL) - Credential Analyst will verify the following prior to the preliminary credential recommendation: $0 balance on student account Final Dominican transcript Student name, and phone numbers on this checklist must match your profile on the CTC Educator Page. Financial Aid Exit Interview is complete, if applicable Preliminary credential requirements met, verified by: Date: For questions, please contact your Credential Analyst: Carolyn Shaw at or carolyn.shaw@dominican.edu

127 CHAPTER 8 Form #13: Recommendation of Passing Supervised Teaching University supervisors/resident supervisor complete this form and submit it to the appropriate Dominican program director/chair at the completion of the supervised teaching semester. Please check one: Student Teaching: 1. Forms #9/9A or #10/10A (attached): a. Directing Teacher #1 (Print Name): b. Directing Teacher #2 (Print Name): 2. Professional Development Internship, Year 1 a. Form #9/9A or #10/10A (attached): b. Support Provider (Print Name): 3. Professional Development Internship, Year 2 a. Form #9/9A or #10/10A (attached): b. Support Provider (Print Name): I recommend that (Candidate s Name): received a grade of Pass in the supervised teaching course. University Supervisor/Resident Supervisor (Print Name): Signature: Date: 127

128 CHAPTER 8 Form #14: Master s Degree Questionnaire: Leave of Absence for Credential Completers Within five years of completing preliminary credential coursework at Dominican University, students are considered continuing students. Students may take a leave of absence for up to five years. Students returning within five years are not required to reapply to the university. Upon returning, meet with your advisor to register for classes and submit the Education Re-Admission Application with your paper registration to the registrar. Last Name: Middle Credential (check one): Multiple Subject First Name: Student ID#: Single Subject Dual/Multiple Subject Dual/Single Subject I intend to continue with the master s degree coursework next semester. Contact the master s degree program director in San Rafael or Ukiah regarding advising and registration. I intend to take a leave of absence and will continue with the master s degree coursework within five years. Semester of intended return: Fall Spring Semester of intended return is unknown at this time Upon returning, I will submit an Education Readmission Application to the registrar s office. All returning students must meet the graduation requirements in effect at the time of re-enrollment. Credential Completers who do not return within five years must re-apply for admission through the admissions office. Students who wish to withdraw permanently from the university must fill out an official Dominican University withdrawal form. Candidate: Date: Received by (print name): Registrar Date Received: Comments: For office use only Date: Date Entered: 128

129 CHAPTER 8 Form #15A: Evaluation of Directing Teacher by Student Teacher Date of Supervised Teaching Assignment: Name of Directing Teacher: School: Subject/Grade Level: Semester Year This is an evaluation of your directing teacher. Please use one form for each of your directing teachers by answering the following questions. Please be thoughtful and candid. Please Circle Appropriate Response My directing teacher provided ample time for conferencing. My directing teacher regularly observed my classroom teaching. I had confidence in my directing teacher's knowledge of subject specific teaching methods. I felt comfortable asking my directing teacher for advice, support and understanding. My directing teacher helped me apply content knowledge and instructional strategies to my classroom teaching. My directing teacher helped me problem solve throughout student teaching. Strongly Disagree Disagree Agree Strongly Agree My directing teacher gave constructive feedback My work was evaluated fairly by my directing teacher. My directing teacher had clear, consistent expectations for my teaching performance. Additional Comments:

130 CHAPTER 8 Form #15B: Evaluation of University Supervisor by Student Teacher/Intern Teacher Date of Supervised Teaching Assignment: Name of University Supervisor: Check one: Semester Year I am currently working as an INTERN I am currently a STUDENT TEACHER Please evaluate your university supervisor by responding to the following statements. Please be thoughtful and candid. Please Circle Appropriate Response My university supervisor provided ample time for conferencing. My university supervisor regularly observed my classroom teaching. I had confidence in my university supervisor's knowledge of teaching. I felt comfortable asking my university supervisor for advice, support and understanding. My university supervisor helped me apply content knowledge and Instructional strategies to my classroom teaching. My university supervisor helped me problem solve throughout student teaching. Strongly Disagree Disagree Agree Strongly Agree My university supervisor gave constructive feedback My work was evaluated fairly by my university supervisor. My university supervisor had clear, consistent expectations for my teaching performance. Additional Comments:

131 CHAPTER 8 Form #15C: Evaluation of Academic Advisor by Teacher Candidate Date of Supervised Teaching Assignment: Name of Credential Program: Multiple Subject Single Subject Semester Education Specialist Year Dual (candidates please complete an additional evaluation for your other credential program) My advisor was accessible throughout my time at Dominican. I was comfortable contacting my advisor for advice and support. My advisor provided me with accurate information regarding the course sequence options available. My advisor provided me with accurate information regarding tests and other credential requirements. My advisor was helpful in directing me to various departments at Dominican (e.g., IT, Library, Business Services, School of Education support staff, and Registrar s Office) when necessary. My advisor was knowledgeable about my field experiences during my school placements. My advisor provided me with timely feedback on my progress in the credential program. I consider my advisor to be a valuable asset to me as I continue on my path as a professional educator. Please Circle Appropriate Response Strongly Disagree Disagree Agree Strongly Agree Additional Comments: 131

132 CHAPTER 8 Form #15D: Evaluation of Field Placement Coordinator by Teacher Candidate Name of Field Placement Coordinator: My initial contact with the field placement coordinator was timely and informative. I was able to communicate any special circumstances regarding my placement to the field placement coordinator. My special circumstances with regard to my placement were taken into consideration when I was placed in a school. I was comfortable contacting the field placement coordinator for on-going advice and support. The field placement coordinator kept me updated throughout the process of obtaining my field placement. If I required a change in my placement(s), I received the assistance and support I needed. Once my field placement was confirmed, I had contact with my university supervisor in a timely manner. Please Circle Appropriate Response Strongly Disagree Disagree Agree Strongly Agree Additional Comments: 132

133 CHAPTER 8 Form #15E: Evaluation of Supervised Fieldwork by Student Teacher Please Circle Appropriate Response Strongly Disagree Disagree Agree Strongly Agree My supervised fieldwork extended my understanding of the major ideas that were introduced in my courses I understood what was expected of me during my supervised fieldwork. My supervised fieldwork contributed to my understanding of the Teaching Performance Expectations. My supervised fieldwork has helped me prepare for the teaching performance assessment. My supervised fieldwork provided me with opportunities to observe, acquire, and use appropriate pedagogical knowledge, skills, and abilities. The content of the observation and professional development seminars prepared me for my supervised fieldwork. During my supervised fieldwork, my content coach was accessible and informative. (Single Subject only) Additional Comments: 133

134 CHAPTER 8 Form #15F: Evaluation of Preparation and Support for the CalTPA by Teacher Candidate I received clear, accurate information about the CalTPA, privacy and confidentiality policies, submission and response procedures, and individual task format requirements. Completing the CalTPA provided me with useful information about my performance on subject-specific pedagogy. Completing the CalTPA provided me with useful information about my performance on designing instruction. Completing the CalTPA provided me with useful information about my performance on assessing student learning. Completing the CalTPA provided useful information about my overall teaching competence. I received timely formative feedback about my performance on each CalTPA task. I received remedial assistance with respect to the TPEs on the CalTPA tasks on which I was unsuccessful. The formative assessment information and performance assessment results I received on the CalTPA will be useful to me when I enroll in an induction program. The formative assessment information and performance assessment results I received on the CalTPA will be useful to me as the basis for an individual induction plan. 10. Dominican s teacher preparation program provided me with valuable feedback about my overall teaching competence. Please Circle Appropriate Response Strongly Strongly Disagree Disagree Agree Agree Additional Comments: 134

135 CHAPTER 8 Form #16A: Program Evaluation by Directing Teacher/Support Provider We would like to know your views about the ways in which we can continue to strengthen our teacher preparation programs. Your feedback becomes a very important part of our decisions regarding future processes, courses and curricula, and school placements. Please return this confidential survey to Dominican University by the end of supervised teaching. Thanks for your help! Credential Program (check one): Multiple Subject Student Teaching Program Multiple Subject Intern Program Single Subject Student Teaching Program Single Subject Intern Program Education Specialist Student Teaching Program Education Specialist Intern Program Teacher Candidate: 1. In what ways was your student teacher/intern teacher prepared to assume full teaching responsibility at the beginning of supervised teaching? 2. How can we strengthen our candidates preparation for supervised teaching? The Teacher Candidate s Support Team 3. In what ways were you prepared to assume your role as a Dominican University Directing Teacher/ Support Provider? 135

136 CHAPTER 8 4. How could we help you perform this role more successfully? 5. Describe your working relationship with the Dominican University supervisor (names are helpful, as we want to use this information in putting together future supervised teaching support teams): University Supervisor: Resident Supervisor*: 6. Is there anything else you would like to tell us? Name (optional): 136

137 CHAPTER 8 Form #16B: Program Evaluation by University Supervisor/Resident Supervisor We would like to know your views about the ways in which we can continue to strengthen our teacher preparation programs. Your feedback becomes a very important part of our decisions regarding future processes, courses and curricula, and school placements. Please return this confidential survey to Dominican University by the end of supervised teaching. Thanks for your help! Credential Program (check one): Multiple Subject Student Teaching Program Multiple Subject Intern Program Single Subject Student Teaching Program Single Subject Intern Program Education Specialist Student Teaching Program Education Specialist Intern Program Teacher Candidate: 1. In what ways was your student teacher/intern teacher prepared to assume full teaching responsibility at the beginning of supervised teaching? 2. How can we strengthen our candidates preparation for supervised teaching? The Teacher Candidate s Support Team 3. In what ways were you prepared to assume your role as a Dominican University Supervisor/ Resident Supervisor? 137

138 CHAPTER 8 4. How could we help you perform this role more successfully? 5. Describe your working relationship with your Directing Teachers/Support Provider (names are helpful, as we want to use this information in putting together future supervised teaching support teams): Directing Teacher#1/Support Provider: Directing Teacher #2: 6. Is there anything else you would like to tell us? Name (optional): 138

139 CHAPTER 8 Student Name: Student ID#: Transfer from (see code below): Transfer to (see code below): Effective Date: Student Signature: Current Advisor Signature: New Advisor Signature: Credential Analyst Signature: Form #17: Program Transfer Form Teacher Preparation, Liberal Studies and Masters School of Education and Counseling Psychology Major Campus Long Description LST4 San Rafael Liberal Studies 4 year LST5 San Rafael Liberal Studies 5 year LSTMS San Rafael Dual LS/MS LSTBA San Rafael Liberal Studies no credential track CSAS San Rafael Single Subject Accelerated CSTS San Rafael Single Subject Transitions CSIS San Rafael Single Subject Intern CMAS San Rafael Multiple Subject Accelerated CMTS San Rafael Multiple Subject Transitions CMSI San Rafael Multiple Subject Transitions PSTS San Rafael Dual Single Subject PSIS San Rafael Dual Single Subject Intern PMTS San Rafael Dual Multiple Subject PMIS San Rafael Dual Multiple Subject Intern CPTSP San Rafael Preliminary Education Specialist CPISP San Rafael Preliminary Education Specialist Intern CPAS San Rafael Prelim Ed Specialist for Cred Holders CPISI San Rafael Prelim Ed Sp Intern for Cred Holders PPAS San Rafael Education Specialist Level 2 MUND San Rafael/Ukiah MS Education: Interdisciplinary SPED San Rafael MS Education: Special Education CSUK Ukiah Single Subject Ukiah CSIK Ukiah Single Subject Intern Ukiah PSUK Ukiah Dual Single Subject Ukiah PSIK Ukiah Dual Single Subject Intern Ukiah CMUK Ukiah Multiple Subject Ukiah CMIK Ukiah Multiple Subject Intern Ukiah PMUK Ukiah Dual Multiple Subject Ukiah PMIK Ukiah Dual Multiple Subject Intern Ukiah CPUKP Ukiah Preliminary Education Specialist Ukiah CPIKP Ukiah Preliminary Education Specialist Intern CPAK Ukiah Ed Specialist for Cred Holder Ukiah CPIKI Ukiah Prelim Ed Sp Intern for Cred Holder Ukiah 139 Date: Date: Date: Date: Take original to Registrar, make two or three copies and distribute if necessary to: Registrar Copy (original) Program Advisor Copy File Copy

140 CHAPTER 8 Form #18: Education Re-Admission Form Education Re-Admission Application (For Dominican Credential Completers who return to complete the 15 unit Master s only!) This application MUST be attached to the corresponding Registration form. Date: Semester/Year Returning: Student ID#: Name: Address: City: State: Zip: Phone: Address: Please note: All returning students must meet the graduation requirements in effect at the time of reenrollment. Credential Completers who do not return within five years must re-apply for admission through the admissions office. I was registered here from to Month/Year Month/Year I have attended another college since leaving Dominican. Please note: If yes, you must attach the official transcript(s) when turning in this form. Yes (List Colleges Attended): No I intend to apply for Financial Aid: Yes (Please make an No appointment with the Financial Aid office) Signatures: Zero balance verified: Financial Aid (if appropriate): Program Chair: Credential Analyst: Student: Signature Signature Signature Signature Signature Date Date Date Date Date Credential Analyst: Major: 140 Major Code: Advisor (print name): Registrar: Catalog Year: Advisor: Last DUoC Term: Transcripts: Academic Standing: Prev Crnt Reg Ltr

141 CHAPTER 8 Date: Student ID#: Name: Address: State: Undergraduate Major: New Program (circle one): Starting Semester Form #19: Undergraduate to Graduate Progression Progression from Undergraduate to Graduate Status Submit this form with your Graduation Application to the Registrar s Office City: Zip: Advisor s Name: MS in Education plus Ed Specialist M/M Teacher Preparation for a Credential Holder (CPAS) MS in Education plus Dual Multiple Subject an Ed Specialist Teacher Preparation (CMTS) Fall Spring Summer Year: Undergraduate programs must be completed and conferred prior to beginning or registering for the graduate Program. Schedule an appointment with your financial aid advisor to complete the graduate financial aid application. Student: Advisor: Graduate Program Director: Credential Analyst (EDUC Only): Signature Signature Signature Signature Date Date Date Date Update Power Campus: Date By 141

142 Student Teacher Preparation Handbook Acknowledgement I (Last, First) acknowledge receipt of Dominican University of California s Teacher Preparation Program Handbook I acknowledge my responsibility to read, understand, and adhere to the information contained within and that my understanding in the program is affected by my actions. Student Signature: Date: **Please return to our office after signing. SAMPLE ONLY

143 DEPARTMENT OF EDUCATION Dominican graduates are student-centered educators who use a wide variety of instructional strategies to meet the needs of California's diverse school-age population. We expect our graduates to play an active role in making a positive difference in their students' lives. ~ Robin Gayle, Ph.D., MDiv, MFT Acting Dean, School of Education and Counseling Psychology