University of Cincinnati Educator Preparation Programs

Transcription

1 University of Cincinnati Educator Preparation Programs Supervisor Handbook Middle Childhood Education Practicum 2 and Student Teaching Office of Field Experiences:

2 TABLE OF CONTENTS Mission Statement 3 Professional Commitments and Dispositions 3 General Expectations of Mentors and UC Supervisor. 4 General Expectations of Candidates 5 Field Experiences 5 Practicum I 5 Practicum II 6 Student Teaching 6 Forms used in the field 6 Form Completion Responsibilities 8 Forms Completed by Candidates 8 Forms Completed by Mentors 9 Forms Completed by Supervisors 10 Field Performance Concerns 10 Problem Resolution Steps 11 Supervisor : Preparing for an Observation 12 Technical Standards 13 Selected Forms 13 Candidate Information Form 14 Contact Log 16 Observation Form 17 CAL 19 CPAST 20 CPAST Individual Score Form 34 CPAST Consensus Score Form 35 School of Education Technical Standards 36 Supervisor Policies and Procedures 40 Mileage Log 42 Travel Expense Form 44 Office of Field Experiences: 2 P a g e

3 Mission Statement The Middle Childhood Education Program at the University of Cincinnati is dedicated to improving the educational experiences of children in Grades 4 through 9. The program s central goal is the preparation of committed, caring, and competent educators who are: Qualified to meet the unique intellectual, social, and emotional needs of children in middle childhood Reflective and responsible professionals who demonstrate an inquiry orientation toward teaching and professional development Committed to working with children who are diverse in learning style, ethnicity, language, gender, age, class, physical and intellectual achievement, and family background Experienced in thinking critically, solving problems, and working collaboratively with children, families, and other professionals Knowledgeable about disciplinary subject fields, curriculum integration, and technology In order to prepare such dedicated, knowledgeable, and experienced teachers, the Middle Childhood Program is committed to providing an innovative and outstanding teacher preparation program that bridges theory and practice. Toward that end, the program includes: Extensive and authentic field placements in Professional Practices Schools and Professional Development Schools Thorough mentoring by experienced professionals committed to reflective practice Collegiality and collaboration among teachers, students, and school and university faculty University course work that emphasizes student diversity and inclusiveness, integration of technology, an inquiry approach to teaching and learning, and a foundation of contemporary theory and research A focus on lifelong learning and development through involvement in professional organizations, classroom-based inquiry, and collaboration with children, families, and other professionals who use assessment to inform their efforts Professional Commitments and Dispositions The National Council for the Accreditation of Teacher Education (NCATE) defines dispositions as the values, commitments, and professional ethics that influence behaviors toward candidates, families, colleagues, and communities and affect candidate learning, motivation, and development as well as the educator s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice (NCATE, 2001, p. 53). Dispositions are routinely gathered for all candidates during coursework and field experiences. The conceptual framework identified by the University of Cincinnati educator preparation community is to prepare committed, caring, and competent educators. In view of this mission, the standards for performance expectations for candidates are committed, caring, competent educators: 3 P a g e

4 Dispositions We believe committed, caring and competent educators should possess the following dispositions: The candidate demonstrates professional behavior in attendance. The candidate demonstrates professional behavior by being punctual. The candidate demonstrates initiative. The candidate is responsible. The candidate is responsive to constructive feedback/supervision. The candidate has rapport with students/peers/others. The candidate is committed to high ethical and professional standards. The candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing process. The candidate is willing to work with other professionals to improve the overall learning environment for students. The candidate appreciates funds of knowledge students bring to the classroom that influence the formation of multiple perspectives. The candidate is dedicated to teaching the subject matter, keeping informed and competent in the discipline and its pedagogy. In designing curriculum the candidate appreciates both the particular content of the subject area and the diverse needs, assets, and interests of the students and values both short and long-term planning. The candidate is committed to the expression and use of democratic values in the classroom. The candidate takes responsibility for making the classroom and the school a safe harbor for learning, in other words, a place that is protected, predictable, and has a positive climate. The candidate recognizes the fundamental need of students to develop and maintain a sense of self-worth and that student misbehavior may be attempts to protect self-esteem. The candidate believes that all students can learn and persists in helping every student achieve success. The candidate values all students for their potential as people and helps them learn to value each other. Mentors and UC Supervisors will: General Expectations of Mentors and UC Supervisor orient the candidate to the school and teaching profession ensure that the candidate has a variety of experiences with students, including small group, individual work, team, and independent teaching support the candidate with guided practice including reviewing lesson and unit plans conduct both formal and informal observations of the candidate meet with the candidate and provide written constructive feedback and make suggestions for improvement communicate about the candidate s professionalism, attendance, teaching, lesson quality, and communication skills agree to engage in an problem-solving and intervention sessions when a candidate s performance needs to improve provide written documentation of instances and/or incidents of problematic candidate performance keep information about the candidate confidential 4 P a g e

5 complete appropriate observations and evaluations as outlined in the evaluation section complete appropriate accountability and accreditation forms General Expectations of Candidates All candidates are expected to: conduct themselves in an appropriate and responsible manner, including the school dress code, and be consistent with the dispositions described by the University of Cincinnati Educator Preparation handbook. Candidates must remember they are guests in the field schools and must conduct themselves appropriately. comply with all deadlines set out in the handbook and in the course syllabus. Candidates are expected to discuss the content of the handbook with the mentor. Candidates are expected to be familiar with and to adhere to, the rules applicable to students and teachers in the field school. participate in program-sponsored learning opportunities held in conjunction with the field experience, including orientation, group meetings, conferences with field staff, meetings with cooperating teacher/mentors, etc. keep the university supervisor apprised of their progress in the field experience. This includes weekly communication via or Blackboard, and normally scheduled conferences, as well as communication specifically initiated to discuss the candidate s progress. notify their mentor and the university supervisor if they will be absent. Candidates with excessive absences will not receive a satisfactory evaluation. provide factual information concerning any factors or special needs that may affect their field experience or performance as requested by the program or field school. review the forms used to evaluate the candidate s teaching with the mentor. be familiar with the community and cultures served by the field school. participate in conferences with parents when deemed appropriate by the mentor. assist with (but not assume full responsibility for) group activities and field trips. (NOTE: Candidates may not drive a vehicle transporting students to/from school functions or be responsible for students off campus.) submit complete and accurate records and reports requested by the field school and university. document evidence in a binder; maintain in the classroom a complete file of all lesson and unit plans and have them readily available to the mentor and university supervisor. Field Experiences Practicum I Practicum I is the first field experience of cohort. Candidates will be considered for and assigned placement in the field during the fall semester of their first year in cohort, and will begin their field experience in the spring semester (register for 18-MDL4000, undergraduate, or MDL 7000, graduate.) The total number of hours candidates are expected to be in their classrooms during the spring semester is approximately 100. Candidates fulfill this requirement by spending a minimum of 8 hours weekly, (two half days each week.) University course work may require candidates to spend more hours in the field to fulfill the requirements. The teacher candidate will take this course concurrent with one of their two content area methods courses. Only students who have been 5 P a g e

6 accepted into cohort and have successfully completed LSLS-3020 and LSLS-3021 may be enrolled in this course. Practicum II Candidates will complete a year-long field experience during their last year of cohort. Practicum II takes place during the Fall Semester of this year-long placement. The practicum student will be in the host school for a minimum of 100 hours over the course of the semester. The candidate must have successfully completed MDL-4000 and must be concurrently enrolled in one of their two content area methods courses or have completed all of their methods coursework. The candidate will register for MDL 4010, (undergraduate,) or MDL 7010, (graduate.) The teacher candidate will report to the assigned school on the school s opening day of classes, which may or may not coincide with the first day of classes at UC. The candidate is expected to be in the school full time until classes begin at UC. At that time, the teacher candidate will reduce their schedule to two half days each week. The student will maintain this schedule until the host school breaks for winter break. This may require the student to continue at the school beyond when classes end at UC. Student Teaching Student Teaching is the last cohort field experience completed. This is full time student teaching, and requires students to be in a school for the full day, Monday through Friday. Candidates will be at the host school site full time when it reconvenes after winter break. This may or may not coincide with UC s winter break schedule. The candidate will follow the school s calendar and the placement will end when UC classes have ended for the semester. Candidates will take on the responsibilities of a regular teacher and are expected to plan and teach at least a two to four week sequence of lessons, guided by the mentor teacher. It is during this time the candidate will complete the Teacher Performance Assessment in one of their two content areas. Forms Used in the Field Online forms are on the Office of Field Experiences web page Candidate Information Form In order for supervisors to schedule observations, student must complete a Candidate Information Form and return it to their supervisor by the end of the first week of their placement. Contact Log Supervisors are required to keep an accurate Contact Log for each student they supervise. This includes all meetings, phone conversations, and s with the student and their mentor teacher. This form will be collected by the Field Coordinator at the end of the each term, if needed. Disposition Brief Report: Mentor or supervisor can complete if a concern emerges, an incident occurs, or if the candidate is exemplary in some way. If something positive or negative occurs about which the supervisor should be informed, please complete this form 6 P a g e

7 University Supervisor Evaluation of Placement and Mentor: Supervisor completes by the end of the semester. Available online Mentor Evaluation of Program: Mentor teacher completes once per year, online Candidate Evaluation of University Supervisor, Field Experience, and Program: Candidate completes in the spring semester, online. Supervisor Information Form: Supervisor completes once each year. Please complete during the fall semester. Available online Collaborative Assessment Log (CAL): The Collaborative Assessment Log was originally used by the New Teacher Center, Santa Cruz, California, in their teacher preparation programs. Within our licensure programs, it provides a framework for ongoing conversations between the mentor teacher and the teaching candidate when a concern about performance or progress surfaces. This tool has been used by the Ohio Department of Education with new teachers in Ohio s new Resident Educator Program. The Collaborative Assessment Log (CAL) asks four questions: What is working? Are there any areas of concern or issues that need to be addressed? What are the student teacher s next steps? What are the mentor teacher s next steps? The Collaborative Assessment Log (CAL) is to be completed by the candidate in collaboration with the mentor. During the fall semester, it needs to be completed every other week. This form should be completed weekly during the spring semester. The university supervisor is included in the CAL conference during his/her visits. The candidate is required to keep these CAL forms in his/her binder. Copies of this form are available on the course Blackboard page or online. AMLE and Ohio Standards of the Teaching Profession Observation Tool This form was developed from Ohio Standards for the Teaching Profession and the AMLE Teacher Preparation Standards. It should be used by both the mentor teacher and the supervisor after an observation. Evaluators should use pre-conference information, scripted observation notes, and debriefing information for evidence, observers should indicate areas of strength and areas of growth for each standard. When no evidence can be located the observer should indicate not observed. University supervisors are expected to complete 2 formal observations in the fall semester and three formal observations in the spring semester. Within 72 hours of the observation, supervisors will submit the AMLE and Ohio Standards of the Teaching Profession Observation Tool electronically via the Office of Field experiences web page, and via to both the candidate and the mentor. While the mentor is invited to use this form, he/she does not need to submit it electronically. The form should be shared with the candidate and with the supervisor if desired. 7 P a g e

8 Candidate Preservice Assessment for Student Teaching (CPAST) This form is located on-line and must be completed by all candidates, mentors, and field supervisors by the end of the fall semester, and two times during the spring semester: during weeks 4-5 and weeks of the semester. CPAST is completed individually and then discussed to reach consensus scores during a meeting attended by all three stake-holders. CPAST Training for all stakeholders will available online. All supervisors must complete CPAST Training before using the assessment. Students and mentors are invited to complete the CPAST Training as well. CPAST Process Overview: Each stakeholder (candidate, mentor, and supervisor) individually evaluates the candidate using CPAST The stakeholders schedule a meeting to be attended by all three stakeholders During the meeting, stakeholders compare scores and discuss to reach consensus on the scores The consensus scores are uploaded using the online CPAST link by the university supervisor within 1 week of the meeting Evaluation Forms-responsibilities The completion of program evaluation information is important for the continuous improvement of the Middle Childhood Education Program, thus the quality of newly licensed teachers completing the UC Middle Childhood Education Program. This information is also imperative in maintaining the program s good standing with our accrediting bodies. All program evaluation information is turned in directly to the Office of Accountability and Continuous Improvement. Faculty do not see individual evaluations, so confidentiality is maintained. Information gathered by the Office of Accountability is aggregated and used for reporting to the program, accreditation agencies, the Ohio Department of Education, and the University of Cincinnati. Electronic forms are available online at: Forms completed by Candidates: Fall Semester: Candidate information form: paper only: give to supervisor Collaborative Assessment Log (CAL): paper: complete in conference with mentor every other week. Keep in binder. Have available for supervisor. CPAST: paper and online: Discuss and consensus with mentor and supervisor. Once time in fall semester. 8 P a g e

9 Spring Semester: Candidate information form: paper only: update if necessary and give to supervisor Collaborative Assessment Log (CAL): paper: complete in conference with mentor every week. Keep in binder. Have available for supervisor. CPAST: paper and online: Discuss and consensus with mentor and supervisor. (weeks 4-5 and weeks 12-14) Candidate Evaluation: online only. 3 Forms: evaluation of the University Supervisor, Mentor and School Site, and Program. Due by the end of the 14 th week of the semester. Forms completed by Mentors Fall Semester: Disposition Brief Report: NOT REQUIRED: Online only. Mentor can complete if a concern emerges, an incident occurs, or if the candidate is exemplary in some way. If something positive or negative occurs about which the supervisor should be informed, please complete this form AMLE and Ohio Standards of the Teaching Profession Observation Tool: Not required to be submitted online. Give candidate a copy (and supervisor, if desired.) A useful observation form that can be used for formal or informal observations. No set number of observations is required from the mentor. Collaborative Assessment Log (CAL): paper: complete in conference with teacher candidate every other week. Candidate needs to keep in binder. CPAST: paper and online: Discuss and consensus with teacher candidate and supervisor. Supervisor does online submission. Once time in fall semester. Spring Semester: Disposition Brief Report: NOT REQUIRED: Online only. Mentor can complete if a concern emerges, an incident occurs, or if the candidate is exemplary in some way. If something positive or negative occurs about which the supervisor should be informed, please complete this form AMLE and Ohio Standards of the Teaching Profession Observation Tool: Not required to be submitted online. Give candidate a copy (and supervisor, if desired.) A useful observation form that can be used for formal or informal observations. No set number of observations are required from the mentor. Collaborative Assessment Log (CAL): paper: complete in conference with teacher candidate every week. Candidate needs to keep in binder. CPAST: paper and online: Discuss and consensus with teacher candidate and supervisor. (weeks 4-5 and weeks 12-14) Mentor Teacher Demographics Form: online form only. Needed for processing of stipend. Mentor Teacher Evaluation of Program: Feedback to UC about the student teaching mentoring experience. 9 P a g e

10 Forms completed by Supervisors Fall Semester Disposition Brief Report: NOT REQUIRED: Online only. Supervisor can complete if a concern emerges, an incident occurs, or if the candidate is exemplary in some way. If something positive or negative occurs about which the field coordinator should be informed, please complete this form Contact Log: does not have to be submitted online. Available to field coordinator upon request. AMLE and Ohio Standards of the Teaching Profession Observation Tool: Twice during semester. Submit online. copy to candidate and mentor. CPAST: paper and online: Discuss and consensus with teacher candidate and supervisor. Supervisor does online submission. Once time in fall semester. Supervisor Information form: online only University Supervisor Evaluation of Placement Site Form: online only Spring Semester: Disposition Brief Report: NOT REQUIRED: Online only. Supervisor can complete if a concern emerges, an incident occurs, or if the candidate is exemplary in some way. If something positive or negative occurs about which the field coordinator should be informed, please complete this form AMLE and Ohio Standards of the Teaching Profession Observation Tool: Three times during semester. Submit online. copy to candidate and mentor. Contact Log: does not have to be submitted online. Available to field coordinator upon request. CPAST: paper and online: Discuss and consensus with teacher candidate and supervisor. Supervisor does online submission. (weeks 4-5 and weeks 12-14) Student Teaching Performance: online Field Performance Concerns The candidate, mentor teacher, university supervisor, MDL Program Field Coordinator, and Office of Field Placement share responsibility for identifying potential problems or issues that may arise in a field experience and the relevant parties are expected to communicate directly among themselves, when appropriate. Experience has shown that problems that are addressed quickly are often resolved simply through open communication. Please use the Candidate Disposition Brief Report form for documenting performance problems in the field, which can be found at the Office Field Experiences web page at Candidate Responsibilities: The candidate is responsible for notifying the university supervisor of any field experience placement or performance issues or concerns. Mentor Teacher Responsibilities: The mentor teacher is expected to meet on a regular basis with the candidate to discuss his/her performance, including any potential problems with the candidate s skills or dispositions. Written evaluations must be discussed with the candidate. 10 P a g e

11 University Supervisor Responsibilities: The university supervisor monitors the candidate s progress in the field experience through individual conferences and informal contacts, as well as through review of specific assignments. When minor problems in the field experience placement occur, the university supervisor may coach the candidate on how to address the problem directly. The University Supervisor may also serve as a sounding board for the mentor teacher before the mentor deals with the candidate Problem-resolution steps One of the purposes of the CAL form is to foster communication between the candidate and the mentor teacher. The CAL meetings are an opportunity to discuss issues or concerns. When a candidate, mentor teacher, or university supervisor identifies a problem, issue or concern, the following steps should be taken to try to resolve the problem: (a) The problem, issue, or concern should be discussed by those immediately involved. The discussion will lead to one of three possible outcomes: (i) the issue is resolved, (ii) a plan to address the problem is agreed to, placed in writing, and implemented, or (iii) no workable solution will be found. (b) If no workable solution is found, the university supervisor may coach the candidate, meet with the mentor teacher, or meet with both the candidate and mentor. Again, as a result of this meeting, one of three outcomes is possible: (i) the issue will be resolved (ii) a plan to address the problem will be agreed upon, placed in writing, and implemented, or (iii) no workable solution will be found. (c) If no workable solution is found, the university supervisor schedules a meeting with the candidate and mentor teacher. This meeting is usually at the field school. The Program Coordinator and Director of Field Placement are notified of the meeting and a written report of the meeting is submitted to the Program Coordinator and the Director of Field Placement. Again, as a result of this meeting, one of three outcomes is possible: (i) the issue will be resolved, (ii) a plan to address the problem will be agreed upon and implemented, or (iii) a solution is not mutually agreed upon. (d) If a mutually agreed upon solution is not facilitated by the university supervisor, the program coordinator is notified, who may further attempt to reach a solution with the parties involved. It is vital that any issues, concerns, or differences in the field be addressed. Professional communication between university field supervisors, candidates, and mentors is fundamental to the success of the partnership between the university and the school districts. Teaching candidates are required to maintain contact with their university supervisors on a regular basis. In case of incidents or issues that arise in a placement, candidates need to contact their supervisor immediately. 11 P a g e

12 In the case that mentors express concern, the Middle Childhood Education Program s procedure is to verify issues noted with the assigned supervisor and mentor teacher. If verified, the supervisor will contact the candidate to meet. Meetings should be attended by the supervisor, mentor, field coordinator and candidate. If it is warranted, an action plan will be put in place to remediate areas of concern. Conditions of action plans must be met if candidates are to progress in their coursework and field placements. Supervisors: Preparing for Observation-2 formal observations in fall semester, 3 in spring 1. Review the candidate s placement schedule. Determine an observation schedule. 2. Notify the candidate and the mentor teacher of the schedule weeks before observation, send reminder . (See sample below) Dear candidate and mentor, August 20 th will be the date of my next visit according to the observation schedule we agreed upon. Please let me know if there is a conflict with this date. Otherwise, I look forward to seeing you in Room 319 at 8:45. In preparation, please send me the lesson plan for the observed class by August 16 th at 5:00 pm. This will provide me an opportunity to preview your plans and provide feedback if there are ideas to consider or incorporate to strengthen your planning. Also, please let me know what you and (mentor s name) are focusing on that you would like additional feedback on (clarity of instruction, pacing, equitable distribution, wait time, classroom management, differentiation, question sequences, lesson coherence, assessing student learning, etc.). I would like to include feedback regarding your identified needs along with additional observations I make during your instruction. Finally, please have a chair reserved for me so that I may enter your room and be seated with minimal disruption if class is in progress. We will all debrief after the observation and answer any questions you both may have. Thank you both for all your hard work, and I look forward to seeing you both and your students on the 20 th. 4. Prior to the observation, review: Previous observation notes or goal setting agreement What the candidate and or mentor have identified as feedback areas Candidate s lesson plans (provide feedback if needed) AMLE and Ohio Standards of the Teaching Profession Observation Tool It is likely best to try to script the lesson, concentrating on activities, tasks, statements, interactions, and observable behaviors that demonstrate as many categories as possible on the observation form. If evidence cannot be identified because it was not relevant to that observation, please record Not Observed in the box for that criteria. If evidence cannot be identified because of weak performance, record Area of Growth. At the end of the observation form acknowledge multiple strengths and one or two specific areas of continued focus. Areas of continued focus should be specific and include suggestions for how to improve in that area. Supervisors will debrief with candidates after the observation to discuss the observation form evidence. 12 P a g e

13 Debriefing Have candidate reflect on lesson Have mentor summarize how lesson reflected previous discussions with mentor Identify strengths Invite questions Identify areas for continued focus and strategies/resources to consider (clearly distinguish suggestions from concerns) Verify acceptable performance and document concerns about attendance, punctuality, preparation, interaction with students and professionals, and professionalism. Verify next meeting time and location Written Feedback Within 72 hours of the observation supervisors will submit the AMLE and Ohio Standards of the Teaching Profession Observation Tool Electronically via the Office of Field Experiences web page to the candidate via to the mentor via Technical Standards The purpose of the Technical Standards document is to ensure that potential candidates understand that they must have the necessary capacity to develop appropriate professional teaching abilities and dispositions in order to successfully complete a licensure degree program and be recommended for licensure. This document outlines the core abilities and dispositions expected by the program. Copies of selected forms follow Selected forms 13 P a g e

14 CIDATE INFORMATION FORM Candidates need to complete and return this form to Supervisors within the first week of the placement. Student Teacher s Name Cooperating Teacher s Name Room Number School Name Important Dates First Day of School Holidays, In-Service Days, Breaks Exams and Standardized Testing Last Day of Teaching Schedule Bell Start Time Bell End Time Grade Level 8:35 9:25 10 World History 9:30 10:25 Plan Bell Name of Course (or identify plan bell) 14 P a g e

15 Block Schedules My schedule includes days that are on block/altered schedules: Yes No If yes, explain on what days this effects your schedule and the times of classes for those days. Personal Information Why did you decide to become a teacher? What are your strengths? What do you want help with or feedback about? What do I need to know about you to support your growth this year? 15 P a g e

16 Contact Log Date Initiated By: Purpose / Comments Time 8/25/12 Supervisor Introduction Visit Supervision schedule agreed upon 20 min 9/1/12 Supervisor Reminder of observation 15 minutes 9/12/12 Candidate Lesson plans for observation received 15 minutes 16 P a g e

17 AMLE and Ohio Standards of the Teaching Profession Observation Tool Using the pre-conference information, scripted observation notes, and debriefing information for evidence, observers should indicate areas of strength and areas of growth for each standard. When no evidence can be located the observer should indicate not observed. For additional information: Ohio Standards for the Teaching Profession: Standards/StandardsforEducators_revaug10.pdf.aspx AMLE Teacher Preparation Standards: Standard 1: Students Description Knowledge of how students learn and of student development Understanding of what students know and are able to do High expectations for all students Respect for all students Instruction and intervention for special populations AMLE 1a. Knowledge of young adolescent development AMLE 1b. Knowledge of the implications of diversity on young adolescent development AMLE 1c. Implications of young adolescent development for middle level curriculum and instruction AMLE 1d. Implications of young adolescent development for middle level programs and practices. Area of Strength Area of Growth Not Observed Standard 2: Content Description Knowledge of content Use of content-specific instructional strategies to teach concepts of skills Knowledge of school and district curriculum priorities and Ohio academic standards Relationship of knowledge within the discipline to other content areas Connection of content to life experiences and career opportunities AMLE 2a Subject matter content knowledge AMLE 2b. Middle level student standards Area of Strength Area of Growth Not Observed 17 P a g e

18 AMLE 2c. Interdisciplinary nature of knowledge AMLE 4a. Content Pedagogy Standard 3: Assessment Description Knowledge of assessment types Use of varied diagnostic, formative, and summative assessments Analysis of data to monitor student progress and to plan, differentiate, and modify instruction Inclusion of student selfassessment and goal-setting AMLE 4c Middle level assessment and data-informed instruction Area of Strength Area of Growth Not Observed Standard 4: Instruction Description Alignment to school and district priorities and Ohio academic content standards Use of student information to plan and deliver instruction Communication of clear learning goals Application of knowledge of how students learn to instructional design and delivery Differentiation of instruction to support learning needs of all students Use of activities to promote independence and problem-solving Use of varied resources to support learning needs AMLE 4b. Middle level instructional strategies. AMLE4d. Young adolescent motivation. Area of Strength Area of Growth Not Observed Standard 5: Learning Environment Description Fair and equitable treatment of all students Creation of a safe learning environment Use of strategies to motivate students to work productively and assume responsibility for learning Maintenance of an environment that is conducive the learning for all students Creation of learning situations for independent and collaborative work Area of Strength Area of Growth Not Observed 18 P a g e

19 Standard 6: Collaboration and Communication Description Clear and effective communication with students Clear and effective communication with mentor Clear and effective communication with parents/caregivers to support student learning Collaboration with other teachers, administrators, school and district staff AMLE 5c Working with family members and community involvement Area of Strength Area of Growth Not Observed Standard 7: Professional Responsibility and Growth Description Understanding of and adherence to school/district professional ethics, policies and legal codes (dress code, attendance, technology use, communication timelines, etc.) Engagement in continuous, purposeful professional development (application of constructive feedback, seeking resources, participation in PD opportunities offered by the school/district) AMLE 5.a Professional roles of middle level teachers AMLE 5d Dispositions and professional behaviors Area of Strength Area of Growth Not Observed Additional comments: 19 P a g e

20 Collaborative Assessment Log (CAL) Candidate: Date: Check all that Apply: analyzing student work observing mentor teacher reflecting on teaching dispositions questioning communicating with parents initiating discussions taking initiative IEP Development/Meeting Reflecting discussing content standards lesson planning using technology management scaffolding writing strategies modeling lesson problem solving differentiating instruction rapport scaffolding reading strategies observing instruction providing resources assessment dispositions writing conferences What is working? Current Focus Challenges - Concerns Candidate s Next Steps: Mentor teacher Teacher/Supervisor s Next Steps: Next Meeting Date: Focus:

21 Pedagogy Evaluation Dispositions Evaluation Goals Valid and Reliable Instruments for Educator Preparation Programs (VARI-EPP) Candidate Preservice Assessment of Student Teaching (CPAST): Fall 2016 Rubric and assignments may not be shared without permission Pedagogy Alignment Dispositions Alignment Planning for Instruction and Assessment Professional Commitment and Behaviors A. Focus for Learning: Standards and Objectives/Targets OSTP 4.1 InTASC 7a B. Materials and Resources OSTP 4.7 InTASC 7b C. Assessment of P-12 Learning OSTP 2.3 InTASC 6b D. Differentiated Methods OSTP 4.5 InTASC 2c Instructional Delivery E. Learning Target and Directions OSTP 4.3 InTASC 7c F. Critical Thinking OSTP 4.6 InTASC 5d G. Checking for Understanding and Adjusting Instruction through Formative OSTP 3.2 Assessment InTASC 8b H. Digital Tools and Resources OSTP 4.7 CAEP 1.5 I. Safe and Respectful Learning Environment OSTP 5.1, 5.2, 5.5 InTASC 3d Assessment J. Data-Guided Instruction OSTP 3.3 CAEP 2.3 K. Feedback to Learners OSTP 3.4 InTASC 6d L. Assessment Techniques OSTP: 3.1 InTASC 7d Analysis of Teaching M. Connections to Research and Theory OSTP: 4.4 CAEP 1.2 A. Participates in Professional Development OSTP 7.2 B. Demonstrates Effective Communication with Parents or Legal Guardians OSTP 3.4 InTASC 10d C. Demonstrates Punctuality OSTP 7.1 InTASC 9o D. Meets Deadlines and Obligations OSTP 7.1 InTASC 9o E. Preparation OSTP 7.1 InTASC 3d Professional Relationships F. Collaboration OSTP 6.3 InTASC 10b G. Advocacy to Meet the Needs of Learners or for the Teaching Profession OSTP 6.3 InTASC 10j Critical Thinking and Reflective Practice H. Responds Positively to Constructive Criticism InTASC 9n 21 P a g e

22 Pedagogy Evaluation Student Teacher: Cooperating Teacher/s: University Supervisor: Semester: Date: Directions The form will be used twice during the course of the term and will be provided by the Program Coordinator to the University Supervisor, Cooperating Teacher, and Student Teacher. Each member of the team (Cooperating Teacher, University Supervisor, and Student Teacher) 1) Completes the evaluation in week 5 or 6 (Mid-term) of the student teaching experience in week 13 or 14 (Final) 2) Brings the completed form to the mid-term and final 3-way conference At the Mid-term 3-way conference 1) Goals are set for the remainder of the student teaching experience 2) The University Supervisor records the consensus ratings and enters into the University data system by the end of week 7 At the Final 3-way conference 1) Suggestions and comments are made to assist in the transition to teaching role 2) The University Supervisor records the consensus ratings and enters into the University data system by the end of week 14 Additional information about and support for using the form can be found in the VARI-EPP Student Teaching Form Training Modules, the Glossary and the Look Fors document. Item A. Focus for Learning: Standards and Objectives /Targets Exceeds Expectations (3 points) Plans align to appropriate Ohio Learning Standards Goals are measureable Standards, objectives/targets, and learning tasks are consistently aligned with each other Articulates objectives/targets that are appropriate for learners and attend to appropriate developmental progressions relative to age and content-area Meets Expectations (2 points) Plans align to appropriate Ohio Learning Standards Goals are measureable Emerging (1 point) Planning for Instruction and Assessment Standards, objectives/ targets, and learning tasks are consistently aligned with each other Articulates objectives/targets that are appropriate for learners Plans align to appropriate Ohio Learning Standards /OR Some goals are measureable /OR Standards, objectives/targets, and learning tasks, are loosely or are not consistently aligned with each other /OR Articulates some objectives/targets that Does Not Meet Expectations (0 points) Plans do not align to the appropriate Ohio Learning Standards /OR Goals are absent or not measureable /OR Standards, objectives/targets, and learning tasks are not aligned with each other /OR Does not articulate objectives/targets that are appropriate for learners Row Score 22 P a g e

23 B. Materials and Resources C. Assessmen t of P-12 Learning D. Differentia ted Methods E. Learning Target and Directions Uses a variety of materials and resources that 1. Align with all objectives/targets 2. Make content relevant to learners 3. Encourage individualization of learning Plans a variety of assessments that 1. Provide opportunities for learners of varying abilities to illustrate competence (whole class) 2. Align with the Ohio Learning Standards 3. Are culturally relevant and draw from learners funds of knowledge 4. Promote learner growth Lessons make meaningful and culturally relevant connections to 1. Learners prior knowledge 2. Previous lessons 3. Future learning 4. Other disciplines and real-world experiences Differentiation of instruction supports learner development Organizes instruction to ensure content is comprehensible, relevant, and challenging for learners Articulates accurate and coherent learning targets Uses a variety of materials and resources that 1. Align with all objectives/targets 2. Make content relevant to learners Plans a variety of assessments that 1. Provide opportunities for learners to illustrate competence (whole class) 2. Align with the Ohio Learning Standards 3. Are culturally relevant and draw from learners funds of knowledge Lessons make clear and coherent connections to 1. Learners prior knowledge 2. Previous lessons 3. Future learning Differentiation of instruction supports learner development Organizes instruction to ensure content is comprehensible and relevant for learners Instructional Delivery Articulates an accurate learning target are appropriate for learners Uses materials and resources that align with some of the objectives/targets Planned assessments 1. Provide opportunities for some learners to illustrate competence (whole class) 2. Align with the Ohio Learning Standards Lessons make an attempt to build on, but are not completely successful at connecting to 1. Learners prior knowledge, 2. Previous lessons, OR future learning Differentiation of instruction is minimal Organizes instruction to ensure content is comprehensible for learners Articulates an inaccurate learning target /OR Materials and resources do not align with objectives/targets Planned assessments 1. Are not included OR 2. Do not align with the Ohio Learning Standards Lessons do not build on or connect to learners prior knowledge /OR Explanations given are illogical or inaccurate as to how the content connects to previous and future learning /OR Differentiation of instruction is absent Does not articulate the learning target OR Does not articulate directions/ explanations 23 P a g e

24 F. Critical Thinking G. Checking for Understan ding and Adjusting Instruction through Formative Assessmen t H. Digital Tools and Resources I. Safe and Respectfu l Learning Articulates accurate directions/explanations throughout the lesson Sequences learning experiences appropriately Engages learners in critical thinking in local and/or global contexts that 1. Fosters problem solving 2. Encourages conceptual connections 3. Challenges assumptions Checks for understanding (whole class/group individual learners) during lessons using formative assessment Differentiates through planned and responsive adjustments (whole class/group and individual learners) Discusses uses a variety of developmentally appropriate technologies (digital tools and resources) that 1. Are relevant to learning objectives/ targets of the lesson 2. Engage learners in the demonstration of knowledge or skills 3. Extend learners understanding of concepts Actively involves learners to create and manage a safe and respectful Articulates accurate directions/ explanations Sequences learning experiences appropriately Engages learners in critical thinking that 1. Fosters problem solving 2. Encourages conceptual connections Checks for understanding (whole class/group) during lessons using formative assessment Differentiates through adjustments to instruction (whole class/group) Discusses uses developmentally appropriate technologies (digital tools and resources) that 1. Are relevant to learning objectives/ targets of the lesson 2. Engage learners in the demonstration of knowledge or skills Manages a safe and respectful learning environment through the Articulates inaccurate directions/explanations Introduces /OR models critical thinking that 1. Fosters problem solving 2. Encourages conceptual connections Inconsistently checks for understanding during lessons using formative assessment Adjusts instruction accordingly, but adjustments may cause additional confusion Discusses developmentally appropriate technologies (digital tools and resources) relevant to learning objectives/ targets of the lesson Technology is not available Attempts to manage a safe learning environment through Does not introduce /OR model critical thinking that 1. Fosters problem solving 2. Encourages conceptual connections Does not check for understanding during lessons using formative assessment OR Does not make any adjustments based on learners responses One of the following: A. Does not use technologies (digital tools and resources) to engage learners Technology is available in the setting OR B. Use of technologies is not relevant to the learning objectives/ targets of the lesson OR C. Does not discuss technologies Technology is not available in the setting Does not manage a safe learning environment 24 P a g e

25 Environme nt learning environment through the use of routines and transitions Establishes and promotes constructive relationships to equitably engage learners Uses research-based strategies to maintain learners attention (individual and whole group) use of routines and transitions Establishes and promotes constructive relationships to equitably engage learners Uses research-based strategies to maintain learners attention (individual and whole group) the use of routines and transitions /OR Attempts to establish constructive relationships to engage learners /OR Attempts to use constructive strategies to maintain learners attention (individual and whole group) Assessment OR Does not establish constructive relationships to engage learners OR Does not use constructive strategies to maintain learners attention (individual and whole group) J. Data- Guided Instruction K. Feedback to Learners L. Assessmen t Techniques Uses data-informed decisions (trends and patterns) to set short and long term goals for future instruction and assessment Uses contemporary tools for learner data record-keeping and analysis Provides feedback that 1. Enables learners to recognize strengths areas for improvement 2. Is comprehensible 3. Is descriptive 4. Is individualized Provides timely feedback, guiding learners on how to use feedback to monitor their own progress Evaluates and supports learning through assessment techniques that are 1. Developmentally appropriate 2. Formative summative 3. Diagnostic Uses data-informed decisions to design instruction and assessment Uses contemporary tools for learner data record-keeping Provides feedback that 1. Enables learners to recognize strengths OR areas for improvement 2. Is comprehensible 3. Is descriptive Provides timely feedback Evaluates and supports learning through assessment techniques that are 1. Developmentally appropriate 2. Formative summative Uses minimal data to design instruction and assessment Provides minimal feedback that 1. Enables learners to recognize strengths OR areas for improvement OR Feedback is provided in a somewhat timely fashion Assessment techniques are 1. Developmentally appropriate 2. Formative OR summative Does not use data to design instruction and assessment Does not provide feedback OR Feedback does not enable learners to recognize strengths OR areas for improvement OR Feedback is not provided in a timely fashion Assessment techniques are 1. Developmentally inappropriate OR Not used 25 P a g e

26 4. Varied M. Connection s to Research and Theory Discusses, provides evidence of, and justifies connections to educational research and/or theory Uses research and/or theory to explain their P-12 learners progress Analysis of Teaching Discusses and provides evidence of connections to educational research and/or theory Mentions connections to educational research and/or theory No connections OR inaccurate connections to educational research and/or theory Row Score 26 P a g e

27 Professional Dispositions Evaluation What are dispositions? The habits of professional action and moral commitments that underlie an educator s performance (InTASC Model Core Teaching Standards, p. 6.) What else should a teacher candidate know? It is the student teacher s responsibility to ask clarifying questions as well as demonstrate the expected dispositional behaviors. REMEMBER: Only those dispositions observed in student teaching can be measured, therefore it is up to the student teacher to demonstrate the dispositions. Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Row Score Professional Commitment and Behaviors A. Participates in Professional Development (PD) Participates in at least one professional development opportunity (e.g. workshops, seminars, attending a professional conference, joining a professional organization) Provides evidence of an increased understanding of the teaching profession as a result of the PD Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference) Provides evidence of an increased understanding of the teaching profession as a result of the PD Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference) Does not participate in any professional development opportunity (e.g. workshop, seminar, attending a professional conference) Reflects on own professional practice with evidence of application of the knowledge acquired from PD during student teaching B. Demonstrates Effective Communication Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of Provides evidence of communication with parents or legal guardians in accordance with Provides evidence of communication with parents or legal guardians in Does not provide evidence of communication with 27 P a g e

28 Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Row Score with Parents or Legal Guardians introduction, attends parent-teacher conferences, communication via or online) Provides information about P-12 learning to parents or legal guardians to promote understanding and academic progress Interacts with parents or legal guardians in ways that improve understanding and encourage progress (e.g. exchange of , face-to-face discussion, etc.) district policies (e.g., letter of introduction, attends parentteacher conferences, communication via or online) Provides information about P-12 learning to parents or legal guardians to promote understanding and academic progress accordance with district policies (e.g., letter of introduction, attends parentteacher conferences, communication via or online) parents or legal guardians C. Demonstrates Punctuality Reports on time or early for daily student teaching Additional teacher engagements (e.g., IEPs, teacher committees) Reports on time for daily student teaching Additional teacher engagements (e.g., IEPs, teacher committees) Inconsistently reports on time for daily student teaching /OR Additional teacher engagements (e.g., IEPs, teacher committees) Does not report on time for student teaching /OR Additional teacher engagements (e.g., IEPs, teacher committees) D. Meets Deadlines and Obligations Meets deadlines and obligations established by the cooperating teacher and/or supervisor Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence Meets deadlines and obligations established by the cooperating teacher and/or supervisor Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior Most of the time meets deadlines and obligations established by the cooperating teacher and/or supervisor Informs some stakeholders (cooperating teacher, supervisor, and/or faculty Frequently misses deadlines or obligations established by the cooperating teacher and/or supervisor /OR Does not inform stakeholders 28 P a g e

29 Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Row Score Provides clear and complete directions and lessons for substitutes without reminders to the absence Provides clear and complete directions and lessons for substitutes members) of absences prior to the absence Provides incomplete directions and lessons for substitutes (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence /OR Does not provide directions and lessons for substitutes E. Preparation Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) Materials are easily accessible organized Prepared for the unexpected and flexible F. Collaboration Demonstrates collaborative relationships with cooperating teacher /OR members of the school community (other teachers, school personnel, administrators, etc.) Works with and learns from colleagues in planning and implementing instruction to meet diverse needs of learners Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) Materials are easily accessible organized Professional Relationships Demonstrates collaborative relationships with cooperating teacher /OR members of the school community (other teachers, school personnel, administrators, etc.) Attempts to work with and learn from colleagues in planning and implementing instruction Not consistently prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) /OR Materials are easily accessible OR organized Demonstrates collaborative relationships with cooperating teacher /OR members of the school community (other teachers, school personnel, administrators, etc.) Not prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) /OR Materials are not organized NOR easily accessible Does not demonstrate collaborative relationships with cooperating teacher /OR members of the school community (other teachers, school personnel, administrators, etc.) 29 P a g e

30 G. Advocacy to Meet the Needs of Learners or for the Teaching Profession H. Responds Positively to Feedback and Constructive Criticism Recognizes and articulates specific areas in need of advocacy, including the 1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 2. Needs of the teaching profession (e.g. technology integration, research-based practices) Takes action(s) based upon identified needs, while following district protocols Is receptive to feedback, constructive criticism, supervision, and responds professionally Incorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice Recognizes and articulates specific areas in need of advocacy, including the 1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 2. Needs of the teaching profession (e.g. technology integration, research-based practices) Critical Thinking and Reflective Practice Is receptive to feedback, constructive criticism, supervision, and responds professionally Incorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice Recognizes areas in need of advocacy, but cannot articulate the 1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 2. Needs of the teaching profession (e.g. technology integration, research-based practices) Is receptive to feedback, constructive criticism, and supervision /OR Incorporates feedback inconsistently Does not recognize areas in need of advocacy, including the 1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 2. Needs of the teaching profession (e.g. technology integration, research-based practices) Is not receptive to feedback, constructive criticism, and supervision /OR Does not incorporate feedback Proactively seeks opportunities for feedback from other professionals What went well? Areas of strength? Possible opportunities for growth 30 P a g e

31 Goals for Improvement: Pedagogy and Dispositions Following the Three-way Midterm Evaluation between the Student Teacher, University Supervisor, and Cooperating Teacher, the Student Teacher will identify three specific and measurable goals for improvement for the duration of the student teaching experience. The University Supervisor and Cooperating Teacher will then affirm and/or suggest goals for the Student Teacher. As part of the final summary evaluation, goals for the Resident Educator Program should be identified. Connection to 3-way form Goal (must have a minimum of one goal) with Details L. Assessment: Feedback to Learners I will focus on providing specific (not general) feedback to individuals and to groups with a focus on task and process. I will focus on quick and quiet feedback. I will prepare feedback ahead of time using data Comments 31 P a g e

32 Glossary of Terms Advocacy: Any action within professional boundaries that speaks in favor of, recommends, argues for a cause, supports or defends, or pleads on behalf of others. This may be to advocate for the profession, an individual student, or other ideas. Analysis: Careful and critical examination of data and/or processes to identify key components and potential outcomes. Assessment: Process of monitoring, measuring, evaluating, documenting, reflecting on, and adjusting teaching and relearning to ensure that learners reach high levels of Achievement. 1 Contemporary Tools: Electronic/digital record-keeping tools such as an online gradebook and progress monitoring systems, spreadsheet software, etc. Cooperating Teachers: (Also known as mentor teachers ) Teachers in schools who mentor and supervise student teachers in their classrooms for the duration of a student teaching and/or field experience. Critical Thinking: Refers to the kind of thinking involved in problem solving and includes an ability to examine assumptions, discern hidden values, evaluate evidence, and assesses conclusions. 2 Culturally Relevant: Incorporating the tenets of culturally relevant/responsive teaching (i.e., teachers create a bridge between students home and school lives, while still meeting the expectations of the district and state curricular requirements. Culturally relevant teaching utilizes the backgrounds, knowledge, and experiences of the students to inform the teacher s lessons and methodology. ). 3 Data-informed decisions: Focuses on using student assessment data and relevant background information to inform decisions related to planning and implementing instructional strategies at the district, school, classroom, and individual student levels. 4 Developmental Theory (General): Theories that describe the stages of development of children/adolescents (e.g., Erikson s Theory of Psychosocial Development, Kohlberg s Theory of Moral Development, Piaget s Cognitive Development Theory, Behavioral Theories, and Sociocultural Theories). Developmental Theory (Content-Specific): Content-specific teaching that organizes activities and learning tasks to help learners move from one level to the next. 5 Diagnostic Assessment: (Also known as pre-assessment ) Involves the gathering and careful evaluation of detailed data using students knowledge and skills in a given learning area. 6 Differentiation of Instruction: To respond to variance among learners (e.g., learners with exceptional needs, second language learners, gifted learners) by modifying content, and/or process, and/or products, and/or the learning environment according to learners readiness, interest, or learning profile. 7 Digital Tools: Technologies that enable learners to engage with the teacher and/or content on an individual level. Examples: SMART Boards, learner response systems (i.e., clickers), and computers, tablets, etc. Evidence: Artifacts that document and demonstrate how [the student teacher] planned and implemented instruction 8 Feedback: Information communicated to the learner that is intended to modify the learner s thinking or behavior for the purpose of improving learning. 9 Formative Assessment: Assessment used continuously throughout learning and teaching, allowing teachers to adjust instruction to improve learner achievement. 1 Fosters: To promote the growth or development of, encourage. 10 Funds of Knowledge: Historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being. 11 Goals: See definition for Measurable Goals. Learner: Any P12 student in the student teacher s classroom. Learning Environment: Any setting where learning occurs. The term may refer to the physical environment (e.g., the classroom), as well as the classroom management procedures and activities that enable teaching and learning to take place. 1 Arizona K12 Center. (2012). Standards continuum guide for reflective teaching practice. Northern Arizona University Stevens, S., Shin, N., & Krajcik, J. (2009, June). Towards a Model for the Development of an Empirically Tested Learning Progression. Paper presented at the Learning Progressions in Science (LeaPS) Conference, Iowa City, IA Carol Ann Tomlinson 8 Stanford Center for Assessment, Learning and Equity (SCALE). (2015). edtpa world language assessment handbook. Board of Trustees of the Leland Stanford Junior University. 9 Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), Merriam Webster Dictionary ( 11 Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, P a g e

33 Look Fors Document: A document accompanying this form containing a non-exhaustive list to describe examples of the qualities and behaviors a student teacher is expected to demonstrate for a given level of performance. Measurable Goals: Provides information for describing, assessing, and evaluating student achievement. 12 Mentor Teachers: See definition for Cooperating Teachers. Objectives/Targets: P12 student (learner) learning outcomes to be achieved by the end of the lesson or learning segment. 13 Ohio Learning Standards: Clearly defined statements and/or illustrations of what all learners, teachers, schools and districts are expected to know and be able to do, as determined by the Ohio Department of Education. 14 Standards can include content standards, performance standards, and operating standards. Content Standards describe the knowledge and skills that students should attain, often called the "what" of "what students should know and be able to do." Performance Standards are concrete statements of how well students must learn what is set out in the content standards, often called the "be able to do". Finally, operating Standards describe the conditions for learning. 15 Ohio Standards for the Teaching Profession (OSTP): The Ohio Standards for the Teaching Profession were developed for use as a guide for teachers as they continually reflect upon and improve their effectiveness as educators throughout all of the stages of their careers. In the Standards for the Teaching Profession, seven standards are delineated under three larger organizers. Each of the seven Standards is a broad category of teacher knowledge and skills. Within each Standard are Elements. The Elements are the statements of what teachers should know, think and do to be effective teachers. 16 Problem solving: A mental process that involves discovering, analyzing and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue. Program Coordinator: Faculty or staff member from a college or university who coordinates/manages the administrative components of a teacher educator licensure program. Research: The use of rigorous, systematic, and objective methodologies to obtain reliable and valid knowledge. 17 Student Teacher: (Also known as intern ) An individual participating in a full-time field experience in a P12 classroom in order to obtain professional education licensure/certification. Summative Assessment: Assessment activities used at the culmination of a given period of time to evaluate the extent to which instructional objectives have been met. Targets: See definition for Objectives/Targets. Technologies: See definition for Digital Tools. University Supervisor (US): The university instructor assigned to the student teacher who regularly observes his/her performance to provide feedback on strengths and weaknesses. The US coordinates the student teacher s evaluation, and is responsible for recording the consensus scores using this form. Form developed by: The Ohio State University: Beickelman, F., Bendixen-Noe, M., Bode, P., Brownstein, E., Day, K., Fresch, M., Kaplan, C., Warner, C. and Whittington, M. Bowling Green State University: Gallagher, D. University of Toledo: Stewart, V. University of Akron: Jewell, W. Ohio University: C. Patterson Cleveland State University: Price, A., Crell, A. Wilmington College: Hendricks, M Wright State University: Kahrig, T. Kent State University: Arhar, J., Turner, S. Wittenberg University: Brannan, S., Whitlock, T. University of Dayton: Bowman, C P a g e

34 CPAST Individual Completing Form: Date: Pedagogy Domain Planning for Instruction and Assessment A. Focus for Learning: Standards and Objectives/Targets B. Materials and Resources C. Assessment of P 12 learning D. Differentiated Methods Instructional Delivery E. Learning Target and Directions F. Critical Thinking G. Checking for Understanding and Adjusting Instruction through Formative Assessment H. Digital Tools and Resources I. Safe and Respectful Learning Environment Assessment J. Data-Guided Instruction K. Feedback to Learners L. Assessment Techniques Analysis of Teaching M. Connections to Research and Theory Professional Dispositions Form Professional Commitment & Behaviors A. Participates in Professional Development (PD) B. Demonstrates Effective Communication with Parents or Legal Guardians C. Demonstrates Punctuality D. Meets Deadlines and Obligations E. Preparation Professional Relationships F. Collaboration G. Advocacy to Meet the Needs of Learners or for the Teaching Profession Critical Thinking and Reflective Practice H. Responds Positively to Feedback and Constructive Criticism Score Goals to student teacher s continued growth: Add additional sheets for additional goals as needed.

35 CPAST Consensus Form Student teacher: Mentor teacher: University supervisor: Pedagogy Domain Planning for Instruction and Assessment A. Focus for Learning: Standards and Objectives/Targets B. Materials and Resources C. Assessment of P 12 learning D. Differentiated Methods Instructional Delivery E. Learning Target and Directions F. Critical Thinking G. Checking for Understanding and Adjusting Instruction through Formative Assessment H. Digital Tools and Resources I. Safe and Respectful Learning Environment Assessment J. Data-Guided Instruction K. Feedback to Learners L. Assessment Techniques Analysis of Teaching M. Connections to Research and Theory Professional Dispositions Form Professional Commitment & Behaviors A. Participates in Professional Development (PD) B. Demonstrates Effective Communication with Parents or Legal Guardians C. Demonstrates Punctuality D. Meets Deadlines and Obligations E. Preparation Professional Relationships F. Collaboration G. Advocacy to Meet the Needs of Learners or for the Teaching Profession Critical Thinking and Reflective Practice H. Responds Positively to Feedback and Constructive Criticism Score Goals to student teacher s continued growth: Add additional sheets for additional goals as needed. 35 P a g e

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