Student Teaching Handbook

Student Teaching Handbook

2 PREFACE Welcome to your student teaching semester! Whether you are a student teacher, a cooperating teacher, or a university supervisor, this field experience promises to be interesting, intensive, and professionally valuable. The information presented in this handbook is designed to guide you through the process. Various forms used throughout this experience are included in this handbook and should be copied directly from the handbook as needed. The student teaching evaluation forms are not part of this handbook. Colored coded copies of the student teaching evaluation form will be provided to student teachers, cooperating teachers, and university supervisors. Student teachers are responsible for insuring cooperating teachers and university supervisors receive copies of the forms in a timely fashion. In addition to the materials presented here, you are encouraged to check the Education website at http://www.iue.edu/education/for other program and university information. While care has been taken in creating this handbook, it may not cover all situations that may arise. In those instances, School of Education and Indiana University East policies and procedures will prevail. As you participate in and complete this professional field experience, we look forward to your input on these materials or suggestions for improving our program. Your comments are always welcome as we meet and have opportunities to talk. In addition, your completion of the program evaluation form, which accompanies the student teaching evaluation, is much appreciated. Indiana University East designs this culminating field experience to prepare pre-service teachers for initial licensure in the state of Indiana. All requirements and expectations for the successful completion of the student teaching semester are based on the following: IU East School of Education conceptual framework, INTASC principles, Office of Educator Licensing and Development (OELD) developmental and content standards, and IU East learning objectives. Upon satisfactory completion of 60 days of student teaching and all degree requirements, teacher education candidates are recommended for Indiana Rules 2002 initial practitioner licensure in one or more of the following developmental and content areas: ELEMENTARY EDUCATION: Elementary/Primary Generalist and Elementary/Intermediate Generalist SECONDARY EDUCATION: Early Adolescence and Adolescence/Young Adulthood in English, Mathematics, Science (specified areas) or Social Studies (specified areas). Your assigned university supervisor and Director of Field Experiences are available to support you during this student teaching semester. If you have concerns at any time in the course of the student teaching experience, please contact us. Our purpose is to guide and assist you as we work together to achieve a successful culminating field experience and recommendation for initial practitioner teaching licensure in Indiana. Dr. Richard L. Roames Director of Field Experiences and Licensing Telephone: (765) 973-8265 E-mail: rlroames@indiana.edu University Supervisor Telephone: E-mail:

TABLE OF CONTENTS Page PREFACE 2 TABLE OF CONTENTS. 3-4 GLOSSARY... 4-5 MISSION, PURPOSE & GOAL OF TEACHER EDUCATION 6-17 - Mission. 7 - The Conceptual Framework. 7-8 - InTASC Standards. 8-14 - Indiana Department. of Education. Teacher & Academic Standards.. 15 - IU East Student Learning Objectives... 15-16 - Summary.. 16 - Standards Alignment Chart.. 17 THE STUDENT TEACHING SEMESTER - Registration.. - General Methods/Capstone.. - Student Teaching.. - Seminar - Schedule... Model Weekly Schedule.. - Assessment and Evaluation.. - Grading RESPONSIBILITIES - Duties & Responsibilities of Student Teachers - Duties & Responsibilities of Cooperating Teachers - Duties & Responsibilities of University Supervisors.. - Shared Responsibilities of the Cooperating Teachers & Student Teachers. - Shared Responsibilities of the Cooperating Teachers & University Supervisors - Shared Responsibilities of the Student Teachers & University Supervisors... - Responsibilities of the Cooperating Principals - Responsibilities of the Director of Field Experiences. SCHOOL of EDUCATION POLICIES & PROCEDURES - Qualifications for Student Teaching - Accommodations for Students with Exceptionalities - Placements of Student Teachers.. - Length of Assignment.. - Length of Day.. - Absences.. - Enrollment in Additional Courses during Student Teaching... - Employment during Student Teaching - Family Responsibility during Student Teaching.. - Cooperating Teacher s Presence.. - Substitute Teaching.. - Disruption of Instructional Processes.. - The Inadequate Student Teacher.. - Termination of Placement - Appeals Process... - Qualifications for Initial Licensure.. INFORMATION & TOOLS - Planning Instruction. Criteria for Evaluating a Lesson Plan & Lesson Implementation... Sample Lesson Plan Format. Sample Unit Plan Format. Bloom s Taxonomy of Learning.. 18-25 19 19 19 20 20 21-22 23 24-25 26-31 27-28 28-29 29-30 30 30 30 31 31 32-38 33 33-34 34-35 35 35 35 36 36 36 36-37 37 37 37-38 38 38 39 40-62 41-42 43 44 45 46 3

4 - Learning to Monitor Professional Performance... The Reflective Journal. Reflective Journal Format.. Videotaping (directions and analysis). Video Analysis Tool # 1 Global Assessment Video Analysis Tool # 2 Classroom Management... Video Analysis Tool # 3 Instruction. Supplemental Assessment Tools; Reflective Tool for Analyzing Instruction. Division Themes & INTASC Principles Pre/Post Assessment.. Reflective Tools for Audiotape Analysis of Instruction... Reflective Tool for Analyzing the Planning Process... Reflective Tools for Analyzing Student Learning. The Capstone portfolio.. FORMS & MODELS - Checklist for Forms.. - Beginning Student Teaching Checklist - Proposed Plan of Implementation (PPI)... Sample Instructional Plan for Elementary Student Teachers Sample Instructional Plan for Secondary Student Teachers. - Request for & Notification of Absence... - Criteria for Evaluation a Lesson Plan & Lesson Implementation... - University Observation Report - Ending Student Teaching Checklist. - Student Teacher Evaluation Midterm & Final All evaluation forms are - Cooperating Teacher Program Evaluation.distributed at the Student - Student Teacher Program Evaluation Teaching Orientation Mtg. 46 46-47 48-49 50 51 52 53 53 55 56-58 59-60 61 62 63-72 64 65 66-69 68 69 70 see p. 43 71 72 SAMPLE RUBRICS for POTENTIAL CAPSTONE ASSIGNMENTS 73-82 - M401 Video Analysis.. 74 - Introduction Rubric (Goal Setting).. 75 - General Explanation - Reflection Scoring.. 76 - Unit Plan & Lesson Plan. 77 - Planning Explanation-Reflection.. 78 - Assessment Explanation-Reflection Scoring.. 79 - Conclusion/Overall Reflection.... 80 - Resume Rubric.... 81 - Mock Employment Interview Rubric..... 82 GLOSSARY Cooperating Teacher: Classroom teacher who directly supervises a student teacher in a K-12 (Abbreviation: CT) classroom setting. Cooperating Principal: The school principal at the student teaching site Dispositions: Professional attitudes, behaviors, and public appearance displayed by the preservice teacher. OELD Developmental and Content Standards: The Division of Professional Standards (OELD) (formerly the Indiana Professional Standards Board/IPSB) has prepared sets of developmental and content standards for teachers. These standards are accessible at the OELD website http:// http://www.doe.in.gov/oeld/standards/welcome.html.

5 Full-time Teaching: A period in which a pre-service teacher takes on the full responsibility of a classroom for the entire day. (Also, see Lead Teaching.) Indiana Department of Education: The state department governing all aspects of P-12 education including academic and teaching standards. (http://www.doe.in.gov/welcome.html) In-service Teacher: A licensed, employed teacher. INTASC Principles: IMAP: Instructional Team: Lead Teaching: Pedagogy: A set of ten core principles and indicators that a competent beginning teacher is expected to demonstrate (pp. 8-14). Interstate New Teacher Assessment and Support Consortium Indiana Department of Education, Division of Professional Standards mentoring program for beginning teachers while in their first two years of teaching under initial practitioner licensing. Indiana Mentoring and Assessment Program A sub-team of the triad that includes the cooperating teacher and student teacher. They work together daily in the classroom (p. 30). A period of consecutive days in which pre-service teachers take on full responsibility for instruction (planning, implementation, and assessment) and classroom management within the curricular framework, policies, and procedures of the school corporation. Lead teaching includes supervising the work of teacher aides and volunteers. Forty to forty-five days of lead teaching are expected of student teachers. The study and practice of teaching. Performance Based Assessment: Measurement of competencies demonstrated in the field. Portfolio: Pre-service Teacher: A cohesive presentation that includes artifacts and samples, explanations, and reflections to portray an accurate picture of the teacher s competencies and style. A teacher education candidate seeking a valid teaching license or endorsement. Proposed Plan of Implementation: A document that spells out a student teacher s specific responsibilities for (Abbreviation: PPI) instruction and other teaching duties (See pp. 66-69) Student Teacher: (Abbreviation: ST) Student Teaching: Supervisory Team: Students enrolled at Indiana University East who have met all standards of the Teacher Education Program and have been recommended for admission to student teaching A 12 wk.(60 days) culminating field experience including 8-9 wks./40-45 school days of lead teaching. Successful completion of student teaching leads toward initial practitioner teaching licensure in Indiana. A sub-team of the triad that includes the cooperating teacher and university supervisor. They focus on the professional growth of the student teacher (p. 30). Teacher Education Candidate: Students enrolled in studies at Indiana University East who have been admitted to the Teacher Education Program. Technology: The use of any of a number of devices, software, and related systems that includes: personal computers, computer software, the Internet, e-mail, and A/V equipment. University Supervisor: Employees of Indiana University East who share responsibility with cooperating (Abbreviation: US) teachers for the professional growth of the student teacher. University Team: A sub-team of the triad including the student teacher and university supervisor. They focus on meeting the learning needs of the student teacher and university goals (p. 30).

6 Mission, Purpose & Goal of Teacher Education Mission Statement The Conceptual Framework INTASC Standards Indiana Department of Education Standards IU East Student Learning Objectives Standards Alignment Chart

MISSION, PURPOSE & GOAL OF TEACHER EDUCATION The mission of the School of Education is to prepare teachers who are Reflective Scholars, Instructional Leaders, and Global Citizens and to serve the community and profession promoting and facilitating best practice in education. Learning to be a teacher is a process of change. As candidates progress through the teacher education program, they incorporate new information and ideas into their knowledge base as well as new skills and dispositions into their repertoire of behaviors. The School of Education s purpose is to guide candidates through this growth process with the ultimate outcome of every graduate exhibiting the knowledge, skills, and dispositions of a competent, independent and effective initial practitioner (as defined in Rules 2002 Indiana teaching licensure). The teacher education program at Indiana University East (IUE) relies on a combination of content courses, methods and professional courses, and extensive field experiences to meet this end. Teacher education candidates should be viewed as emerging professionals, particularly by the time they are ready for their final pre-service field experience (i.e., student teaching). It is the goal of the School of Education to insure that every graduate s performance in each professional experience reflects the following: School of Education s conceptual framework (pp. 7-8, 17) principles of the Interstate New Teacher Assessment and Support Consortium (INTASC) (pp. 8-14, 17) Division of Professional Standards (OELD) developmental and content standards (pp. 15 & 17), and learning objectives specified for all Indiana University East graduates (pp.14-15 &17). The Conceptual Framework This conceptual framework is the foundation on which IUE s teacher education program is built. Three major themes describe the knowledge, skills, and dispositions the faculty believes competent, independent, initial practitioners exhibit. They are: Reflective Scholarship, Instructional Leadership, and Global Citizenship. These themes and their interactive, interdependent relationships are portrayed in the illustration and detailed descriptions below. At the core of our Conceptual Framework is the Learner. We believe there are many different learners at the heart of our model. Our programs focus on candidates as learners. In turn, candidate learning has a positive impact on student learners in schools where they practice their acquired knowledge, skills and dispositions. As university and school faculty, we learn from assessing the performance of our candidates and their students and then use this information to adjust our programs to make learning even more effective for all. Arranged around the core is a circle that represents the three major themes on which our programs and assessment system are built: Instructional Leader, Reflective Scholar, and Global Citizen. The circular representation symbolizes the interconnectedness among the themes, and the belief that they are to be integrated and scaffolded throughout the curriculum. No one theme is dominant over the others. As the circle grows outward, so do the knowledge, skills, and dispositions that candidates are expected to demonstrate. Reflective scholars understand that self-reflection is an on-going part of being an effective teacher. They assess experiences and circumstances for personal and professional meaning in order to enhance teaching performance. They understand the value of mentor relationships and professional interactions, and thoughtfully consider and act upon advice. These teachers use professional literature and/or resource materials to remain current in issues related to pedagogy, technology, diversity, and content. Instructional leaders work to develop and implement a well-chosen curriculum that promotes active engagement in developmentally appropriate learning for all students. They constantly monitor and assess student learning and growth and make adjustments to optimize learning experiences. They are expert in the content they teach 7

8 and effectively use resources and technology to meet their instructional goals. These teachers become leaders as their personal visions are shared with colleagues who embrace the same goals and move together toward a unified learning community. Teachers who are global citizens seek to shape the world of the future through their roles in the classroom and beyond. They challenge students to examine and think critically about global issues. These teachers comprehend their own cultural perspectives (and biases) and make conscious efforts to expand them. They celebrate the diversity of their students and develop curriculum that is responsive to and incorporates that diversity. The outer layer of the circle is supported by the foundation of the themes and represents the goal of becoming an Effective Teacher who is a Change Agent in the classroom, the community, and beyond. Movement inward through the layers of the circle occurs as effective teachers, through their roles as Instructional Leaders, Reflective Scholars and Global Citizens, have a positive impact on learners. We believe that the journey from Learner to Effective Teacher to Learner is a cycle that never stops we are all life-long learners. CONCEPTUAL FRAMEWORK STANDARDS (Note: Bolded bullets are School of Education priority indicators and are items to be scored on the evaluation form.) Global Citizens comprehend their own cultural perspectives and deliberately broaden them challenge self and students to think critically about their impact on the world today and in the future include differentiated instruction, adaptations and a multicultural focus as appropriate in instructional plans in order to meet students needs and curriculum goals incorporate meaningful cultural content throughout the curriculum gain multiple perspectives on the ways people communicate and overcome barriers to communications use technology to gain information or collaborate with diverse cultures seek and obtain resources for curriculum and instructional planning including technology, multicultural, intergenerational, environmental, and exceptionality resources Instructional leaders work to develop and implement a well-chosen curriculum that promotes active engagement in developmentally appropriate, meaningful learning for all students monitor and assess student learning and growth and make adjustments to optimize learning experiences apply content and pedagogical knowledge match assessments to learning objectives and design lesson procedures to facilitate students abilities to meet those objectives create a classroom climate in which the teacher has a strong presence and high expectations for self and all students apply and develop critical thinking and problem solving skills in self and students make appropriate professional development choices and implement professional learning into teaching Reflective scholars deliberately use a clearly identified on-going process for reflection to critically analyze professional experiences thoughtfully solicit, consider and respond appropriately to assessment and mentoring apply professional literature and research as it relates to issues of diversity, technology, pedagogy and content modify professional practices based on self-knowledge and experience InTASC STANDARDS INTASC is a consortium of state education agencies, higher education institutions, and national educational organizations dedicated to the reform of the education, licensing, and on-going professional development of teachers. The state of Indiana participates in InTASC. Thirty-four states are members of InTASC (July 2004). Alabama Arkansas Connecticut Delaware District of Columbia Georgia Hawaii Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Michigan Minnesota Nebraska Nevada New Jersey New York North Carolina Ohio Oklahoma Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington Wisconsin Created in 1987, InTASC's primary constituency is state education agencies responsible for teacher licensing and professional development. As stated on the consortium s web page, one basic premise guides their work: An effective teacher must be able to integrate content knowledge with pedagogical understanding to assure that all students learn and perform at high levels. (See website at http://www.ccsso.org/projects/interstate_new_teacher_assessment_and_support_consortium/.)

The ten core InTASC standards address the knowledge, dispositions and performances deemed essential for all beginning teachers regardless of their specialty area. The full description of InTASC standards follows. (Note: Bolded bullets are School of Education priority indicators and items to be scored on the student teaching evaluation form.) 9 1. LEARNER DEVELOPMENT: The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Essential Knowledge The teacher understands how learning occurs how learners construct knowledge, acquire skills, and develop disciplined thinking processes and knows how to use instructional strategies that promote student learning. understands that each learner s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners strengths and needs. identifies readiness for learning, and understand how development in any one area may affect performance in others. understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging. Dispositions The teacher respects learners differing strengths and needs and is committed to using this information to further each learner s development. is committed to using learners strengths as a basis for growth, and their misconceptions as opportunities for learning. takes responsibility for promoting learners growth and development. values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner s development. Performances The teacher regularly assess individual and group performance in order to design and modify instruction to meet learners needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development. creates developmentally appropriate instruction that takes into account individual learners strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning. collaborates with families, communities, colleagues, and other professionals to promote learner growth and development. 2. LEARNER DIFFERENCES: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Essential Knowledge The teacher... understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner s strengths to promote growth. understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address those needs. knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition. understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values. knows how to access information about the values of diverse cultures and communities and how to incorporate learners experiences, cultures, and community resources into instruction. Dispositions The teacher believes that all learners can achieve at high levels and persists in helping each learn reach his/her full potential. respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests. makes learners feel values and helps them learn to value each other. values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning. Performances The teacher designs, adapts, and delivers instruction to address each student s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways. makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs. designs instruction to build on learners prior knowledge and experiences, allowing learners to accelerate as they demonstration their understanding. brings multiple perspectives to the discussion of content, including attention to learners personal, family, and community experiences and cultural norms. incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency. accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.

10 3. LEARNING ENVIRONMENTS: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation. Essential Knowledge The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning. knows how to help learners work productively and cooperatively with each other to achieve learning goals. knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structures. understands how learner diversity can affect communication and knows how to communicate effectively in differing environments. knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways. Dispositions The teacher is committed to working with learners, colleagues, families, and communities to establish positive and supportive learning environments. values the role of learners in promoting each other s learning and recognizes the importance of peer relationships in establishing a climate of learning. is committed to supporting learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning. seeks to foster respectful communication among all members of the learning community. is thoughtful and responsive listener and observer. Performances The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. develops learning experiences that engage learners to collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally. collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work. manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners attention. uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments. communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment. promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally. intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills. 4. CONTENT KNOWLEDGE: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Essential Knowledge The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. understands common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding. knows and uses the academic language of the discipline and knows how to make it accessible to learners. knows how to integrate culturally relevant content to build on learners background knowledge. has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches. realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field. Dispositions The teacher appreciates multiple perspectives within the discipline and facilities learners critical analysis of these perspectives. recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias. is committed to work toward each learner s mastery of disciplinary content and skills. Performances The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner s achievement of content standards. engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content. engages learners in applying methods of inquiry and standards of evidence used in the discipline. stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and make connections to learners experiences. recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build accurate conceptual understanding.

11 evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners. uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners. creates opportunities for students to learn, practice, and master academic language in their content. accesses school and/or district-based resources to evaluate the learner s content knowledge in their primary language. 5. APPLICATION OF CONTENT: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Essential Knowledge The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns. understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes in meaningful learning experiences. understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use. understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals. understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning. understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learning. understands creative thinking processes and how to engage learners in producing original work. knows where and how to access resources to build global awareness and understanding, and how to integrate them into the curriculum. Dispositions The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues. values knowledge outside his/her own content area and how such knowledge enhances student learning. values flexible learning environments that encourage learner exploration, discovery, and expression across content areas. Performances The teacher develops and implements projects that guide leaners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications). engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy). facilitates learners use of current tools and resources to maximize content learning in varied contexts. engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts. develops learners communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes. engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work. facilitates learners ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems. develops and implements supports for learner literacy development across content areas. 6. ASSESSMENT: The teacher understands and uses multiple methods of assessments to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. Essential Knowledge The teacher understands the differences between formative and summative application of assessment and knows how and when to use each understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias. knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback for all learners. knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning. understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback. knows when and how to evaluate and report learner progress against standards. understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs. Dispositions The teacher is committed to engaging learners actively in assessment processes and to developing each learner s capacity to review and communicate about their own progress and learning. takes responsibility for aligning instruction and assessment with learning goals. is committed to providing timely and effective descriptive feedback to learners on their progress.

12 is committed to using multiple types of assessment processes to support, verify, and document learning. is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth. Performances The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning. teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results. works independently and collaboratively to examine test and other performance data to understand each learner s progress and to guide and to guide planning. engages leaners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work. engages learners in multiple ways of demonstrating knowledge and skill as part of assessment process. models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others. effectively uses multiple and appropriate types of assessment data to identify each student s learning needs and to develop differentiated learning experiences. prepares all learners for the demands of particular assessments formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs. continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs. 7. PLANNING FOR INSTRUCTION: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Essential Knowledge The teacher understands content and content standards and how these are organized in the curriculum. understands how integrating cross-disciplinary skills instruction engages learners purposefully in applying content knowledge. understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning. understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs. knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs. knows when and how to adjust plans based on assessment information and learner responses. knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations). Dispositions The teacher respects learners diverse strengths and needs and is committed to using this information to plan effective instruction. values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community. takes professional responsibility to use short- and long-term planning as a means of assuring student learning. believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances. Performances The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners. plans how to achieve each student s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill. plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest. plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs. evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student s learning needs and enhance learning. 8. INSTRUCTIONAL STRATEGIES: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Essential Knowledge The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated. knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals.

13 knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks. understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster selfexpression, and build relationships. knows how to use a wide variety of resources, including human and technological, to engage students in learning. understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness. Dispositions The teacher is committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction. values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication. is committed to exploring how the use of new and emerging technologies can support and promote student learning. values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs. Performances The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners. continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs. collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest. varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners. provides multiple models and representations of concepts of skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances. engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information. engages all learners in developing higher order questioning skills and metacognitive processes. uses a variety of instructional strategies to support and expand learners communication through speaking, listening, reading, writing, and other modes. asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question). 9. PROFESSIONAL LEARNING AND ETHICAL PRACTICE: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Essential Knowledge The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptions/adjustments. knows how to use learner data to analyze practice and differentiate instruction accordingly. understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others. understands laws related to learners rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse). knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide priorities. Dispositions The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice. is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with leaners and their families. sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice. understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy. Performances The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards. engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system. Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

14 actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving. reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences. advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media. 10. LEADERSHIP AND COLLABORATION: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Essential Knowledge The teacher understands schools as organizations within historical, cultural, political, and social context and knows how to work with others across the system to support learners. understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning. knows to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts. knows how to contribute to a common culture that supports high expectations for student learning. Dispositions The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success. respects families beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals. takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning. takes responsibility for contributing to and advancing the profession. embraces the challenge of continuous improvement and change. Performances The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student s learning. works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners. engages collaboratively in the school wide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward these goals. works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement. Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and well-being. engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice. uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues. uses and generates meaningful research on education issues and policies. seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles. advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change. takes on leadership roles at the school, district, states, and/or national level and advocates for learners, the school, the community, and the profession. Indiana University East has adopted the core INTASC standards and uses them to measures the success of student teachers through a variety of performance based assessments such as field experience evaluations, successful completion of methods courses with a minimum grade of C+ and a 3.0 GPA requirement in these classes, pre-student teaching and capstone portfolios, etc. Indiana Department of Education Teacher and Academic Standards While the conceptual framework and INTASC standards are used in the assessment of IU East pre-service teachers, all pre-service teachers enrolled in the teacher education program are also introduced to state teacher standards (developmental and content) which are available in full text from the Division of Professional Standards website http:// http://www.doe.in.gov/oeld/standards/teacherindex.html. A chart correlating the conceptual framework, INTASC, state developmental and content standards and IUE learning objectives appears on page 16 of this handbook. In addition, pre-service teachers are required to use Indiana academic standards (http:// http://dc.doe.in.gov/standards/academicstandards/index.shtml) as a basis for curriculum, unit, and lesson planning assignments in professional education courses and in instructional planning implemented with K-12 students in field experience and student teaching classrooms.