Lake Erie College

Lake Erie College Student Teaching Handbook Spring 2012

TABLE OF CONTENTS

Foreword...... 3 Purposes and Objectives...... 5 General Procedures for Student Teaching...... 5 Mission and Philosophy...... 8 Ohio Standards for the Teaching Profession...... 8 Role of the Student Teacher...... 11 Assessment Data Collected in This Course...... 14 Grades...... 14 Evaluation of Progress...... 15 Role of the Cooperating Teacher...... 16 Role of the Campus Supervisor...... 20 Academic Calendar: Spring 2012...... 21 Forms...... 23 Lesson Plan Format...... 25 Student Teaching Assessment Form...... 29 Student Teaching Assessment Form Rubric...... 31 Mid-term Student Teaching Assessment Form...... 45 Teacher Candidate’s Statement of Commitment to Dispositions...... 49 Student Teaching Evaluation of Dispositions...... 51 Rubrics and Requirements for TPA Projects...... 55 Weekly Schedule 57 Anecdotal Reflection ...... 58 Program Evaluation Form (completed by Cooperating Teacher)...... 59

1 Lake Erie College Student Teaching Handbook Spring 2012

FOREWORD

The student teaching experience constitutes a vital phase in any teacher education program. The materials in this handbook are assembled to address the purposes and objectives of the Lake Erie College student teaching program; to define the roles of the student teacher, cooperating teacher, and campus supervisor; to respond to common questions and concerns; and, to provide a consistent format for record keeping.

Student teaching is most meaningful when it is a cooperative effort among the college, the student teacher, and the cooperating teacher. All members of this team serve as resources to one another. Open communication among the members is a most essential ingredient for success.

This Student Teaching Handbook is designed for use with all student teachers at Lake Erie College, and its content and format are applicable to all phases of the student teaching experience. Instruction and procedures vary widely among schools, teachers, and grade levels. Thus, it is impossible to set guidelines that will apply specifically to every situation. Each cooperating teacher, as an experienced professional, will need to interpret the suggestions and translate them into appropriate practices most suitable for his/her setting.

PURPOSES AND OBJECTIVES OF THE STUDENT TEACHING PROGRAM

The primary purpose of the student teaching program is to provide a planned, carefully supervised learning experience, which allows the student teacher to demonstrate his or her ability as a teacher in a school setting and begin to develop a personal style of teaching. Student teaching provides a sustained opportunity in the real world of teaching to apply the principles, theories, and ideas previously discussed in college classes. Upon completion of the student teaching experience, the student teacher will:

 demonstrate sound knowledge of the subject matter taught;  effectively use a variety of teaching techniques, strategies, and technologies which are appropriate to the needs of the students;  satisfactorily prepare and teach lessons constituting a full teaching load;  demonstrate poise, self-confidence, and self-direction as a teacher;  establish a positive professional relationship with the members of the school staff;  develop an effective classroom management style utilizing techniques appropriate to the situation;  establish and maintain an effective, appropriate, and professional rapport with the students;  evaluate self and student progress, making adjustments in teaching and learning activities as needed;  participate in the entire teaching role: Planning, instruction, conferences, meetings, clerical duties, etc.; and  demonstrate enthusiasm for and dedication to the profession of teaching.

GENERAL PROCEDURES FOR STUDENT TEACHING The cooperating teachers and student teachers will be invited to the Lake Erie College campus for an orientation session prior to the student teaching semester. This will provide an opportunity for the participants to meet and get acquainted in an informal setting.

When student teaching begins, the student teacher follows the school district calendar and the cooperating teacher’s routine. The only exception to this is the required attendance of the student teacher at the bi-weekly student teaching seminars. These sessions will be scheduled after school hours.

5 Lake Erie College Student Teaching Handbook Spring 2012 The strategy followed to involve the student teacher in the classroom varies somewhat from individual to individual but generally involves the following procedures:

 During the first week, the student teacher will observe the cooperating teacher and get to know the students and classroom routines. The student teacher should be involved in the classroom activities without directly teaching lessons. Observation should be coupled with conferences between the cooperating teacher and student teacher.  In the second week, the student teacher should begin teaching at least one subject or class period. The student teacher and cooperating teacher should confer and decide upon a plan for additional teaching responsibilities.  By the third week, the student teacher should be carrying much of the teaching load. Circumstances may vary and some student teachers will teach a full load for a longer or shorter period of time at the discretion of the cooperating teacher. The student teacher may gradually return responsibilities to the cooperating teacher during the last three weeks to ease the transition for both the students and teacher.

Lesson plans must be prepared for all lessons taught. The student teacher is not permitted to teach a lesson unless the cooperating teacher has approved the plan. In the beginning, a student teacher’s plan should be written so that they may gain poise and confidence before a class, know the subject matter being presented, be sure of motivation and plan logically and comprehensively.

The student teacher should write complete lesson plans according to the format(s) adopted by the Lake Erie College Education Division (see Forms) until the student teacher, cooperating teacher, and campus supervisor agree to an abbreviated format.

Written observations are completed by the cooperating teacher and discussed with the student teacher eight (8) times during the semester. The original copy of the report should be returned to the Lake Erie College Education Department on a weekly basis. The second copy of the report (yellow) is given to the cooperating teacher, and the student teacher retains the third copy (pink). The evaluation is designed to help the student teacher understand his/her strengths and challenges and to plan additional experiences.

A Dispositions Evaluation (see Forms, page 57) is completed by the cooperating teacher two times: once at midterm and another time towards the end of the student teaching experience. The campus supervisor also completes the dispositional evaluation. A conference between the student teacher and the cooperating teacher will be held where the assessments are discussed. The cooperating teacher may request the presence of the campus supervisor at the conference. The campus supervisor will also confer with the student teacher and obtain sign-offs on all evaluations. A copy of the evaluations will be sent to the campus supervisor or the Field and Clinical Placement Director and the Assessment Director of the College. When possible all evaluations will be done electronically.

The student teacher completes a project related to his/her classroom experience. The designated project is the Teacher Performance Assessment (TPA) designed by Stanford University. It is the

6 Lake Erie College Student Teaching Handbook Spring 2012 campus supervisor’s responsibility to assist the student teacher in understanding the project and developing a credible exhibit. The campus supervisor will work through the project with the student examining sections either through individual conferences or as a part of the seminar. A copy is graded externally and submitted to the Ohio Department of Education/Ohio Board of Regents electronically. An original hard copy of the TPA project is submitted to the Education Department of Lake Erie College and becomes a part of the College’s collection of exhibits. Students may keep a copy. An electronic copy is sent to the Ohio Department of Education for external evaluation.

During the last week of student teaching, final evaluation forms will be completed for the student teacher by both the cooperating teacher and the campus supervisor. The hard copy evaluation forms will be kept in the student teacher’s file in the education office for four years, after which time they will be destroyed.

If the student teacher wishes letters of reference from the cooperating teacher or other school personnel, it is the student teacher’s responsibility to ask each individual to write the recommendations. The final evaluation from the cooperating teacher and the campus supervisor may serve as the student teacher’s letter of recommendation.

7 Lake Erie College Student Teaching Handbook Spring 2012 MISSION AND PHILOSOPHY

Mission of Lake Erie College In the context of a long liberal arts tradition, Lake Erie College provides distinctive undergraduate and graduate programs that prepare students to meet career and life challenges as educated and responsible citizens of local, national and international communities. (Approved by the Board of Directors April 19, 2007)

Education Division Mission The mission of the Lake Erie College Education Division is to develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.

Education Division Philosophy All learners deserve access to education guided by professional, knowledgeable, collaborative, and reflective instructors. The Education Division’s goal is to provide teacher candidates with the tools to prepare educated citizens who are capable of making responsible decisions to solve problems in today’s diverse community.

Education Division Purposes, Professional Commitments, and Dispositions As advocates for children and the teaching profession, the Education Division has adopted curricula that emphasize academic inquiry, critical and creative thinking, and recognition of diverse views. Candidates preparing to be educators must demonstrate strong foundations in both liberal arts and their professional pedagogies. Teacher candidates must demonstrate and meet the standards with regard to licensure and institution accreditation.

OHIO STANDARDS FOR THE TEACHING PROFESSION

The Education Department of Lake Erie College has adopted the Ohio Standards for the Teaching Profession as their course objectives and performance standards for teacher candidates in all programs.

Standard 1: Teachers understand student learning and development and respect the diversity of students they teach. 1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups. 1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. 1.3 Teachers demonstrate the expectation that all students will achieve to their full potential. 1.4 Teachers model respect for students’ diverse cultures, language skills and experiences. 1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

8 Lake Erie College Student Teaching Handbook Spring 2012 Standard 2: Teachers know and understand the content area for which they have instructional responsibility. 2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction. 2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. 2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards. 2.4 Teachers understand the relationship of knowledge within the discipline to other content areas. 2.5 Teachers connect content to relevant life experiences and career opportunities.

Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. 3.1 Teachers know about assessment types, their purposes and the data they generate. 3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments. 3.3 Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction. 3.4 Teachers collaborate and communicate student progress with students, parents and colleagues. 3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.

Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student. 4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content standards. 4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap. 4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. 4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery. 4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students. 4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. 4.7 Teachers use resources effectively, including technology, to enhance student learning.

Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students. 5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. 5.2 Teachers create an environment that is physically and emotionally safe. 5.3 Teachers motivate students to work productively and assume responsibility for their own learning. 5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class. 5.5 Teachers maintain an environment that is conducive to learning for all students.

Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning. 6.1 Teachers communicate clearly and effectively. 6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health. 6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff. 6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. 7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct. 7.2 Teachers take responsibility for engaging in continuous, purposeful professional development. 7.3 Teachers become an agent of change who seeks opportunities to positively impact teaching quality, school improvements and student achievement.

Commitment to Reflection: Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices.

10 Lake Erie College Student Teaching Handbook Spring 2012 ROLE OF THE STUDENT TEACHER

The student teacher will find a variety of experiences ranging from those that seem extremely insignificant to those that tap and challenge his/her resources and talents. The student teacher is encouraged to accept each task as a potential learning experience and to devote his/her best to the accomplishment of those tasks.

The duration of student teaching is an entire semester (15 full weeks). The student teacher is expected to follow the same daily arrival and departure times as the cooperating teacher. Cell phones are to be turned off during the day and may only be used before school, after school, or during planning/prep times.

In case of illness, the student teacher is required to inform the cooperating teacher and the Lake Erie College Division of Education as early as possible. Lesson plans should be left with the cooperating teacher in the event that the student teacher is absent. Absences should be minimal since most area school guidelines are no more than 1.25 days per month.

Responsibility to the School Professionalism  Timeliness is consistent in class, group work, appointments, completion of assignments, and student teaching  Attendance is consistent in class, group work, appointments, completion of assignments, and student teaching  Professional Appearance reflects professional dress standards and respectability when candidates are present in the schools  Professional Demeanor reflects proactive planning, preparation, and engagement in classes and in the schools  Flexibility/Adaptability is demonstrated in modifying ideas, materials, plans, lesson implementation, and course assignments  Confidentiality is demonstrated by talking appropriately with other professionals concerning students and maintaining confidentiality on school issues  Integrity is demonstrated by behaviors that exemplify honesty and integrity in all with whom you come in contact

Collaboration  Initiative is demonstrated by offering ideas and suggestions to others, setting goals for self- improvement, seeking advice and feedback, and independently searching for, creating, or modifying plans and materials  Cooperation with instructors/school personnel; resolves differences or misunderstandings respectfully and reflectively  Responds productively and respectfully to feedback from instructors, classroom teachers, mentors, and principals 11 Lake Erie College Student Teaching Handbook Spring 2012 Diversity  Sensitive to Diversity through choosing and creating inclusive materials, lessons, assessment, and creating classroom environments that are inviting for diverse students’ participation and learning and that provide equitable access to instruction  Belief that all Students Can Learn by understanding that people learn in many different ways and accepting responsibility for helping all students to succeed  Caring is demonstrated by affirming and encouraging the best in those with whom you come in contact

The student teacher’s associations with the administration and faculty members should be friendly, courteous, and professional. The student teacher should arrange an introductory meeting with the principal. His/her relationships with the students should be such that the student teacher is shown the same respect and courtesy as the cooperating teacher.

Responsibility to the College The student teacher will:  attend all student teaching seminars;  submit copies of lesson plans to the campus supervisor as requested  submit all weekly schedules and anecdotal reports to the campus supervisor as required.  Complete and submit the Teacher Performance Assessment (TPA) to the College and to the external assessing agency.

Responsibility to the Cooperating Teacher

The cooperating teacher will be the person with whom the student teacher will be most closely associated during student teaching, and the person who will be of most help to him/her. The student teacher is in the classroom by invitation of the school district and of the cooperating teacher, and the added responsibility requires much time and effort of the cooperating teacher. Therefore, it is imperative that the student teacher shares the extra burden of his/her own presence. Suggestions for the student teacher follow:  convey a sincere desire to learn, a willingness to cooperate, and an appreciative attitude toward suggestions and criticism;  make every effort to gain insights from the periods of observation and participation in student teaching;  realize that the classroom is the ultimate responsibility of the cooperating teacher and that variations from standard procedures must be discussed and agreed upon in advance with the cooperating teacher;  take an early initiative in assuming responsibility when teaching;  take the initiative in attempting various teaching techniques to discover and develop an individual teaching style;

12 Lake Erie College Student Teaching Handbook Spring 2012  seek the advice of the cooperating teacher, plan regular conferences to discuss plans and problems, ask questions, be frank and honest regarding teaching performances, and be open to suggestions;  be on time and be prepared, demonstrate responsibility in accepting and completing assigned tasks; and  display enthusiasm and interest in student teaching.

It is very important that a positive and honest relationship between the student teacher and cooperating teacher be maintained. The student teacher should take the initiative in promoting an open, cooperative and professional relationship.

One means of creating and maintaining this relationship is to see that teaching plans are available to the cooperating teacher prior to their implementation (at least two days) so that the teacher has time to respond to them. The plans should be well written so the cooperating teacher can read them quickly and easily.

Lesson plans are kept in a binder with contents established by the Campus Supervisor. Lesson plans are filed in reverse chronological order with the most current plan on top. The binder must be conveniently placed so the Campus Supervisor can unobtrusively get it upon entering the room and examine as s/he evaluates the lesson.

Responsibility to the Campus Supervisor

The campus supervisor acts as a coordinator and intermediary for student teaching. The campus supervisor makes periodic visits to the classroom to observe and discuss problems and progress with the student teacher and cooperating teacher. Because most campus supervisors have the responsibility for a number of student teachers and college teaching responsibilities, cooperation is vital. To aid the supervisor, the student teacher should:  inform the supervisor of any difficulties or irregularities that are encountered in the student teaching experience;  provide the supervisor with a copy of the student teacher’s weekly teaching schedule. The supervisor will let the student teacher know when and how these are to be turned in and notify the supervisor of any major changes made in that schedule;  provide lesson plans for the supervisor during classroom observations and plan to have a conference after the supervisor’s observation visits (lessons must be videotaped per TPA instructions); and,  arrive promptly to the mandatory seminars, prepared to participate.

In addition to the classroom support, the campus supervisor is responsible to guide the student through the TPA project submission by  helping the student understand the parameters and expectations of the tasks within the project.

13 Lake Erie College Student Teaching Handbook Spring 2012  Monitoring and guiding the student’s progress through the project.  Grading the project using the rubrics provided.  Ensuring that the hard copy is submitted to the Education Department of Lake Erie College.  Ensuring that the electronic copy is submitted to the external evaluators.  Providing assessment data to the assessment coordinator for LEC’s Education Department.

LEC EDUCATION DEPARTMENT ASSESSMENT DATA COLLECTED IN THIS COURSE

A. The Cooperating Teacher/s will submit to the Coordinator for Education Campus Supervisors a) Eight (8) lesson observation assessment forms b) Final assessment form c) Midterm and final disposition forms for teacher candidate d) Program Evaluation

B. The Campus Supervisor will submit to the Coordinator for Education Campus Supervisors a) Eight (8) lesson observation assessment forms b) Final assessment form c) Midterm and final disposition forms for teacher candidate d) Hard copy of TPA with rubrics and assessment

GRADES

Students receive a letter grade for the each section of the student teaching experience. EDA, E, P, S 440-442 largely represent performance in the classroom and dispositions. EDA, E, P, S 443 are the final assessments of the TPA project.

Students must earn a “B” or better in each section to be recommended by Lake Erie College for their initial teaching license.

Grades are determined on the following basis:

Dispositions Dispositions Final Final by Campus by Performance Performance TPA Supervisor Coperating by Campus by EDA, E, P, S 443 EDA, E, P, Teacher Supervisor Cooperating S 440-442 EDA, E, P, EDA, E, P, S Teacher Submitted according to S 440-442 440-442 EDA, E, P, S timeline 440-442

14 Lake Erie College Student Teaching Handbook Spring 2012 Successful completion 20% 20% 30% 30% required for graduation

15 Lake Erie College Student Teaching Handbook Spring 2012 EVALUATION OF PROGRESS

Evaluation of the student teacher’s progress in student teaching is a joint responsibility of the student teacher, the cooperating teacher, and the campus supervisor. Written evaluations will consist of lesson evaluations and final evaluations by the cooperating teacher and the campus supervisor. The campus supervisor will assume the responsibility for assigning the final letter grade.

Self-evaluation is important in student teaching. It is through a student teacher’s personal analysis of situations, procedures, and the reactions of students that optimum progress and improvement can be made. Both the cooperating teacher and the supervisor from the college are always available to assist the student teacher in evaluating his/her work, but progress which is lasting must be based on one’s own awareness of the degree of success in dealing with children in specific situations. The cultivation of this trait will enable a student teacher to become more independent and ensure that subsequent experiences will lead to greater teaching efficiency.

Real growth will occur through the student teacher’s ability to reflect upon and analyze situations in terms of ultimate results. It is possible to do an acceptable job in student teaching by using procedures and techniques employed by the cooperating teachers and by following verbatim instructions given by the teacher and supervisor, but this procedure by itself cannot transform a student teacher into a good teacher. Student teachers must think on their own, not merely imitate.

The cooperating teacher will constantly evaluate the student teacher’s progress. The student teacher should encourage the teacher to be frank concerning his/her progress if it is demonstrated that s/he profits from the suggestions. The campus supervisor will also evaluate the student teacher’s work throughout the term. Both the cooperating teacher and campus supervisor will attempt to assist the student teacher with professional growth, but the ultimate responsibility belongs to the student teacher.

16 Lake Erie College Student Teaching Handbook Spring 2012 ROLE OF THE COOPERATING TEACHER

During student teaching, the cooperating teacher is the most important person to the student teacher. The cooperating teacher guides, directs, encourages, supports, and provides opportunities for the student teacher. Although the student teacher will eventually take over the teaching responsibilities of the cooperating teacher, the cooperating teacher’s role continues throughout the experience. There are certain techniques which many cooperating teachers have found to be helpful in guiding their students.

Orienting the Student Teacher to the School

Most student teachers approach the student teaching experience with excitement and a degree of uncertainty. As they become more familiar with the school environment and their role, the uncertainty is reduced.

During the first few days of the student teaching experience, the cooperating teacher should:  provide the student teacher with a desk (if available), a set of textbooks to use and a place to store personal belongings and teaching materials;  orient the student teacher to the school with a tour of the building and facilities, and introduce the student teacher to other teachers, administrators, and staff;  provide a copy of student and/or faculty handbooks (if available) and go over school rules and regulations with the student teacher;  discuss a general plan of activities the student teacher should do, and work out a schedule of involvement for the student teacher; review long range plans and daily schedules, and explore the curriculum together to determine what the student teacher would be most comfortable with as an initial teaching experience; and  arrange for regular conferences to provide for good communication.

Starting the Student Teaching Since there are considerable differences among individuals and situations, no formula can be given for helping student teachers in the actual teaching. It is important that the cooperating teacher remember that the student teacher is not a teacher but a novice. Therefore, student teachers should be given responsibilities gradually. As they gain in confidence and skill, more responsibilities can be added. One possible plan for scheduling is to alternate the student teacher’s assignments between morning and afternoon sessions and between earlier and later points in the morning and afternoon. This provides time for the student teacher to organize for the next class.

The cooperating teacher may wish to encourage the student teacher to try different kinds of teaching experiences and build the teaching schedule to accommodate those experiences. For example, s/he could work with students of varying ability levels, work in highly structured or more open teaching situations, prepare a unit where the text is not used, and teach a unit where students work on individual projects. 17 Lake Erie College Student Teaching Handbook Spring 2012

Eventually, the student teacher is expected to accept all the responsibilities which are normally those of the teacher. In addition to the usual duties of the classroom teacher, these might include assisting with special programs, assemblies, special duties, and various meetings. In brief, involve the student teacher in an entire workload of the teacher. Only by such participation and responsibilities can the student teacher get a complete picture of the activities and responsibilities involved in teaching.

The cooperating teacher should explain the various forms such as cumulative record forms, attendance reports, and grade reports; demonstrate how to evaluate different types of assignments, record and average grades, aggregate and disaggregate data and discuss alternate techniques of assessment that may be used.

When the student teacher begins teaching, it is wise to stay in the classroom. The presence of the cooperating teacher provides support for a nervous beginner and allows the opportunity to observe the progress of the lesson and to offer constructive suggestions. The student teacher does need some time alone with the class to establish authority with the students and his/her own identity as a teacher. After the student teacher seems reasonably comfortable, the cooperating teacher may want to come and go from the room while the student teacher teaches. As confidence and ability increase, the cooperating teacher’s time away from the room should increase. The cooperating teacher may have to experiment to determine how much independence an individual student teacher needs or can handle. It is important to remain involved enough in the classroom so that guidance and suggestions can be given. The cooperating teacher is legally responsible for his or her classroom even when the student teacher is teaching.

Planning Lessons

The student teacher is expected to submit a lesson plan to the cooperating teacher before teaching any lesson. No lesson should be taught for which there is no well-defined and approved plan. The plan should be devised to meet the specific needs of the situation and lesson. Objectives, procedures, and assessment strategies should be clearly identified in any plan. The cooperating teacher should check over the plans before the lesson is taught and discuss any needed changes with the student teacher. As soon as possible after the completion of the lesson, the teacher should evaluate the lesson and performance with the student teacher.

One major objective of the college program is to prepare a teacher who will grow professionally throughout his/her career. To this end, it is hoped that the student teacher will be encouraged to try a wide variety of teaching methods, consistent with the specific classroom situation. From these experiences, the student teacher must learn to evaluate those methods, whether they have been effective and why, whether they might be effective under different circumstances, and how they might be altered to be more effective. Though the emphasis is on the necessity for each student teacher to begin to develop his or her own style of teaching, the cooperating teachers should discourage any plan that is unworkable, unwise, or unsound.

Long-range planning is often difficult for the student teacher. Within a week or so after s/he has become comfortable with a subject, the student teacher should be encouraged to begin to develop week-long plans. The cooperating teacher may wish to show the student teacher how s/he organizes particular subjects as examples. Any unit plans developed by the student teacher should be given to the cooperating teacher with sufficient time for review before they are to be taught.

Student teachers differ widely in their ability to plan. Most need careful preparation in all details. The cooperating teacher and the campus supervisor will have to use their judgment in determining the kind and extent of lesson planning needed by each individual student teacher.

Evaluating Lessons

The conferences between the cooperating teacher and student teacher afford valuable opportunities for critical evaluation, self-evaluation, and encouragement. In such discussion, the student teacher can form some idea of his/her strengths and need for future challenges, obtain suggestions for improvement, and develop the ability to evaluate his/her own performance.

All cooperating teachers use the evaluation forms supplied by the College. In addition to that, some cooperating teachers take notes during the lessons and give them to the student teacher after the lesson as a basis for later discussions. Other teachers try to arrange a brief conference after each lesson. Still others wait for a particular time of day–after school is a favorite–to have their own conferences. Most teachers use a combination of methods. The method itself is not as important as the act of conferencing. The campus supervisor, whenever possible, should meet with the student teacher immediately after an observation.

Video recorded lessons are very helpful in guiding the student teacher to evaluate his/her teaching. The student teacher may check with the appropriate person/s at the school or within the school district to set up a time for the video recording, use his/her personal equipment, or use equipment from the College. This must be done before midterm and is to be the third or fourth of the eight (8) lesson observations. Before the class is recorded, permission must be granted from parents or guardians. The student teacher will submit the video recorded lesson to the campus supervisor for his/her feedback. Copies of these recordings are part of the TPA project and are submitted electronically to the external graders and to the Assessment Coordinator for the College.

The cooperating teacher should keep the campus supervisor apprised of the student teacher’s progress. The supervisor may make observations of the student teacher, but these observations are limited. Input from the cooperating teacher is vital if the supervisor is to be of assistance.

The cooperating teacher is asked to prepare at least eight (8) evaluations (see Student Teaching Assessment Form and Student Teaching Assessment Form Rubric listed in Forms section on pages

19 Lake Erie College Student Teaching Handbook Spring 2012 35 and 37). These evaluations are designed to help all concerned to know where the student teacher’s strengths and weaknesses lie so that plans can be made for further growth.

The cooperating teacher also needs to complete an overall/summative evaluation using the same form (see Student Teaching Assessment Form in Forms section, page 35). The final evaluation and the TPA project are part of the student’s permanent record.

Reference

The cooperating teacher is the best reference a student teacher can have for employment. The final evaluation includes a narrative which can serve as that letter of recommendation.

20 Lake Erie College Student Teaching Handbook Spring 2012 ROLE OF THE CAMPUS SUPERVISOR The campus supervisor is a member of Lake Erie College faculty and serves as a teacher/ educator, as a supervisor/advisor to the student teacher, and as a consultant to the cooperating teacher. The supervisor serves as a liaison between the college and the school, assumes responsibility for encouraging the student teacher’s continued professional growth and adjustment, and collaborates with the cooperating teacher in providing a strong student teaching experience.

The campus supervisor will: • Attend appropriate orientation as scheduled by the Education Department; • Meet with the teacher candidate(s) during eight (8) schedule seminars to assist them in the completion of their TPA project; • Serve as a liaison between the school and the Coordinator for Education Campus Supervisors; • Conduct eight (8) observations of the student teacher’s teaching performance and provide feedback regarding observation, dispositions, and general classroom activity. If possible, this conference should include the classroom teacher. One lesson observation, accompanied by a lesson plan and self-evaluation, is video recorded; • Meet with the student teacher to keep him/her fully informed and to discuss and resolve any problems; • Act as a consultant regarding possible teaching techniques, procedures, and materials; • Keep a log of miles traveled and submit to the Education Department at the end of each month. • Act as a problem-solver whenever problems arise through disagreements or misunderstandings. • Collect the following and submit to the Coordinator for Education Campus Supervisors at the end of the semester: From the cooperating teacher 1. Assessment forms for each required observation 2. Final assessment form 3. Midterm and final disposition forms From the campus supervisor 1. Assessment forms for each required observation 2. Final assessment form 3. Midterm and final disposition forms 4. Hard copy of TPA with rubrics and assessment • Encourage cooperating teachers to mail in their program evaluations • Provide a final grade for the field and seminar experience with appropriate input from the cooperating teacher. The campus supervisor will assign the grade for the student teaching experience using the grading criteria on page 14 of this handbook. The Campus Supervisor and the Cooperating Teacher will have input into the final evaluation. The Campus Supervisor is responsible to record the grade with the registrar’s office.

21 Lake Erie College Student Teaching Handbook Spring 2012 Academic Calendar SPRING 2012

15-Week Term First Day of Classes January 23 (M) Add/Drop period ends January 27 (F) Last Day to “W” from 1st 7-week course February 6 (M) Last Day “WP/WF” from 1st 7-week course February 20 (M) Last Day to Withdraw “W” February 24 (F) Last Day of 1st 7-week courses March 9 (F) Midterm & 1st 7-week Grades Due March 12 (M) Spring Break (no classes) March 12-17 (M-Sa) Second 7-week courses begin March 19 (M) Last Day to “WP/WF” March 23 (F) Advising Weeks March 26-30, Apr. 2-5 Last Day to “W” from 2nd 7-week course April 2 (M) Spring ’12 Registration Begins April 2 (M) Spring Holiday (no classes) April 6-7 (F/Sa) Last Day “WP/WF” from 2nd 7-week course April 17 (T) Last Day of Class May 4 (F) Finals Week May 7-12 (M-S) Graduating Students Grades Due May 14 (M) Senior Week Activities May 14-18 (M-F) All Grades due May 18 (F) Commencement May 20 (Su)

• Residence Halls Close for the Academic Year, Friday, May 11, 2012 at 7:00 pm

Education Department Forms

25 Lake Erie College Student Teaching Handbook Spring 2012 Lake Erie College Lesson Plan Format

Cooperating Name Teacher Setting/Grade Subject(s) Level School Date

Content Areas 1. L E A R N I N G G O A L S / O B J E C T I V E S Math Lesson Summary: Language Arts Briefly describe the procedures and purposes of the lesson. Science

Social Time/ Estimated Duration: Studies Fine Arts Include an estimate of the time needed for instruction.

Technology What level(s) of Bloom’s Critical Thinking are assessments aligned?

Knowledge/Remembering Comprehension/Understanding Strand Application/Applying Analysis/Analyzing Synthesis/Evaluating Evaluation/Creating

Objectives stated in measurable terms: Topic

Pre-Assessment Standard Statement Universal Design for Learning: The lesson incorporates universal design for learning in order to improve educational outcomes for diverse learners. Describe varied approaches to instruction that address different student needs.

2. M E T H O D O L O G Y

Instructional Procedures: List the sequence of steps.

Code Step Description of Step Estimated Time Needed Anticipatory Set/ 1 Motivation Review Previous 2 Learning/Activate Prior Knowledge Use as Many as Needed. The Final Step is Lesson Closure Strategies/Methods 3 Formative Assessment(s) 4 Summative/Post 5 Assessment Lesson Closure 6

Home Connections/Homework Options: Specify family/community involvement.

What theories, research, or study may be involved as you plan for instruction? Reference research when appropriate. (APA style)

3 . M A T E R I A L S

What materials and technology are needed? Provide sources/URL when appropriate. (APA style)

For teachers List the materials needed for the teachers. For students List the materials needed for the students.

4 . R E F L E C T I O N A F T E R L E S S O N I M P L E M E N T A T I O N

Guidelines to be used, or write your own reflection questions.

1. Did the students meet the measurable objectives?

Provide evidence.

2. Is the estimated duration of the lesson equal to the actual time of the lesson?

Were transitions smooth?

3. Did you do anything differently than what you planned?

If so, why?

4. If you were going to teach this lesson again to the same students, what would you do the same?

What would you do differently?

5. Upon reflection, were the strategies you used effective in addressing the needs of all learners?

Why or why not?

6. What students or groups of students were most positively impacted by the lesson?

Provide evidence.

7. What students or groups of students did not have all of their needs addressed?

Provide evidence.

Adopted February 5, 2010; Revised July 22, 2011 28 Lake Erie College Student Teaching Handbook Spring 2012

STUDENT TEACHING ASSESSMENT FORM

Teacher Candidate ______Grade Level ______Date______School ______Content Area ______Cooperating Teacher ______Campus Supervisor ______Form being completed by: ____ Cooperating Teacher ___ Campus Supervisor

Scoring Key: 1 = Unacceptable 2 = Acceptable 3 = Accomplished N/O = Not observed

Standard 1: Teachers understand student learning and development and respect the diversity of students they teach. 1 2 3 N/O Comments (optional) 1.1 1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups. 1.2 1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. 1.3 1.3 Teachers demonstrate the expectation that all students will achieve to their full potential. 1.4 1.4 Teachers model respect for students’ diverse cultures, language skills and experiences. 1.5 1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

Standard 2: Teachers know and understand the content area for which they have instructional responsibility. 1 2 3 N/O Comments (optional) 2.1 2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction. 2.2 2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. 2.3 2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards. 2.4 2.4 Teachers understand the relationship of knowledge within the discipline to other content areas. 2.5 2.5 Teachers connect content to relevant life experiences and career opportunities.

Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. 1 2 3 N/O Comments (optional) 3.1 3.1 Teachers know about assessment types, their purposes and the data they generate. 3.2 3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments. 3.3 3.3 Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction. 3.4 3.4 Teachers collaborate and communicate student progress with students, parents and colleagues. 3.5 3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.

Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student. 1 2 3 N/O Comments (optional) 4.1 4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content standards. 4.2 4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap. 4.3 4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. 4.4 4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery. 4.5 4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students. 4.6 4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. 4.7 4.7 Teachers use resources effectively, including technology, to enhance student learning. 30 Lake Erie College Student Teaching Handbook Spring 2012 Scoring Key: 1 = Unacceptable 2 = Acceptable 3 = Accomplished N/O = Not observed

Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students. 1 2 3 N/O Comments (optional) 5.1 5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. 5.2 5.2 Teachers create an environment that is physically and emotionally safe. 5.3 5.3 Teachers motivate students to work productively and assume responsibility for their own learning. 5.4 5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class. 5.5 5.5 Teachers maintain an environment that is conducive to learning for all students.

Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning. 1 2 3 N/O Comments (optional) 6.1 6.1 Teachers communicate clearly and effectively. 6.2 6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health. 6.3 6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff 6.4 6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. 1 2 3 N/O Comments (optional) 7.1 7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct. 7.2 7.2 Teachers take responsibility for engaging in continuous, purposeful professional development. 7.3 7.3 Teachers become an agent of change who seeks opportunities to positively impact teaching quality, school improvements and student achievement.

COMMENTS:

______Teacher or Campus Supervisor Signature Date Student Teacher Signature Date

White: Education Office Copy Rev. 6-8-11 Yellow: Cooperating Teacher/College Supervisor Copy Pink: Teacher Candidate Copy

STUDENT TEACHING ASSESSMENT FORM RUBRIC Based on the Ohio Standards for the Teaching Profession

Standard 1: Teachers understand student learning and development and respect the diversity of students they teach. 1 Unacceptable 2 Acceptable 3 Accomplished 1.1 Teachers display a) Teachers do not a) Teachers c) Teachers analyze knowledge of how demonstrate an demonstrate an individual and group students learn and of understanding of understanding of student development in the developmental research on human research on human order to design characteristics of age development, learning development, learning instruction that meets groups. theory and the brain. theory and the brain. learner needs at an b) Teachers do not b) Teachers appropriate level of demonstrate demonstrate development. understanding that understanding that student development student development (physical, social, (physical, social, emotional and emotional and cognitive) influences cognitive) influences learning and plan learning and plan instruction instruction accordingly. accordingly. 1.2 Teachers a) Teachers do not a) Teachers gather b) Teachers present understand what gather information information about concepts and principles students know and are about students’ prior students’ prior at different levels of able to do and use this learning, abilities and learning, abilities and complexity to reflect knowledge to meet the learning styles to plan learning styles to plan varied levels of student needs of all students and deliver appropriate and deliver appropriate development. instruction. instruction. c) Teachers prepare work tasks, schedule time for tasks and differentiate instruction as needed to accommodate student learning differences. 1.3 Teachers expect a) Teachers do not a) Teachers establish c) Teachers set specific that all students will establish and clearly and clearly and challenging achieve to their full communicate high communicate high expectations for each potential. expectations for all expectations for all individual student and students through such students through such each learning activity. actions as focusing on actions as focusing on d) Teachers develop a

32 Lake Erie College Student Teaching Handbook Spring 2012 students’ positive traits students’ positive traits sense of their ability to and conveying a belief and conveying a belief influence student in their abilities. in their abilities. progress and persist in b) Teachers do not b) Teachers model a seeking approaches for model a belief that all belief that all students students who have students can learn and can learn and persist in difficulty learning. persist in efforts to efforts to help all help all students students achieve. achieve. 1.4 Teachers model a) Teachers do not a) Teachers display e) Teachers analyze respect for students’ display knowledge of knowledge of the their own cultural diverse cultures, the interests or cultural interests or cultural perspectives and biases language skills and heritage of groups of heritage of groups of and develop strategies experiences. students and recognize students and recognize to diminish the impact the value of this the value of this of those biases. knowledge (Danielson, knowledge (Danielson, f) Teachers implement 1996). 1996). instructional strategies b) Teachers do not set b) Teachers set clear that support the clear rules to respect rules to respect learning of English as a individuals and individuals and second language and individual differences individual differences the use of standard and avoid the use of and avoid the use of English in speaking bias, stereotypes and bias, stereotypes and and writing in the generalizations in their generalizations in their classroom. classrooms. classrooms. g) Teachers foster a c) Teachers do not c) Teachers build learning community in build relationships relationships with which individual with students by students by differences and establishing and establishing and perspectives are maintaining rapport maintaining rapport respected. and valuing each and valuing each student as an student as an individual. individual. d) Teachers do not d) Teachers respect respect and value the and value the native native languages and languages and dialects dialects of their of their students and students and use use students’ current students’ current language skills to language skills to achieve content-area achieve content-area learning goals. learning goals. 1.5 Teachers recognize a) Teachers do not a) Teachers assist in e) Teachers characteristics of assist in identifying identifying gifted collaboratively develop 33 Lake Erie College Student Teaching Handbook Spring 2012 gifted students, gifted students, students, students with and implement learning students with students with disabilities and at-risk plans for gifted disabilities and at-risk disabilities and at-risk students based on students, students with students in order to students based on established practices. disabilities and at-risk assist in appropriate established practices. b) Teachers follow students. identification, b) Teachers do not laws and policies f) Teachers adapt the instruction and follow laws and regarding gifted pace and depth of intervention. policies regarding students, students with curriculum and gifted students, disabilities and at-risk instruction to meet the students with students and needs of those students disabilities and at-risk implement Individual whose performance is students and Education Plans (IEPs) advanced or below implement Individual and Written Education level. Education Plans (IEPs) Plans (WEPs). and Written Education c) Teachers refer Plans (WEPs). students for screening c) Teachers do not and assessment when refer students for appropriate. screening and d) Teachers seek and assessment when use support from appropriate. specialists and other d) Teachers do not sources of expertise to seek and use support enhance student from specialists and learning. other sources of expertise to enhance student learning. Standard 2: Teachers know and understand the content area for which they have instructional responsibility. 1 Unacceptable 2 Acceptable 3 Accomplished 2.1 Teachers know the a) Teachers do not a) Teachers identify d) Teachers integrate content they teach and identify the relevant the relevant research, different viewpoints, use the knowledge of research, principles, principles, theories and theories and processes content specific theories and debates debates significant to of inquiry to guide concepts, assumptions significant to the the content they teach. their thinking and and skills to plan content they teach. b) Teachers use their instructional planning. instruction b) Teachers do not use knowledge and e) Teachers seek out their knowledge and understanding of opportunities to understanding of content area concepts, enhance and extend content area concepts, assumptions and skills their content assumptions and skills in their planning and knowledge. in their planning and instruction. f) Teachers plan and instruction. c) Teachers identify sequence instruction in c) Teachers do not the developmental ways that reflect an 34 Lake Erie College Student Teaching Handbook Spring 2012 identify the sequence of learning in understanding of the developmental their content area, in prerequisite sequence of learning in effort to link current relationships among their content area, in instruction with topics and concepts. effort to link current students’ prior instruction with knowledge and future students’ prior learning. knowledge and future learning. 2.2 Teachers a) Teachers do not a) Teachers b) Teachers engage understand and use demonstrate demonstrate students in generating content-specific understanding of how understanding of how knowledge and testing instructional strategies students’ conceptual students’ conceptual hypotheses according to effectively teach the frameworks and frameworks and to the methods of central concepts and common common inquiry used in the skills of the discipline misconceptions can misconceptions can content area. influence learning. influence learning. c) Teachers anticipate and adjust learning experiences to address common misconceptions of the discipline that impede learning. d) Teachers incorporate content specific learning strategies to enable students to analyze, build and adapt new understandings. 2.3 Teachers a) Teachers do not a) Teachers articulate b) Teachers extend and understand school and articulate the important the important content, enrich curriculum by district curricula content, concepts and concepts and processes integrating school and priorities and the Ohio processes in school in school and district district curriculum academic content and district curriculum curriculum priorities priorities with Ohio’s standards priorities and in the and in the Ohio academic content Ohio academic content academic content standards and national standards. standards. content standards. 2.4 Teachers a) Teachers do not a) Teachers make b) Teachers prepare understand the make relevant content relevant content opportunities for relationship of connections between connections between students to apply knowledge within the disciplines. disciplines. learning from different discipline to other content areas to solve content areas problems. 35 Lake Erie College Student Teaching Handbook Spring 2012 c) Teachers collaboratively construct interdisciplinary learning strategies that make connections between content areas. 2.5 Teachers connect a) Teachers do not a) Teachers facilitate b) Teachers use a content to relevant life facilitate learning learning experiences variety of resources to experiences and career experiences that that connect to real-life enable students to opportunities connect to real-life situations and careers. experience, connect situations and careers. and practice real-life and career applications, through activities such as service learning. Standard 3: Teachers understand and use varied assessments to inform instruction 1 Unacceptable 2 Acceptable 3 Accomplished 3.1 Teachers know a) Teachers do not a) Teachers c) Teachers about assessment demonstrate an demonstrate an demonstrate an types, their purposes understanding that understanding that understanding of why and the data they assessment is a means assessment is a means and when to select and generate of evaluating and of evaluating and integrate varied supporting student supporting student assessment types into learning. learning. the instructional cycle. b) Teachers do not b) Teachers d) Teachers demonstrate an demonstrate an demonstrate an understanding of the understanding of the understanding of characteristics, uses characteristics, uses assessment related and limitations and limitations issues, such as validity, (advantages and (advantages and reliability, bias and disadvantages) of disadvantages) of scoring, by using various types of various types of assessments and the diagnostic, formative diagnostic, formative information from them. and summative and summative assessments. assessments. 3.2 Teachers select, a) Teachers do not a) Teachers align c) Teachers purposely develop and use a align classroom classroom assessments plan assessments and variety of diagnostic, assessments with with curriculum and differentiate formative and curriculum and instruction (Cotton, assessment choices to instruction (Cotton, 1999). match the full range of summative 1999). b) Teachers use a student needs, abilities assessments b) Teachers do not use variety of formal and and learning styles. a variety of formal and informal assessment d) Teachers use informal assessment techniques to collect assessments to identify 36 Lake Erie College Student Teaching Handbook Spring 2012 techniques to collect evidence of students’ student strengths, evidence of students’ knowledge and skills promote student knowledge and skills growth and maximize access to learning opportunities. 3.3 Teachers analyze a) Teachers do not a) Teachers utilize d) Teachers read and data to monitor student utilize assessment data assessment data to interpret data and use progress and learning to identify students’ identify students’ this analysis to and to plan, strengths and needs, strengths and needs, differentiate learning differentiate and and modify and modify for and tailor modify instruction instruction. instruction. instructional goals to b) Teachers do not b) Teachers monitor individual students. monitor student student progress e) Teachers examine progress toward toward achievement of classroom assessment achievement of school school and district results to reveal trends and district curriculum curriculum priorities and patterns in priorities and the Ohio and the Ohio academic individual and group academic content content standards. progress and to standards. c) Teachers maintain anticipate potential c) Teachers do not accurate and complete learning obstacles. maintain accurate and assessment records as f) Teachers use student complete assessment needed for data-based assessment results to records as needed for decision making. reflect on their own data-based decision teaching and to making. monitor teaching strategies and behaviors in relation to student success. 3.4 Teachers a) Teachers do not a) Teachers define c) Teachers use a collaborate and define assessment assessment criteria and variety of means to communicate student criteria and standards standards and relate communicate student progress with students, and relate these to these to students. learning and parents and colleagues students. b) Teachers provide achievement. b) Teachers do not substantive, specific d) Teachers design and provide substantive, and timely feedback of share resources with specific and timely student progress to parents to facilitate feedback of student students, parents and their understanding of progress to students, other school personnel their child’s learning parents and other while maintaining and progress. school personnel while confidentiality. maintaining confidentiality.

3.5 Teachers involve a) Teachers do not a) Teachers model the c) Teachers prepare 37 Lake Erie College Student Teaching Handbook Spring 2012 learners in self- model the use of self- use of self-assessment student self-assessment assessment and goal assessment and goal- and goal-setting. tools and strategies, setting to address gaps setting. b) Teachers provide regularly monitor their between performance b) Teachers do not students with use and encourage and potential provide students with opportunities to assess student goal-setting. opportunities to assess and articulate the d) Teachers organize and articulate the knowledge and skills opportunities for knowledge and skills they have gained. students to articulate they have gained. how they learn and what learning strategies are most effective for them. Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student. 1 Unacceptable 2 Acceptable 3 Accomplished 4.1 Teachers align a) Teachers do not a) Teachers follow c) Teachers select, their instructional follow district district curriculum prioritize, sequence goals and activities curriculum priorities. priorities. and group concepts and with school and b) Teachers do not b) Teachers select processes to provide a district priorities and select learning learning experiences continuous, articulated the Ohio academic experiences with with clearly defined curriculum aligned content standards clearly defined goals goals that align with with school and district that align with school school and district priorities and state and district curriculum curriculum priorities academic content priorities and state and state academic standards. academic content content standards. standards. 4.2 Teachers use a) Teachers do not use a) Teachers use pre- d) Teachers monitor information about pre-assessment data assessment data and the performance gaps students’ learning and and information they information they have of students within their performance to plan have gathered about gathered about classrooms and and deliver instruction students’ learning students’ learning develop interventions that will close the needs and performance needs and performance that close those gaps. achievement gap to develop appropriate to develop appropriate e) Teachers make learning activities. learning activities. curriculum and b) Teachers do not b) Teachers adjust instructional decisions adjust instruction instruction based on that respond to the based on student student learning. immediate teaching learning. c) Teachers identify context and student c) Teachers do not how individual needs. identify how experience, talents and individual experience, prior learning as well talents and prior as language, culture learning as well as and family influence 38 Lake Erie College Student Teaching Handbook Spring 2012 language, culture and student learning and family influence plan instruction student learning and accordingly. plan instruction accordingly. 4.3 Teachers a) Teachers do not a) Teachers clearly c) Teachers establish communicate clear clearly communicate communicate learning and communicate learning goals and learning goals to goals to students. challenging individual explicitly link learning students. b) Teachers learning goals based on activities to those b) Teachers do not communicate to the needs of each defined goals communicate to students the link student. students the link between learning d) Teachers create between learning activities and goals. instructional activities and goals. environments where students actively and independently set, articulate and internalize learning goals. 4.4 Teachers apply a) Teachers do not a) Teachers understand d) Teachers articulate a knowledge of how understand the the cognitive processes logical and appropriate students think and cognitive processes associated with rationale for the learn to instructional associated with learning, and sequence of learning design and delivery learning, and demonstrate through activities. demonstrate through instruction that they e) Teachers link the instruction that they know how to stimulate content of each know how to stimulate these processes. learning activity to the these processes. b) Teachers use content of previous and b) Teachers do not use research-based future learning research-based instructional strategies. experiences. instructional strategies. c) Teachers implement f) Teachers prepare c) Teachers do not instructional activities learning activities with implement that are sequenced to clear structures that instructional activities help students acquire allow for content that are sequenced to concepts and skills of review, student help students acquire the discipline. reflection and different concepts and skills of pathways, depending the discipline. on student needs. 4.5 Teachers a) Teachers do not a) Teachers gather and d) Teachers differentiate gather and use student use student data to differentiate instruction instruction to support data to choose choose appropriate to meet individual the learning needs of appropriate instructional strategies student’s learning all students, including instructional strategies for groups of students. needs. students identified as for groups of students. b) Teachers use e) Teachers 39 Lake Erie College Student Teaching Handbook Spring 2012 gifted, students with b) Teachers do not use appropriate and appropriately adapt disabilities and at-risk appropriate and flexible grouping instructional methods students flexible grouping during instruction to and materials and pace during instruction to support the learning learning activities to support the learning needs of all students. meet the needs of needs of all students. c) Teachers recognize individual students. c) Teachers do not that the scope and f) Teachers provide recognize that the sequence of learning varied options for how scope and sequence of activities must be students will learning activities must differentiated to meet demonstrate mastery. be differentiated to the needs of all meet the needs of all students. students. 4.6 Teachers create a) Teachers do not a) Teachers choose c) Teachers provide and select activities choose learning learning activities that complex, creative, that are designed to activities that support support the open-ended learning help students develop the development of development of opportunities for as independent students’ cognitive students’ cognitive students. learners and complex abilities. abilities. d) Teachers encourage problem-solvers b) Teachers do not b) Teachers employ students’ critical employ effective, effective, purposeful thinking by asking purposeful questioning questioning techniques challenging questions techniques during during instruction about disciplinary instruction content. 4.7 Teachers use a) Teachers do not use a) Teachers use d) Teachers select and resources effectively, materials and materials and use teaching resources including technology, resources that support resources that support and curriculum to enhance student their instructional their instructional materials for their learning goals and meet goals and meet comprehensiveness, students’ needs. students’ needs. accuracy and b) Teachers do not b) Teachers effectively usefulness in effectively use use technology that is representing particular technology that is appropriate to their ideas and concepts and appropriate to their disciplines. for meeting individual disciplines. c) Teachers effectively student’s needs. c) Teachers do not support students in e) Teachers develop effectively support their use of students’ abilities to students in their use of technology. access, evaluate and technology. use technology. Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students. 1 Unacceptable 2 Acceptable 3 Accomplished 5.1 Teachers treat all a) Teachers do not a) Teachers d) Teachers create students fairly and demonstrate caring and demonstrate caring and classrooms in which 40 Lake Erie College Student Teaching Handbook Spring 2012 establish an respect in their respect in their students demonstrate environment that is interactions with all interactions with all caring and respect for respectful, supportive students. students. one another. and caring b) Teachers do not b) Teachers develop e) Teachers seek out develop and teach and teach expectations and are receptive to the expectations for for respectful thoughts and opinions respectful interactions interactions among of all students. among students. students. c) Teachers do not use c) Teachers use strategies to promote strategies to promote positive relationships, positive relationships, cooperation and cooperation and collaboration among collaboration among students. students. 5.2 Teachers create an a) Teachers do not a) Teachers clarify d) Teachers environment that is clarify standards of standards of conduct consistently, physically and conduct for all for all students. effectively and emotionally safe students. b) Teachers use a respectfully anticipate b) Teachers do not use variety of effective and respond to the a variety of effective classroom behavior of students. classroom management e) Teachers make management techniques. decisions and techniques. c) Teachers provide a adjustments that c) Teachers do not safe learning support positive provide a safe learning environment that behavior, enhance environment that accommodates all social behavior and accommodates all students. increase student students. motivation and engagement in productive work. 5.3 Teachers motivate a) Teachers do not a) Teachers foster c) Teachers encourage students to work foster student student enthusiasm for self-directed learning productively and enthusiasm for and and curiosity about the by teaching students to assume responsibility curiosity about the discipline. outline tasks and for their own learning discipline. b) Teachers establish timelines (Cotton, b) Teachers do not methods for 1999). establish methods for recognition of students d) Teachers vary their recognition of students and relate recognition roles in the and relate recognition to specific student instructional process to specific student achievement, either (instructor, facilitator achievement, either individually or in and coach) based on individually or in groups (Cotton, 1999). the content, focus of groups (Cotton, 1999). learning and student needs. 41 Lake Erie College Student Teaching Handbook Spring 2012 5.4 Teachers create a) Teachers do not use a) Teachers use d) Teachers employ learning situations in flexible learning flexible learning cooperative learning which students work situations, such as situations, such as activities. independently, independent, small independent, small e) Teachers effectively collaboratively and/or group and whole class. group and whole class. combine independent, as a whole class b) Teachers do not b) Teachers develop collaborative and develop guidelines for guidelines for and whole-class learning and model cooperative model cooperative situations to maximize learning. learning. student understanding c) Teachers do not c) Teachers offer and learning. offer students students opportunities opportunities for for independent independent practice practice with and with and reflection on reflection on new new concepts and concepts and skills. skills. 5.5 Teachers maintain a) Teachers do not a) Teachers begin class d) Teachers conduct an environment that is begin class purposefully, with periodic reviews of conducive to learning purposefully, with assignments, activities, classroom routines and for all students assignments, activities, materials and supplies revise them as needed materials and supplies ready for students (Cotton, 1999). ready for students when they arrive when they arrive (Cotton, 1999). (Cotton, 1999). b) Teachers transition b) Teachers do not between learning transition between activities and use learning activities and instructional time use instructional time effectively. effectively. c) Teachers convert c) Teachers do not physical space to convert physical space facilitate instruction. to facilitate instruction.

Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning. 1 Unacceptable 2 Acceptable 3 Accomplished 6.1 Teachers a) Teachers do not a) Teachers exemplify b) Teachers use communicate clearly exemplify clear and clear and effective effective and effectively effective communication by communication communication by using clear and correct strategies to convey using clear and correct spoken and written ideas (such as using spoken and written language. vocabulary appropriate language. to students’ age and 42 Lake Erie College Student Teaching Handbook Spring 2012 interests), ask questions and stimulate discussion. 6.2 Teachers share a) Teachers do not use a) Teachers use a d) Teachers form responsibility with a variety of strategies variety of strategies to partnerships with parents and caregivers to communicate with communicate with parents and caregivers to support student parents and caregivers parents and caregivers to support student learning, emotional about student learning. about student learning. learning and and physical b) Teachers do not b) Teachers maintain development. development and maintain appropriate appropriate e) Teachers offer a mental health. confidentiality in all confidentiality in all variety of volunteer communications with communications with opportunities and parents and caregivers. parents and caregivers. activities for families c) Teachers do not c) Teachers welcome to support students’ welcome communication from learning. communication from parents and reply in a f) Teachers parents and reply in a timely manner. communicate timely manner. appropriate techniques and provide materials to support and enrich student learning at home. 6.3 Teachers a) Teachers do not a) Teachers establish c) Teachers learn from collaborate effectively establish productive productive one another by with other teachers, relationships with relationships with engaging in administrators and members of the school members of the school professional dialogue, school and district community and community and peer observation and staff consult with and learn consult with and learn feedback, peer from others. from others. coaching and other b) Teachers do not b) Teachers consult collegial learning consult with and learn with and learn from activities. from colleagues in colleagues in planning d) Teachers use planning and and implementing their effective collaboration implementing their own instruction. skills in their work own instruction. with others within the school community. 6.4 Teachers a) Teachers, as part of a) Teachers, as part of c) Teachers, as part of collaborate effectively an instructional team, an instructional team, a team, collaborate with the local do not identify when identify when and how with local community community and and how to access to access appropriate agencies about issues community agencies, appropriate services to services to meet that affect student when and where meet exceptional exceptional learning learning and appropriate, to learning needs and needs and implement achievement. promote a positive implement referrals referrals appropriately. d) Teachers use various 43 Lake Erie College Student Teaching Handbook Spring 2012 environment for appropriately. b) Teachers involve medical and social student learning b) Teachers do not community members service providers in the involve community in classroom activities, community to support members in classroom as appropriate. students’ mental health activities, as and well-being. appropriate. Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. 1 Unacceptable 2 Acceptable 3 Accomplished 7.1 Teachers a) Teachers do not a) Teachers meet their d) Teachers help their understand, uphold meet their ethical and ethical and colleagues access and and follow professional professional interpret laws and professional ethics, responsibilities with responsibilities with policies and understand policies and legal integrity, honesty, integrity, honesty, their implications in codes of professional fairness and dignity. fairness and dignity. the classroom. conduct b) Teachers do not b) Teachers separate separate their personal their personal beliefs beliefs from their from their professional professional interactions with interactions with students and families. students and families. c) Teachers understand c) Teachers do not and follow district understand and follow policies and state and district policies and federal regulations. state and federal regulations. 7.2 Teachers take a) Teachers do not a) Teachers participate d) Teachers use responsibility for participate in relevant in relevant professional literature, engaging in professional professional professional dialogue, continuous, purposeful development activities development activities collaboration with professional and incorporate what and incorporate what colleagues and other development they learn into their they learn into their resources to support instruction. instruction. their development as b) Teachers do not b) Teachers know and teachers and leaders. know and use Ohio use Ohio Standards for e) Teachers analyze Standards for Professional their content Professional Development. knowledge and Development. c) Teachers work instructional strengths c) Teachers do not collaboratively to and weaknesses and work collaboratively to determine and design present and implement determine and design appropriate targeted ideas for appropriate professional professional growth. professional development development opportunities for 44 Lake Erie College Student Teaching Handbook Spring 2012 opportunities for themselves. themselves. 7.3 Teachers become a) Teachers do not a) Teachers participate b) Teachers are an agent of change participate in team or in team or actively involved in who seeks departmental decision departmental decision professional and opportunities to making. making. community positively impact organizations that teaching quality, advance teaching and school improvements learning. and student achievement

STUDENT TEACHING MID-TERM ASSESSMENT (Optional) Note: This form should be completed and submitted individually by the cooperating teacher and campus supervisor only if there is a concern regarding student performance.

Teacher Candidate ______Date ______School ______LEC Course No. ______Subject ______Grade Level ______Campus Supervisor ______

Performance expectations are drawn from the Lake Erie College Field I and II Assessment Form. Teacher candidates are evaluated using the following scale:

Standard 1: Teachers understand student learning and development and respect the diversity of students they teach. 1 2 3 N/O Observations/Suggestions

Standard 2: Teachers know and understand the content area for which they have instructional responsibility. 1 2 3 N/O Observations/Suggestions

Standard 3: Teachers understand and use varied assessments to inform, instruction, evaluate and ensure student learning. 1 2 3 N/O Observations/Suggestions

Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student. 1 2 3 N/O Observations/Suggestions

Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students. 1 2 3 N/O Observations/Suggestions

Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning. 1 2 3 N/O Observations/Suggestions

Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. 1 2 3 N/O Observations/Suggestions

Status of teacher candidate as of this date

Specific area(s) of strength:

Specific area(s) of concern:

______Teacher/Supervisor Signature Date

______Teacher Candidate Signature Date

Updated June 2011

Division of Education Teacher Candidate’s Statement of Commitment Regarding Dispositions (Turn in to your Student Teaching Supervisor at your first seminar)

The Division of Education is responsible for preparing teacher candidates who have the required knowledge, skills, and dispositions to become effective teachers. Therefore, your initial licensure program will prepare you to demonstrate the knowledge, skills, and dispositions expected of beginning teachers. Cooperating teachers will evaluate your demonstration of these dispositions and provide you with feedback about your progress.

Dispositions are defined as professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. You will be assessed on professional dispositions based on observable behaviors in educational settings. (NCATE, 2007)

Professionalism  Timeliness/Deadlines is consistently on time to class, group work, appointments, completion of assignments, field experience and student teaching  Attendance is consistent in class, group work, appointments, completion of assignments, field experience and student teaching  Professional Appearance reflects professional dress standards and respectability when candidates are present in the schools  Professional Demeanor reflects proactive planning, preparation, and engagement in classes and in the schools  Flexibility/Adaptability is demonstrated in modifying ideas, materials, plans, lesson implementation, and course assignments  Confidentiality is demonstrated by talking appropriately with other professionals concerning students and maintaining confidentiality on school issues  Integrity is demonstrated by behaviors that exemplify honesty and integrity in all with whom you come in contact

Collaboration  Initiative is demonstrated by offering ideas and suggestions to others, setting goals for self- improvement, seeking advice and feedback, and independently searching for, creating, or modifying plans and materials  Cooperation with instructors/school personnel; resolves differences or misunderstandings respectfully and reflectively  Responds productively and respectfully to feedback from instructors, classroom teachers, mentors, and principals

Diversity: Development of All Students  Sensitive to Diversity through choosing and creating inclusive materials, lessons, assessment, and creating classroom environments that are inviting for diverse students’ participation and learning and that provide equitable access to instruction  Belief that all Students Can Learn by understanding that people learn in many different ways and accepting responsibility for helping all students to succeed  Caring is demonstrated by affirming and encouraging the best in those with whom you come in contact

I have read the dispositions and indicators above. I agree that dispositions are important to being an effective, professional teacher. I am committed to both growth and excellence in demonstrating these dispositions. I understand that my progress in the teacher education program depends upon successful demonstration of these dispositions.

______Signature Date

______Licensure Area(s)

EDUCATION DIVISION CLINICAL EXPERIENCE EVALUATION—DISPOSITIONS Student Teaching

Teacher Candidate ______Grade/Subject ______Cooperating Teacher ______Semester ______School ______Program: ___ AYA ___ MC ___ EC ___ SPED School District ______Campus Supervisor ______Person completing this form: ___ Cooperating Teacher ___ Campus Supervisor

Directions 1. Rubric is to be completed by the cooperating teacher as an overall assessment of the teacher candidate’s dispositions. 2. Feedback is to be provided upon completion of the rubric through a conference between the cooperating teacher and teacher candidate. 3. Signed rubric to be mailed to campus supervisor or Field Director.

Not PROFESSIONALISM 1 - Unacceptable 2 - Acceptable 3 - Accomplished Observed ___Frequently late ___Arrives on time and ___Arrives prior to and/or leaves early; remains as expected; designated time and does not consistently consistently abides by remains as needed until abide by deadlines for deadlines for task is complete; Timeliness/Deadlines assignments, including assignments, including always displays a projects and projects and thorough preparation of presentations presentations academic materials and goes beyond required criteria

___Does not attend as ___Attends regularly as ___Attends regularly; scheduled; may or may scheduled; makes up volunteers to attend Attendance not notify others; not time missed; beyond required time dependable dependable

___Dresses ___Generally dresses ___Consistently inappropriately for the appropriately for the dresses in a Professional Appearance school environment school environment professional manner for the school environment

___Shows little self- ___Generally self- ___Self-assured; confidence; displays a confident, courteous; always displays Professional Demeanor critical or negative displays attitude that is appropriate behavior; attitude positive and agreeable willing attitude at all times ___Fails to recognize ___Recognizes need to ___Adjusts lesson to need to adjust lesson adjust and attempts to address time factors Flexibility/Adaptability due to time factors address time factors and/or unexpected and/or unexpected and/or unexpected events events events

PROFESSIONALISM Not 1 Unacceptable 2 Acceptable 3 Accomplished (continued) Observed

___Talks ___Understands the ___Talks appropriately inappropriately to need to keep all school with other others concerning matters confidential professionals and/or Confidentiality students and school; parents concerning lacks respect for students; maintains confidential matters confidentiality on school matters

___Engages in ___Engages in ___Consistently Integrity behaviors that behaviors that demonstrates honesty demonstrate a lack of demonstrate a and integrity commitment to honesty commitment to honesty and integrity and integrity Not COLLABORATION 1 Unacceptable 2 Acceptable 3 Accomplished Observed ___Exhibits little ___Demonstrates ___Eager to energy or enthusiasm; enthusiasm for participate; makes seldom volunteers for students, curriculum, suggestions and is Initiative tasks and teaching; inquisitive; takes on volunteers for tasks; added responsibility asks questions

___Demonstrates an ___Demonstrates an ___Consistently works unwillingness for ability and willingness cooperatively with compromise and to work cooperatively faculty and staff to Cooperation collaboration when with faculty and staff create an optimal working with faculty learning environment and staff for students

___Rejects or ignores ___Accepts ___Solicits feedback constructive feedback constructive feedback about performance and Responsive to Feedback and responds consistently refines appropriately practice

DIVERSITY: Not DEVELOPMENT OF 1 Unacceptable 2 Acceptable 3 Accomplished Observed ALL STUDENTS

___Judges students ___Does not judge ___Demonstrates with labels or students with labels or awareness of elements characteristics characteristics; plans of diversity; supports Sensitive to Diversity for differences in all students in acquiring content of the lessons equal access to education

53 Lake Erie College Student Teaching Handbook Spring 2012 ___Does not ___Understands that ___Understands that understand that teacher teacher expectations teacher expectations expectations impact impact student impact student Belief That All Students student learning; learning; understands learning; understands Can Learn that people learn in that people learn in many different ways; many different ways; uses language that uses language that indicates expectations indicates expectations

DIVERSITY: DEVELOPMENT OF Not 1 Unacceptable 2 Acceptable 3 Accomplished ALL STUDENTS Observed (continued)

of growth for all of growth for all learners; plans for learners; plans for active engagement of active engagement of Belief That All Students all children; makes all children; makes Can Learn knowledge accessible knowledge accessible (continued) to all students to all students; accepts responsibility for helping all students to succeed

___Does not affirm and ___Affirms and ___Affirms and encourage the best in encourages the best in encourages the best in Caring others others others and is able to consider the other’s point of view

COMMENTS:

______Cooperating Teacher / Campus Supervisor Signature Teacher Candidate Signature Phone ______Total Clinical Contact Hours ______Conference Date ______

Rev. 6-8-11 55 Lake Erie College Student Teaching Handbook Spring 2012

Rubrics and Requirements for TPA Projects

The TPA project should be the student’s finest work. It is the culminating project in their preparation for teaching. The project will be submitted electronically to both the external evaluators and the Education Department’s Assessment Director. The Assessment Director is also given a bound hard copy of the project.

Specific requirements for the project are: 1. The project is presented in a white binder with a clear plastic cover to label the project. 2. The binder is divided into four divisions, one per task. 3. Binder cover and spine label are prescribed by the department and include an APA style title page. The spine is set with 36 pt Times Roman Font that begins 1.5 inches from the top. It states the following:

Teacher Performance Assessment - (Season) Year

58 Lake Erie College Student Teaching HandbookDirections 1. RubricSpring to be 2012 completed by the classroom teacher as an overall assessment of the Division of Education candidate’s knowledge, skills, and dispositions.

WEEKLY SCHEDULE AND ANECDOTAL REFLECTION 2. Feedback to be provided upon completion of the rubric through a conference between Student Teacher ______Week of ______the teacher and candidate.

School ______Grade ______3. Signed rubric to be mailed Cooperating Teacher ______Room ______to instructor. Subject ______

Indicate the exact time (day & period) that you are going to teach.

Period (Time) Monday Tuesday Wednesday Thursday Friday

Remarks:

(Anecdotal reflection to be recorded on back of this page)

ANECDOTAL REFLECTION 59 Lake Erie College Student Teaching Handbook Spring 2012 Student Teaching

Student Teacher ______Week of ______School ______Grade ______Cooperating Teacher ______

Please write a short report of your teaching experiences over the past week. Include significant observations and comments concerning changes in the educational environment, different teaching techniques which initiated student involvement and reaction, and teacher involvement and reactions. In short, report any occurrences which you feel were significant to your student teaching and professional development.

Program Evaluation by the Cooperating Teacher Student Teaching

With 1 being low and 5 being high, please check the appropriate box:

1 2 3 4 5 1. Was the teacher candidate adequately prepared as a professional? 2. Was the program sufficiently explained to you prior to your participation? 3. Did the college supervisor fulfill his/her responsibilities to the program? 4. Was the teacher candidate prepared in the content area/s? Was the teacher candidate adequately prepared with strategies, methods, and 5. classroom management skills? Was the teacher candidate prepared to deal with diversity: race, religion, 6. ethnicity, cultural and socioeconomic status, gender, exceptionalities, and varied interests, skills, and abilities? Was the teacher candidate able to assess student progress and use assessment 7. results to improve instruction and impact student learning? Was the teacher candidate able to develop meaningful learning experiences 8. that help all student learners? Would you invite a field experience teacher candidate back to your 9. classroom?

COMMENTS:

Return to: Education Office Signature (Optional) ______Lake Erie College 391 W. Washington St. Painesville, OH 44077 Rev. 6-8-11