• Abstract and Figures
• Public Full-text

CLINICAL PRACTICE HANDBOOK

DEPARTMENT OF TEACHER EDUCATION College of Education and Human Services

University of Illinois at Springfield Springfield, IL

Revised Jan 2013 TABLE OF CONTENTS

PREFACE / MISSION & VISION STATEMENTS 3 T EP F A C U L T YAN D S T A FF 4 R O L E / P U R P O SE O F C L I N I C A L P RA C T I C E 4 D E F I N I T I O N O F T E R MS 5 DEPARTMENT OF TEACHER EDUCATION THEMES 5 O B J E C T I V ES F O R C L I N I C A L P RA C T I C E 7 G E N E R A L R E Q U I R EME N T S AN D P O L I C I ES 7 Assignment to Clinical Practice 8 Official Notification of Assignments 8 Clinical Practice Calendar 8 Policies Governing Attendance 9 Work Stoppages 9 Cessation of Clinical Practice 9 T H E C L I N I C A L P RA C T I C E S EME S T ER 9 Phas e s of C li n i c a l P ra c t i ce 10 Phase 1: Orientation 10 General Activities for Clinical Practice Observations 10 Initial Conference 11 Initial Classroom Immersion 11 Phase 2: Transitional Period 12 Phase 3: Full-Time or Solo Teaching 12 Phase 4: Reverse Transition and Classroom Visitations 13 C AN D I D A T E W OR K S A MPLE AN D R E F L EC T I V E J OU R NA L 13 INDIVIUDAL ROLES AND RESPONSIBILITIES 13 Teacher Candidate 13 Cooperating Teacher 14 Principal 15 University Supervisor 16 Director of Clinical Practice 16 V A R I OU S R E Q U I R ED C ON F ER E N C ES 17 Cooperating Teacher 17 University Supervisor 17 EVALUATION – MIDTERM AND FINAL EVALS 18 CERTIFICATION PROCEDURE 18 APPENDICES 20 A. Sample Lesson Plan Format B. Clinical Practice Schedule C. Professional Semester Evaluation by Cooperating Teacher D. Professional Semester Evaluation by Cooperating Teacher: Dispositions E. University Supervisor’s Report F. Evaluation by University Supervisor of Cooperating Teacher G. University Supervisor Evaluation by Cooperating Teacher H. Teacher Education Program Survey I. Program Evaluation by Teacher Candidate J. Code of Ethics K. Sample Resume Form L. Sample Philosophy of Education Form PREFACE

This handbook has been designed to provide assistance to candidates who are entering into student teaching and to professional personnel of the University and School Districts who will provide assistance during the clinical practice. It is to be used as a resource for designing and promoting a successful clinical practice experience. The faculty and staff of the Department of Teacher Education feel it is essential that clear and consistent communication about clinical practice be available to the participants involved. This handbook attempts to accomplish three things: 1. Describe and interpret the broad parameters of clinical practice; 2. set forth certain principles and guidelines that will help to standardize Departmental programs as they are carried out in various schools; and 3. provide a collection of suggestions which will aid those who supervise and guide the programs. The guidelines and procedures adopted are a result of thorough deliberations by Teacher Education faculty and staff, consultations with personnel from local educational agencies and school districts, and findings from educational research on effective teaching and supervision practices. This handbook is not intended to be all- inclusive, but to offer guidance in those areas where experience has shown that guidance is needed. The writers of this handbook have drawn ideas and information from various institutions and sources including the Illinois State Board of Education, which is ultimately responsible for certifying teachers in this state. Suggestions and comments from the users of the handbook are encouraged and ideas will be taken into consideration for future revisions.

COUNCIL ON PROFESSIONAL EDUCATION UNIT MISSION STATEMENT, VISION, AND CONCEPTUAL FRAMEWORK THEMES

The mission of the Council on Professional Education at the University of Illinois at Springfield is to prepare school professionals who have the knowledge, demonstrated skills, and dispositions reflected in four unique, central themes of the unit and the University of Illinois at Springfield: quality teaching and professional practice; public engagement; technology; and diversity. The vision of the Council on Professional Education is to develop caring, competent, and qualified school personnel by providing quality education experiences; those experiences will develop certification candidates’ knowledge, skills, and dispositions along the aforementioned four themes. The four themes are aligned with national/state standards and apply to certification programs within the Department of Education, Educational Leadership, and Human Development Counseling. ROLE / PURPOSE OF CLINICAL PRACTICE The Illinois State Board of Education’s Implementing Clinical Experiences in Teacher Education Programs: A Handbook for Illinois Institutions of Higher Education defines student teaching as

. . .A form of internship established by Illinois statute calling for “close and competent” supervision. It entails preparation for full responsibility in an instructional setting. In the course of the experience, the candidate demonstrates mastery of techniques and skills including, but not limited to planning, organization, evaluation, parental relations and competence in subject matter areas. The experience is carried out under diligent and systematic supervision by college and local school personnel. (1979, p. 10)

The basic purpose of clinical practice is to provide candidates with opportunities for direct experience as teachers in the classroom, the school, and the community under the guidance and supervision of competent classroom teachers and other personnel. In an effective student teaching program, each candidate is provided with an opportunity to engage in most of the major activities of a regular teacher with appropriate responsibilities and supervision. Descriptions of the roles of personnel amplify the purposes of clinical practice as an essential part of the professional preparation of prospective teachers.

Clinical practice provides an opportunity for the candidate to apply knowledge (both academic and professional), skills and strategies acquired through University coursework and pre-clinical field experiences in a classroom setting. Under the guidance of a supervising teacher, the candidate should grow in ability to plan activities that will enable students to mature and develop mentally, physically and emotionally. Clinical practice should enable the candidate to increase the ability to recognize and take advantage of the many and varied teaching- learning situations that continually arise in the classroom. As the candidate progresses in student teaching, there should be increased awareness of the role of the teacher.

It is intended that clinical practice will provide the candidate an opportunity to observe expert teachers at work, to teach elementary or secondary students under the supervision of an experienced, highly competent teacher and to realistically experience the life of a teacher. Clinical practice should provide for the candidate:

 an increased understanding of individuals and groups of students opportunities to observe effective teaching and to determine personal aptitude for teaching;  increased personal insight and understanding of the role of the classroom teacher;  realistic experience in teaching; and  opportunities for personal growth and reflection.  • DEFINITION OF TERMS  1. T he U n i v e r s i t y Super v i s o r - Member of the University faculty or staff who supervises student teachers/candidates.  2. T he C oo p e r a t i ng T eac h er - Regular elementary or secondary school classroom teacher in a cooperating school who is directly responsible for student instruction in a school and who is immediately responsible for supervision of the student teacher/candidate.  3. T he Teac h er C an d i d a t e / S t udent T e ac h er - The regularly enrolled university student who is a candidate for teacher certification. Prior to the student teaching assignment the candidate is expected to have completed the professional sequence prerequisites to clinical practice. The candidate should be aware of policy and procedures in the UIS Undergraduate/Graduate Catalog, Student Handbook, and Clinical Practice Handbook.  4. C oope r a t i ng School - The school to which the candidate is assigned for clinical practice.  5. T he C oop e r a ti ng Scho o l A d m i n i s t r a t o r - The school officer (district clinical coordinator, superintendent, assistant superintendent, or principal) who works with the University in selecting a desirable school or classroom to which the candidate will be assigned.  6. D i re c t o r of C l i n i cal Pr a c t i c e - A designee of the TEP faculty / staff who has been assigned the responsibility of coordinating and administering student teaching /clinical practice.  7. C li n i c a l P r ac t i c e - Synonym for student teaching. Terms are used interchangeably in this document.   • COUNCIL ON PROFESSIONAL EDUCATION THEMES   The Department of Teacher Education at University of Illinois at Springfield develops its certification programs around a Conceptual Framework that includes four themes aligned with national/state standards. The four themes are described in detail below:   T H EME I : Q ua l it y T e ac h i ng and Pr o fe s s i o n al P r ac t i ce - TEP is committed to preparing candidates who demonstrate the knowledge, skills, and dispositions necessary to perform their professional responsibilities independently because they value education, have a solid repertoire of knowledge and skill, know the standards of professional practice, and have skills for life-long professional growth. This includes demonstrated competence in the following areas: academic content knowledge, application of pedagogical and professional skills, reflection and continuous data-based improvement, and writing and communication skills.   Upon completion of the program, candidates are expected to be able to demonstrate:  1. Knowledge and understanding of learning, professional practice, and student development that are used to make education decisions;  2. Knowledge and understanding of principles of effective instruction and professional practice as well as each professional education program’s best practices;  3. Facilitation of processes and activities wherein all individuals are treated with fairness and respect; and 4. Dispositions towards and engagement in activities that ensure life-long learning is valued and modeled.   T H EME I I : Publ i c En g a g e m ent - TEP is committed to preparing candidates who demonstrate the knowledge, skills and dispositions necessary to contribute to and understand the communities in which they work because they know, understand, and can contribute to the institutional, neighborhood, local, and state interests, and policies that influence education. The importance of community service is stressed in that all candidates must document participation in community service activities as prerequisite for admission. TEP candidates should demonstrate knowledge, skills, and dispositions consistent with policy from professional organizations and state and federal law.   Upon completion of the program, candidates are expected to be able to demonstrate  1. Knowledge and understanding that professional practice decisions are based on standards developed by learned societies and the community.  2. An understanding of policy development and advocacy under our democratic system; and  3. A positive disposition toward service via engagement with the education community beyond the classroom.   T H EME II I : T echn o l o g y - TEP is committed to preparing candidates who demonstrate the knowledge, skills, and dispositions necessary to use technology and technological innovations in teaching, learning, and service. This includes the following areas:  1. Instructional Application of Technology, including the ability to create educationally worthwhile interactions directly between technology and students and evaluate and use technology in educational settings.  2. Management Applications of Technology, including the use of technology to manage and summarize educational records.  3. Professional Communication and Collaborations with Technology, including the use of online communication.   Upon completion of the program, candidates are expected to be able to demonstrate  1. An understanding and ability to use multiple forms of technology to find, organize, interpret, and present information;  2. The ability to make critical judgments about the quality of information; and  3. A disposition to learn about and adopt new and evolving forms of technology and incorporate them into daily practice.   T H EME I V : D i v e r s it y - TEP candidates will demonstrate knowledge, skills, and dispositions necessary for an educated professional in a diverse community. These expectations align with the Illinois Professional Teaching Standards (particularly Standards 3- Diversity and 4- Planning for Instruction). Related knowledge, skills, and dispositions include the following:   Aw a r ene s s o f t he P e r s pe c t i v es R e l a t ed t o D i v e r s i t y . Candidates will be aware of how researchers and others have viewed diversity. Perspectives related to cultural diversity as well as perspectives related to special needs and gifted students will be included. Evidence of candidate knowledge, skills, and dispositions will range from class discussions on diversity to evaluations of candidates’ knowledge of instructional pedagogy and assessing special needs and gifted students.   A dap t a b i li t y t o C l i n i c a l S e t ti n g s t h at ha v e Di v e r s it y . Candidates will be able to apply their formal knowledge of diversity to clinical settings.   Upon completion of the program, candidates are expected to be able to demonstrate; 1. Understanding of the role and impact of context and culture on learning and development;  2. Understanding of how to foster self esteem, motivation, character, civic responsibility, and respect for individual, gender, cultural, religious, and ethnic differences;  3. Understanding of how to plan to accommodate the needs of diverse learners; and  4. Consideration of the challenges likely to be encountered by learners and develop strategies to help learners meet these challenges.    • OBJECTIVES FOR CLINICAL PRACTICE   The cooperating teacher and university supervisor are responsible for determining that the purposes of clinical practice have been achieved. Their collective judgment will ascertain the degree of successful completion by the candidate of the following Illinois Professional Teaching Standards:  1. Content Knowledge: understands the central concepts, methods of inquiry, and structure of the discipline(s) and creates learning experiences that make the content meaningful to all students.  2. Human Development and Learning: understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.  3. Diversity: understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.  4. Planning for Instruction: understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.  5. Learning Environment: uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.  6. Instructional Delivery: understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.  7. Communication: uses knowledge of effective written, verbal, nonverbal and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.  8. Assessment: understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being.  9. Collaborative Relationships: understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/ guardians, and the community to support learning and well-being.  10. Reflection and Personal Growth: is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.  11. Professional Conduct and Leadership: maintains standards of professional conduct, and provides leadership to improve student learning and well-being.   • GENERAL REQUIREMENTS AND POLICIES   The following requirements and policies govern UIS clinical practice.   A d m i ss i on - Candidates must apply for admission into clinical practice. Applications must be submitted according to prescribed due dates. To be eligible to enter clinical practice, a candidate must meet all of the following requirements:  1. Be admitted to the Department of Teacher Education, including successful completion of both the Illinois Certification Testing System Test of Basic Skills, and the appropriate ICTS content area test.  2. Successfully complete all teacher education coursework (excluding TEP 448/450 and TEP 449/450) or successfully complete this coursework during the semester prior to clinical practice.  3. Successfully complete a minimum of 120 clock hours of approved preclinical field experiences or successfully complete the remainder of these hours during the semester prior to clinical practice.  4. Have / maintain a 3.0 grade point average in UIS teacher education coursework; a 2.75 grade point average in the discipline area of certification or degree program; and a 2.5 overall grade point average.  5. Complete all UIS TEP general education requirements and/or be able to complete the remaining general education requirements and all coursework required of the discipline area of certification or degree program prior to the clinical practice semester.   All candidates will be notified by letter regarding their admission status.    A ss i g n m ent t o C li n i c a l P r a c t i ce - All assignments for clinical practice are made through the Director of Clinical Practice. Placements are made primarily in Sangamon County and immediate surrounding counties. Placements for online candidates are made in school districts within reasonable proximity to the home address provided at the time of application to clinical practice.   Candidates are assigned only to classrooms that have regularly employed full-time teachers. Assignments are not made to a school in which the candidate or his / her spouse is employed. A candidate may not earn academic credit and receive a salary or an income for the same teaching experience. Student teaching placements are also not permitted where the candidate has children attending or direct relatives employed.   The Director of Clinical Practice forwards all student teaching placement requests to the appropriate school district personnel. N o d i r e c t re q ue s t s a re t o be m a de t o d i s t r i c t pe r son n el b y i n d i v i d u a l s t ud e n t s . The Director is responsible for making all arrangements for clinical practice.   The Department of Teacher Education has a strong commitment to providing candidates with exposure to a variety of instructional environments. This commitment includes making every effort to provide experiences with students of diverse cultural, ethnic, linguistic, and socioeconomic backgrounds.   O ff i c i a l N o t i f i ca t i on of C l i n i c a l P ra c t i ce As s i g n m en t s - At the beginning of the semester of clinical practice, each candidate will receive an official notice of his/her clinical practice assignment by letter. This notice will give the following information:  1. Clinical practice site (address)  2. Name (of cooperating teacher  3. Clinical practice calendar dates   A copy of the official notice is also sent to the cooperating teacher and principal. The clinical practice packet contains a calendar of events and a clinical practice contract. This contract must be signed and returned to the Director of Clinical Practice.   C li n i c a l P ra c t ice C a l e nd a r - Student teaching assignments begin and end on the dates indicated on the candidate’s Calendar of Events. The candidate is expected to fo l l o w t he s cho o l c a l en d ar of h i s / h e r c li n i c al p ra c t i ce as s i g n m ent insofar as vacations and school holidays are concerned. The candidate’s arrival and departure time at the school should coincide with the arrival and departure schedule of the cooperating teacher. Any date changes involved in an assignment may only be made with prior permission of the Director of Clinical Practice and cooperating teacher.   The Director of Clinical Practice, upon the recommendation of the university supervisor and the cooperating teacher, may require a candidate to do additional work and continue the experience until he/she is sufficiently competent to be recommended for certification.   Pol i c i e s G o v e r n i ng A tt e n d ance - As a general policy, candidates are expected to assume the responsibilities of a regular classroom teacher during clinical practice. Candidates are to report promptly each day and to observe the school district and building policies and regulations.       In case of sickness or other emergencies necessitating absence from the assignment, the candidate should notify the school office and cooperating teacher by telephone as soon as possible following local district policies and procedures. Prolonged absences of more than two days should be reported to the university supervisor. Absences exceeding two days must be made up by the candidate to complete the experience. Policies on attendance apply to seminars and conferences with the university supervisor and the cooperating teacher, to seminars arranged by the University and to other assignments related to the clinical practice.   Pol i c i e s G o v e r n i ng W o rk Stopp a g es - In the event of a work stoppage in the cooperating school or district, the candidate must assume a neutral position. Candidates are not to participate in actions like picketing, crossing picket lines, etc. If a candidate participates in either side of the work stoppage, that participation is as an individual and not as a university agent.   C ess a ti o n of C li n i c al P ra ct i ce - If for some reason the candidate and/or the cooperating teacher feel that clinical practice should be terminated early, it is the responsibility of the candidate to i m m ed i a t e l y contact the Director of Clinical Practice. The candidate sho u l d n o t terminate the experience or leave the site without notification and approval from the Director of Clinical Practice. Failure to follow this procedure may jeopardize a candidate’s eligibility for an additional placement. A candidate who leaves the assignment without prior approval will not receive credit for clinical practice.   • THE CLINICAL PRACTICE SEMESTER   During the clinical practice semester, candidates enroll in either TEP 448 – ECCE Clinical Practice Seminar Grades K-9 Elementary or TEP 449a/b – Clinical Practice Seminar Grades 6-12. The Department of Teacher Education will forward the Special Approval forms for these classes to the Office of Admissions and Records upon final approval. No admission into these courses will be accepted except through this process.   The TEP 448 and TEP 449 seminar courses are taken concurrently with TEP 450 or 451 - Clinical Practice. These courses are designed around modules that deal with topics such as communication, parent involvement, classroom management, technology in the classroom, and instructional design, among other topics. The Completion of the Candidate Work Sample is finalized in these courses.    The three Illinois Teaching Standards of Collaboration, Reflection, and Professionalism are crucial aspects of clinical practice. Teacher candidates should;  1. C o ll a bor a t e with peers, seminar instructors, cooperating teachers, university supervisors, school principals, and other stakeholders in education to provide the best learning experiences possible for their students. This collaborative spirit provides a supportive learning environment necessary to meet the challenges associated with beginning a career long teaching.  2. R e fl e ct on teaching via student teaching seminars, the Reflective Journal, the online Candidate Work Sample, and conferences with cooperating teachers and university supervisors. Reflection helps teachers understand the meaning of activities, generalize learning to varied contexts, provide the courage necessary to change, and consolidate a base of knowledge, skills, and dispositions for effective teaching.  3. Exe m p li fy prof e s s i on a l i sm as described in the Code of Ethics of the Education Profession. Be professional in attitude, speech, and behavior. The Candidate Work Sample and Reflective Journal provide an opportunity to document knowledge, skills, and dispositions associated with effective and caring teachers.    • PHASES OF CLINICAL PRACTICE   TEP 450 and 451, Clinical Practice, consists of four phases: (1) Orientation to the classroom, (2) Transitional activities, (3) Full-time (solo) teaching (4) Reversing Transition and classroom visitations. The length of time each candidate spends in each phase and its accompanying activities will depend upon the readiness of the individual. The cooperating teacher, university supervisor and candidate jointly decide progression to the next higher level of teaching activities. It is expected that each candidate will have at least seven weeks of full- time (solo) teaching.   Phase 1 : Or i e n t a ti on - Frequently candidates approach their new experience with considerable apprehension which all too often produces confusion and anxiety. This can be minimized if the cooperating teacher can help the candidate to overcome initial nervousness by providing appropriate orientation experiences. Activities should be designed to acquaint the candidate with students, their backgrounds and needs, the classroom and its resources, the school and its resources, the curriculum and instructional program and the faculty, staff and administration. The candidate will spend much of phase one time in observations of teachers and students at work. While most of the observation will be in the cooperating teacher’s classroom, the intern will need to spend some time becoming familiar with every significant part of the school. Most orientation activities should be done during the observation phase, which is the first week in the clinical practice placement.   G ene r a l a c t i v it i es for c l i n i cal p r a c t i ce o bs e r v a ti o n : There is no such thing as a “one-size-fits-all” set of rules for every classroom and student. Always remember that teachers are dealing with children whose needs will seemingly change from day-to-day, hour-to-hour and sometimes minute-to-minute. However, experience has shown that successful teachers are exceedingly well prepared for student’s needs. A portion of successful preparation includes basic information you should have in your possession at all times. The list includes, but is not necessarily limited to, the following items:  1. Seating chart to learn students’ names.  2. Schedule of classes.  3. Location of instructional materials available in the classroom, the library, and the District Resource Center.  4. Names and responsibilities of all building personnel.  5. Rules governing the classroom, playground, gym, cafeteria, library, resource room, medical technicians’ office, bus loading zones, etc.  6. Copy of the employee handbook (dress, discipline, fire/tornado drills, faculty parking lot, etc.).  7. Curriculum guide, if available.  8. Calendar of events for the period of clinical practice (holidays, special projects already planned, trips, meetings, etc.).  9. Special services offered by the school.  10. Descriptions of / calendar for extra-curricular activities.  11. Teacher manuals.  12. Computer hardware, software, and personnel support in the school.   I n iti al C o n f e ren c e : In order to start your teaching experience on a positive, professional note, the Director recommends that each of you initiate an immediate conference with the cooperating teacher regarding his/her expectations of your roles and responsibilities as soon as you can arrange it!! Center the conference on the following example questions:   T I M I N G :  When should we arrive at school and leave from school? When is our lunch and break/prep period?  Where should we go and what should we be doing during our break/prep period?  D R E S S COD E:  What is the appropriate dress for this school/community? S CHOO L P E R S ONN E L :  In addition to the faculty and management, who are some other employees in this building  who I may find helpful in various situations? T H E COM MU N I T Y :  Is there anything unusual or unique about the community surrounding this school?  What steps might I take to “fit in”? IN S T R U C T I ON :  What do you want my lesson plans to look like?  Where do you want me to keep students’ papers? What kind of grading system is used?  With your approval, may I try out new ideas/activities?  Do you have any general suggestions or objections to specific activities?  What are the specific instructions for classroom emergencies (fire, tornado, intruder, etc.)? MA NAG EME N T :  What are the rules for discipline that I should imitate and use?  Do you have discipline measures I should I use?  How do you define the difference between minor and major discipline problems? C O MM UN I C A T I O N :  Can we agree not to discuss the “mechanics” of teaching during class or in front of students? Can we establish how you will communicate to me that a serious problem is occurring or  about to occur without alarming the students or disrupting instruction? EV A L UA T I ON :  Can you identify three things that you feel I should demonstrate in order to be successful in clinical practice?  Can you identify three things that new teachers often fall prey to that would negatively affect  their professional career?   I n iti al C l as s room Imm e r s i o n : The method you and your cooperating teacher use to introduce and immerse you into the classroom is extremely important and sets the stage for a successful teaching experience over the next 14 weeks.  1. Discuss and agree ahead of time how and when you will be introduced to the students. I t i s c r i t i c a l t hat y ou a r e i n t rod u ced a s a t ea c her wi t h t he s a m e au t ho r it y o v er t he s t ud e n t s as any o t h e r adu l t and not j u s t a s a v i s i t i ng s t ude n t .  2. Once you enter the classroom, immediately begin to observe the cooperating teacher to note the following: instructional style, questioning strategies, strategies for presenting a lesson, discipline techniques, maintenance of classroom routines, handling of individual as well as groups of students, treatment of the subject matter, etc.  3. We recommend that you immediately begin volunteering assistance in completing the following duties: grading papers, providing individual or small group instruction, researching materials needed for a lesson, setting up the classroom, developing learning centers, designing bulletin boards, maintaining daily routines, preparing for closing, lunch, and/or recess, housekeeping responsibilities, preparing information for parents.   Phas e s 2 a nd 4 : T he T r a n s i t i on a l P e r i o d s - The transitional period includes both the early weeks of the teaching period and the very last week of the experience. The candidate gradually assumes responsibilities during the first two to three weeks and gradually relinquishes responsibilities during the last week. The number of classes that a candidate assumes during the first weeks should be determined on an individual basis. As the candidate demonstrates skill and confidence in working with students, responsibilities should be increased.   The length of time spent in Phase 2 will vary according to the candidate’s previous experience, alertness to the various aspects of the instructional program, personality, and general feeling of security. Individual variations with respect to mastering basic teaching skills will also determine the pace. The cooperating teacher should work closely with the candidate as you assume the direct instructional responsibility for a group of students. Phase 4 consists of returning the classroom to the cooperating teacher and allowing the student to visit other classrooms in order to provide ample opportunity to observe a variety of instructional techniques. During the initial transitional (Phase 2), candidate activities will include:  1. Teaching one or selected classes  2. Assisting with homeroom activities  3. Assisting with co-curricular activities  4. Teaching special assignments  5. Setting up centers of interest  6. Studying and preparing curriculum and instructional plans / teachers’ manuals  7. Providing remedial instruction for selected students  8. Preparing and administering tests  9. Tutoring individuals and small groups   Phase 3 : F u l l - T i m e or So l o T e a ch i ng - During this phase, the candidate assumes full responsibility for the classroom and its instructional program under the supervision and guidance of the cooperating teacher. Increasingly the candidate will become more independent as it becomes evident that the quality of teaching and learning in the classroom will remain on a high level. During this phase, the cooperating teacher performs two major functions: guidance and evaluation.   In executing the guidance function, the cooperating teacher needs to make a quick but accurate assessment of the candidate’s strengths and weaknesses, and to encourage a unique style of teaching. The resulting freedom of the candidate is essential for professional development.   The cooperating teacher needs to review the candidate’s lesson plans and to make sure of adequate preparation for each class. In the cooperating teacher’s role as guide, actions should be avoided that would diminish the candidate’s status in the minds of the class. A helping relationship is necessary between the cooperating teacher and the candidate.   Regular conferences provide an opportunity for the cooperating teacher to assist the candidate with any specific problems and to offer helpful suggestions. However, the cooperating teacher should be cautious not to be too generous with suggestions lest the candidate become too dependent at the expense of developing ideas. A record should be kept of all such conferences.   During this phase of full-time teaching the candidate’s experiences should span the full range of responsibilities of the cooperating teacher, including the following:  1. Classroom instruction  2. Extra-class activities  3. Staff development and in-service activities  4. Student guidance and counseling  5. School faculty projects and activities, and  6. Teacher-parent relationships   Phase 4: R e v e r se Tra n s i ti o n and C l a s s r o om Vi s i t a t i o ns – On Monday of phase 4 (the final week of the clinical practice experience) the candidate and cooperating teacher work together to begin carefully relinquishing the candidate’s control of the classroom and reverting the responsibility for instruction back to the cooperating teacher. At least two to three days of this week should be devoted to visiting other classrooms in order to provide the candidate with the opportunity to observe a wide variety of instructional techniques. The cooperating teacher should help facilitate and schedule these classroom visits, if necessary.  • CANDIDATE WORK SAMPLE AND REFLECTIVE JOURNAL   These are important tools for collaboration, reflection, and professionalism, and represent the beginning of career long professional development. The following are general guidelines.   Su gg es t ed C a ndidate Wo r k S a m p l e I t e m s - Select items that reflect your performance within areas of the Illinois Professional Teaching Standards. Candidates are required to include a minimum of two artifacts and reflective pieces for each standard as well as one artifact and reflection addressing the Technology Standards for All Teachers.  1. Unit and Lesson Plans (developed for TEP coursework, field experiences, and / or clinical practice placement) Analysis of Teaching (audio or video tape of your teaching with a one or two page self-assessment.)  2. Resume (update the resume submitted with your application to clinical practice.)  3. Classroom Management Plan (one or two pages of rules, consequences, incentives, policies, etc.)  4. Other assignments from coursework, such as annotated bibliographies, book and journal article reviews, original assessments and rubrics, student and teacher interviews, original newsletters, and web quests  5. Formal evaluations by cooperating teachers / university supervisors.    T he R e f l e c t i v e J o u rn a l - The purpose of the Reflective Journal is to provide a strategic opportunity for you to reflect on your teaching, planning, conferences with seminar instructors and university supervisors, cooperating teacher, peers, school personnel, and other stakeholders in education.  1. Specific uses are to reflect on your work, provide a record of your learning, serve as a springboard for discussions with the cooperating teacher and university supervisor, document your aptitude for teaching, and monitor your professional growth, etc.  2. At minimum, make an entry during the first week of the semester and continue through to the last day. You will be required to submit journal entries as part of your seminar course work and should be prepared to bring your journal to seminar class if asked. Cooperating teachers and university supervisors may also ask you to bring your journal to conferences with them.   • INDIVIDUAL ROLES AND RESPONSIBILITIES   During clinical practice each candidate comes into daily contact with various professional personnel who function in a helping role. These persons will have great influence on the growth and development of the candidate. To maximize this influence, there needs to be a clear understanding of the role and responsibilities of each person. The purpose of this section is to examine the roles and responsibilities of these participants.   T he T e a ch e r C an d i d a t e - The major responsibility of the candidate is to develop competence in classroom teaching under the guidance and supervision of the cooperating teacher and the university supervisor. The candidate’s continued participation in the program is contingent on the contribution made to the school and to the continuing growth and development of the students taught. More specifically the candidate is expected to   1. Give full-time to teaching. (This includes no outside employment and no academic coursework.)  2. Assume the role of a professional teacher, and become acquainted with the professional Code of Ethics for teaching.  3. Acquaint the cooperating teacher with background, interests and ambitions.  4. Learn the names of the students in your classroom and study their backgrounds.  5. Assume the initiative in communicating with and offering assistance to the cooperating teacher.  6. Become familiar and participate with the community in which teaching will be done.  7. Prepare unit plans, daily lesson plans and materials in advance, and arrange for any equipment needed in teaching. The cooperating teacher must approve all plans before they are used.  8. Take part in individual and/or group conferences with the cooperating teacher, university supervisor, and other university personnel.  9. Become acquainted with the professional and service personnel in the school and their functions.  10. Attend all seminar sessions and complete any required assignments.  11. Dress appropriately and in accordance with school district policies.  12. Contact the university supervisor if a serious problem occurs.   T he C oo p e r a t i ng T ea c her - The cooperating teacher is essential to a successful teaching experience. Because the University is well aware that the cooperating teacher’s first responsibility is to the regular classroom students, it is particularly appreciative of the extra effort and responsibility assumed when agreeing to serve in the professional education of a new teacher.   The cooperating teacher, who is primarily a facilitator and guide, should give the candidate as much freedom and opportunity for growth as possible. In the performance of these responsibilities, the cooperating teacher usually  1. Makes sure the candidate understands expectations from the very first days in the assignment.  2. Makes the evaluation of the candidate a continuous and cooperative process through a schedule of daily conferences.  3. Provides the candidate, as soon as possible, with the texts and/or related materials to be used in teaching.  4. Makes helpful references to both media and human resources and encourages full use of special services.  5. Provides opportunities for the use of available materials and equipment and insures they are handled properly.  6. Assists the candidate in selecting the most efficient, effective and up to date teaching aids.  Encourages use of video, recordings, photographs, drawings, comic strips, cartoons, graphs, charts, maps, posters, bulletin boards, blackboards, Smart boards, internet connectivity, educationally applied software, online resources, magazines, newspapers, books, and other audio- visual materials.  7. Encourages flexibility in teaching procedures to provide opportunities for developing the candidate’s own teaching style.  8. Encourages the candidate to incrementally assume responsibility for the class. Because beginners are generally not ready to assume complete classroom control during the first weeks, instructional responsibility should proceed from directed observation and participation to full- time teaching at a pace that both the cooperating teacher and student teach have confidence with.   9. Gives the candidate responsibility for classes during some periods when the cooperating teacher is not present in the classroom.  10. Requires written lesson plans in advance when the candidate first takes over the class. As the candidate demonstrates competency and responsibility, the student teacher uses the teachers plan book and follows all local rules and policies regarding lesson plans.  11. Requires preparation of units of work covering several weeks.  12. Begins conferences with a discussion of the candidate’s strengths and relates evaluation to specific situations in a positive and constructive manner.  13. Provides input to university supervisors in remediating areas in which the candidate needs to improve through bi-weekly conferences and the completion of the “Midterm Evaluation” form.  14. Deals with difficulties with the candidate’s personal characteristics in terms of their effect on teaching situations.  15. Capitalizes on the special interests and abilities of the candidate and helps the candidate to become one’s “best self” rather than an imitator of the cooperating teacher.  16. Respects the judgment of the candidate.  17. Minimizes the fear of failure or mistakes and accepts these as a normal part of learning experiences.  18. Completes the “Final Evaluation of Student Teaching” form, which includes a grade for the 9 semester hours of clinical practice in consultation with the university supervisor. If there is a disparity of judgment, the university supervisor has the responsibility to determine the grade.  19. Immediately reports to the university supervisor if at any time during clinical practice, the student teacher’s final grade is in jeopardy of being less than a B+.  20. Immediately contact the university supervisor if a serious problem seems likely to arise.  Appropriate parties will be consulted regarding solution of the problem.  21. Requires the student teacher to use the expanded form lesson plan template provided by the university (see appendix) for all university supervisor field visits.   T he P r i nc i pal of a C o ope r a ti ng Scho o l - The principal or the principal’s authorized representative should fulfill the following responsibilities:  1. Indicate to the University or the district clinical coordinator the names of those teachers who will assist the candidate.  2. Help orient the candidate to the school. This orientation should include information about the philosophy and policies of the school, the physical plant, the staff, the students, and the community.  3. Treat the candidate as a faculty member and as a member of the profession.  4. Acquaint the candidate briefly with the function of the principal’s office and the specialized personnel.  5. Check with the cooperating teacher at the beginning of the first day of student teaching to make sure that the candidate has been assigned to the proper location for morning duty as required.  6. Observe the work of the cooperating teacher. If the objectives of clinical practice are not being met, the principal should consult with the university supervisor.  7. Help assure that appropriate experiences in addition to classroom experiences are provided to the candidate.   8. Report to the university supervisor if the student teacher is not in regular attendance.  9. Assist the University with program development and in establishing appropriate policies and procedures for clinical practice.  10. Help make available to the candidate the facilities and resources available to other teachers in the school.  11. Interpret clinical practice to the community as necessary.   T he U n i v e r s i t y Sup e r v i sor - The university representative who supervises candidates must be prepared both professionally and emotionally to accept a variety of responsibilities. Normally the university supervisor serves as the liaison person between the university and the cooperating school and works directly with the candidate and the cooperating teacher. The university supervisor should help to make clinical practice as valuable an experience as possible and is expected to:  1. Develop an understanding of the purposes, objectives, and the expectations of clinical practice with the candidate, cooperating teacher, cooperating principal and others involved.  2. Arrange to meet with the candidate and cooperating teacher before the beginning of the teaching experience.  3. Confer with the candidate and cooperating teacher concerning their respective responsibilities, the needs of the candidate, and the general plans for developing the teaching experience.  4. Become well acquainted with the educational and experiential background of each candidate supervised.  5. Conduct a minimum of four, preferably five, approximately bi-weekly visits in each classroom with follow-up conferences to insure as productive and professional experience as possible.  6. Spend sufficient time during each visitation to observe the candidate adequately in the teaching- learning situation and to confer with the student teacher, cooperating teacher and other appropriate personnel to:  a. Observe the interaction of the candidate with the students and the cooperating teacher; b. Suggest procedures and activities which will help the candidate to become a competent teacher; c. Determine the candidate’s progress or lack thereof and give constructive suggestions for continued growth and development.  7. Serve as a resource person for the candidate and cooperating teacher.  8. Provide information to the candidate regarding questions about certification, professional ethics, arrangements for interviews with prospective employers, participation in extra- curricular activities, and similar concerns.  9. Submit complete reports of the bi-weekly visitations for the candidate’s file, and progress reports as requested to the coordinator.  10. Attend and participate in scheduled student teaching seminars.  11. Confer with the student teaching coordinator when problems arise during the teaching experience.  12. Collaborate with the cooperating teacher in establishing the final grade for clinical practice.   Note: The cooperating teacher evaluates the university supervisor at the end of clinical practice. All university supervisor evaluation forms are returned to the coordinator of Clinical Practice. Copies of these evaluations are sent to the university supervisor and placed in the supervisor’s personnel file by the department office personnel.   D i re c t o r of C li n i c al P ra c t ic e - The Director of Clinical Practice is primarily responsible for the administration of clinical practice. This role includes the following   1. Coordinating the activities of all personnel engaged in clinical practice.  2. Securing permission from local school districts for use of schools.  3. Communicating to candidates, by letter, concerning the status of their clinical practice.  4. Processing placement assignments.  5. Overseeing the distribution of assignment confirmations, calendar of events, and other materials to the candidate, cooperating teacher, principal and university supervisor.  6. Conferring with professional personnel and others in resolving major problems that are referred regarding the experience or individual candidates.  7. Planning and coordinating student teaching seminars.  8. Coordinating the evaluation of all personnel involved in clinical practice.  9. Answering all inquiries about clinical practice and interpreting policies to school district personnel.  10. Working with local school administrators in ongoing assessment of clinical practice and policies.  11. Analyzing and interpreting policies of the UIS Department of Teacher Education, the Illinois State Board of Education, the Teacher Certification Board and the Illinois Association of Colleges of Teacher Education.   • VARIOUS REQUIRED CONFERENCES   C oope r a t i ng T e ach e r C o n fe r enc e s - An essential element of clinical practice is on-going feedback from the cooperating teacher regarding the candidate’s performance. This feedback should be given regularly using formal approaches (conferences) and using informal approaches (conversation). It is important that the feedback be given in a constructive manner, that both parties are involved in discussing individual impressions, and that formal notes are taken. It is highly recommended that these conferences be conducted daily or at least bi- weekly, especially during the first few critical days. This regular feedback is necessary and beneficial for all parties.   A conference should always focus on the professional growth of a candidate. It is in contrast to the daily informal conversation that occurs between a teacher and a candidate in that a conference stresses an a l y s i s , e v a l ua t i on , i n for m a ti o n , and i d e a s .   A conference is most effective when participants understand the contributions each one has to make in this dialogue. The cooperating teacher is responsible for seeing that the candidate understands this concept. The cooperating teacher structures the conference environment by determining the content, setting, and procedure, and by establishing rapport during the initial few days of clinical practice.   The candidate should also prepare for the conference by listing questions, topics, or concerns that should be discussed. A candidate should be an active participant and attentive listener. The student teacher should plan to express feelings, discuss ideas, ask questions, and take action that would indicate that the conference can lead to growth. The candidate’s Reflective Journal may provide points of discussion for these conferences.   U n i v e r s i t y Super v i s o r C on f e r e n ces - At the conclusion of each of the approximately bi-weekly visits, the university supervisor conducts a triad conference that includes the cooperating teacher and the student teacher. A report for these meetings must be filed with the Director of Clinical Practice. If a conference cannot be arranged immediately after the visit, provisions should be made for an after-school conference. The purpose of these conferences is to:  1. Establish a rapport among all parties.  2. Develop and keep the lines of communication open.  3. Give the university supervisor an opportunity to provide input into the student teaching experience.   4. Provide an additional avenue for identifying teaching resources for the candidate.  5. Give support to the candidate and the cooperating teacher.  6. Interpret University policies and procedures as needed.  7. Solve problems if necessary.   • REQUIRED EARLY / MID-TERM / FINAL EVALUATIONS   Evaluations are an intrinsic part of student teaching in that they help to interpret and give perspective to all aspects of the clinical practice experience. Evaluations by their vary nature are as routine to the profession as teaching and should cover every part of the experience. In this vein, an evaluation should be looked upon as a “professional enhancement tool” instead of a simple end product. Proper evaluation techniques stress analysis, reflection, and specific recommendations for improvement. This is as opposed to criticism, fault finding, and reports of good and bad performances. A comprehensive program of evaluation involves an analysis of all aspects of teaching including plans, procedures, alternatives, and implications - with a goal of constantly improving instruction. To put it more formally, evaluations are a routine, essential part of professional growth.   At three points during clinical practice, the cooperating teacher is required to submit to the university a written assessment of the candidate’s performance. These assessments are the early, mid-term and final evaluation reports.   Early and M i d t e r m E v a l ua t i ons - These evaluations are conducted midway and at the end of the first half of clinical practice. By this time, the cooperating teacher and the candidate should have been engaged in a series of conferences and conversations related to the candidate’s performance. The evaluations should reflect these ongoing sessions. A written action plan may be useful to improve areas needing remediation. A g ra d e i s g i v en f o r both rep o r ts . The report itself should be discussed with the candidate and signed by both the cooperating teacher and the university supervisor before being submitted to the university. The date the report is due to the university as indicated on the Calendar of Events.   Fin a l E v a l u a ti o n - The final evaluation is a graded assessment of the student’s performance during the full experience. The cooperating teacher should use background information from anecdotal records and conferences to develop this report and assign the final grade. The report should be detailed and descriptive enough to fully outline the candidate’s performance. The g rade as s i g ned t o t h e can d i d a t e s hou l d r e f l e c t t he a m ount of g ro wt h du r i n g t he expe r i e n ce as wel l as a p t it ude f or t e ac h i n g . It is important for all to realize that this report is a critical element in employment. In fact, final evaluation reports are automatically forwarded from the TEP office to the Career Services and Placement Office on campus. The final evaluation should be discussed by the cooperating teacher, the university supervisor and the student teacher prior to being finalized and submitted to the University. The date the report is due is indicated on the Calendar of Events. The final grade reported for the candidate should be a reflection of input by both the university supervisor and cooperating teacher.   • LISCENSURE PROCEDURE – EXIT FROM THE PROGRAM  (The Certification Entitlement Process)   Illinois State Board of Education licensure for teachers and other school professionals completing preparation programs at UIS uses a web-based procedure. During the clinical semester, candidates complete an application for licensure and submit it to the teacher education office in Brookens. At the conclusion of each semester the Department provides the CEHS Unit Licensure Officer with these applications and a list of program completers who are being entitled for ISBE license. This list will include information about the license and confirm any associated endorsements / designations for which the candidate is applying and eligible. The Licensure Officer then submits all entitlements to the ISBE. Entitlements will not be entered into the ISBE database until grades and degrees are posted for the semester.    Once d o c u m e n t s have been entered into the ISBE database, applicants will apply for their license via t he Educator’s Licensure System. When applying online, candidates may use Master Card or Visa credit cards to pay their fees. Candidates should not apply online for their certificates until UIS has entered their entitlements into the ISBE database. The Licensure Officer will notify candidates v i a U I S e m a i l as soon as entitlements have been entered. Once the license has been received, the candidate needs to register the license at the Regional Office of Education for the area in which s/he plans to teach. This registration may be complete online.    R e f e r en c e s :  Conceptual Framework (2002). Council on Teacher Education. Lead Writer Dr. D. Matthews, University of Illinois at Springfield, Springfield, IL.   Illinois State Board of Education (2002). Content-area Standards for Educators. Springfield, IL: author. Illinois State Board of Education (1997). Illinois State Learning Standards, K-12. Springfield, IL: author. Posner, G.F. (2002). Field Experience: A Guide to Reflective Practice. White Planes, NY: Longman.   APPENDIX A   SAMPLE LESSON FORMAT   Lesson Title

  School Name

City

Grade Subjects

Main Topic

 S econdary Topic

Other

• Overview/Context   T

ime Frame

State Goal

Objectives

In this lesson, students will:

 •   •   •   M aterials      Procedure   Anticipat

ory Set 1.

 2.   3.   Closure   E valuation      E xtension/Homework  APPENDIX C • APPENDIX B    CLINICAL PRACTICE SCHEDULE     Candidate’s Name

Candidate’s Home Phone # Work Phone #

Date turned into TEP

 My complete class schedule at my clinical practice assignment is:  ( include room numbers)        Period/Time  Monday  Tuesday  Wednesday  Thursday     

    

    

    

    

   School Address  Cooperating Teacher Principal   School Phone #  This space provided below is for important holidays, in-service days, or any other time when class will be held in my school:   APPENDIX C    U N I V E R S I T Y O F I L L I N O I S A T S P R I N G F I E L D  • Department of Teacher Education  EARLY ___ MIDTERM___  Knowledge, Skills, and Dispositions FINAL ___  Please check  Professional Semester Evaluation by Cooperating appropriate box Teacher   (Please type or write legibly)   Candidate

Grade/Subject Matter   o Fall, 20 o Spring, 20

School City   E v a l u a t i o n

i s

i n

a c c o r d a n c e

w i t h

t h e

I l l i n o i s

P r o f e s APPENDIX C sional Teaching Standards and the standards of the National Council for  Accreditation of Teacher Education NCATE. This evaluation reflects collaboration Obse between the Cooperating Teacher and University Supervisor.  1  DIRECTIONS: Circle the rating that best represents the candidate’s performance on each standard. (NOTE: Candidates are not expected to demonstrate all the performance 2 indicators listed under the standard. Please put a check in the box for “Not Observed” if appropriate.) 3   Commendable  Exceptional – exceeds expectations for a beginning teacher 4   Effective  Proficient – consistent with expectations for a beginning teacher 3  Basic  Satisfactory – some areas below expectations for a beginning teacher a. 2  Needs effectiveMinimal – requires mentoring during first year of teaching establishes 1 Improvement  Candidates with multiple Needs Improvements may not be recommende expectations for  ofro mNo UISt Observed No opportunity to observe this situation learners  1. CONTENT KNOWLEDGE o Not Needs Improvement Basic g. uses Effective Commendable interdisciplinary  Observed 1 content 2 3 b. 4 applies scope and sequence in a. evaluates teaching resources & planning materials e. adjusts for common misunderstandings of content h. develops plans b. uses differing views in teaching based in student concepts f. uses variety of explanations responses to help understanding c. creates short and c. engages students in inquiry of the discipline g. facilitates learning that is long-term plans connected to content and career d. promotes students use of i. uses accurate technology h. designs learning for access and useful teaching to content for students with disabilities resources  d.  COMMENTS: uses appropriate  learning 2. HUMAN DEVELOPMENT & LEARNING o Not materials/experience Needs Improvement Basic s Effective Commendable  Observed 1 j. accesses a range 2 3 of information and 4 technologies for learning a. designs instruction in cognitive, affective, and psycho-motor domains e. b. stimulates reflection and links to familiar ideas uses activities that c. introduces concepts in a meaningful way to students reflect variety of  learning styles and  COMMENTS: modes  3. DIVERSITY o Not Needs Improvement Basic k. uses IEP goals Effective and objectives in Commendable planning Observed 1 2 f.relates teaching to 3 4 students’ experiences and possible careers a. facilitates a learning community  that respects individual differences e. uses strategies and  COMMENTS: technologies to meet diverse needs  b. makes provisions for learning 5. differences f. instructs appropriately for LEARNING developmental stages ENVIRONMENT c. connects instruction to students’ experiences g. identifies strategies and services for exceptional learners o Not d. uses cultural diversity and students’ experiences h. shows positive regard for all Needs Improvement students and their families  Basic  COMMENTS:  Effective 4. PLANNING AND INSTRUCTION o Not Needs Improvement Basic Effective Commendable Commendable APPENDIX C  Observed 1 2 3 4 a. Maintains proper classroom decorum f. monitors for individual and group learning b. maximizes class time for learning g. uses management techniques that area varied, appropriate and least intrusive c. helps students be: responsible, decisive, collaborative, and aware of technology h. modifies environment to facilitate learning for diverse learners d. maintains respectful, cooperative and supportive classroom i. promotes interaction between students with and without disabilities e. manages time, materials, and space j. uses effective methods for teaching social skills to all students   COMMENTS:  6. INSTRUCTIONAL DELIVERY o Not Needs Improvement Basic Effective Commendable  Observed 1 2 3 4  a. chooses from alternative strategies and materials to meet students’ needs g. uses curricula that is interdisciplinary and reflects life and careers b. uses variety to promote critical thinking, problem solving, and using resources h. facilitates inclusion c. adjusts strategies based on student feedback i. uses technology appropriately d. varies instruction to content, purpose, and needs of students j. adapts curriculum to learners e. uses variety of direct methods to assist understanding and critical thinking k. implements and evaluates individual learning objectives f. uses range of technology   CO MMENTS:  7. COMMUNICATION o Not Needs Improvement Basic Effective Commendable  Observed 1 2 3 4  a. models effective communication e. uses effective communication with diverse students b. uses effective questioning techniques f. does team promotion of effective listening, conflict resolution, and group c. provides students opportunities for written, verbal, nonverbal, and visual communication facilitation skills d. gives supportive and constructive feedback g. uses a variety of communication tools   CO MMENTS:  8. ASSESSMENT o Not Needs Improvement Basic Effective Commendable  Observed 1 2 3 4  a. assesses to diagnose, align, modify and design instruction f. collaborates appropriately in assessment of individuals with disabilities b. uses variety of assessments of understanding, progress and performance g. uses varied assessments adapted for specific contexts of individuals and groups h. uses technology for assessments and interpretation c. involves students in self-assessment i. uses assessments that are nondiscriminatory and consider disability, culture, d. records and reports performance to students, parents, and colleagues and primary language e. uses technology to monitor and assess progress   CO MMENTS:  9. COLLABORATION o Not Needs Improvement Basic Effective Commendable  Observed 1 2 3 4  a. initiates and collaborates to enhance student learning g. collaborates to promote programs for students with disabilities b. works collegially for effective learning climate h. collaborates with para- educator, volunteers, or peer tutors c. participates in collaborative decision making i. collaborates with students with disabilities and families to set goals and chart progress d. relates to parents and guardians j. communicates with team on implementation and monitoring of programs e. works with parents/guardians/community for partnerships for learning and well being k. collaborates with team on implementation and monitoring of programs f. uses community resources l. can co-teach and co-plan   CO MMENTS:  10. REFLECTION AND GROWTH o Not Needs Improvement Basic Effective Commendable  Observed 1 2 3 4  a. uses multiple sources for reflection, evaluation, and revision of practice d. shares resources with colleagues b. collaborates with professionals on: problems, new ideas, sharing and feedback e. assess personal needs for teaching students with disabilities c. participates in professional development   CO MMENTS:  11. CONDUCT AND LEADERSHIP o Not Needs Improvement Basic Effective Commendable  Observed 1 2 3 4  a. contributes to the profession g. committed to highest educational and quality of life potential for disabled b. follows codes of professional conduct h. shows positive regard for culture, religion, gender, sexual orientation c. follows school policy and procedures on professional responsibility i. maintains integrity in the practice of the profession d. initiates education projects and programs j. complies with requirement for monitoring and evaluation of students with disabilities e. participates in or leads professional development activity k. complies with regulation and policies related to students with disabilities f. participates in policy and development with professionals and community l. varies instruction and intervention prior to initiating a referral for special education   COMMENTS:   Please comment on strengths and needed

improvements– Knowledge                     Skills                     Dispositions                 Early Quick Start Grade   Mid-Term Grade   F inal Grade (Not applicable for midterm)

 Cooperating Teacher

University Supervisor Student Teacher

Date  Copies to: University – Cooperating Teacher - Teacher Candidate – U n i v e r s i t y S u p e r v i s o r  • APPENDIX D   U N I V E R S I T Y O F I L L I N O I S A T S P R I N G F I E L D • Department of Teacher Education  Professional Semester Evaluation by Cooperating Teacher: DISPOSITIONS    Candidate

Semester Midterm Final

Elementary Secondary Please check appropriate descriptor

                                                       *Marking this box does not indicate a negative response, only that you did not observe behaviors that would lead you to make one of the other judgements.  **Please describe problem areas on the next page.  • DESCRIPTIONS OF PROBLEMS      UIS teacher candidates’  Please describe area of concern  Co behavior and interactions with nceptual others demonstrate that they Framework   Theme   are ethical in that they have the courage to  Quality do what is right and their actions are based on Teaching and integrity and honesty, and demonstrate other ethical Professional behaviors such as conscientiousness and Practice dependability.  are collegial in that they show self-  discipline in working with others, diligently carrying out the responsibilities of the position collaborating with other professionals, and accepting responsibility for their actions.

 value the concept of life-long learning,  reflection, problem-solving, and critical thinking as vital components of continuous self-evaluation and improvement.   exhibit a positive regard and  enthusiasm for the practice and profession of  teaching.   are respectful of a diverse range of people   Diversity in that they demonstrate nonjudgmental compassion and empathy toward those with whom they work (teachers, students, administrators, parents, et al).

 are sensitive to the needs of others and  appreciate differences as well as commonalities.     value the importance of incorporating  Technolo technology into instruction when it is used to gy enhance or support lessons, classroom management, student learning, and communication.  practice socially responsible, ethical, and  legal use of technology, information, and software  resources.    respect how and why policies and  Public guidelines are developed at university, state, and Affairs local levels and respond to them appropriately.

 understand the legal and ethical issues  that might impact their work and how to deal with these issues professionally on a day-to-day basis.      Cooperating Teacher’s Signature: University Supervisor’s Signature           Copies to: University – Cooperating Teacher - Teacher Candidate – U n i v e r s i t y S u p e r v i s o r   APPENDIX E   U N I V E R S I T Y O F I L L I N O I S A T S P R I N G F I E L D • Department of Teacher Education  University Supervisor’s Report    Teacher Candidate Visiteda.m. Date / / Time  p.m.  Visit No. School Teacher   Did you observe the candidate in an actual teaching situation? YES NO In either case in what activities was the candidate engaged?  

 Did you have an opportunity to collaborate with the supervising teacher? YES NO

Did you have an opportunity to collaborate with the candidate? YES NO

Did you have an opportunity to provide the candidate with  comments and suggestions that address strengths and weaknesses? YES NO    TO THE TEACHER CANDIDATE   Knowledge...       Skills...       Dispositions...       Other...        TO THE CLASSROOM SUPERVISING TEACHER   Suggestions...      Comments...         University Supervisor •  • APPENDIX F   U N I V E R S I T Y O F I L L I N O I S A T S P R I N G F I E L D • Department of Teacher Education  Evaluation by University Supervisor of Cooperating Teacher   Semester: o Fall o Spring Year   Name of University Supervisor:

Name of Cooperating Teacher:

Name of Teacher Candidate:

School/District

Grade Level/Subject   Please complete each item for the Cooperating Teacher.  1. Did the Cooperating Teacher maintain the visitation schedule?   2. Did the Cooperating Teacher communicate effectively with you?    With the teacher candidate?   3. Was the Cooperating Teacher available for conferences other than the ones held during the scheduled supervision time/dates?   4. How would you describe the Cooperating Teacher’s relationship with the teacher candidate? (i.e., helpful, available, informed, etc.)   5. Rate the Cooperating Teacher on a scale on 1 to 4 for each item.   1.) poor 2.) needs extensive support 3.) satisfactory 4.) outstanding  1. Demonstrated concern for pupils 2. Demonstrated concern for the teacher candidate 3. Provided specific constructive criticism 4. Shared information/resources 5. Receptive to new ideas 6. Modeled good teaching methods 7. Modeled effective classroom management 8. Modeled personal dispositions of effective teaching 9. Expressed realistic expectations for the teacher candidate 10. Observed the teacher candidate sufficiently to asses performance 11. Aligned teaching with ISBE learning objectives, benchmarks, assessments 12. Permitted the teacher candidate to experiment when appropriate 13. Involved teacher candidate in activities outside the classroom when appropriate   COMMENTS: Please write any additional comments on the back of this form...     University Supervisor’s Signature ______Date______   ADDITONAL COMMENTS ·------ • APPENDIX G   U N I V E R S I T Y O F I L L I N O I S A T S P R I N G F I E L D • Department of Teacher Education  University Supervisor Evaluation by Cooperating Teacher      • Supervisor’s Name     1. Did the Supervisor maintain the visitation schedule?      Was he/she punctual?      2. Did the Supervisor communicate effectively with you?      3. Was the Supervisor available for conferences other than the ones held during each scheduled supervision date?      4. How would you describe the Supervisor’s relationship with the teacher candidate? (e.g., helpful, available, etc.)         Additional Comments:         • Cooperating Teacher’s Signature Date     School   APPENDIX H   U N I V E R S I T Y O F I L L I N O I S A T S P R I N G F I E L D • Department of Teacher Education  Teacher Education Program Survey   We in the Teacher Education Program have recently reviewed the overall curriculum including required academic content courses, professional educational courses, and student teaching expe- riences. Also, we developed a survey to further review broad areas of the Program. We value the commentary of professionals working with our students. We ask for your comments because you have assisted us in the supervision of a student teacher.    1. For each item listed below, please circle the abbreviation which best reflects your view on the extent to which the item has been achieved in the overall teacher education curriculum.  (Note: VG = Very Good, SAT = Satisfactory, POOR = Poor, UNSAT = Unsatisfactory)   • Upon completion of the Teacher  Extent of Goal Achievements: Education Program, the candidate is able to:    Demonstrate quality teaching and profes-  a.)  sional practice   V  S  PO  UN G AT OR SAT          Show knowledge of public affairs  V  S  PO  UN b.)          Appreciate diversity  V  S  PO  UN c.)  G AT OR SAT  Use technology        2. In your view, what are the major strengths of the Teacher Education Program at UIS?               3. In your view, what are the major weaknesses of the Teacher Education Program at UIS? 4. What suggestions, if any, do you have for the improvement of the Teacher Education Program at UIS?                5. How would you characterize the overall quality of educational experiences in the Teacher Education Program? (Circle One)    Very Good Satisfactory Poor Unsatisfactory       • A dditional Comments:                            Thank you for your time and thought. Your contributions  to the review of the Teacher Education Program are greatly appreciated.   APPENDIX I   U N I V E R S I T Y O F I L L I N O I S A T S P R I N G F I E L D • Department of Teacher Education  Student Teaching Evaluation Form   To be completed by the Teacher Candidate    • Name Date

Student Teaching Semester: o Fall o Spring 20

 S chool Placement

Cooperating Teacher

University Supervisor

  Please rate each item with 4 being the Most Effective and 1 being the Least Effective.    School Placement            1.  4 3 2 1   Cooperating Teacher           2.  4 3 2 1   University Supervisor           3.  4 3 2 1   Student Teaching Handbook           4.  4 3 2 1   Evaluation/Feedback during student teaching           5.  4 3 2 1   Student Teaching Seminars           6.  4 3 2 1   TEP Personnel addressed my concerns and needs           7.  4 3 2 1   Overall Evaluation of Student Teaching Semester     8.  4 3 2 1  • A dditional Comments:         S uggestions:        Please return this form to the Department of Teacher Education  University of Illinois at Springfield, One University Plaza, MS BRK 377, Springfield, IL, 62703-5407   APPENDIX J  • CODE OF ETHICS  (Adopted by the 1975 NEA Representative Assembly)   PREAMBLE   The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.   The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one’s colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.   The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than one specifically designated by the NEA or its affiliates.   PRINCIPAL I – COMMITMENT TO THE STUDENT  The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.   In fulfillment of the obligation to the student, the educator: 1. Shall not unreasonable restrain the student from independent action in the pursuit of learning. 2. Shall not unreasonably deny the student access to varying points of view. 3. Shall not deliberately suppress or distort subject matter relevant to the student’s progress. 4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety. 5. Shall not intentionally expose the student to embarrassment or disparagement. 6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly: a. Exclude any student from participation in any program: b. Deny benefits to any student: c. Grant any advantage to any student. 7. Shall not use professional relationships with students for private advantage. 8. Shall not disclose information about students obtained in the course of professional service, unless disclosure serves a compelling professional purpose or is required by law.   PRINCIPAL II – COMMITMENT TO THE PROFESSION  The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.   In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions which attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.   In fulfillment of the obligation to the profession, the educator: 1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications. 2. Shall not misrepresent his/her professional qualifications. 3. Shall not assist entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute. 4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position. 5. Shall not assist a non-educator in the unauthorized practice of teaching. 6. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law. 7. Shall not knowingly make false or malicious statements about a colleague. 1. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or actions.    APPENDIX K    Resume and Philosophy of Teaching and Learning   When teacher candidates apply for the Clinical Practice semester, they are required to submit a Professional Resume and a Philosophy of Teaching and Learning. At the culmination of Clinical Practice, candidates will revise and add to the resume and philosophy in order to present themselves in the job search.   Below are general guidelines for creating a Professional Resume and for the Philosophy of Teaching and Learning. The following pages illustrate the format candidates are required to use for the resume and philosophy at the time of Application to Clinical Practice. At the completion of Clinical Practice, candidates may choose whatever form they may like in order to present themselves in the most professional manner as they seek to obtain teaching positions.  Candidates should note that they need not use the specific subheadings etc. provided on the philosophy examples. Each student may choose subheadings that reflect what they want to express individually about their personal philosophies.   Resume Guidelines 1. List items in the order presented on the format sample (Education, Work with Students, Work Experience, Other Experience, Travels, Hobbies, Memberships – see below). 2. Use reverse chronological order for all items. 3. Make sure the resume is current / updated and includes, among other things, preclinical experiences completed thus far (including grade levels and school districts for each separate preclinical experience) 4. Proofread and edit carefully. There should be no errors in mechanics / use of Standard English. Do not expect your TEP Faculty Adviser to provide editing services.    Philosophy Suggestions  Candidates may wish to address the constructs of perennialism, essentialism, progressivism, reconstructionism, and / or constructivism in their philosophy statements but should not feel necessarily bound by that terminology. Other topics candidates may wish to address could include diversity, classroom management, curriculum development / alignment, parent involvement, assessment, and lesson preparation.      PROFESSIONAL RESUME REQUIRED FORMAT   NAME - ADDRESS AND CONTACT INFORMATION    EDUCATION  xxxx-xxxx Department of Teacher Education, University of Illinois at Springfield, Springfield, IL  xxxx-xxxx University, Campustown, IL Bachelor’s Degree in My Subject, cum laude  xxxx-xxxx My Community College, Somewhere, IL  xxxx-xxxx Hometown High School, Hometown, IL    WORK WITH STUDENTS  xxxx-xxxx Fieldwork in Middle School and High School. Observed and assisted three classroom teachers for a total of 105 block hours. Teacher Education Program, UIS, Springfield, IL.  xxxx-xxxx Volunteer tutor. Worked with small groups of students to develop reading and basic math skills. Hometown School Volunteer Program, Hometown, IL.    WORK EXPERIENCE  xxxx-xxxx Cashier, Department Store, Hometown, IL  xxxx-xxxx Food Service, Local Fast Food Chain, Somewhere, IL  xxxx-xxxx Clerical, Business Office, Campustown, IL    OTHER EXPERIENCE  xxxx-xxxx Member, National Honor Society, Hometown High School, Hometown, IL  xxxx-xxxx Volunteer, summer worker. Lincoln Memorial Gardens, Hometown, IL.  xxxx-xxxx Community Service, Volunteer Children’s Ward, Local Hospital, Hometown, IL.  xxxx-xxxx Participant. Model United Nations. Department of Political Science, UIS, Springfield, IL    TRAVEL: Canada, Mexico, various states within the USA  HOBBIES: Community Service Activities, Piano, Reading, Tennis  MEMBERSHIP: Illinois Education Association, Springfield, IL  National Council of Teachers of My Subject, Where Ever, USA                APPENDIX L   REQUIRED FORMAT FOR PHILOSOPHY STATEMENT (Directions)   “In learning you will teach, and in teaching you will learn.” ― Phil Collins  What is a “Philosophy of Teaching and Learning?” It is a concise statement of what you believe about teaching, learning, and education in general. It should be kept to one page and should cover what you believe and why (a justification).  Why do you need one? . Your learning and experiences impact how you think and feel about teaching and learning, which affect the way you teach and work with students. . When you are interviewed, you may be asked about your philosophy of teaching and learning and how it plays out in your classroom. . Summarizing your beliefs about teaching and learning help you clarify those beliefs and can help you find inconsistencies that could impact how you put those beliefs into practice.  Why do you need to redo this after having written a paper about it in TEP 307? . As you learn, grow, and experience teaching and learning in a variety of contexts, your perceptions and interpretations change. . This particular format is more useful for letting someone get to know you than a long paper or a paragraph because it can be visually scanned easily.  What should it look like? . For the most part, it should visually look like this page, but include your name. . Open with a brief introductory statement or two or a quote. . Include (at minimum two) short sentence stems or questions and support each with bulleted items or numbered lists. . Include a quote if you like, but have a reason for it, and cite it correctly. . Close with another quote or closing statement or two.  What mistakes are common in creating this document? . Don’t get flashy, but make it fit you as an individual. . Make it honest and true to yourself. If a teacher or administrator asks you about it, it needs to honestly reflect who you are as a teacher. . Use Standard English. Teachers should be models of excellent communication skills. . Make sure you include both teaching and learning, though do not necessarily divide your Philosophy into those two divisions.  “Intelligence plus character - that is the goal of true education.” ― Martin Luther King Jr.            REQUIRED FORMAT FOR PHILOSOPHY STATEMENT (Sample)    Kermit D. Frog   Personal Philosophy of Teaching and Learning   Learning to teach has been one of the most formidable jobs I have ever undertaken, but I believe it has shaped me as a person into someone who is dedicated to life- long learning, the betterment of society, and offering the best to the children of today and the citizens of tomorrow.   As a teacher, I intend to* 1. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXX 2. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX 3. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

  Children in my classroom will look forward to every day because*  1. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XX  2. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  3. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  ` 4. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

  My beliefs about classroom interaction will promote a positive environment that should*

1. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

2. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX 3. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX 4. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXX

 (*Candidates may change subheadings to fit their personal philosophy)

          REQUIRED FORMAT FOR PHILOSOPHY STATEMENT (Sample)    Philosophy of Teaching and Learning   Carmen Dioxide   I believe each child brings something special to a classroom. As a teacher, I plan to make each of my students understand just how very important she or he is to our community of learners, and I plan to help all students appreciate each other’s gifts and talents. To this end, my beliefs about teaching and learning center around five specific areas.   Classroom Environment*   XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX   Teacher Preparation*   XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX   Student Self-Esteem*   XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX   Curricular Rigor*   XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX   Constructivism Geared toward the Individual Student*   XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXX  XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX   (*Candidates may change subheadings to fit their personal philosophy) 

Load more

  55

Copy Link