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EDUCATIONOFTHEDEAFANDHARDOFHEARING

GRADUATESTUDENTTEACHINGHANDBOOK

SPE739STUDENTTEACHINGANDPROFESSIONALSEMINAR

August3,2017SaintJoseph'sUniversity

AGuideforStudent/InternTeachers,CooperatingTeachersandStudentTeacherMentors

DepartmentofSpecialEducationSaintJoseph'sUniversity

210MerionHall5600CityAvenue

Philadelphia,PA19131

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TABLEOFCONTENTSMissionandVisionoftheEducationUnit 4Introduction 5ApplyingForStudentTeaching 5StudentTeachingCourseDescription–SPE739 5StudentIntern/TeachingPlacements 6DescriptionofStudentandInternTeachingCandidates 6RolesoftheMajorParticipantsintheStudent/InternTeachingExperience 6 Student/InternTeacher 6CooperatingTeacher/StudentTeacherMentors-requirements 7SJUSeminar/CourseProfessor:SPE739 7StudentTeachers:TheStudent/InternTeachingExperience 7BackgroundClearances 7PriortoBeginningStudentTeaching 8DuringtheStudent/InternTeachingSemester 8ProfessionalResponsibilityandLiability 9ChangeofPlacement,Withdrawal,KSDActionPlan 9Dismissal 10ClassroomResponsibilities 10SchoolEmergencyandSafetyProcedures 10ConcludingStudentTeaching 10ProfessionalRelationships 11SchoolAdministrators 11Students 11ParentsandFamilies 11EvaluationofStudentTeachersandInternTeachers 11ObtainingTeacherCertification 11 InPennsylvania 11

OutsidePennsylvania 11 SupportingandMentoringStudentTeachers 12 ResponsibilitiesoftheCooperatingTeacher/StudentTeacherMentors 12IntegratingtheStudentTeacherintotheClassroom 13SuggestedStudentTeachingPreparations 13SuggestionsforCollegiality 13SuggestedWeeklyScheduleforStudentTeachers 14LessonPlanning 14EvaluationofStudentTeachers 1514-weekPlacements 16RequirementsofAllTeacherCandidates 15Appendices

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A:ApplicationDeadlines+Requirements+Accommodations(ifneeded) 17B:FrequentlyAskedQuestions(FAQs) 20 C:PAProfessionalCodeofConduct 22D:SASLessonPlanFormat&Rubric 27E:CooperatingTeacherObservationFormandRubric+TeachingPrinciples 30 F:FormalClassroomEvaluation:Knowledge,SkillsandDispositions(KSD)form 33G:KSDActionPlanforImprovementofStudentTeaching 36 H:PennsylvaniaDepartmentofEducationPDE430form 37I:ProfessorMid-semesterandFinalEvaluation 43

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MISSIONANDVISIONOFTHEEDUCATIONUNITSaintJoseph'sUniversityEducationPreparationProvider'sconceptualorganizingtheme,TeachingandLeadingwithMind(Reason),Heart(Compassion),andPurpose(SocialJustice),isgroundedbyasetofprinciplesandvaluesthatshapeourmission(whatwearechargedtodo)andourvision(whatweaspiretodo).TheEducatorPreparationProvider(EPP)'smissionistocultivateknowledgeable,caring,reflective,andsociallyconscientiouseducatorswhocanthinkcritically,inspireapassionforlearning,communicateeffectively,andadvocateintentionallyforallPK-12candidates,includingthosefromculturallynon-dominantcommunitiesandthosewhohavedistinctlearningneeds.TheEPPischargedtodeveloptheprofessionalhabitsofreflectivepractitioners,changeagents,teacher-researchers,andtransformationaleducators.Itisalsoresponsibletodevelopstrongandsustainablepartnershipswithschoolsandorganizationsinordertoincreaseourimpactonourshareoftheteacherandeducationalleadershippreparationmarket.Beyondthesepurposes,facultyinspecificdepartmentsarechargedwithparticulargoals.IntheDepartmentofEducationalLeadership,facultyareresponsibletoprepareschoolleaderswhounderstandthepedagogical,political,social,andculturalroleofeducationandwhoarewillingtoleadotherspreparingglobalandsocialjusticeorientedcitizens.FacultywhoteachintheOrganizationDevelopmentandLeadership(ODL)programeducateadultcandidatestotrain,educateandcoachemployees,leaders,communitymembersandothereducatorsintheartandscienceofpsychoeducationalprocessesandorganizationalpsychology.Thisprogramfocusesontheholistichealthoforganizationsandtheteamsandindividualleaderswhoworkinthoseorganizations.FacultyintheDepartmentofSpecialEducationareespeciallyinvestedinhelpingcandidatesdeveloptheskillsandknowledgetoaccommodateandmodifythelearningenvironmentforcandidateswithdivergentlearningneeds.FacultyintheDepartmentofTeacherEducationarespecificallychargedwithbuildingcandidates'knowledgeofschooling,development,technology,andteachingwithinspecificcontentareas.TheEPP'svisionistocreatecaring,committed,confident,andknowledgeableteachersandschoolleaders.Westrivetoproduceintellectuallycurious,ethical,reflective,andactivist-orientedprofessionalswhoarecommittedtothedemocraticpromiseofhighqualityeducationforallchildren.Tothisend,ourgraduatesshouldbepoliticallyawareandinvestedintransformingthepoliciesandpracticesthatunderminestudentachievement.Theyshouldbeabletoapplytheoreticalandanalyticalperspectivesaboutlearningandteachingtotheireverydaydecision-making.Amongtheseareunderstandingsaboutthevalues,perspectives,heritage,andculturalcapitalthatallcandidatesbringtoschool.Suchamindsetisessentialforcreatingculturallyrelevantprogramsthatallowcandidatestoidentifywithschool.Additionally,graduatesshouldbeknowledgeableabouttechnologytocreateintellectuallyengaginglearning

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environments.Theyshouldbeabletocommunicateandcollaboratewithdifferentstakeholdersandapplyeffectiveleadershipapproachestocreatehealthy,effective,andinclusivesystemswheregrowthandlearningcanhappen.INTRODUCTIONAccordingtothePennsylvaniaDepartmentofEducation,studentteachingisdefinedasasetoforganizedandcarefullyplannedclassroomteachingexperiencesrequiredofallcandidatesinapreparationprogram.Studentteachersareassignedtooneormoreclassrooms,closelysupervisedandmentoredbyacertifiedteacher,thecooperatingteacher,whoprovidesregularfeedbacktothestudentonhisorherclassroomteachingperformance.Generalsupervisionofstudentteachersisprovidedbyauniversityorcollegeprofessionaleducator.APPLYINGFORSTUDENTTEACHINGInformationonapplyingforstudentteachingshouldbecompletedbytheestablisheddates.SeeApplicationDeadlinesAppendixA.FrequentlyAskedQuestions(FAQs)arefoundinAppendixB.StudentTeachingCourseDescriptionSPE739StudentTeachingandProfessionalSeminar(Deaf/HH)(6credits)Thisisanindividuallydesigned6-creditfieldexperienceunderapprovedsupervision(includingbi-monthlyonlinesynchronousseminarmeetings).ThisexperienceisdesignedasthecapstoneprofessionalcourseforcandidatesseekingPennsylvaniaHearingImpaired(PK-12)certification.Itapproximatesfull-timeworking/teachingexperienceforonefullsemester.Attheconclusionofthisexperience,candidatesmusthavedemonstratedproficienciesinthefollowing:

• instructionalmanagementandspeciallydesignedinstruction,• studentengagementandmotivation,• curriculumplanning,• learningtheory,• problemsolvinginaneducationalsetting,• usingcomputersintheclassroom,• integratingreading,language,andliteracyskillsinallclassrooms,• theuseofaudiovisualmaterialsintheclassroom,• communicatingeffectivelywithstudentsandstaffmemberswhoaredeafor

hardofhearingintheirpreferredlanguagesandmodesofcommunication,• theidentificationofinstructionalresources,• assessmentofstudentachievement,

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• thedevelopmentofIEPgoalsandobjectives,• managementofamplificationsystems,• assessmentanddevelopmentoflisteningandspokenlanguageskills,• consultationwithgeneralclassroomteachers,• modificationoftheclassroomacousticenvironment,• anddevelopmentofstudentcompensatingstrategies.

Thisfieldworkcourseistypicallythefinalcourseinthecertificationsequence.StudentIntern/TeachingPlacements:SPE739StudentTeachingandProfessionalSeminarStudentteachersareexpectedtocompleteafullsemester(14weeks)ofhands-onteaching/co-teaching.Theclassmaybeinapublic(urbanorsuburban),private,residentialordayschoolforthedeaf,charter,segregatedspecialeducation,itinerantcaseloadorparochialschool.Anyself-containedclassroomneedstocontain100%ofstudentswithahearingloss.Alternateplacements,includingitinerantsettingswithdeafandhardofhearingstudents,willbeacceptedonacase-by-casebasis.ApprovalfromarepresentativeoftheSJUSpecialEducationDepartmentisrequiredforplacementinanyitinerantsetting.Inallplacements,studentteachingmentorsvisittheclassroomsandcollaboratewiththecooperatingormentorteacher(s)insupervisingandevaluatingthecandidateorinternteacher.Studentteachingcooperatingteachers/studentteachermentorsconducttwoformalobservationsofthestudentteacher.DescriptionofStudentandInternTeachingCandidatesCandidatesforintern/studentteachingareingoodstanding.Theseteacher/interncandidatesareinthelastsemesteroftheirrequiredcourseworktoqualifyforPennsylvaniaHearingImpairedPK-12teachingcertification.THEROLESOFTHEMAJORPARTICIPANTSINTHESTUDENT/INTERNTEACHINGEXPERIENCETheDepartmentofSpecialEducationisverymuchawareofthesignificantcontributionmadebytheschoolsthatparticipateinourstudent/internteachingprogram.Thecontinuedsupportandcooperationoftheseschoolsinsharingthisjointresponsibilityofteacherpreparationismostdeeplyappreciated.Amajorpurposeofthesupervisoryprocessistoprovidestudentandinternteacherswithregularfeedbacksothattheymaygrow.Providingthissupportingclimateisaresponsibilitysharedbyseveralpeople:Student/InternTeacher

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Thestudentteacherisauniversitystudentingoodstandingwhohascompletedthenecessaryprerequisitesofhis/herteachingspecializationandmeetstheselectioncriteria,includinggradepointaverage,whichhavebeenestablishedinhis/herarea.StudentTeachingCooperatingTeacher/StudentTeacherMentorTherequirementsofCooperatingteachers/StudentTeacherMentorsinfortheEducationoftheDeaf/HHPrograminclude:

• Mustbecertifiedasateacherofthedeaf/hh• Musthaveatleastthree(3)yearsofexperienceinteachingdeaf/hardofhearing

studentsCooperatingteachers/StudentTeacherMentorsshouldmeettheeducationalandcertificationstandardsofthestateinwhichtheyareteaching.Thecooperatingteachershouldbeahighlycompetentteacher,demonstratingexpertiseintheclassroom,skilledininterpersonalrelationships,andinterestedinguidingastudentteacher.Heorsheisthestudentteacher'sprimaryteachingresourceandwillworkwiththeuniversityprofessortohelpthestudentbecomeawareofhis/herstrengthsandweaknesses.Thecooperatingteacher'sassessmentofthestudent'sgrowthisofprimeconsiderationintheoverallevaluationofthestudentteacher.Studentteachersshouldplantomeetwiththeircooperatingteachers/studentteachermentorsatleastonceaweekforanhourtoreviewtheirperformanceandtosetupfeasibleplansforthefollowingweek.Shortdailysessionseitherbeforeorafterschoolsarealsorecommendedsincestudentteachersbenefitfromimmediatefeedbackandsupport.Discussionofprogresswillfocusonthesepoints:(a)Isthereprogressinthestudentteacher'swork?(b)Whatarethestudent'sstrengthsandweaknesses?(c)Howcanthestudentteacherimprove?Thestudentteachingcooperatingteacher/studentteachermentorisrequiredtocompletethePennsylvaniaDepartmentofEducationForm430twiceduringthestudentteachingplacement(seepp.50-58).Thecooperatingteacher/studentteachermentorwillmeetregularlytoconferencewiththestudentteacherforthepurposeofexchanginginformation,extendingguidanceinordertofurthertheprofessionalgrowthofthestudentteacher,andprovidingassistance.SJUSeminar/CourseProfessor-SPE739StudentTeachingandProfessionalSeminarTheSJUSeminar/CourseProfessorworkscollaborativelywiththeStudentTeachers,CooperatingTeachers,StudentTeacherMentors,andDirectorofStudentTeachingandFieldExperiences.TheSJUSeminar/CourseProfessorholdsregularseminar/coursemeetingswithStudentTeachers(face-to-faceorvirtuallyonline)todiscussstudentteacherconcerns,questions,properpedagogicaltechniques,andStudentTeacherevaluationprocedures.TheSJUSeminar/Courseprofessorisresponsibleforgivingthefinalgradeforthecourse(SPE739).

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STUDENTTEACHERS:THESTUDENT/INTERNTEACHINGEXPERIENCEBackgroundClearances:AllclearancesarerequiredtobeuploadedtotheSJUBlackboardpageunder“MyOrganizations.” TheCommonwealthofPennsylvania(PAAct24)requiresallpersonnelwhoworkinschoolstoobtain:

• aPACriminalBackgroundcheck• PAChildAbusebackgroundcheck• FBIfingerprinting• aTuberculosistest.

STUDENTSWILLNOTBEPERMITTEDTOATTENDANYFIELDEXPERIENCEORSTUDENTTEACHINGSITEWITHOUTCURRENTCLEARANCES.AllSt.Joseph'sUniversitystudentsmustobtaintherequiredclearancesimmediatelyuponacceptancetotheuniversity.Adelayinobtainingclearanceswillresultinadelayinobtainingaplacement.Studentswhomissrequiredweeksofstudentteachingduetolackofclearanceswillbeimpactedbyapossiblelowercoursegradeandreceiptofan“incomplete”fortheexperience.Allclearancesarevalidforonlyonecalendaryear,includingtheFBIfingerprinting.Theclearanceformsandinstructionscanbeobtainedathttps://sites.sju.edu/education/student-teaching/background-clearances/PriortoBeginningStudentTeaching

• Meetwithyourassignedcooperatingteacherandvisityourclassroom.(Skipthisstepifyouarealreadytheleadteacherinyourclassroom,andyouhavebeenapprovedtousethisplacementforyourstudentteachingplacement).

• Reviewallstudentteachingassignmentswithyourcooperatingteacher,ifyouhaveone.

• Completeanyrequiredpre-studentteachingassignmentsandreadings.• Meet(face-to-faceorvirtually)withyouruniversityInstructor.

DuringStudent/InternTeachingSemesterAttendance:Dailyattendanceforstudent/internteachersisrequired.Incaseofillnessoraccident,theschooland/orthecooperatingteacheraswellastheuniversityinstructorshouldbenotifiedbeforetheschooldaybegins.Theuniversityinstructorshouldalsobecontactedwhentheschoolisclosedbecauseofanemergency,andnotifiedaheadoftimeofallplannedschoolclosingsorschedulechangesduetoholidays,professionalmeetingsand/orconferences.Studentteacherswhohave

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excessiveabsenceswillberequiredtoextendthestudentteachingplacementforthenumberofmisseddays.Theabovemightnotbeapplicableifyouarestudentteachinginyourownclassroom.Dress:Studentteacherswillbeexpectedtodressprofessionally.Cuesforappropriatedressshouldbetakenfromthecooperatingteacherandotherprofessionalsintheschool.Besensitivetotheimagethatyouproject.ProfessionalResponsibilityandLiabilityCandidatesmustadheretheProfessionalCodeofConduct(AppendixC)throughouttheirparticipationinstudentteaching.Guidelines:Inyourroleasapre-serviceteachercandidateyoumaysharetheresponsibilitytosupervisechildren,thereforeyoumustbecomefamiliarandfollowthehostschool'ssafetyandsecuritypolicies.Intheeventthatyouobserveanyimminentcompromisetothesafetyofthestudentsorthebuilding,youmustreportthesituationtoyourhostteacherand/ortheschooladministration.AreportofthesituationmustalsobesenttotheDirectorofFieldExperiencesassoonaspossible.Ifyoususpectanyinappropriatetreatmentofchildrenbyanyone,youmustreportthistotheDirectorofFieldExperiencesimmediately.ChangeofPlacement,Withdrawal,ImprovementPlanandDismissalChangeofPlacementAchangeofplacementwillonlybeconsideredforextraordinaryandcompellingreasons.AnycandidatewhocontemplatesachangeofplacementmustdiscussthematterimmediatelywiththestudentteachermentorwhowillreportthesituationtotheDirectorofStudentTeaching.Thereisnoguaranteethatarequestforachangeofplacementwillbehonored.WithdrawalThewithdrawalfromstudentteachingfollowstheuniversitywithdrawalprocedurethatappliestoanyuniversitycourses.Knowledge,Skills,andDispositions(KSD)PlanInsomeinstances,theperformanceofacandidateduringstudentteachingmaywarrantaformalintervention.AKnowledge,Skills,andDispositions(KSD)actionplanisaformalinterventioninitiatedbythestudentteachermentor/cooperatingteacherand/oruniversityprofessortoaddressareasofconcernintheperformanceofthestudent

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teacher.Suchconcernsmayinclude,butarenotlimitedto:poorlessonplanning,ineffectiveinstructionaldelivery,classroommanagementissues,unwillingnesstocomplywithschoolrules,orunprofessionalbehavior.AKSDactionplanmaybewrittenatanytimeduringastudentteachingexperience,butitshouldprovide,whenfeasible,sufficienttimeforacandidatetoattempttoimprovehis/herperformancebasedontheobjectivesandstrategiescitedintheKSDActionPlan.(AppendixG)DismissalDuringthestudentteachingexperience,candidatesareexpectedtodevelop,apply,anddemonstrateproficiencyofacomplexsetofknowledge,skills,anddispositionsthatconstituteprofessionalteaching.Ifacandidate'sperformance,orprofessionaldispositionsarejudgedtobeunsatisfactory,thenheorshefacestheprospectofremovalfromstudentteaching,and/orfailureofthestudentteachingcourse,and/orremovalfromtheteacherpreparationprogram.Itistheresponsibilityofthesupervisoryteam,whichincludestheinstructorandcooperatingteacher/studentteachermentortojudgethecandidate'slevelofperformance,provideassistanceastimeandresourcesallow,andmakeafinalrecommendationtotheDirectorofStudentTeachingandtheChairofSpecialEducationregardingthecandidate'scontinuationinstudentteaching.ClassroomResponsibilitiesInadditiontoregularplanningandteaching,studentteacherswillbeexpectedtoperformothertasksrelatedtoteachingandclassroommanagementassuggestedbytheircooperatingteacher.Generally,studentteachersshouldassistwhereverpossibleintheclassroom.SchoolEmergencyandSafetyProceduresItisimperativethatallstudent/internteachersfamiliarizethemselveswithschoolanddistrictemergency/safetyproceduresuponarrivaltotheirstudentteachingplacement.Studentteachersshoulddiscussthesepolicieswithcooperatingteachersand/orschooladministrators.Someofthesemayinclude,butarenotlimitedtothefollowingcircumstances:

• Identifywhattodoincaseofanaccidentonschoolgrounds• Identifythepolicyregardingaggressionandrestrainingprocedures• Locatethenurse'sofficeandsafetysupplies• Identifythepolicyregardingsuspectedchildabuse• Determineschoolproceduresforemergencies(i.e.firedrills,snowdrills,bomb

threats)andlocatewhereemergencyexitsarelocated• Identifyschoolprocedureswithregardtothedispensingofmedication

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ConcludingStudentTeaching

• Conductclosureactivitywithstudents• Meetwithstudentteachermentorforfeedbackandsignevaluationforms• Submitfinalassignmentstotheprofessor

PROFESSIONALRELATIONSHIPSSchoolAdministratorsAlwaysreporttothemainofficewhenfirstenteringthecooperatingschool.Ifpossible,meetwiththePrincipalorAssistantPrincipalbeforeoratthebeginningoftheplacementwhowillexplain:

• Theorganizationandinstructionalprogramoftheschool;• Transportation,lunchroom,study/recess,andattendanceprocedures;• Therelationshipbetweentheschoolandthecommunityitserves

StudentsThestudentteachingexperienceoffersanopportunitytoworkwithawiderangeofindividuals,observethegrowthanddevelopmentspectrum,andevaluateone'sabilitytohandlethechallengesoftheteachingprofession.Partofthedevelopmentofaprofessionalattitudetowardstudentsistheassumptionofresponsibilityfortheirlearningandtherealizationthattheirsuccessorfailureisalsoyours.Thestudentteachermustbesympathetic,courteousandfriendly,butshouldnotbecomeoverlyfamiliarwithpupils.ParentsandFamiliesParentalandfamilycontactbystudentteachersisusuallylimited,andalwaysdelicate.Therefore,communicationswithparentsshouldbethroughthecooperatingteacherandmustbewithhisorherknowledgeandapproval.EvaluationofStudentandInternTeachersStudent/internteacherswillbeevaluatedbytheiruniversityprofessor,cooperatingteachers/studentteachermentor,andconductself-evaluationsduringtheirstudentteachingexperience.TheevaluationformsarelocatedintheAppendicesofthishandbook.OBTAININGTEACHINGCERTIFICATIONINPENNSYLVANIAInPennsylvania

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CandidatesseekingteachingcertificationinPennsylvanianeedtotaketheappropriatePennsylvaniaHearingImpairedPK-12examinationforteachingdeafandhardofhearingstudents:

• ETSSpecialEducation:EducationofDeafandHardofHearingStudents(5272(digitalcomputerversion)/0272(paperversion).

• ToqualifyforaPAInstructionalIHearingImpairedPK-12certificate,candidatesmustpassTWOETSPraxisexams:

• 1.5511FundamentalSubjects:ContentKnowledge(ThistestisrequiredforallcandidatesseekingaPK-12certificateinPA).NOTE:PraxisExam0014,whileithasasimilartitleisNOTacceptedinPA.

• 2.5272SpecialEducation:EducationofDeaf&HardofHearingNOTE:StudentsintheEducationoftheDeafandHardofHearingPK-12CertificateProgramareeligibleforinitialInstructionalIcertificationORInstructionalIIcertificationiftheyalreadyhaveanInstructionalIcertificateinanotherareaofstudy.Informationforthesetestsisavailableonthefollowingwebsite:www.pa.nesinc.com.Uponpassingoftheappropriateprofessionaltesting,student/internteachingcandidatesmayapplyforcertificationintheStateofPennsylvania,byaccessingtheTeacherInformationManagementSystem(TIMS)websiteofthePennsylvaniaDepartmentofEducation.OutsidePennsylvaniaCandidateswhowillbeworkinginastateotherthanPennsylvanianeedtosubmitastatespecificVerificationFormtotheOfficeofStudentTeachingandFieldExperiences,sothatdocumentationcanbesenttothehomestateconfirmingthatthecandidatehasfulfilledallrequirementstobecertifiedintheStateofPennsylvania.MoststateshavereciprocalrelationshipswithPennsylvania,althoughotherprofessionaltestingand/orcourserequirementsmayberequired.SUPPORTINGANDMENTORINGSTUDENTTEACHERSResponsibilitiesoftheCooperatingTeacher/StudentTeacherMentorThedevelopmentofcompetentteachersdependsoncooperationbetweenindividualsinhigherandbasiceducation.Duringthestudentteachingsemester,thisisbroughtaboutthroughapartnershipoftheuniversityprofessor,thecooperatingschool'sadministration,andthecooperatingteacher/studentteachermentor.Unquestionably,thecooperatingteacher/studentteachermentoristhekeystoneofthebridgebetweentheoryandpracticeaswellasbetweencollegiatepreparationandtheworldinwhich

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thestudentwillteach.Asaseasonedprofessional,thecooperatingteacher/studentteachermentorguidesthestudentteacher,providingmodelsforthestudenttoemulate,andsharesknowledgeandsuggestionsforcontinuedimprovement.Sheorhemusthaveawillingnesstoallowthestudentteachertotakeresponsibilityforteachingandmanagingtheirclasses.Responsibilitiesassociatedwithbeingacooperatingteacher/studentteachermentorinclude:

• Providingateachingmodelforthestudentteacher• Supervisingthestudentteacherinmeetingthespecificuniversityrequirements• Familiarizingthestudentteacherwithappropriatecurriculaandmaterialsforthe

instructionofstudents• Actingasamodelprofessional• Givingfeedbackonlessonplanningandperformancetothestudentteacher• Discussingthestudentteacher'sperformancewiththestudentteaching

instructorbyphoneand/orbywrittencommunications.IntegratingtheStudentTeacherintotheClassroomRoutineEveryclassroomsituationisunique.Insomecircumstancesstudentteachersmaynothavetheopportunitytoassumethetraditionalfullclassroomresponsibility.BothSaintJoseph'sUniversityandthePADepartmentofEducationacceptaco-teachingmodelforstudentteaching.Examplesofco-teachingmodalities:

• Onepersonteaches,theotherobserves• Onepersonteaches,theotherhelpsbyrotatingaroundtheclass• Eachteacherisinchargeofa“station”orlearningcenter• Parallelteaching:bothteachsamelessontohalfthegroup• Supplementalteaching:oneteachesthegradelevelgroup,theotheradifferent

abilitygroup• Alternateteachingstrategies-samelessonintwodifferentmodalities

SuggestedStudentTeachingPreparationsSuggestionspriortothestudentteacher'sarrival

• Sharethestudentteacher'snameandbackgroundwiththestudents.• Emphasizetheco-teachingrolewiththeclass.• Provideaworkplacewithafull-sizechairanddeskforthestudentteacher.

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• Gathernecessarymaterialsthatwillbeusefultothestudentteachersuchastextbooks,teacher'sguides,schoolhandbook,dailyschedule,etc.

• Orientthestudentteachertotheschoolandfacilities.SuggestionsforCollegiality

• Providethestudentteacherwiththefeelingofintellectualcollegiality.• Helpthestudentteachertodevelopasenseofresponsibledecision-making.• Allowthestudentteachertothinkthroughissueswiththeunderstandingthat

thecooperatingteacheriswillingtoprovidesupportandfeedback.• Definetowhatextentthestudentteachershouldparticipateoract

independentlyindiscipliningchildrenorinmakingclassassignment,etc.• Discusshowcloselythestudentteachershouldfollowtheteacher'sroutineand

methodsofteaching,and/ortowhatextentthestudentteacherispermittedtointroducenewpatterns.

SuggestedWeeklyScheduleforStudentTeachersPleasenote:Co-teachingisanacceptablemodel.Pleaseclearitwithyourstudentteachermentor.SPE739–StudentTeachingandProfessionalSeminar:EducationoftheDeaf/HHStudentTeacherswithOneFourteen-weekPlacement

Week1 Becomefamiliarwithroutines,lesson

planning,grading,observecooperatingteacher,assistwithplannedlessons

Week2 Becomefamiliarwithroutines,lessonplanning,grading,observecooperatingteacher,assistwithplannedlessons

Week3 Teachatleasttwoclasses/lessonsperday,assistwithplannedlessonsandsmall

groups,andoverallclassroommanagement

Weeks4,5and6 Assumeadditionalteachingresponsibility,responsibleforabout50%ofthecooperatingteacher’sduties;observeotherclassrooms

Weeks7through14 Assumeasmuchteachingresponsibilityaspossible;transitionbacktothecooperatingteachertowardstheendofthe14thweek

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LessonPlanningOneofthemostchallengingareasforstudentteachersisappropriateplanning.Thecooperatingteacher/studentteachermentorcanassistthestudentteacherinwritinglessonplansbymakinghisorherplansavailabletothestudentteacher,discussingplanspriortoclass,andgivingfeedbackaftertheplanshavebeenimplemented.Theuniversityprofessorwillaskforlessonplanstoevaluate.Cooperatingteachers/studentteachermentorshouldprovidefrequentfeedbacktothestudentteacherandtheuniversityinstructorregardingthestudentteacher'sgrowthinplanning.Eachstudentteacherisrequiredtokeepacomprehensivebindercontainingthelessonplanstaughtbythestudentteacher(SeeAppendixD:SASLessonPlanFormatandRubric).Thelessonplansaretobecheckedfrequentlybythecooperatingteacher/studentteachermentorandshouldalwaysbeavailablewhentheuniversityinstructorrequeststoseethem.Adecisionconcerningtheappropriatenessofreducinglessonplanlengthtoblockformwillbemadeinconversationsbetweenuniversityinstructor,cooperatingteacher/studentteachermentor,andthestudent/internteacher.EVALUATIONOFSTUDENTTEACHERSEvaluationofclassroomperformanceisveryimportanttothecontinuedprofessionalgrowthofthestudentteacher.Itisspecificandongoing,informalandformal.Studentteachersreceivefeedbackontheirwritingofdailylessonplansfromthecooperatingteacher/studentteachermentoranduniversityinstructor.Allevaluationsaretobeonlineviatheformsfoundhere-https://sites.sju.edu/education/student-teaching/student-teacher-mentor-resources/However,theformsareavailableintheappendicesforyourreference.14-weekPlacementsTheuniversityprofessorprovidesaformalwrittenclassroomobservationaftereachoftwo(2)videolessonreview(AppendixI).Studentteachersalsocompleteself-evaluationsoflessonsasrequiredbytheuniversityInstructor.Cooperatingteachers/studentteachermentorsprovidefeedbackonaregularbasisandalsocomplete:

1)aKnowledge,Skills,andDispositions(KSD)(AppendixF),2)aPDE430Mid-termevaluation(AppendixH),and3)aPDE430FinalEvaluation(AppendixH)ofthestudentteacherassignedtothem.

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Studentteachersareencouragedtoseekotherevaluationsoftheirteachingfromprincipalsandotherfacultymembersifpossible.RequirementsofAllTeacherCandidatesTosummarize,allstudentteachersmustbeobservedfour(4)timesduringstudentteachingbycooperatingteachers/studentteachermentorsusingtwo(2)PDE430evaluationinstruments(AppendixH)andtwo(2)cooperatingteacherclassroomobservationforms(AppendixE).TwosatisfactoryPDE430evaluationsarerequiredforattainingteachercertificationinPennsylvania.Additionally,one(1)Knowledge,Skills,andDispositions(KSD)(AppendixF)evaluationmustbecompletedbythecooperatingteacheratMidterm.

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APPENDIXAThecurrentstudentteachingapplicationcanbefoundat-https://sites.sju.edu/education/student-teaching/teacher-candidate-resources/APPLICATIONDEADLINESApplicationsandrequireddocumentationmustbesubmittedbytheapplicationdeadlinelistedbeloworstudentsmaynotbeabletoregisterforstudent/internteaching.SpringSemester: PrecedingMay15FallSemester: PrecedingJanuary15REQUIREDDOCUMENTATIONFORALLCANDIDATES_____CompletedApplication_____Officialtranscriptsforanyoutstandingprerequisites_____CurrentClearancesrequiredbyyourstateorifyouareemployedwhereyouwillbestudentteachingaletterfromyourschool(onschoolletterhead)statingthefactthatyourclearancesareonfile.AllclearancesarerequiredtobeuploadedtoyourBlackboardpageunderMyOrganizations.REQUIREDDOCUMENTATIONFORCANDIDATESCOMPLETINGSTUDENT/INTERNTEACHINGINPAIfyouarestudentteachinginyourplaceofemployment,youarerequiredtopresentaletteronschoolstationerysignedbyaschoolofficialdocumentingthatyouareincompliancewithstateregulatedclearances.Ifyouarestudentteachinginaschoolotherthanwhereyouareemployed,pleasesubmitthefollowingdocumentswithvaliddatesthroughtheentirestudentteachingperiod:_____ThePAStatePoliceRequestforCriminalRecords_____TheChildAbuseHistoryClearance_____P.P.D.TuberculinTest_____FederalCriminalHistoryRecord

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REQUIREDDOCUMENTATIONFORCANDIDATESCOMPLETINGSTUDENTTEACHINGOUTSIDEPENNSYLVANIAIfstudentteachingoutsidePAinyourplaceofemployment,youarerequiredtopresentaletteronschoolstationerysignedbyaschoolofficialdocumentingthatyouareincompliancewithstateregulatedclearances.Ifyouarestudentteachinginaschoolotherthanwhereyouareemployed,pleasesubmittheclearanceswhicharerequiredbylawinyourstateorcountry.ACCOMMODATIONSRequestsforAccommodations:StudentswithdisabilitiesrequiringreasonableaccommodationsfortheirstudentteachingareurgedtocontacttheDirectorofStudentTeachingandFieldExperiencesandtheOfficeofServicesforStudentswithDisabilitiesassoonaspossible.Reasonableacademicaccommodationsmaybeprovidedtostudentswhosubmitappropriatedocumentationoftheirdisability.StudentsareencouragedtocontacttheOfficeofStudentDisabilityServicesat610.660.1774(voice)or610.660-1620(TTY)iftheyhaveorthinktheymayhaveadisabilityandwishtodetermineeligibilityforacademicaccommodations.DISMISSALFROMSTUDENTTEACHINGTheSJUSpecialEducationDepartmentreservestherighttodismissanystudentfromstudent/internteachingwhodoesnotproperlyrepresenttheschoolintermsofprofessionalbehaviororgoodmoralcharacter;whobehavesinamannerwhichdoesnotmeettheexpectationsoftheprofession;whoisinadequatelyprepared;orwhoisphysically,intellectually,oremotionallyunabletomeetthedemandsofaclassroomsetting(withtheprovisionofreasonableaccommodationsincasesofstudentswithdisabilities).STUDENT/INTERNTEACHINGHANDBOOKStudentsshouldprepareinadvanceforstudent/internteachingbyconsultingtheStudent/InternTeachingHandbook,whichcanbedownloadedfromtheStudentTeachingResourceCenterforOnlineStudents.Studentsshouldobtainacopyoftheappropriatehandbookforthemselvesandonecopyfortheircooperatingormentorteacher(s).COURSEWORK&GPAREQUIREMENTStudent/InternTeachingisthecapstoneexperienceintheSpecialEducationprogramatSaintJoseph'sUniversity.Student/Internteachingshouldbeconductedafterallrequiredcorecourseworkiscompleted.Allstudentsarerequiredtoobtainaminimumofa3.0GPAatSaintJoseph'sUniversitytoqualifyforStudent/InternTeachingandPAcertification.StudentslackingtherequiredGPAforstudentteachingshouldcontact

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theirstudentservicescoordinatorpriortosubmittinganapplicationforstudent/internteaching.PLACEMENTINFORMATIONIFALREADYSECURED*Ifyouhavenotsecuredyourownplacementyet,pleaseskipthissection

• Studentteachingcanbecompletedataprivateorpublicschoolthatservesstudentsatthegradelevelinwhichyouareseekingcertification.

• Itispossibletostudentteachinyourownclassroom.• Becauseofpotentialethicalissuesandconflictofinterestofpartiesinvolved,

studentscannotbeplacedattheirformerhighschool,aschooldistrictorschoolattendedbytheirownchildren,oraschoolatwhichaparent,sibling,orrelativeisemployed.

• Itisthestudentteacher'sresponsibilitytofindtransportationtoandfromthestudentteachingsite.

• Onceaplacementissecured,SJUwillassignastudentteachingmentorwhowillconductobservationsofyourteaching.

• IfyouliveoutsideoftheUnitedStates,yourstudentteachingmusttakeplaceinanInternationalSchool.

• Onceaplacementissecured,SJUwillassignastudentteachingcooperatingteacher/studentteachermentorwhowillconductobservationsofyourteaching.

• Itisthestudentteacher'sresponsibilitytofindtransportationtoandfromthestudentteachingsite.

Ifyouarehavingproblemssecuringaplacementand/oracooperatingteacher,pleaseprovideabriefdescriptionofthechallengesyouarefacingandhowyouwouldlikeSJUtohelp.APPLICATIONPROCESSAllapplicationsmustbecompletedandsubmittedon-line.Onceanapplicationisreceived,itwillbereviewedbytheDirectorofStudentTeachingandFieldExperiencesandthestudentwillbenotifiedwithin30daysaftertheapplicationdeadlineoftheirstatus.

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APPENDIXB-FrequentlyAskedQuestions(FAQs)SPE739StudentTeachingandProfessionalSeminar–(EducationoftheDeafandHardofHearing)PLEASENOTE:THEFOLLOWINGANSWERSAREANATTEMPTONTHEPARTOFTHESPECIALEDUCATIONDEPARTMENTTORESPONDTOFREQUENTLYASKEDQUESTIONSREGARDINGTHESPE739(Deaf/HH)STUDENTTEACHINGEXPERIENCE.THEANSWERSARESUBJECTTOCHANGEUNTILAFINALPDEREVIEWOCCURS.1.HowlongisthestudentteachingexperienceforSPE739(Deaf/HH)?ThestudentteachingexperienceforSPE739(Deaf/HH)isforafullsemesterandistobetakenasthecapstoneandfinalcoursefortheEducationoftheDeafandHardofHearingProgram.SPE739isa6-creditcourse.2.WheredoIbegintofindaplacementformystudentteachinginEducationoftheDeafandHardofHearing?SJUcandidatesfindpotentialstudentteachingsitesintheirlocalareasthatfittheEducationoftheDeafandHardofHearingstudentteachingplacementcriteria.ThatdescriptionshouldbeincludedonthestudentteachingapplicationandsubmittedtotheSJUStudentTeachingCoordinatorforapproval.Oncetheplacementhasbeenapproved,theSJUStudentTeachingCoordinatorwillrequestaschooladministratortoserveasanSJUapprovedstudentteachingmentor.Ifassistanceinfindingaplacementisneeded,contacttheStudentTeachingLiaison. 3.IsitpossibletodotheSPE739studentteachingexperienceatmycurrentschool(whereIamemployed)withanyoftheteachersofthedeafandhardofhearingthere?Yes,candidatesarepermittedtostudentteachattheirownschoolwiththepermissionoftheSJUSpecialEducationDepartmentandtheschooladministration;however,thisplacementmustmeetthestudentteachingplacementcriteria.4.Whosupervisesmeforthisexperience?AmemberoftheadministrationorateacherattheschoolwhereyouareassignedwillbecontractedbytheSJUStudentTeachingCoordinatortodeterminewhowillsuperviseyou.5.Dothestudentteachermentorandcooperatingteacherwhoworkwithmegetanycreditorremunerationfortheirwork?

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Thecooperatingteacher/studentteachermentorofthisexperiencewhoevaluatesthestudentteacherusingthePDE430evaluationform(twice)willreceiveasmallstipendfromSJU.6.DoestheSPE739StudentTeachingexperienceneedtobewhole-classteachingorcanitbesmallgroups?Canitbeone-on-oneteaching?Theclassroomforthisexperiencemaybeinapublic(urbanorsuburban),private,residentialordayschoolforthedeaf,charter,segregatedspecialeducation,orparochialschool.Anyself-containedclassroomneedstocontain100%ofstudentswithahearingloss.Alternateplacements,includingitinerantsettingswithdeafandhardofhearingstudents,willbeacceptedonacase-by-casebasis.ApprovalfromarepresentativeoftheSJUSpecialEducationDepartmentisrequiredforplacementinanyitinerantsetting.7.MayIobservefirstbeforeIbeginface-to-faceinstruction?Duringtheweekbeforeyoubeginyourstudentteachingcommitment,youareexpectedtovisityourclassroomandintroduceyourselftoyourcooperatingteacher.Yourfirstfullweekofstudentteachingshouldbeusedtoobservetheclass,yourcooperatingteacher,andotherteachersasdeemednecessarybyyourcooperatingteacher.

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APPENDIXC

PACodeofProfessionalPracticeandConductCOMMONWEALTHOFPENNSYLVANIA

ProfessionalStandardsandPracticesCommission333MarketStreet,Harrisburg,PA17126-0333Phone:(717)787-6576

ANNEXATITLE22.EDUCATIONPARTXIV.PROFESSIONALSTANDARDSANDPRACTICESCOMMISSIONCHAPTER235.CODEOFPROFESSIONALPRACTICEANDCONDUCTFOREDUCATIONSection235.1.Mission.235.2.Introduction.235.3.Purpose.235.4.Practices.235.5.Conduct.235.6.LegalObligations.235.7.Certification.235.8.CivilRights.235.9.Improperpersonalorfinancialgain.235.10.Relationshipswithstudents.235.11.Professionalrelationships.§235.1.Mission.TheProfessionalStandardsandPracticesCommissioniscommittedtoprovidingleadershipforimprovingthequalityofeducationinthisCommonwealthbyestablishinghighstandardsforpreparation,certification,practiceandethicalconductintheteachingprofession.§235.2.Introduction.(a)Professionalconductdefinesinteractionsbetweentheindividualeducatorandstudents,theemployingagenciesandotherprofessionals.Generally,theresponsibilityforprofessionalconductrestswiththeindividualprofessionaleducator.However,inthisCommonwealth,aCodeofProfessionalPracticeandConduct(Code)forcertificatededucatorsisrequiredbystatuteandviolationofspecifiedsectionsoftheCodemayconstituteabasisforpublicorprivatereprimand.ViolationsoftheCodemayalsobeusedassupportingevidence,thoughmaynotconstituteanindependentbasis,forthesuspensionorrevocationofacertificate.TheProfessionalStandardsandPracticesCommission(PSPC)waschargedby

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theActofDecember12,1973(P.L.397,No.141)(24P.S.§§12-1251--12-1268),knownastheTeacherCertificationLaw,withadoptingaCodebyJuly1,1991.See24P.S.§12-1255(a)(10).(b)Thischaptermakesexplicitthevaluesoftheeducationprofession.WhenindividualsbecomeeducatorsinthisCommonwealth,theymakeamoralcommitmenttoupholdthesevalues.§235.3.Purpose.(a)ProfessionaleducatorsinthisCommonwealthbelievethatthequalityoftheirservicesdirectlyinfluencestheNationanditscitizens.Professionaleducatorsrecognizetheirobligationtoprovideservicesandtoconductthemselvesinamanner,whichplacesthehighestesteemonhumanrightsanddignity.Professionaleducatorsseektoensurethateverystudentreceivesthehighestqualityofserviceandthateveryprofessionalmaintainsahighlevelofcompetencefromentrythroughongoingprofessionaldevelopment.Professionaleducatorsareresponsibleforthedevelopmentofsoundeducationalpolicyandobligatedtoimplementthatpolicyanditsprogramstothepublic.(b)Professionaleducatorsrecognizetheirprimaryresponsibilitytothestudentandthedevelopmentofthestudent'spotential.Centraltothatdevelopmentistheprofessionaleducator'svaluingtheworthanddignityofeveryperson,studentandcolleaguealike;thepursuitoftruth;devotiontoexcellence;acquisitionofknowledge;anddemocraticprinciples.Tothoseends,theeducatorengagesincontinuingprofessionaldevelopmentandkeepscurrentwithresearchandtechnology.Educatorsencourageandsupporttheuseofresourcesthatbestservetheinterestsandneedsofstudents.Withinthecontextofprofessionalexcellence,theeducatorandstudenttogetherexplorethechallengeandthedignityofthehumanexperience.§235.4.Practices.(a)Professionalpracticesarebehaviorsandattitudesthatarebasedonasetofvaluesthattheprofessionaleducationcommunitybelievesandaccepts.Thesevaluesareevidencedbytheprofessionaleducator'sconducttowardstudentsandcolleagues,andtheeducator'semployerandcommunity.WhenteachercandidatesbecomeprofessionaleducatorsinthisCommonwealth,theyareexpectedtoabidebythissection.(b)Professionaleducatorsareexpectedtoabidebythefollowing:(1)ProfessionaleducatorsshallabidebythePublicSchoolCodeof1949(24P.S.§§1-101--27-2702),otherschoollawsofthisCommonwealth,sections1201(a)(1),(2)and(4)andsections1201(b)(1),(2)and(4)ofthePublicEmployeeRelationsAct(43P.S.§§1101.1201(a)(1),(2)and(4),and1101.1201(b)(1),(2)and(4),andthischapter.(2)Professionaleducatorsshallbeprepared,andlegallycertified,intheirareasofassignment.Educatorsmaynotbeassignedorwillinglyacceptassignmentstheyarenotcertifiedtofulfill.Educatorsmaybeassignedtooracceptassignmentsoutsidetheircertificationareaonatemporary,short-term,emergencybasis.Examples:ateacher

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certifiedinEnglishfillinginaclassperiodforaphysicaleducationteacherwhohasthatdaybecomeill;asubstituteteachercertifiedinelementaryeducationemployedasalibrarianforseveraldaysuntilthedistrictcanlocateandemployapermanentsubstituteteachercertifiedinlibraryscience.(3)Professionaleducatorsshallmaintainhighlevelsofcompetencethroughouttheircareers.(4)Professionaleducatorsshallexhibitconsistentandequitabletreatmentofstudents,felloweducatorsandparents.Theyshallrespectthecivilrightsofallandnotdiscriminateonthebasisofrace,nationalorethnicorigin,culture,religion,sexorsexualorientation,maritalstatus,age,politicalbeliefs,socioeconomicstatus,disablingconditionorvocationalinterest.Thislistofbasesofdiscriminationisnotall-inclusive.(5)Professionaleducatorsshallacceptthevalueofdiversityineducationalpractice.Diversityrequireseducatorstohavearangeofmethodologiesandtorequestthenecessarytoolsforeffectiveteachingandlearning.(6)Professionaleducatorsshallimparttotheirstudentsprinciplesofgoodcitizenshipandsocietalresponsibility.(7)Professionaleducatorsshallexhibitacceptableandprofessionallanguageandcommunicationskills.Theirverbalandwrittencommunicationswithparents,studentsandstaffshallreflectsensitivitytothefundamentalhumanrightsofdignity,privacyandrespect.(8)Professionaleducatorsshallbeopen-minded,knowledgeableanduseappropriatejudgmentandcommunicationsskillswhenrespondingtoanissuewithintheeducationalenvironment.(9)Professionaleducatorsshallkeepinconfidenceinformationobtainedinconfidenceinthecourseofprofessionalserviceunlessrequiredtobedisclosedbylaworbyclearcompellingprofessionalnecessityasdeterminedbytheprofessionaleducator.(10)Professionaleducatorsshallexertreasonableefforttoprotectthestudentfromconditionswhichinterferewithlearningorareharmfultothestudent'shealthandsafety.§235.5.Conduct.Individualprofessionalconductreflectsuponthepractices,values,integrityandreputationoftheprofession.Violationof§§235.6--235.11mayconstituteanindependentbasisforprivateorpublicreprimand,andmaybeusedassupportingevidenceincasesofcertificationsuspensionandrevocation.§235.6LegalObligations.(a)TheprofessionaleducatormaynotengageinconductprohibitedbytheactofDecember12,1973(P.L.397,No.141)(24P.S.§§12-1251--12-1268),knownastheTeacherCertificationLaw.(b)Theprofessionaleducatormaynotengageinconductprohibitedby:(1)ThePublicSchoolCodeof1949(24P.S.§§1-101--27-2702)andotherlawsrelatingtotheschoolsortheeducationofchildren.

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(2)TheapplicablelawsoftheCommonwealthestablishingethicsofpublicofficialsandpublicemployees,includingthePublicOfficialandEmployeeEthicsLaws,ActofOctober4,1978(P.L.883,No.170),asamended,65P.S.§§401--413.(c)Violationofsubsection(b)shallhavebeenfoundtoexistbyanagencyofproperjurisdictiontobeconsideredanindependentbasisfordiscipline.§235.7.Certification.Theprofessionaleducatormaynot:(1)Acceptemployment,whennotproperlycertificated,inapositionforwhichcertificationisrequired.(2)Assistentryintoorcontinuanceintheeducationprofessionofanunqualifiedperson.(3)Employ,orrecommendforemployment,apersonwhoisnotcertificatedappropriatelyfortheposition.§235.8.Civilrights.Theprofessionaleducatormaynot:(1)Discriminateonthebasisofrace,nationalorethnicorigin,culture,religion,sexorsexualorientation,maritalstatus,age,politicalbeliefs,socioeconomicstatus,disablingconditionorvocationalinterestagainstastudentorfellowprofessional.Thislistofbasesofdiscriminationisnotall-inclusive.Thisdiscriminationshallhavebeenfoundtoexistbyanagencyofproperjurisdictiontobeconsideredanindependentbasisfordiscipline.(2)Interferewithastudent'sorcolleague'sexerciseofpoliticalandcivilrightsandresponsibilities.§235.9.Improperpersonalorfinancialgain.Theprofessionaleducatormaynot:(1)Acceptgratuities,giftsorfavorsthatmightimpairorappeartoimpairprofessionaljudgment.(2)Exploitaprofessionalrelationshipforpersonalgainoradvantage.§235.10.Relationshipswithstudents.Theprofessionaleducatormaynot:(1)Knowinglyandintentionallydistortormisrepresentevaluationsofstudents.(2)Knowinglyandintentionallymisrepresentsubjectmatterorcurriculum.(3)Sexuallyharassorengageinsexualrelationshipswithstudents.(4)Knowinglyandintentionallywithholdevidencefromtheproperauthoritiesaboutviolationsofthelegalobligationsasdefinedwithinthissection.§235.11.Professionalrelationships.Theprofessionaleducatormaynot:(1)Knowinglyandintentionallydenyorimpedeacolleagueintheexerciseorenjoymentofaprofessionalrightorprivilegeinbeinganeducator.(2)Knowinglyandintentionallydistortevaluationsofcolleagues.(3)Sexuallyharassafellowemployee.

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(4)Usecoercivemeansorpromisespecialtreatmenttoinfluenceprofessionaldecisionsofcolleagues.(5)Threaten,coerceordiscriminateagainstanycolleaguewhoingoodfaithreportsordisclosestoagoverningagencyactualorsuspectedviolationsoflaw,agencyregulationsorstandards.

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APPENDIXD-SaintJoseph'sUniversitySASLessonPlanFormatandRubricCandidate'sName_________________________________________________ CoursePrefix/Number/Section________________Date______________Subject_____________________ GradeLevel__________Duration__________________________LessonTopic________________________________________________________________________1.BigIdea(s)andRelatedEssentialQuestion(s)2.InstructionalObjectives3.RelatedAcademicStandards:CommonCoreand/orPAStandards4.Vocabulary5.Materials/Resources6.InstructionalProcedures IngeneralthelessonplanInstructionalProceduressectionshouldhaveaminimumofthreesections(e.g.:Introduction,DevelopmentalActivities,Closure).However,theexactsectionsmaydifferbycontentareaand/ortypeoflesson.Forexample,thesectionsforanInvestigativelessoninMathematicsshouldincludeInitiate,Investigate,andSummarizesections,andanInquiry-BasedlessoninScienceshouldfollowthe6-Emodel-Engage,Explore,Explain,Extend,Evaluate,e-Learning.7.AddressingLearners'DiverseNeeds

• Accommodationsandadaptations(IEPs,504Plans,at-riskstudents)• LanguageadjustmentsmadeforspecificELPlevels(includeELPlevelandPAELP

Standard/s)• Challengesforadvancedlearners

8.Formative/SummativeAssessment9.ReflectiononPlanning/Instruction;DataAnalysisandPlanforRe-teaching(asapplicable)

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SaintJoseph’sUniversity

LessonPlanRubric

Elements Exemplary(3points)

Proficient(2points)

Basic(1point)

Unsatisfactory(0points)

Score/Comments

Section 1

Essential Questions

Essential questions are connected to the SAS framework and are specifically linked to Big Idea(s).

Big Idea(s) very clearly stated. The candidate’s Essential Question(s) are specifically linked to Big Idea(s) and are aligned to lesson content.

Big Idea(s) clearly stated. Most of the candidate’s Essential Question(s) are linked to Big Idea(s) and are mostly aligned to lesson content..

Big Idea(s) need to be stated more clearly. Some of the candidate’s Essential question(s) are somewhat linked to Big Idea(s) and are somewhat aligned to lesson content.

The candidate does not yet connect the Essential Question(s) to the Big Idea or align them to lesson content. .

Section 2

Learner Outcomes Instructional objectives directly relate to the lesson topic and are written in observable and measurable terms.

The candidate demonstrates a clear connection between the lesson topic and the learner outcomes. The instructional objectives are clearly observable and measurable.

The candidate connects most of the learner outcomes to the lesson topic. Most of the instructional objectives are observable and measurable.

The candidate connects some of the learner outcomes to the lesson topic and/or some of the instructional objectives are observable and measurable.

The candidate does not yet connect the learner outcomes to the lesson topic. The instructional objectives are not observable and measurable.

Section 3

Standards Common Core and/or PA Standards are listed based on learner outcomes.

The candidate demonstrates the ability to select appropriate academic standards based on learner outcomes.

The candidate demonstrates the ability to select mostly appropriate academic standards based on learner outcomes.

The candidate demonstrates the ability to select some of the appropriate academic standards based on learner outcomes.

The candidate does not yet demonstrate the ability to select appropriate academic standards based on learner outcomes.

Section 4

Vocabulary Essential terms to be introduced in the lesson are identified.

The candidate’s essential terms are fully connected to the lesson and are appropriate to the targeted grade level.

Most of the candidate’s essential terms are connected to the lesson and are appropriate to the targeted grade level.

Some of the candidate’s essential terms are connected to the lesson and appropriate to the targeted grade level.

Few or none of the candidate’s essential terms are connected to the lesson and appropriate to the targeted grade level.

Section 5

Materials/Resources List of all materials required for the lesson as well as resources utilized in lesson development.

The candidate has included a complete and appropriate set of materials, including very creative materials, as well as resources used to develop the lesson.

The candidate has included a mostly complete and appropriate set of materials, including some creative materials, as well as resources used to develop the lesson.

The candidate has included a somewhat complete and appropriate set of materials, including few creative materials and/or resources used to develop the lesson.

The candidate has not included a complete or appropriate set of materials and resources for this lesson with no creative materials

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Elements Exemplary(3points)

Proficient(2points)

Basic(1point)

Unsatisfactory(0points)

Score/Comments

Section 6

Instructional Procedures

Instructional strategies planned, such as explicit instruction, modeling, active engagement, scaffolding, etc.

The candidate provides extensive evidence of appropriate teaching strategies and approaches, reflecting best practices with maximum active student participation.

The candidate provides ample evidence of appropriate strategies and approaches reflecting best practices with active student participation.

The candidate provides some evidence of appropriate strategies and approaches reflecting best practices with active student participation.

The candidate does not yet provide evidence of appropriate strategies and approaches reflecting best practices with active student participation.

Section 7 Addressing Learners’

Diverse Needs Meets the needs of students with diverse needs.

The candidate selects teaching strategies and approaches that demonstrate extensive knowledge of the needs of diverse learners.

The candidate selects teaching strategies and approaches that demonstrate, in most cases, knowledge of the needs of diverse learners.

The candidate selects some strategies and approaches that demonstrate knowledge of the needs of diverse learners.

The candidate does not yet select strategies and approaches that demonstrate knowledge of the needs of diverse learners.

Section 8

Formative/Summative Assessments Assessments should be aligned with Essential Questions, Instructional Objectives, and Academic Standards; including artifacts and/or student work samples as applicable.

The candidate demonstrates extensive knowledge of effective assessment by using appropriate assessments aligned with Essential Questions, Instructional Objectives, and Academic Standards.

The candidate demonstrates knowledge of effective assessment in that most of the assessments used are aligned with Essential Questions, Instructional Objectives, and Academic Standards

The candidate demonstrates some knowledge of effective assessment in that some of the assessments used are aligned with Essential Questions, Instructional Objectives, and Academic Standards.

The candidate does not yet demonstrate knowledge of effective assessment in that assessments are lacking that align with Essential Questions, Instructional Objectives, and Academic Standards.

Section 9

Data Analysis and Reflection on Planning /Instruction; Plans for Re-teaching (as applicable) Reflection includes evaluation of the lesson planning and, if taught, of the data collection and implementation of the lesson, as well as the plan for re-teaching.

Supporting artifacts and student work samples included are representative of all of the areas assessed; the candidate presents extensive data analysis and reflection on planning and instruction, as well as plans for re-teaching (as applicable).

Supporting artifacts and student work samples included are representative of most of the areas assessed; the candidate presents adequate data analysis and reflection on planning and instruction, as well as some good discussion on plans for re-teaching (as applicable).

Supporting artifacts and student work samples included are representative of some of the areas assessed; the candidate presents some data analysis and reflection on planning and instruction, as well as some discussion on plans for re-teaching (as applicable).

Supporting artifacts and student work samples representing areas assessed are not included; the candidate does not yet present data analysis and reflection on planning and instruction or plans for re-teaching (as applicable)

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APPENDIXE–CooperatingTeacherObservationFormandRubricThisdocumentishereforreference.Pleasesubmitonlineusingtheformsfoundhere-https://sites.sju.edu/education/student-teaching/cooperating-teacher-resources/EvaluationCriteriaforStudentTeaching(ClassroomObservationForm)SPE739StudentTeachingandProfessionalSeminar(Deaf/HH)(6credits)StudentTeacher________________________Date_____________Time__________UniversityInstructor___________________________Grade/Subject_______________________________Directions:Foreachoftheoutcomes,useoneofthefollowingmarks:S-Satisfactory;NI-NeedsImprovement;U-Unsatisfactory;NA-NotApplicable.Principle1:Theteachercandidateunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthedisciplineheorsheteachesandcancreatelearningexperiencesthatmaketheseaspectsofsubjectmattermeaningfulforallcandidates.PA354.33.(1)(i)(A)___1.Demonstratingcontentknowledge.___2.Representingcontent.___3.Conveyingenthusiasm.Comments:Principle2:Theteachercandidateunderstandshowallchildrenlearnanddevelopandcanprovidelearningopportunitiesthatsupporttheirintellectual,social,career,andpersonaldevelopment.PA354.33.(1)(i)(B)__1.Demonstratingknowledgeofdevelopmentalcharacteristics.__2.Activatespriorknowledgeandexperience.__3.DevelopsmaterialsappropriateforDeafandhardofhearinglearners.Comments:Principle3:Theteachercandidateunderstandshowcandidatesdifferintheirapproachestolearningandcreatesinstructionalopportunitiesthatfosterachievementofdiverselearnersintheinclusiveclassroom.PA354.33.(1)(i)(C)____1.Teachingtoindividuallearningabilities.____2.Expectationsforlearningandachievement.Comments:

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Principle4:Theteachercandidateunderstandsandusesavarietyofinstructionalstrategiestoencouragecandidates'developmentofcriticalthinking,problemsolving,andperformanceskills.PA354.33.(1)(i)(D)___1.Multipleteachingstrategies,activelearning,modeling.___2.Studentteacherroleininstructionalprocess.Comments:Principle5:Theteachercandidateusesanunderstandingofindividualandgroupmotivationandbehaviortocreatealearningenvironmentthatencouragespositivesocialinteraction,activeengagementinlearning,andself-motivation.PA354.33.(1)(i)(E)___1.Managementoftransitions.___2.Managementoftimeandmaterials.___3.Directionsandprocedures.___4.Pacing.___5.Performanceofnon-instructionalduties.___6.Positiveclimateforintrinsicmotivation.___7.Establishingexpectationsforbehavior.___8.Monitoringstudentbehavior.___9.Responsetostudentmisbehavior.___10.UsesclasstimeeffectivelyandpaceslessonstomaintainDeafandhardofhearingstudents'attendingbehavior.Comments:Principle6:Theteachercandidateusesknowledgeofeffectiveverbal,nonverbal,andmediacommunicationtechniquessupportedbyappropriatetechnologytofosteractiveinquiry,collaboration,andsupportiveinteractionintheclassroom.PA354.33.(1)(i)(F)___1.Oralandwrittenlanguage.___2.Qualityofquestions.___3.Discussiontechniqueswithstudentparticipation.___4.Useofmediaandtechnology.___5.Usesclearandappropriateorallanguageand/orsignlanguagewithDeafandhardofhearingstudents___6.Demonstratesappropriatefamiliaritywithandknowledgeofthemanagementandmaintenanceofassistivelisteningandcommunicationdevices(hearingaids,FMunits,SoundFieldsystems,etc.)Comments:Principle7:Theteachercandidateplansinstructionbaseduponknowledgeofsubjectmatter,candidates,thecommunity,andcurriculumgoals.PA354.33.(1)(i)(G)

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___1.Developingdifferenttypesofgoals.___2.Short-andlong-termplanning(includingunitplans).___3.Lessonplans:monitoringandadjustment.___4.Establishinggoalswithhighexpectations.Comments:Principle8:Theteachercandidateunderstandsandusesformalandinformalassessmentstrategiestoevaluateandensurethecontinuousintellectual,social,andphysicaldevelopmentoflearner.PA354.33.(1)(i)(H)___1.Usingavarietyofformal/informalassessmenttechniques.___2.Assessmentdatausedinlessonplanning/adjustment.___3.Recordingandmonitoringassessmentdata.Comments:Principle9:Theteachercandidatethinkssystematicallyaboutpractice,learnsfromexperience,seekstheadviceofothers,drawsuponeducationalresearchandscholarship,andactivelyseeksoutopportunitiestogrowprofessionally.PA354.33.(1)(i)(I)___1.Reflectiononteaching.___2.Professionalgrowth.Comments:Principle10:Theteachercandidatecontributestoschooleffectivenessbycollaboratingwithotherprofessionalsandparents,byusingcommunityresources,andbyworkingasanadvocatetoimproveopportunitiesforstudentlearning.PA354.33.(1)(i)(J)___1.Sensitivitytostudentneedsandawarenessofcommunityresources.___2.Establishingprofessionalrelationships.___3.Respectfulandproductivecommunicationwithfamilies.Comments:SignatureofObserver____________________________________Date:___________SignatureofStudent/InternTeacher_______________________Date:____________

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APPENDIXF-Knowledge,Skills,andDispositions(KSD)form-Thisdocumentishereforreference.Pleasesubmitonlineusingtheformsfoundhere-https://sites.sju.edu/education/student-teaching/student-teacher-mentor-resources/TobecompletedbyCooperatingTeachers/StudentTeacherMentors,UniversityProfessor,andStudent/InternTeachersST.JOSEPH'SUNIVERSITYTeacherCandidateMID-TERMASSESSMENT:AssessingKnowledge,SkillsandDispositions*Thisinstrumentisdesignedtoassesstheprofessionalgrowthofteachercandidatesduringthestudentteachingexperience.Name_____________________________Subject________________________Date___________________SchoolName/District____________________________________________CooperatingTeacher_____________________________________________GradeLevel_________________________Exemplary:performswellbeyondwhatisexpectedofateachercandidate

Proficient:performscommendably,reflectiveofsuccessfulefforts

Basic:performsadequatelywithfewexceptions,reflectiveoftheneedtopractice

Unsatisfactory:performsatalevellessthanacceptable;needsdevelopmentofspecificbasicskills

NotYetObserved

3:Thecandidateconsistentlyprovidesevidenceofthedesiredbehaviors.

2:Thecandidateoftenprovidesevidenceofthedesiredbehaviors.

1:Thecandidatesometimesprovidesevidenceofthedesiredbehaviors.

.5(rarely)or0(never)Thecandidaterarely/neverprovidesevidenceofthedesiredbehaviors.

Notyetobserved(NYO)

*Theperformancestandardsinthetoprowscorrespondtothenumericvaluesinthebottomrow,whichwillbeusedforprogramevaluation.NumbersinparenthesescorrespondtotheConceptualFramework.A.DemonstratesKnowledgeofContent,Pedagogy&PositiveLearningEnvironments(1.1–1.4)1.Demonstratesknowledgeinthecontentarea/sofinstruction(1.1)

3 2 1 .5/0 NYO

2.Demonstratesknowledgeofstudentdevelopmenttoplancoherentinstructionandadvancelearning.(1.2a)

3 2 1 .5/0 NYO

3.Demonstratesknowledgeofcurriculumdesign.(1.2b) 3 2 1 .5/0 NYO4.Demonstratesknowledgeofassessmenttoinformteaching 3 2 1 .5/0 NYO

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(1.2c)5.Demonstratesknowledgeofhowtomotivateandengagelearners(1.3a)

3 2 1 .5/0 NYO

6.Demonstratesknowledgeofbuildingpositivelearningcommunities(1.3b)

3 2 1 .5/0 NYO

7.Demonstratesknowledgeofteachers’classroombehaviorplanandroutines(1.3c)

3 2 1 .5/0 NYO

8.Demonstratesknowledgeofhowtorespondeffectivelytostudents’behaviors(1.3d)

3 2 1 .5/0 NYO

9.Demonstratesknowledgeofmanagingroutinesandtransitions(1.3e)

3 2 1 .5/0 NYO

10.Demonstratesknowledgeofhowtousetechnologytoadvancelearning(1.3f)

3 2 1 .5/0 NYO

11.Modifiesinstructiontoaccommodatestudents’developmentallevels,learningneeds,culturaldifferences(1.4a)

3 2 1 .5/0 NYO

12.Incorporatesadditionalresourcesbeyondthestatedcurriculum,whenappropriate,tomotivateandengagealllearners(1.4b)

3 2 1 .5/0 NYO

B.DisplaysIntellectualCuriosityandReflection (1.5)1.Engagesincontinuouslearningbyaskingquestions,joiningstudent/professionalorganizations,attendingconferences,andreadingprofessionalliterature(1.5a)

3 2 1 .5/0 NYO

2.Reflectsonteaching;offersalternativestrategiestoimproveteachingandimplementadjustedplan(1.5b)

3 2 1 .5/0 NYO

C.Communicatescriticallyandeffectivelythroughallmodesofcommunication(1.6)1.Useslanguageeffectivelytoexpressideasacrossavarietyofmodalities(oral,written,professionalemail,etc)(1.6a)

3 2 1 .5/0 NYO

2.Usesprofessionaloralandwrittencommunication(1.6b) 3 2 1 .5/0 NYO

D.Organizestimeandmaterialsforeffectiveinstruction(1.7)1.Assimilatescomplexinformationfrommultiplesourcestocreatelessons,materials,andassignments(1.7a)

3 2 1 .5/0 NYO

2.Allowssufficientplanningtimetocompletetasks(1.7b) 3 2 1 .5/0 NYO3.Managesmaterialsandseeksappropriatesourcesforinstruction(1.7c)

3 2 1 .5/0 NYO

4.Adaptstounexpectedchangesintheschedule(1.7d) 3 2 1 .5/0 NYOE.Collaboratesthoughtfullywithallstakeholders(2.4)1.Demonstratesappropriatesocialskillsinprofessionalandsocialinteractions(personalspace,maintainingcomposure,toneofvoice,maintainingeyecontact,appropriateturn-takinginconversations)(2.4a)

3 2 1 .5/0 NYO

2.Receptivetootherviewpoints(listensfirst,acknowledgesothers’opposingviews)(2.4b)

3 2 1 .5/0 NYO

3.Respondsappropriatelytothesituationandisaccountableforone’s 3 2 1 .5/0 NYO

35

emotionsandbehaviors(2.4c)4.Seeksoracceptssuggestionsandadvicefrommentors(2.4d) 3 2 1 .5/0 NYO5.Collaboratesandreflectswithsupportingprofessionalsandimplementsappropriatechanges(2.4e)

3 2 1 .5/0 NYO

F.DemonstratesEthicalBehavior(2.5)1.Reportsstudents’progressresponsibly(2.5a) 3 2 1 .5/0 NYO2.Participatesindecision-makingandmaintainshis/hercommitmenttodecisionsmade(2.5b)

3 2 1 .5/0 NYO

3.Maintainsconfidentiality(2.5c) 3 2 1 .5/0 NYO

G.DemonstratesProfessionalConduct(2.6)1.Arrivespromptlytoallcommitments(2.6a) 3 2 1 .5/0 NYO2.Maintainsaprofessionalappearanceasspecifiedinthefieldplacementorstudentteachinghandbook(2.6b)

3 2 1 .5/0 NYO

3.Followssafetypolicyandproceduralrulesoftheschool(2.6c) 3 2 1 .5/0 NYO4.Representstheschoolprofessionallyduringschoolhoursandcommunityevents(2.6d)

3 2 1 .5/0 NYO

H.UnderstandsandAdvocatesforSocialJustice(3.1-3.4)Thesedispositionscanonlybeassessedthroughconversationwiththestudentteacher.1.Setshighexpectationsforallstudents(3.1) 3 2 1 .5/0 NYO2.Interactspositivelyandrespectfullywiththoseofdifferentbackgroundsandabilities(3.2)

3 2 1 .5/0 NYO

3.Isawareofstructuralinequalitiesofschoolsandsocietythatshapestudents’accesstoachievement(ex:Candidatenoticesdeficitattitudestowardschildreninculturallynon-dominantcommunities)(3.3)

3 2 1 .5/0 NYO

4.Respectfullyquestionspracticesandpoliciesthatreinforceinequitiesandunderminestudentlearning(ex:Candidatedescribestohis/herstudentteachermentorhowshe/hewouldchallengeunflatteringandunnecessaryremarksmadeaboutstudents)(3.4)

3 2 1 .5/0 NYO

Reflection:Mid-Semester:Reflectonareasofexemplaryperformanceandareasofperformancethatneedimprovement.Pleaseidentifythreegoalsforenhancingprofessionalgrowth.FinalAssessment:Reflectonprogresstowardsidentifiedgoals.StudentTeacherName:CooperatingTeacher/StudentTeacherMentor:Name:Signature:Date:

36

APPENDIXG:ActionPlanforImprovementinStudentTeachingSaintJoseph'sUniversityOfficeofStudentTeaching

Date:StudentTeacher:HostSchool:CooperatingTeacher:StudentTeacherMentor:Briefdescriptionofconcern(s)Objectives ActionSteps

(WhatWillBeDone?)

Timeline(ByWhen?)

EvidenceOfSuccess(Howwillyouknowthatyouaremaking

progress?)

37

APPENDIXH:PennsylvaniaDepartmentofEducationPDE430Thisdocumentishereforreference.Pleasesubmitonlineusingtheformsfoundhere-https://sites.sju.edu/education/student-teaching/student-teacher-mentor-resources/ToBeCompletedbyStudentTeacherMentor(Mid-termandFinal)StatewideEvaluationFormforStudentProfessionalKnowledgeandPractice

• Tobecompletedbycooperatingteacher/studentteachermentor. Student’sLastName First Middle Subject(s) Taught _____________________________________________________________ Grade Level This form is to serve as a permanent record of a student teacher’s professional performance evaluation during a specific time period based on specific criteria. This form must be used at least twice during the 12-week (minimum) student teaching experience. PERFORMANCE EVALUATION Directions: Examine all sources of evidence provided by the student teacher and bear in mind the aspects of teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the signature of the student teacher. CategoryI:PlanningandPreparation–Studentteacherdemonstratesthoroughknowledgeofcontentandpedagogicalskillsinplanningandpreparation,studentteachermakesplansandsetsgoalsbasedonthecontenttobetaught/learned,theirknowledgeofassignedstudentsandtheirinstructionalcontext.Alignment:354.33.(1)(i)(A),(B),(C),(G),(H)

38

StudentTeacher’sperformanceappropriatelydemonstrates:• Knowledgeofcontent• Knowledgeofpedagogy• KnowledgeofPennsylvania’sK-12AcademicStandards• Knowledgeofstudentsandhowtousethisknowledgetoimpartinstruction• Useofresources,materials,ortechnologyavailablethroughtheschoolor

district• Instructionalgoalsthatshowarecognizablesequencewithadaptationsfor

individualstudentneeds• Assessmentsofstudentlearningalignedtotheinstructionalgoalsandadapted

asrequiredforstudentneeds• Useofeducationalpsychologicalprinciples/theoriesintheconstructionof

lessonplansandsettinginstructionalgoalsSourcesofEvidence(Checkallthatapplyandincludedates,types/titlesandnumber)

q Lesson/UnitPlansq Resources/Materials/Technologyq AssessmentMaterialsq InformationAboutStudents

q StudentTeacherInterviewsq ClassroomObservationsq ResourceDocumentsq Other

Category Exemplary 3 Points

Superior 2 Points

Satisfactory 1 Point

Unsatisfactory 0 Points

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating (Indicate√)

Justification for Evaluation __________________________________________________________________________________Student’sLastName First Middle

39

Category II: Classroom Environment – Student teacher establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and by setting clear expectations for student behavior. Alignment:354.33.(1)(i)(E),(B)StudentTeacher’sperformanceappropriatelydemonstrates:

• Expectationsforstudentachievementwithvalueplacedonthequalityofstudentwork

• Attentiontoequitablelearningopportunitiesforstudents• Appropriateinteractionsbetweenteacherandstudentsandamongstudents• Effectiveclassroomroutinesandproceduresresultinginlittleornolossof

instructionaltime• Clear standards of conduct and effective management of student behavior • Appropriate attention given to safety in the classroom to the extent that it is under

the control of the student teacher • Ability to establish and maintain rapport with students

SourcesofEvidence(Checkallthatapplyandincludedates,types/titles,andnumber)

q ClassroomObservationsq Informal

Observations/Visitsq StudentTeacherInterviews

q VisualTechnologyq Resources/Materials/Technology/Spaceq Other

Category Exemplary 3 Points

Superior 2 Points

Satisfactory 1 Point

Unsatisfactory 0 Points

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating (Indicate√)

Justification for Evaluation

Student’sLastName First Middle

40

CategoryIII–Studentteacher,throughknowledgeofcontentandtheirpedagogyandskillindeliveringinstructionengagesstudentsinlearningbyusingavarietyofinstructionalstrategies.Alignment:354.33.(1)(i)(D),(F),(G)StudentTeacher’sperformanceappropriatelydemonstrates:

• Knowledgeofcontentandpedagogicaltheorythroughtheirinstructionaldelivery

• InstructionalgoalsreflectingPennsylvaniaK-12standards• Communicationofproceduresandclearexplanationsofcontent• Instructionalgoalsthatshowarecognizablesequence,clearstudent

expectations,andadaptationsforindividualstudentneeds• Useofquestioninganddiscussionstrategiesthatencouragemanystudentsto

participate• Engagementofstudentsinlearningandadequatepacingofinstruction• Feedbacktostudentsontheirlearning• Useofinformalandformalassessmentstomeetlearninggoalsandtomonitor

studentlearning• Flexibilityandresponsivenessinmeetingthelearningneedsofstudents• Integrationofdisciplineswithintheeducationalcurriculum

SourcesofEvidence(Checkallthatapplyandincludedates,types/titles,ornumber)

q ClassroomObservationsq InformalObservations/Visitsq AssessmentMaterialsq StudentTeacherInterviews

q StudentAssignmentSheetsq StudentWorkq Instructional

Resources/Materials/Technologyq Other

Category Exemplary 3 Points

Superior 2 Points

Satisfactory 1 Point

Unsatisfactory 0 Points

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating (Indicate√)

Justification for Evaluation

41

CategoryIV–Studentteacherdemonstratesqualitiesthatcharacterizeaprofessionalpersoninaspectsthatoccurinandbeyondtheclassroom/building.Alignment:354.33.(1)(i)(I),(J)StudentTeacher’sperformanceappropriatelydemonstrates:

• Knowledgeofschoolanddistrictproceduresandregulationsrelatedtoattendance,punctualityandthelike

• Knowledgeofschoolordistrictrequirementsformaintainingaccuraterecordsandcommunicatingwithfamilies

• Knowledgeofschooland/ordistrictevents• Knowledgeofdistrictorcollege’sprofessionalgrowthanddevelopment

opportunities• Integrityandethicalbehavior,professionalconductasstatedinPennsylvania

CodeofProfessionalPracticeandConductforEducators;andlocal,state,andfederal,lawsandregulations

• Effectivecommunication,bothoralandwrittenwithstudents,colleagues,paraprofessionals,relatedservicepersonnel,andadministrators

• Abilitytocultivateprofessionalrelationshipswithschoolcolleagues• KnowledgeofCommonwealthrequirementsforcontinuingprofessional

developmentandlicensure

SourcesofEvidence(Checkallthatapplyandincludedates,types/titles,ornumber)q ClassroomObservationsq InformalObservations/Visitsq AssessmentMaterialsq StudentTeacherInterviewsq WrittenDocumentation

q StudentAssignmentSheetsq StudentWorkq Instructional

Resources/Materials/Technologyq Other

Category Exemplary 3 Points

Superior 2 Points

Satisfactory 1 Point

Unsatisfactory 0 Points

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating (Indicate√)

Justification for Evaluation

42

Overall Rating Category Exemplary

(Minimum of 12 Points)

Superior (Minimum of 8 Points)

Satisfactory (Minimum of 4 Points)

Unsatisfactory (0 Points)

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating (Indicate√)

Note:Candidatesmustachieveatleastasatisfactoryratingconsistingof4Pointsorabove.Justification for Overall Rating: _____________________________________________________________________________________Student’sLastName First Middle _____________________________________________________________________________________District/IU School Interview/ConferenceDate_____________________________________________________________________________________SchoolYear Term

RequiredSignatures: Mentor/Evaluator: Date

StudentTeacher: Date:

CertificationOfficer: Date:CertificationArea:

(TobecompletedbyCertificationOfficer)

PDE–CertificationCode:

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AppendixI:Mid-semesterandFinalEvaluation(ToBeCompletedbyCourse/SeminarProfessor)

SaintJoseph'sUniversitySpecialEducation

Mid-SemesterEvaluationFormfor

GraduateStudents'ClassPerformance

Candidate Name __________________________________________________________ Term __Fall __Spring __Summer Year: 20__ Course Number/Name _____________________________________________________ Instructor/Professor: Name _________________________________________________ Please rate the candidate in the following areas of knowledge, skills, and dispositions. Exemplary

3 Proficient

2 Basic

1 Unsatisfactory .5 (Rarely)

0 (Never)

Not Yet Observed

The candidate consistently provides evidence of the desired behaviors.

The candidate often provides evidence of the desired behaviors.

The candidate sometimes provides evidence of the desired behaviors.

The candidate rarely/never provides evidence of the desired behaviors.

Not yet observed

Content Knowledge Provides evidence in assignments, class work, and/or assessments of an established level of content knowledge.

3 2 1 .5 0

NYO

Comments: Skills: Communication, Time Organization, and Professor/Peer Collaboration Uses language effectively to express ideas across a variety of modalities (oral, written, email, Skype, etc.) (1.6a)

3 2 1 .5 0

NYO

Demonstrates contextually correct usage/grammar, spelling, and conventions of writing (1.6a)

3 2 1 .5 0

NYO

Submits assignments on time (1.7b) 3 2 1 .5 0

NYO

Demonstrates appropriate social skills in interactions with professor and peers (personal space, maintaining composure, tone of voice, etc. (2.4a)

3 2 1 .5 0

NYO

Is receptive to other viewpoints (listens, acknowledges others’ opposing views) (2.4b)

3 2 1 .5 0

NYO

Displays responses appropriate to the situation and demonstrates accountability and responsibility for responses when provided (2.4c)

3 2 1 .5 0

NYO

Seeks or accepts suggestions and advice from supporting professionals (2.4d)

3 2 1 .5 0

NYO

44

Comments:

Dispositions: Intellectual Curiosity and Reflection, Ethical Behavior, and Professional Conduct Engages in continuous learning by asking questions, taking advantage of learning opportunities; engaging in self-reflection (1.5a)

3 2 1 .5 0

NYO

Follows through on decisions that are agreed upon; demonstrates and fosters respect for peers and university professors (2.5b)

3 2 1 .5 0

NYO

Online Class: Logs into class regularly (2-4 times weekly) (2.6a) Traditional Class: Arrives promptly to class (2.6a)

3 2 1 .5 0

NYO

Actively participates in class (2.6a) 3 2 1 .5 0

NYO

Takes responsibility for learning (2.6a) 3 2 1 .5 0

NYO

Comments: Social Justice Reflections* Articulates or demonstrates respect in his/her interactions with all cultures 3 2 1 .5

0 NYO

Recognizes the social and educational factors that systematically privilege or disadvantage students

3 2 1 .5 0

NYO

Articulates or demonstrates an understanding of the importance of creating culturally congruent learning environments for students

3 2 1 .5 0

NYO

Comments: *Determined through conversation _____________________________________________Date____________