Field Experience Placements Handbook - Longwood University

Field Experience Placements Handbook

Hull Education Center, Room 141 201 High Street

Farmville, VA 23909

Phone: 434-395-2331 Fax:434-395-4926

College of Education and Human Services

Office of Professional Services

Table of Contents Introduction 3 National Council for the Accreditation of Teacher Education Competencies 4 Longwood University’s Conceptual Framework Standards 6 Office of Professional Services Contact Information 8 Office of Professional Services Mission, Goals, Objectives 9 Administration of Field and Clinical Placement 10 Role of the Partnering School Division and School 12 Procedure to Handle Student Complaints 13

1. Field Experience Placements 15 A. Practicum I (EDUC 270 or 265) Requirements 17

Journal Entry Guidelines 18 General Journal Entries 18 Specific Journal Entries 18 Role of the Cooperating Teacher and University Supervisor 24 University Supervisor’s Responsibilities Practicum I 26 Assessment for Rubric for Journal Entries 27 Evaluation and Grading 28

B. Practicum II—EDUC 370 and SPED 327 Requirements 29 General Journal Entry Guidelines 30 General Journal Entries 30 Specific Journal Entries 31 Role of the Cooperating Teacher and University Supervisor 33 University Supervisor’s Responsibilities Practicum II 36 Assessment for Rubric for Journal Entries 37 Evaluation and Grading 38

Appendices A Standard Daily Lesson Plan B Daily Lesson Plan for Special Education C Summative Evaluation Form D Cooperating Teacher Feedback & Data Form E Early Clinical Experience Evaluation F Student Teaching Abroad (Checklist, Timeline, & Faculty Commitment to Supervise Form) G Clinical Experience Diversity Report H Impact on Student Learning Report

I Teacher Candidate Survey J Dispositions Assessment K Teacher Work Sample Rubric L Observation and Evaluation Form for Clinical Experience M Final Clinical Experience Evaluation N Field Activity Log

2

Introduction

The Longwood University College of Education and Human Services is committed to providing the teacher candidate with positive, practical, and professional field and clinical experiences. University faculty, supervisors, cooperating teachers, and the Office of Professional Services (OPS) work with the teacher candidate to provide the support and encouragement s/he needs to enter the teaching profession as enthusiastic, effective, and caring teachers who can teach all students. Longwood's Teacher Education Preparation Program prepares Teachers as Reflective Leaders based upon a solid foundation in general education, a broad background in liberal arts and sciences, and specific pedagogical skills as required by the National Council for the Accreditation of Teacher Education (NCATE) competencies. The NCATE competencies and Longwood’s Conceptual Framework Standards that the teacher candidate graduate is able to demonstrate are described on pages 4 - 7. This manual is intended for use by Longwood University teacher candidates (whether based at the Farmville campus or New College Institute campus), faculty and university supervisors, cooperating teachers, and host principals. It is a comprehensive guide for field and clinical experience, but is not exhaustive in its coverage. This handbook provides policies, requirements, guidelines and suggestions for those individuals involved with field and clinical experience placement activities. This manual is supplemented by the mandatory meetings, orientation sessions, and training provided by the Office of Professional Services, as well as information provided on the OPS website. The terms defined below are specific for this handbook. • Clinical experience placement refers to student teaching. Clinical experience

and student teaching will be used interchangeably. • Field experience placement refers to Practicum I and Practicum II placements. • Partnering school division refers to the school division that has signed a

Memorandum of Understanding on file in the OPS. The OPS will maintain a current list of partnership schools on its website.

• Teacher candidate refers to a Longwood University student who has been or

plans to be admitted to the Teacher Preparation Program.

3

National Council for the Accreditation of Teacher Education (NCATE) Competencies

1. Planning for Instruction 1.1 Plans for lesson objectives to achieve curriculum goals 1.2 Develops teaching procedures to meet individual and group needs 1.3 Selects and uses technology and teacher made resources 2. Implementation and Management of Instruction

2.1 Uses an effective lesson design to provide instruction appropriate to lesson objectives

2.2 Maintains high level of motivation through appropriate uses of academic learning time

2.3 Facilitates high expectations for all learners through individual and group learning

2.4 Integrates knowledge of liberal arts and specialized field with pedagogical skills 2.5 Stimulates and encourages critical thinking and creative problem solving 3. Evaluation and Assessment

3.1 Plans and uses a variety of methods to assess student achievement 3.2 Communicates assessment information appropriately 3.3 Uses evaluation results to make instructional decision 3.4 Selects appropriate methods of evaluation for each objective of the lesson plan 4. Knowledge of Subject 4.1 Demonstrates an understanding of the subject being taught

4.2 Demonstrates ability to help learners understand the subject being taught and its relationship to the world at large

4.3 Critically evaluates information given in textbooks and other resource materials

4.4 Has knowledge of and presents in lessons, global contributions of various cultures and ethnicities

5. Communication Skills 5.1 Demonstrates competent skills in oral and written language

5.2 Effectively communicates with teachers, students, university supervisors, parents, and community

4

6. Classroom Management 6.1 Establishes an environment conducive to learning for diverse

student population. 6.2 Uses fair and positive classroom management techniques 6.3 Establishes a learning environment which encourages mutual cooperation and respect 7. Technology

7.1 Integrates instructional technology into the learning environment 7.2 Models technology usage 7.3 Provides students opportunities to use instructional technologies

8. Diversity

8.1 Demonstrates sensitivity to diversity issues 8.2 Incorporates diverse experiences, instructional procedures, and

assessments into instruction 8.3 Provides students varying cultural, racial and socio-economic

experiences

9. Professional Responsibilities 9.1 Supports school’s policies and regulations 9.2 Participates in professional development activities 9.3 Relates effectively with colleagues, community, and students

9.4 Makes decisions and demonstrates behavior congruent with professional code of ethics

9.5 Displays evidence of specific dispositions that contribute to a highly effective teacher

5

Longwood University’s Conceptual Framework Standards CF STANDARD I: Content Knowledge Longwood University (LU) Educational Professionals possess an extensive working knowledge of the content of their profession and are able to deliver or assist in delivery of content in a manner that is consistent with best professional practices and that positively impacts student learning. CF STANDARD II: Planning LU Education Professionals possess the ability to develop individual and group outcomes using appropriate techniques, strategies, technology, and available resources to meet state standards, other educational goals, and student needs. CF STANDARD III: Learning Climate LU Education Professionals are able to create for all students a positive and supportive environment that is conducive to learning, developmentally appropriate, and encourages mutual cooperation and respect. CF STANDARD IV: Implementation/Management LU Education Professionals design and use effective strategies that motivate students to have high expectations while encouraging critical thinking and creative problem solving. CF STANDARD V: Evaluation/Assessment LU Education Professionals use a variety of appropriate appraisal and evaluation methods to assess student learning and growth and to evaluate and improve on their professional practices. CF STANDARD VI: Communication LU Education Professionals possess the ability to communicate in a variety of contexts and with a variety of audiences, including students, parents, colleagues, and administrators, and value such communication as a means to provide opportunities for all students to grow and develop to their fullest potential. CF STANDARD VII: Technology LU Education Professionals utilize appropriate media, technology, and available resources for planning and implementing instruction, assessing and communicating learning results, and engaging students in instruction.

6

CF STANDARD VIII: Diversity LU Education Professionals value diversity as an opportunity to enhance the learning of all students. They are deliberate in using what each child brings to the learning situation and facilitating learning experiences crafted to each student’s learning needs. They also challenge students to reflect upon and transform their own beliefs about a diverse society as well as to challenge stereotypes and negative assumptions about diverse cultures, languages, economic resources, and abilities. CF STANDARD IX: Professional Dispositions LU Education Professionals demonstrate dispositions associated with the profession by their valuing of learning, personal integrity, diversity, collaboration, and professionalism.

7

Office of Professional Services Please contact the Office of Professional Services regarding information about field and clinical experience placements. Contact Information Office of Professional Services Telephone: 434.395.2331 Fax: 434.395.4926 Dr. Connie H. Ballard, Director 434.395.2670 [email protected] Alissa A. Baldwin, Assistant Director 434.395.2195 [email protected] Judy M. Allen, Administrative Office Specialist III 434.395.2331 [email protected]

Longwood University carries bodily and property damage liability insurance for Longwood University faculty, staff, and the teacher candidate engaged in observations, field, and clinical experience placements. Professional liability is provided to the teacher candidate acting in the scope of her/his placement. Any problems must be reported immediately to the Office of Professional Services.

8

Office of Professional Services Mission The Office of Professional Services (OPS), in collaboration with partnering school divisions, is committed to placing the teacher candidates in fully accredited educational settings that will prepare them to be reflective leaders and practitioners who can teach all students while providing support and relevant training to partnering school divisions’ professionals.

Office of Professional Services Goals 1. Place the teacher candidates in accredited educational settings. 2. Place the teacher candidates with cooperating teachers who possess a current

license in the assigned subject and a minimum of three years teaching experience. A master’s degree is preferred.

3. Place the teacher candidates in educational settings that provide multi-diverse exposure opportunities for learning and teaching.

4. Assign the teacher candidates to a university supervisor who is licensed in the same or appropriate subject area sought by the teacher candidates.

5. Provide related training to partnering school divisions’ professionals regarding Longwood’s Teacher Education Program.

Office of Professional Services Objectives

1. Verify the accreditation status of the educational settings with the OPS school divisions’ contact person or other reputable resources (public documents, website).

2. Verify the cooperating teachers’ license, years of experience, and degree earned with the OPS school divisions’ contact person.

3. Verify the diverse representations (i.e. gender, special needs, socio-economic status, ethnicity, linguistics, etc.) in the educational settings.

4. Verify the university supervisors’ license area(s). 5. Access the training needs of partnering school divisions regarding

Longwood’s Teacher Education Program.

9

Administration of Field and Clinical Experience Placements

Field and clinical experience placements will be guided by the following policies:

1. The OPS will only coordinate and manage field and clinical experience placements with school divisions that have a signed Memorandum of Understanding (MOU) on file. Abroad field and clinical placements will be coordinated with the Office of International Affairs.

2. The OPS will only use accredited institutions and appropriately certified

educators as university supervisors and cooperating teachers for all field and clinical experience placements.

3. Program areas have the discretion to use other school divisions. The

program areas are responsible for ensuring that the schools are accredited and that appropriately certified educators are hosting the teacher candidate. The program areas are also responsible for obtaining the required data regarding the field and clinical experience placements.

4. All potential new partnering school divisions will be visited by the Director

of the OPS or by an appropriate Longwood University representative prior to including them on the approved choice list for field and clinical experience placements. Recommendations for partnerships are subject to an evaluation for need based on teacher candidate interest.

5. Prior to the beginning of a field or clinical experience placement, this

handbook will be available for the university supervisor, faculty, cooperating teacher, teacher candidate, and appropriate school personnel online at the OPS website. Hard copies will be distributed as appropriate.

The Office of Professional Services will:

1. coordinate, receive, and process applications for the field and clinical experience placement activities.

2. schedule training sessions for university faculty, advisors, and supervisors

to share and explain the requirements for field and clinical experience placements.

10

3. schedule class visits and informational sessions to inform the potential teacher candidate of the requirements for each field and clinical experience placement.

4. send all field and clinical experience placement requests to the OPS

partnering school division’s contact. The university supervisor, faculty, and the teacher candidate may not contact school divisions or individual schools to request a field or clinical experience placement.

5. forward the field and clinical experience placements to the appropriate

university supervisor and the teacher candidate upon receipt and approval by the partnering school division and the OPS.

6. limit the number of placement requests to a school division to prevent

“overload” on a school.

7. supervise and assist the university supervisor and cooperating teacher with the evaluation of field and clinical experience placements.

8. work closely with the partnering school divisions and other institutions of

higher education to coordinate and manage an effective field and clinical experience placement process.

9. arrange, prior to the initial week of the field and clinical experience

placements, a group meeting for the university supervisors, and the teacher candidates.

10. submit to the Registrar’s office the final grade for each teacher candidate

completing a field or clinical experience placement.

11. provide the Associate Dean’s office and the teacher education faculty data to analyze and evaluate the success of the field and clinical experience placements.

11

Role of the Partnering School Division and School

Participation as a partnering school division for field and clinical experience placements provides opportunities for educators to contribute to the professional development of future educators. Secondly, it provides an opportunity to observe and nurture, on site, possible future contracted educators for the school division. The partnering school division designee will:

1. review and sign the Memorandum of Understanding that grants payment to the school division or school for hosting a teacher candidate during the clinical experience placement (student teaching).

2. designate the appropriate personnel to be a contact for the OPS. The OPS

will communicate with this individual to obtain and finalize field and clinical experience placements. The contact person must determine and inform the OPS of the number of field and clinical experience placements that can be placed.

3. be responsible for ensuring that the cooperating teacher possesses a current

license in the assigned subject and has a minimum of three years teaching experience. A master’s degree is preferred.

4. be responsible for ensuring that the assigned school is accredited.

12

Procedure to Handle Student Complaints This complaint procedure is designed to assist teacher candidates who have perception of unfair and/or unlawful treatment. A complaint should be resolved without initiating the formal procedure, if at all possible. This procedure does not supersede Longwood University’s policies set forth for grievances of discrimination, harassment, or grade appeals. If a teacher candidate is not admitted to the Teacher Preparation Program, s/he should first consult with the Office of Professional Services to determine the reason(s) for this decision. Often times, a requirement has simply not been met or adequately documented, and admission can follow thereafter upon compliance and/or production of the necessary documentation. Appeals regarding denied admission to the Teacher Preparation Program must be directed in writing to the appropriate Program Coordinator(s) based on the teacher candidate’s licensure and endorsement area(s). If a teacher candidate has a complaint about field and clinical placements (from the application to completion stages), university supervisors, grades, deficiencies, or decisions made by faculty members, advisors, the Office of Professional Services, etc., please use the following procedure:

1. The teacher candidate should first discuss the issue with the person(s) involved and attempt to resolve the complaint through informal discussion. This meeting should occur within ten (10) business days of the time when the student had knowledge of the issue.

2. If the matter cannot be resolved at this meeting, the teacher candidate may file a written complaint within ten (10) business days of the verbal meeting. The written complaint should be submitted to the person(s) directly involved with notification of the complaint also being provided to the appropriate supervisor. The written complaint must contain the following:

a. A complete description of the complaint; b. Any supporting documents; and c. The redress (desired outcome) sought by the teacher candidate.

3. The person receiving the written complaint has ten (10) business days to

reply to the teacher candidate in writing. If the teacher candidate is not satisfied with the written response from the employee, the teacher

13

candidate should make a written appeal to the employee’s supervisor. The supervisor has ten (10) business days to investigate and reply in writing to the student or schedule mediation with the person(s) involved.

4. If the teacher candidate is not satisfied with the written response from the supervisor and/or the outcome(s) of the scheduled mediation, s/he may appeal to the Department Chair. This appeal must be made within ten (10) business days of the supervisor’s written response and/or mediation. The teacher candidate should include copies of all previous correspondence and relevant documents, along with a cover letter, to the Department Chair. The Department Chair has ten (10) business days to adjudicate the matter and reply to the teacher candidate.

5. If the teacher candidate is not satisfied with the written response from the

supervisor and/or the outcome(s) of the scheduled mediation, s/he may appeal to the Dean of the College of Education and Human Services. This appeal must be made within ten (10) business days of the supervisor’s written response and/or mediation. The teacher candidate should include copies of all previous correspondence and relevant documents, along with a cover letter, to the Dean. The Dean has ten (10) business days to adjudicate the matter and reply to the teacher candidate.

6. If the teacher candidate is not satisfied with the written response from the

supervisor and/or the outcome(s) of the scheduled mediation, s/he may appeal to the Provost. This appeal must be made within ten (10) business days of the supervisor’s written response and/or mediation. The teacher candidate should include copies of all previous correspondence and relevant documents, along with a cover letter, to the Provost. The Provost has ten (10) business days to adjudicate the matter and reply to the teacher candidate.

7. If the teacher candidate is not satisfied with the Provost’s response, s/he

may appeal to the President within ten (10) business days after the reply from the Provost. The teacher candidate should include all related correspondence and a cover letter to the President. The President will discuss the complaint with all concerned parties and adjudicate the issue within ten (10) business days after receipt of the correspondence. This decision will be final.

8. If the teacher candidate believes that her/his grade for a field or clinical experience placement is unfair or inaccurate, the teacher candidate must follow the grade appeal policy found in the current issue of the Longwood University Catalog.

14

Field Experience Placements

Longwood University’s field experience placements include Practicum I: EDUC 270 or 265, Practicum II: EDUC 370 and SPED 327. The purpose of the field experience placement is to provide the teacher candidate with an opportunity to interact with students in elementary, middle, and high school environments. The teacher candidate is typically required to complete two field experience placements, Practicum I and Practicum II. Field experience placements are vital to helping the teacher candidate decide if s/he wants to pursue the teaching profession to earn an initial license. Field experience placement activities and experiences begin at the end of the freshman or sophomore year. These experiences are continuous and emphasize a sequential progression of observations and teaching skills. The general aim of the field experience placement is to convey the relationship between theory, research, and wisdom in practice. The teacher candidate will: 1. be involved in the instructional environment from the beginning of the teacher

education program.

2. be enabled to move gradually from observation activities to actual teaching.

3. be informed and familiar with the operation of a school by participating in a variety of instructional and operational activities.

4. have an opportunity to connect and participate with a group of educators professionally and in the instructional process.

5. have an opportunity to experience the multi-faceted role of the teacher as a professional.

6. work with students having diverse backgrounds and needs.

7. observe the relationship between content and appropriate methodologies of instruction.

8. have an opportunity to teach in small and large group settings prior to the clinical

experience placement (student teaching). 9. be observed so that evaluation of specific competencies can be made prior to the

clinical experience placement.

Prior to the first field placement, the teacher candidate, at her/his expense, is asked to present evidence of a criminal background check, negative tuberculosis test results,

15

and an automobile insurance form. In addition to Longwood requirements, school divisions may have their own forms to complete and additional procedures to follow. This information is usually found on the school division’s website. It is the teacher candidate’s responsibility to obtain this information. The teacher candidate must submit all updates and changes to previously submitted forms. All forms can be found on the OPS website. It is the responsibility of the teacher candidate to access the OPS website on a regular basis for updates regarding requirements, meeting dates, applications for placement and other essential information. Reminder! The criminal background check, tuberculosis test results, and automobile insurance form should be handed in as a complete packet. Please provide a copy of these documents to the OPS and keep the originals for your personal records. The OPS will not make copies of these documents.

16

Practicum I (EDUC 265 or EDUC 270) Practicum I is an in-depth observation and analysis of the school classroom experience. The teacher candidate is placed in a school setting for either 30 hours (EDUC 270) or 90 hours (EDUC 265) as determined by catalog year and program area. The teacher candidate is expected to follow the assigned cooperating teacher’s daily school schedule. A university supervisor is assigned to observe, support, and provide feedback. It is recommended that the teacher candidate complete Practicum I after her/his first year of enrollment. Since Practicum I is not required for all program areas, the teacher candidate must consult with her/his advisor before beginning the application process with the OPS. Practicum I Requirements In addition to the general responsibilities and requirements specified below, the Practicum I teacher candidate is required to meet the deadlines and requirements specified for each step in the Practicum I process as outlined in this handbook.

1. Attend the required Practicum meeting(s) scheduled by the OPS and the university supervisor prior to beginning the Practicum I placement. The teacher candidate who is planning to complete Practicum I abroad must also adhere to the requirements of the OPS and the Office of International Affairs (OIA).

2. Complete all scheduled days at the field placement site (one week or the equivalent for EDUC 270 students; three weeks or the equivalent for EDUC 265 students). The teacher candidate’s grade could be lowered for each day absent. The OPS must approve any changes in the Practicum I schedule.

3. Notify the university supervisor and cooperating teacher if illness or an emergency necessitates an absence from school and/or a scheduled placement activity. This must be done prior to the absence. The time missed must be made up or the teacher candidate’s could receive an incomplete or a failing grade.

4. Represent Longwood University with a professional and positive demeanor. The teacher candidate is expected to dress professionally. In all matters of conduct and personal appearance, the teacher candidate is expected to comply with the standards of Longwood University. Failure to comply with these standards may result in cancellation of the placement. If a placement is cancelled, the placement will not be rescheduled during the same placement period. Failure to complete the

17

Practicum I placement will be reported to the teacher candidate’s advisor and could delay graduation.

5. Accept the approved placement and the responsibilities as explained by the OPS, the university supervisor, and Longwood professors. Notify the OPS immediately if you attended the placement school, or if you have family who work or attend there.

6. Wear the Longwood photo identification badge or one that is provided by the partnering school while on the school site and/or when representing the assigned school.

7. Demonstrate a willingness to perform duties assigned by the cooperating teacher. Become involved and be enthusiastic.

Journal Entry Guidelines for Practicum I Each journal entry must provide a date and be complete and reflective. All journal entries must be typed and double spaced, and available for review upon request from the university supervisor. Journal entries will chronicle the activities observed and completed each day. The teacher candidate will need to observe and write a few reminder notes during the day, but write the complete journal entries after school hours on a daily basis. The journal is the major item the university supervisor will use for grading the teacher candidate. General Journal Entries for Practicum I Maintain a general journal of all activities. The general journal entries will assist the teacher candidate to reflect upon her/his activities and observations as they occur. The general journal entry should be the teacher candidate’s personal reflection of the day. Reflect in an insightful way what you observed and how practice relates to theory. Discuss what went well and why; what did not go well and why. Compare what you expected to observe with the realities of the classroom. Demonstrate that you are thinking analytically about the teaching and learning process. Specific Journal Entries for Practicum I There are different requirements for EDUC 265 and EDUC 270 teacher candidates because the length of the placement varies. The teacher candidate should complete the applicable journal entries based on which Practicum I placement s/he is completing. The Assessment Rubric for Journal Entries—Practicum I on page 27 will be used to assess the journal entries for EDUC 265 and EDUC 270 teacher candidates.

18

Specific Journal Entries for Practicum I (EDUC 270) Specific journal entries require observation of a specific focus in a structured manner. The teacher candidate will:

1. record the number of boys and girls in the classroom, the percentage of ethnic makeup in the class including Black, Hispanic, Asian, Anglo, etc. and record the number of students with special needs. Explain how equality is promoted. Specify evidence you see that all children are treated equitably without regard to gender, ethnicity, or disabilities.

2. observe students’ behavior in the following manner during a lesson:

a. How are rules established and/or made clear to the students? b. What off-task behavior was corrected by the teacher? How was the

behavior corrected? What observable effects did the correction have? c. What does the cooperating teacher do to increase the amount of on-

task behavior? d. Describe the behavior management systems used in the classroom. e. In what ways are you comfortable with the class behavior

management system?

3. identify the technology equipment that the cooperating teacher and students have access to in the classroom. How is the equipment utilized?

4. observe the lunchroom, the playground, or the loading and unloading of a school bus. Explain how safety is maintained and the responsibilities that the teacher is expected to assume. Formulate at least five questions to help you understand the roles and responsibilities of a teacher when supervising in these settings.

5. Discuss potentially dangerous situations with the cooperating teacher

(weather emergencies, student aggression, school intruder, weapons, fire drill evacuation routes, etc.). What kinds of prevention and/or intervention strategies are in place? What suggestions did the cooperating teacher offer concerning how to handle threatening situations?

6. become aware of certain concerns in the school setting by becoming

conscious of school policy on such issues as: a. toxic supplies banned from the classroom—certain kinds of marking

pens, rubber cement, etc. b. the dispensing of medication to students.

19

c. medical supplies required for classroom use—rubber gloves, bandages, compressors, facemasks, etc.

d. head lice, scabies, and other communicable diseases. e. handling various allergies suffered by students (epi-pen). f. AIDS and hepatitis prevention. g. other chronic conditions (diabetes, asthma, etc.).

7. tutor individuals or small groups using activities and materials prepared

with the assistance of the cooperating teacher. Provide a reflection to justify your effectiveness as a tutor and the success of the student(s).

The Assessment Rubric for Journal Entries—Practicum I on page 27 will be used to assess the journal entries.

20

Specific Journal Entries for Practicum I (EDUC 265) Specific journal entries require observation of a specific focus in a structured manner. The teacher candidate will:

1. observe an art, music, physical education, career and technical education, or drama class. Explain how the activities in the class could be integrated into a curriculum in your classroom.

2. observe the lunchroom, the playground, or the loading and unloading of a

school bus. Explain how safety is maintained and the responsibilities that the teacher is expected to assume. Formulate at least five questions to help you understand the roles and responsibilities of a teacher when supervising in these settings.

3. interview someone from the guidance department or administrative

personnel. Explain their role in the educational process at the school site.

4. examine an Individual Education Plan (IEP). Explain the major components of the plan and the responsibilities the teacher has in its implementation and development.

5. attend a grade level meeting, a faculty meeting, a PTA meeting, a school

board meeting, or a parent teacher conference. Identify the critical issues presented and provide a reflection as to how the issues were handled.

6. tutor individuals or small groups using activities and materials prepared

with the assistance of the cooperating teacher. Provide a reflection to justify your effectiveness as a tutor and the success of the student(s).

7. observe students’ behavior in the following manner during a lesson:

a. How are rules established and/or made clear to the students? b. What off-task behavior was corrected by the teacher? How was the

behavior corrected? What observable effects did the correction have? c. What does the cooperating teacher do to increase the amount of on-

task behavior? d. Describe the behavior management systems used in the classroom. e. In what ways are you comfortable with the class behavior

management system?

21

8. identify the technology equipment that the cooperating teacher and students have access to in the classroom. How is the equipment utilized?

9. record the number of boys and girls in the classroom.

10. record the percentage of ethnic makeup in the class including Black,

Hispanic, Asian, Anglo, etc.

11. record the nature of students with special needs. Explain how equality is promoted.

12. specify evidence you see that all children are treated equitably without

regard to gender, ethnicity, or disabilities.

13. observe a lesson for at least thirty minutes in three-minute intervals. Identify the subject and tally the number of times each student is called upon. Record by gender, ethnicity, and disability.

14. observe either center time, playtime or a physical education class.

Describe the kind of guidance given to avoid stereotypical expectations. What type of activities are the females directed to? What type of activities are the males directed to?

15. examine instructional materials. Discuss the use of instructional materials

that represent different gender, ethnicity, and disabilities. How does the cooperating teacher make certain that value and appreciation are given to each?

16. study the school’s written crisis management plan. After reviewing it,

explain the role of the teacher in a potentially dangerous situation. Discuss potentially dangerous situations with the cooperating teacher (weather emergencies, student aggression, school intruder, weapons, etc.). What kinds of prevention and/or intervention strategies are in place? What suggestions did the cooperating teacher offer concerning how to handle threatening situations?

17. become aware of certain concerns in the school setting by becoming

conscious of school policy on such issues as:

a. fire drill evacuation routes. b. toxic supplies banned from the classroom—certain kinds of marking

pens, rubber cement, etc.

22

c. the dispensing of medication to students. d. medical supplies required for classroom use—rubber gloves,

bandages, compressors, facemasks, etc. e. head lice, scabies, and other communicable diseases. f. handling various allergies suffered by students. g. AIDS and hepatitis prevention.

The Assessment Rubric for Journal Entries—Practicum I on page 27 will be used to assess the journal entries.

23

Role of the Cooperating Teacher and University Supervisor Practicum I (EDUC 270 & EDUC 265)

The cooperating teacher and the university supervisor are key individuals who aid Longwood University staff in the education process of its prospective teachers. Cooperating Teacher The cooperating teacher will be asked to:

1. complete the Cooperating Teacher Feedback and Data Form online

(Appendix D).

2. meet with the university supervisor and the teacher candidate on a regular basis to provide feedback regarding the performance and/or instructional needs of the university student.

3. review the general and specific journal requirements of the teacher candidate.

4. provide opportunities for the teacher candidate to complete the general and

specific journal requirements.

5. share with the teacher candidate ideas and rationale that will enhance creativity and initiative.

6. prepare and share with the teacher candidate and the university supervisor

observations and evaluation reports.

7. provide opportunities for the teacher candidate to make observations and engage in supporting class activities as appropriate. This may include observing teaching in a variety of settings throughout the school; monitoring and facilitating small group or individual work under the supervision of the cooperating teacher; assisting with bulletin boards, learning centers, clerical duties, copying materials; using appropriate media; and observing activities in other areas of the school (i.e. library, guidance office, cafeteria, music room, art room, gymnasium, various special education and regular classroom settings).

24

8. introduce the teacher candidate to the class in such a way that s/he will be accepted in a professional capacity. It is helpful to introduce the teacher candidate as a co-teacher rather than as a practicum student.

9. help the teacher candidate to become acquainted with classroom management

methods taking attendance, organizing seating plans, monitoring physical conditions of the classroom, etc.

10. discuss the daily schedule with the teacher candidate as well as obligations such

as faculty meetings, professional organizations, and committee assignments.

11. be certain that the teacher candidate understands the instructional strategies being observed. Do not hesitate to explain the use of certain strategies, techniques, materials, etc. and the reason for choosing them.

12. allow the teacher candidate to assist with certain routine teaching tasks (i.e.

answering questions during supervised study, taking a group of students to the library, and similar activities that involve contact with an individual student or a small group of students).

13. encourage the teacher candidate, as s/he is able, to plan and teach a lesson with

your supervision.

14. use and share the Summative Evaluation Form (Appendix C) comments with the university supervisor to document 25% of the teacher candidate’s final grade.

University Supervisor The role of the university supervisor is outlined on page 26 University Supervisor’s Responsibilities Practicum I.

25

University Supervisor’s Responsibilities Practicum I (EDUC 265 or EDUC 270)

• Attend the Practicum training meeting scheduled by the OPS.

• Meet the Practicum I teacher candidate prior to the first day of the placement. This is usually done

immediately following the training meeting scheduled by the OPS. • Share and discuss with the Practicum I teacher candidate contact information, expectations,

observations, meeting times, feedback, spectrum of Practicum I, etc. • Share and discuss with the Practicum I cooperating teacher contact information, expectations,

observation schedule, etc. as far in advance of the placement as possible. • Arrange a time to meet the Practicum I teacher candidate at the placement school prior to the first

day, if possible, for introductions to the school administrator(s), cooperating teacher, etc. • Observe the Practicum I teacher candidate a minimum of twice during the Practicum I placement.

More observations and visits are encouraged if needed to support the teacher candidate’s professional growth and if time permits. This may require careful scheduling since the EDUC 270 teacher candidates complete a one-week placement.

• Meet with the cooperating teacher and the Practicum I teacher candidate to provide feedback,

suggestions, areas of strength, and areas of improvement. • Evaluate journal entries. The journal is the major grading item for Practicum I. Share the Summative

Evaluation Form with the cooperating teacher. Collect feedback from the cooperating teacher for use in assigning a final grade to the teacher candidate.

• Schedule a final conference with the Practicum I teacher candidate to share areas of strength, areas of

improvement, and final grade. • Remind the cooperating teacher to submit the Cooperating Teacher Feedback and Data Form

online. Confirm with the Associate Dean’s Office that this has been done and received. • Submit the Summative Evaluation Form online at the end of the placement (one week for EDUC

270 or three weeks for EDUC 265). Please check Practicum I to access the correct form. • Submit a final grade for the Practicum I teacher candidate on the grade sheet provided. This grade

sheet will be an Excel spreadsheet sent by email from the OPS. Please return the completed grade sheet to the OPS within one week of the end of the placement.

• Submit the Travel Reimbursement Authorization form to the OPS at the end of the Practicum I

placement. This form will be emailed by the OPS for you to complete and return a signed original.

• Contact the OPS with any questions or concerns that may arise before, during, or after Practicum I.

26

Assessment Rubric for Journal Entries–Practicum I (EDUC 270 & 265)

On Target Acceptable Unacceptable Journal entries are reflective and thoughtful because they:

-contain all required elements. -are written in a narrative style.

-are written in grammatically correct form (punctuation, spelling, etc.).

-use pertinent examples from theory and practice to support feelings and ideas discussed in individual entries.

-answer "Why?" and "How?" rather than simply "Who?" "What?" "When?" and “Where?" -regularly address the question "Why am I doing what I'm doing?"

-are completed on a daily basis.

-are always available for inspection upon request.

-are always up-to-date.

-meet requirements for individual journal entries as specified.

Journal entries:

-contain most of the elements listed under the excellent category.

-are written in narrative style with few errors in grammar.

-occasionally use examples from theory and practice to support feelings and ideas discussed in individual entries.

-are factual, but show less insightfulness in responding to "Why?" and "How?" rather than simply "Who?" "What?" "When?" and "Where?"

-occasionally address the question "Why am I doing what I'm doing?"


-are always available for review upon request.

-all entries are completed by the end of the practicum.


Journal entries:

-contain few of the elements listed under the excellent category.

-are poorly written with frequent grammatical errors.

-seldom uses examples from theory and practice to support feelings and ideas discussed in individual entries.

-show little insightfulness in responding to "Why?" and "How?" rather than simply "Who?" "What?" "When?" and "Where?"

-seldom address the question “Why am I doing what I'm doing?"

-are not always done on a daily basis.

-are not always available upon request.

-are not completed by the end of the practicum.

-do not meet requirements for individual journal entries as specified.

27

Evaluation and Grading-Practicum I (EDUC 270 & EDUC 265)

Grading for Practicum I Journal

1. Daily Observation and Reflection Entries 30 2. Specific Requirements Entries 20 3. Cooperating Teacher Evaluation* 25 4. Longwood Supervisor Evaluation* 25

Total 100 *The cooperating teacher and the university supervisor may use the Summative Evaluation Form for grading. Grading The achievement of a student is indicated by the grade that is received. The university supervisor has the discretion to assign the numerical value of each letter grade. A – Superior B – Above Average C – Average D – Below Average, but passing F – Failure Honor Code The teacher candidate is expected to follow the Longwood University Honor Code as described in the current Longwood catalog. Learning Accommodations Any student who feels that s/he may need accommodations based on a disability should inform their university supervisor before the Practicum begins.

28

PRACTICUM II—EDUC 370 and SPED 327 Practicum II is the second field placement. It is a 90 hours or three weeks placement in a classroom. To apply for Practicum II, the teacher candidate must be admitted to the Teacher Preparation Program. Requirements for admittance are specified on the OPS website. It is recommended that Practicum II be completed after the sophomore year of enrollment at Longwood University. Most program areas require the prerequisite of EDUC 270 or 265 before registering for Practicum II. The teacher candidate will need to consult with her/his advisor regarding prerequisite requirements. Practicum II continues to be one of observation and analysis of classroom experiences. In addition, the teacher candidate plans and teaches at least one lesson. A Longwood University supervisor is assigned to support, observe, and provide instructional and professional growth feedback. Practicum II Requirements In addition to the general responsibilities and requirements specified below, the Practicum II student is required to meet the deadlines and requirements specified for each step in the Practicum II process as outlined in this handbook.

1. Attend the required Practicum meetings scheduled by the OPS and the university supervisor prior to beginning the Practicum II placement. The university student who is planning to complete Practicum II abroad must adhere to the requirements of the OPS and the OIA.

2. Complete all scheduled days (three weeks, or the equivalent) at the field

placement site. The teacher candidate’s grade could be lowered for each day absent. It is the responsibility of the teacher candidate to make the necessary arrangements with the cooperating teacher and to inform her/his university supervisor.

3. Notify the university supervisor and cooperating teacher if illness or an

emergency necessitates an absence from school and/or a scheduled placement activity. This must be done prior to the absence. The OPS must approve any changes in the Practicum II schedule.

4. Represent Longwood University with a professional and positive

demeanor. The teacher candidate is expected to dress professionally. In

29

all matters of conduct and personal appearance, the teacher candidate is expected to comply with the standards of Longwood University. Failure to comply with these standards may result in cancellation of the placement. If a placement is cancelled, the placement will not be rescheduled during the same placement period. Failure to complete the Practicum II placement will be reported to the teacher candidate’s advisor and could delay graduation.

5. Accept the approved placement and the responsibilities as explained by the

OPS, the university supervisor, and Longwood professors.

6. Wear the Longwood photo identification badge or one that is provided by the partnering school while on the school site and/or when representing the assigned school.

7. Demonstrate a willingness to perform duties assigned by the cooperating

teacher. Become involved and be enthusiastic.

8. Complete the Clinical Experience Diversity Report (Appendix G) online. A link is available from the OPS website under “Assessment Data Forms.”

Journal Entry Guidelines for Practicum II Each journal entry must provide a date and be complete and reflective. All journal entries must be typed and double spaced, and available for review upon request from the university supervisor. Journal entries will chronicle the activities observed and completed each day. The teacher candidate will need to observe and write a few reminder notes during the day and write the complete journal entries after-school hours on a daily basis. General Journal Entries for Practicum II Maintain a general journal of all activities. The general journal entries will assist the teacher candidate to reflect upon her/his activities and observations as they occur. The general journal entry should be the teacher candidate’s personal reflection of the day. Reflect in an insightful way to what you observed and how practice relates to theory. Discuss what went well and why; what did not go well and why. Compare what you expected to observe with the realities of the classroom. Demonstrate that you are thinking analytically about the teaching and learning process.

30

Specific Journal Entries for Practicum II Specific journal entries require observation of a specific focus in a structured manner. The teacher candidate will:

1. Review five curriculum resources such as books, workbooks, videos, or computer programs. Identify what is appropriate for the curriculum. Explain how each resource fits the SOLs.

2. Observe the cooperating teacher instructing a lesson. Respond to the

questions below to structure your reporting of this observation.

a. How does the cooperating teacher start the lesson? How is the class “settled down?” How is the interest of the students stimulated? How is motivation handled?

b. How are the objectives and purpose of the lesson made clear to the

students? How are responses elicited from students? How are the students required to “think?”

c. What procedures are used to teach the lesson? Is the lesson mainly a

lecture? How is discussion encouraged? Is there an audio-visual presentation? Is there a demonstration? Are questions used which require an appropriate level of thinking?

d. What materials are used? Textbooks? Models? Workbooks?

Pictures?

e. What provisions are made for individual differences? What provisions are made for those needing special help? How are alternate ways provided for the accomplishment of objectives? How are students aware of what they are supposed to accomplish? How are students appropriately challenged?

f. How are students held accountable for their assignment? How does

the cooperating teacher ensure that the students understand what they are expected to accomplish? How does the cooperating teacher ensure that the students understand consequences for not completing assignments?

31

g. How do the students respond to the lesson? Are they enthusiastic? Justify your response. Is “time on task” satisfactory? How do you know the students are actively involved in the lesson? How do you know learning is taking place? How are students given positive feedback?

h. How does the cooperating teacher end the lesson? How are important

points reviewed? What evaluation techniques are used? What type of assignment is made?

i. What classroom management techniques are used? Describe the

atmosphere of the classroom. Is it positive? Justify your response. How does the cooperating teacher ensure that rules are clearly understood and consistently followed? How is preventive control exercised? How is each student's sense of personal worth enhanced? How are students supervised and provided with appropriate assistance?

j. How is the classroom environment conducive to learning? Describe

the arrangement of the classroom. What changes would you recommend?

k. What would you have done differently in teaching this lesson? Why?

l. Identify the technology equipment that the cooperating teacher has

access to for instruction. How was the technology integrated in the lesson?

3. Using the Longwood lesson plan format in Appendix A or B, outline at

least five lessons correlated with the appropriate SOLs. Under the cooperating teacher's supervision, instruct one large and one small group lesson. Evaluate these lessons with your cooperating teacher and list her/his suggestions in your journal. Include all lesson plans in your folder along with samples of your work, such as tests, quizzes, worksheets, study guides, etc.

4. Write a reflective evaluation of the lesson(s) you taught. What did you like

about the lesson? What do you wish you had done differently? Why?

5. After your university supervisor has observed you teaching a lesson and has provided feedback, write a journal entry, giving your reflection of the observations and feedback. Do you agree or disagree with the suggestions? Justify your response. What suggestions did the university supervisor offer that will be helpful to you?

The Assessment Rubric for Journal Entries—Practicum II on page 37 will be used to assess the journal entries.

32

Role of the Cooperating Teacher and University Supervisor Practicum II

The cooperating teacher and the university supervisor are key individuals who aid Longwood University staff in the education process of its prospective teachers. Cooperating Teacher The cooperating teacher will be asked to: 1. complete the Cooperating Teacher Feedback and Data Form online.

(Appendix D)

2. meet with the university supervisor and the teacher candidate on a regular basis to provide feedback regarding the performance and/or instructional needs of the teacher candidate.

3. review the general and specific journal requirements of the teacher candidate.

4. provide opportunities for the teacher candidate to complete the general and

specific journal requirements.

5. share with the teacher candidate ideas and rationale that will enhance creativity and initiative that will assist in the preparation of lesson plan(s) that will be utilized by the teacher candidate to teach the required lesson(s) with supervision from the cooperating teacher.

6. prepare and share with the teacher candidate and the university supervisor

observations and evaluation reports.

7. provide opportunities for the teacher candidate to make observations and engage in supporting class activities as appropriate. This may include observing teaching in a variety of settings throughout the school; monitoring and facilitating small group or individual work under the supervision of the cooperating teacher; assisting with bulletin boards, learning centers, clerical duties, copying materials; using appropriate media; and observing activities in other areas of the school (i.e. library, guidance office, cafeteria, music room, art room, gymnasium, various special education and regular classroom settings).

33

8. introduce the teacher candidate to the class in such a way that s/he will be accepted in a professional capacity. It is helpful to introduce the teacher candidate as a co-teacher rather than as a practicum student.

9. help the teacher candidate to become acquainted with classroom management

methods, taking attendance, organizing seating plans, monitoring physical conditions of the classroom, etc.

10. discuss the daily schedule with the teacher candidate as well as obligations such

as faculty meetings, professional organizations, and committee assignments.

11. be certain that the teacher candidate understands the instructional strategies being observed. Do not hesitate to explain the use of certain strategies, techniques, materials, etc. and the reason for choosing them.

12. allow the teacher candidate to assist with certain routine teaching tasks (i.e.

answering questions during supervised study, taking a group of students to the library, and similar activities that involve contact with an individual student or a small group of students).

13. encourage the teacher candidate, as s/he is able, to plan and teach a lesson with

your supervision. The practicum II teacher candidate is required to teach a minimum of one lesson.

14. expect the teacher candidate to demonstrate initiative, professional ethics,

dependability, punctuality, openness to suggestions, and a priority for learning.

15. report any problems with the teacher candidate immediately to the university supervisor and/or the OPS.

16. Complete the Early Clinical Experience Evaluation online (Appendix E)

17. use and share the Summative Evaluation Form online (Appendix C) comments

with the university supervisor to document 30% of the teacher candidate’s final grade.

34

University Supervisor The role of the university supervisor is outlined on page 36, University Supervisor’s Responsibilities Practicum II.

35

University Supervisor’s Responsibilities Practicum II (EDUC 370 or SPED 327)

• Attend the Practicum training meeting scheduled by the OPS.

• Meet the Practicum II teacher candidate prior to the first day of the placement. This is

usually done immediately following the training meeting scheduled by the OPS. • Share and discuss with the Practicum II teacher candidate contact information, expectations,

observations, meeting times, feedback, spectrum of Practicum II, etc. • Share and discuss with the Practicum II cooperating teacher contact information,

expectations, observation schedule, etc. as far in advance of the placement as possible. • Arrange a time to meet the Practicum II teacher candidate at the placement school prior to the

first day, if possible, for introductions to the school administrator(s), cooperating teacher, etc. • Observe the Practicum II teacher candidate a minimum of three times during the Practicum

II placement. More observations and visits are encouraged if needed to support the teacher candidate’s professional growth and if time permits.

• Meet with the cooperating teacher and the Practicum II teacher candidate to provide

feedback, suggestions, areas of strength, and areas of improvement. • Evaluate journal entries. Share the Summative Evaluation Form with the cooperating

teacher. Collect feedback from the cooperating teacher for use in assigning a final grade to the teacher candidate.

• Schedule a final conference with the Practicum II teacher candidate to share areas of

strength, areas of improvement, and final grade. • Remind the cooperating teacher to submit the Cooperating Teacher Feedback and Data

Form online. Confirm with the Associate Dean’s Office that this has been done.

• Remind the cooperating teacher to submit the Early Clinical Experience Evaluation for Practicum II teacher candidates online. Confirm with the Associate Dean’s Office that this has been done.

• Remind the Practicum II teacher candidate to submit the Clinical Experience Diversity Report online. Confirm with the Associate Dean’s Office that this has been done.

• Submit the Summative Evaluation Form online at the end of the placement (three weeks).

Please check Practicum II to access the correct form.

36

Assessment Rubric for Journal Entries – Practicum II

On Target Acceptable Unacceptable Journal entries are reflective and thoughtful because they:

-contain all required elements. -are written in a narrative style.

-are written in grammatically correct form (punctuation, spelling, etc.).

-use pertinent examples from theory and practice to support feelings and ideas discussed in individual entries.

-answer "Why?" and "How?" rather than simply "Who?" "What?" "When?" and “Where?" -regularly address the question "Why am I doing what I'm doing?"


-are always available for inspection upon request.

-are always up-to-date.


Journal entries:

-contain most of the elements listed under the excellent category.

-are written in narrative style with few errors in grammar.

-occasionally use examples from theory and practice to support feelings and ideas discussed in individual entries.

-are factual, but show less insightfulness in responding to "Why?" and "How?" rather than simply "Who?" "What?" "When?" and "Where?"

-occasionally address the question "Why am I doing what I'm doing?"


-are always available for review upon request.

-all entries are completed by the end of the practicum.


Journal entries:

-contain few of the elements listed under the excellent category.

-are poorly written with frequent grammatical errors.

-seldom uses examples from theory and practice to support feelings and ideas discussed in individual entries.

-show little insightfulness in responding to "Why?" and "How?" rather than simply "Who?" "What?" "When?" and "Where?"

-seldom address the question “Why am I doing what I'm doing?"

-are not always done on a daily basis.

-are not always available upon request.

-are not completed by the end of the practicum.

-do not meet requirements for individual journal entries as specified.

37

38

Evaluation and Grading-Practicum II Grading Scale for Practicum II Journal

1. Daily Observation and Reflection Entries (15 days) 30 2. Specific Requirements Entries (10) 10 3. Cooperating Teacher Evaluation* 30 4. Longwood Supervisor Evaluation* 30

Total 100 *The cooperating teacher and the university supervisor may use the Summative Evaluation Form for grading. Grading The achievement of a student is indicated by the grade that is received. The university supervisor has the discretion to assign the numerical value of each letter grade. A – Superior B – Above Average C – Average D – Below Average, but passing F – Failure Honor Code The teacher candidate is expected to follow the Longwood University Honor Code as described in the current Longwood catalog. Learning Accommodations Any teacher candidate who feels that s/he may need accommodations based on a disability should inform their university supervisor before the practicum begins.

Standard Daily Lesson Plan

Date_____________Teacher_________________________________________ Subject____________Grade_______Standard of Learning_________________ GENERAL OBJECTIVE(S): Introduction (anticipatory set, focus, relate to previous learning): SPECIFIC OBJECTIVE(S): PROCEDURE(S): The student will. . . . . The teacher will. . . . . Closing: Evaluation: Materials: Technology: Assignments: Extenders: Provisions for Individual Differences: The student teacher needs to self-critique each lesson AFTER it is taught. Perceived Problem Possible Correction 1. 1. 2. 2.

godfreyml

Typewritten Text

APPENDIX A

Daily Lesson Plan for Special Education

Name__________________ Teacher___________________ Date___________ Standard of Learning _______________________________________________ Age/GradeLevel_____________________Subject________________________

• IEP Goal(s):

• Lesson Objective(s):

• Materials and Advance Preparation for Lesson:

• Opening:

• Demonstration/Modeling:

• Guided Practice:

• Closing/Independent Practice/Enrichment:

• Evaluation of Student Performance:

• Self-Reflection on Your Performance:

• What went well and why?

• What would you change and how?

godfreyml

Typewritten Text

APPENDIX B

LONGWOODU N I V E R S I T Y

Office of Professional ServicesSummative Evaluation Form for Practicum I & II

SemesterStudent Name [Help]

Longwood ID:

Program Area Major:

School District & School Grade/Subject

Cooperating Teacher Date: Supervisor Name

Choose one:nmlkj Practicum I nmlkj Practicum II

Practicum Observations

Communication Skills

RatingScore

Unacceptable Acceptable

Verbal nmlkj nmlkj

Written nmlkj nmlkj

Comments/Examples

Journal Quality

RatingScore

Unacceptable Acceptable

General Journal nmlkj nmlkj

Specific Journal nmlkj nmlkj

Comments/Examples

DiversityRating

ScoreUnacceptable Acceptable

Respects diversity in the school and in the classroom. nmlkj nmlkj

Comments/Examples

Professional ResponsibilityRating

ScoreUnacceptable Acceptable

Attends required meetings and conferences. nmlkj nmlkj

godfreyml

Typewritten Text

APPENDIX C

Completes tasks assigned by cooperating teacher and the university supervisor. nmlkj nmlkj

Dresses appropriately. nmlkj nmlkj Exhibits an appropriate disposition needed for the teaching profession. Document unacceptable dispositions in space below. nmlkj nmlkj

Comments/Examples

Overall Evaluationnmlkj Unacceptable nmlkj Acceptable

Page 1

Cooperating Teacher Feedback and Data FormThis OPS assignment is:nmlkj Practicum I

nmlkj Practicum II

nmlkj Student Teaching

Please complete all blanks. Enter N/A if not applicable.

CONTACT INFORMATION

Ethnic Background Name: Gender

Professional Contact Email Address

School Subject AreaGrade(s)

School Mailing Address:

Zip / Postal Code: City:

School Telephone# Alternate Telephone#

EDUCATION

Name & Location of Institution Degree Received Major or Specialty

Area Minor Dates Attended

1

2

3

4

LICENSE AREAS: Please provide all license endorsement areas that you possess.

TYPE OF LICENSE ENDORSEMENT AREAS GRANTED BY

1

2

3

4

Please indicate the years of PROFESSIONAL EXPERIENCE in each category below. (if none, just skip)

Supervision TeachingAdministration

What is the approximate percentage of students in your school who have disabilities?

godfreyml

Typewritten Text

APPENDIX D

What is the approximate percentage of students in your school who are English Language Learners (ESL)? Please tell us what would have improved this placement or any additional comments you may have.

We appreciate your continued support in our effort to prepare future educators.

Page 1

College of Education & Human ServicesEarly Clinical Experience Evaluation

IMPORTANT NOTE: This evaluation can only be processed if the Longwood ID and teacher candidate name you provide areaccurate. If you do not have access to this information, please ask the candidate to provide this information. Thank you.

Please provide the candidate's Longwood ID: [Help]

NOTE: You MUST provide a correct Longwood ID in order for this evaluation to be processed.

Is this student on the New College Institute campus? nmlkj Yes nmlkj No

Please provide the candidate's name as s/he is currently enrolled at Longwood:

Middle Name or Middle InitialLast Name First Name

Please indicate on which of the following you are reporting information:

Please indicate the semester and year in which you are completing this evaluation:

SemesterYear

Spring Summer Fall

Term nmlkj nmlkj nmlkj

Please indicate your role:

INSTRUCTIONS: Below are essential knowledge and skills that the Longwood Professional Education Community has determined as important for its candidates to develop during their educational preparation. Using the available Conceptual Framework Standards Rubrics, please assess this candidate's present ability to demonstrate these characteristics. If you are unable to evaluate a candidate on a particular indicator (i.e., you did not have an opportunity to observe this behavior), please choose "NA" for "Not Applicable/Not Observed." However, please use this option sparingly as we desire your best judgment of the candidate's ability on as many of these indicators as possible.

Click here to view a copy of the Longwood Conceptual Framework Standards Rubrics.

CF Standard I: Content Knowledge Indicator Not Demonstrated

Indicator Demonstrated

Exemplary NA

a. Demonstrates understanding of the subject being taught nmlkj nmlkj nmlkj nmlkjb. Helps learners understand the subject and its relationship to the student nmlkj nmlkj nmlkj nmlkjc. Uses variety of methods and materials to present subject content nmlkj nmlkj nmlkj nmlkjd. Communicates concepts, processes and knowledge nmlkj nmlkj nmlkj nmlkje. Demonstrates instructional strategies related to content and student learning nmlkj nmlkj nmlkj nmlkjf. Guides students to understand content from various perspectives and its relationship to the world at large nmlkj nmlkj nmlkj nmlkj

godfreyml

Typewritten Text

APPENDIX E

CF Standard II: Planning Indicator Not Demonstrated

Indicator

Demonstrated Exemplary NA

a. Develops outcomes aligned with standards nmlkj nmlkj nmlkj nmlkjb. Uses contextual data to design instruction relevant to students nmlkj nmlkj nmlkj nmlkjc. Plans assessments to guide instruction and measure learning outcomes nmlkj nmlkj nmlkj nmlkjd. Plans instructional strategies, activities, and adaptations that address learning outcomes for all students nmlkj nmlkj nmlkj nmlkj

e. Plans instructional strategies, activities, and adaptations that facilitate multiple levels of learning nmlkj nmlkj nmlkj nmlkj

CF Standard III: Learning Climate Indicator Not Demonstrated

Indicator


a. Communicates rules, procedures, and academic standards nmlkj nmlkj nmlkj nmlkjb. Demonstrates fair and positive classroom management techniques nmlkj nmlkj nmlkj nmlkjc. Establishes a safe and supportive learning environment that encourages mutual cooperation and respect nmlkj nmlkj nmlkj nmlkj

d. Demonstrates an understanding of child development with respect to typical and atypical behaviors of students nmlkj nmlkj nmlkj nmlkj

e. Communicates high expectations nmlkj nmlkj nmlkj nmlkjf. Values and supports student diversity and addresses individual needs nmlkj nmlkj nmlkj nmlkj

CF Standard IV: Implementation/Management Indicator Not Demonstrated

Indicator


a. Uses effective lesson design to provide instruction appropriate to lesson objectives nmlkj nmlkj nmlkj nmlkj

b. Facilitates high expectations for all learners through individual and group learning experiences nmlkj nmlkj nmlkj nmlkj

c. Stimulates and encourages critical thinking and creative problem solving as appropriate nmlkj nmlkj nmlkj nmlkj

d. Implements planned instruction based on diverse student needs and assessment data nmlkj nmlkj nmlkj nmlkj

e. Uses time effectively nmlkj nmlkj nmlkj nmlkjf. Uses and arranges classroom space effectively nmlkj nmlkj nmlkj nmlkj

CF Standard V: Evaluation/Assessment Indicator Not Demonstrated

Indicator


a. Uses a variety of appropriate evaluation methods for each lesson objective nmlkj nmlkj nmlkj nmlkj

b. Uses assessments that are aligned with learning outcomes nmlkj nmlkj nmlkj nmlkjc. Analyzes assessment data to guide instruction and learning and to measure learning progress nmlkj nmlkj nmlkj nmlkj

d. Shares assessment results with students and parents nmlkj nmlkj nmlkj nmlkje. Adapts assessments to accommodate diverse learning needs and situations nmlkj nmlkj nmlkj nmlkj

CF Standard VI: Communication Indicator Not Demonstrated

Indicator


a. Demonstrates competence in oral communication nmlkj nmlkj nmlkj nmlkjb. Demonstrates competence in written communication nmlkj nmlkj nmlkj nmlkjc. Demonstrates the ability to communicate with students nmlkj nmlkj nmlkj nmlkjd. Demonstrates the ability to communicate with school personnel nmlkj nmlkj nmlkj nmlkje. Demonstrates the ability to communicate with parents and families nmlkj nmlkj nmlkj nmlkj

CF Standard VII: Technology Indicator Not Demonstrated

Indicator


a. Uses media, technology, and available resources to design and plan instruction nmlkj nmlkj nmlkj nmlkj

b. Uses media, technology, and available resources to implement instruction and facilitate student learning nmlkj nmlkj nmlkj nmlkj

c. Uses media, technology, and available resources to assess and communicate student learning nmlkj nmlkj nmlkj nmlkj

d. Integrates student use of media, technology, and available resources into instruction nmlkj nmlkj nmlkj nmlkj

For the candidate you are evaluating, please indicate his/her educational program of study:

nmlkj Art Education nmlkj History/Social Studies Education nmlkj Science Education

nmlkj Biology nmlkj Middle School Education nmlkj Secondary Mathematics Education

nmlkj Business Education nmlkjModern Language/ESL nmlkj Special Education

nmlkj Elementary Education nmlkjMusic nmlkj Theatre Education

nmlkj English nmlkj Physical Education nmlkj Other

Below are additional standards for those who are pursuing a degree to work in Physical Education. Using the available Physical Education Standards Rubrics, please assess this candidate's present ability to demonstrate these characteristics.

NASPE Standards Not Demonstrated

Partially

Demonstrated Demonstrated NA

1.1 Identifies critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purposes of improving learning.

nmlkj nmlkj nmlkj nmlkj

1.6 Demonstrates knowledge of approved state and national content standards, and local program goals nmlkj nmlkj nmlkj nmlkj

2.1 Monitors individual and group performance in order to design safe instruction that meets student developmental needs in the physical, cognitive, and socio-emotional domains.


4.1 Uses managerial routines that create smoothly functioning learning experiences and environments. nmlkj nmlkj nmlkj nmlkj

4.2 Organizes, allocates, and manages resources (e.g., students, time, space, equipment, activities, teacher attention) to provide equitable learning experiences.


4.3 Uses a variety of developmentally appropriate practices to motivate students to participate in physical activity in and out of the school. nmlkj nmlkj nmlkj nmlkj

4.4 Uses strategies to help students demonstrate responsible personal and social behaviors (e.g., mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment.


5.1 Describes and demonstrates effective communication skills (e.g., use of language, clarity, conciseness, pacing, giving and receiving feedback, age appropriate language, non-verbal communication).


5.3 Communicates in ways that demonstrate sensitivity to all students (e.g., considerate of ethnic, cultural, socio-economic, ability, gender differences).


6.1 Identifies, develops, and implements appropriate program and instructional goals. nmlkj nmlkj nmlkj nmlkj

6.2 Develops long and short-term plans that are linked to both program and instructional goals, and student needs. nmlkj nmlkj nmlkj nmlkj

6.3 Selects and implements instructional strategies based on selected content, student needs, and safety issues to facilitate learning in the physical activity setting.


6.4 Designs and implements learning experiences that are safe, appropriate, relevant, and based on principals of effective instruction. nmlkj nmlkj nmlkj nmlkj

6.5 Applies disciplinary and pedagogical knowledge in developing and implementing effective learning environments and experiences. nmlkj nmlkj nmlkj nmlkj

6.6 Provides learning experiences that allow students to integrate knowledge and skills from multiple subject areas. nmlkj nmlkj nmlkj nmlkj

6.7 Selects and implements appropriate (i.e., comprehensive, accurate, useful, safe) teaching resources and curriculum materials. nmlkj nmlkj nmlkj nmlkj

6.8 Uses effective demonstrations and explanations to link physical activity concepts to appropriate learning experiences. nmlkj nmlkj nmlkj nmlkj

6.9 Develops and uses appropriate instructional cues and prompts to facilitate competent motor skill performance. nmlkj nmlkj nmlkj nmlkj

6.10 Develops a repertoire of direct and indirect instructional formats to facilitate student learning (e.g., ask questions, pose scenarios, promote problem solving and critical thinking, facilitate factual recall).


Thank you for taking a moment to help us collect information about how well Longwood is preparing teachers. Please click "finish" below to submit your responses.

Student Teaching Abroad Student Checklist and Timeline

By October 1, one year before fall semester student teaching or by March 1, one year before spring semester student teaching:

Complete the required on-line Student Teaching Application, and submit recommendations for Student Teaching as outlined on the Office of Professional Services Web Site (https://www2.longwood.edu/inq5/cgi-bin/qwebcorporate.cgi?idx=K5HPHB) and submit to the Office of Professional Services, Hull 141.

Visit the Office of International Affairs to discuss the Student Teaching Abroad options and pick up these required forms and information:

o Student Teaching Abroad Checklist and Timeline o Longwood University Study Abroad Application o Longwood University Faculty Commitment to Supervise Form o Faculty Recommendation Form o Health Report and Release o Study Abroad Scholarship Application, if you are interested in receiving a scholarship

By March 1 before Fall Student Teaching; by October 1 for Spring Student Teaching:

Contact a Longwood University full-time faculty member in the Department of Education and Special Education or in your Arts and Sciences major program area, who is willing to commit to supervising your student teaching placement abroad. This faculty member will not be the same supervisor assigned to you during your first placement, unless you are in a PreK-12 or Secondary licensure program such as Art, Music, Theater, Modern Languages, English, Sciences, History, Social Studies, Math, and Kinesiology. If you are unable to obtain a Longwood University faculty supervisor, the Chair of the Department of Education and Special Education (for Liberal Studies majors) or the Department Chair in your major area (for PreK-12 and Secondary licensure) shall appoint a faculty member to supervise your student teaching abroad.

Complete the Longwood University Faculty Commitment to Supervise Form and submit to the Office

of International Affairs along with your other required forms; the Office of International Affairs will submit a copy of the form to OPS.

Complete and submit to the Office of International Affairs all forms listed above, using neat, clear handwriting in black ink. Make sure to obtain parents’ signatures where indicated.

Apply for your passport if you do not have one; apply for your visa if your selected country requires

it.

godfreyml

Typewritten Text

godfreyml

Typewritten Text

APPENDIX F

Upon acceptance, the semester before you go abroad: Purchase the required insurance card/student ID card (ISIC Card) directly online. Currently the cost

is $22 plus $3 shipping, and processing time is approximately 4 weeks. This card provides required medical insurance, including medical evacuation and repatriation. Make a photocopy of the card to turn in to the Office of International Affairs. Please see the ISIC website for details: http://www.myisic.com/MyISIC/GetYourCard/GetYourCard1.aspx

o (Students going to Valencia, Spain, are exempt from the ISIC card requirement; their program will provide MAPFRE insurance.)

Use the Student International Program Deposit form to make the $250 Study Abroad Administration Fee payment in the Office of Cashiering, Lancaster 201A.

Attend the mandatory Study Abroad Orientation meetings. Dates are announced on flyers in the information racks outside the Office of International Affairs.

At least one month before departure (or as soon as you have it):

Turn in the following to the Office of Professional Services AND to the Office of International Affairs:

o Flight Arrangements form o Photocopy of your ISIC card o Photocopy of your passport, (and visa if applicable) o Your detailed contact information abroad, including phone and e-mail (you may use your

Longwood e-mail) o Confirmation or printout confirming your registration at the US Department of State

Registration website (print before submitting): https://travelregistration.state.gov/ibrs/home.asp

While abroad:

Stay in touch with the Office of Professional Services AND the Office of International Affairs AND your university supervisor; notify all of these parties if your contact information or flight information changes.

Student Teaching Abroad

Longwood University Faculty Commitment to Supervise Form

I, __________________________, agree to supervise (faculty supervisor’s name)

_________________________ during his/her student teaching (student’s name)

abroad in _____________________________. (country)

The student teaching placement abroad will begin on _______________________ and end on _____________________. (date) (date)

Name of Supervisor ______________________________________ (please print)

Department_____________________________________________

Supervisor’s Telephone #_______________Alternative telephone #_____________

Supervisor’s Email _________________ Alternative Email____________________

Supervisor’s Signature___________________________ Date________________

Please see reverse side for role of the Longwood University Supervisor.

The Role of the Longwood University Supervisor For Teacher Candidates Abroad

The primary function of the University Supervisor is to insure that the Teacher Candidates has successful, growth-related experiences abroad. The University Supervisor represents Longwood University in its efforts to enhance the progress of Teacher Candidates. The University Supervisor is to:

1. Conduct meetings to properly orient the Teacher Candidate, as well as meetings via email and/or telephone with the Cooperating Teachers, principals, department heads, etc.

2. Explain to the Teacher Candidate the total spectrum of expectations during

student teaching.

3. In lieu of observing in a classroom setting, the University Supervisor will obtain feedback from the Cooperating Teacher, Principal and/or designee who will be observing the Teacher Candidate.

4. Evaluate the Teacher Candidate’s planning: review daily and long-range

plans; offer suggestions on content, techniques, materials, strategies, etc.

5. Collect and analyze data on the strengths and areas for improvement of each Teacher Candidate. Provide assistance in prescribing ways of efficiently using this information to further professional growth.

6. Be a liaison between the cooperating school and Longwood University.

7. Evaluate the Teacher Candidate: consult with the Cooperating Teacher and

Principal and/or designee to determine the final grade for the Teacher Candidate. Return final grade to the Office of Professional Services. Return final evaluation forms to the Assessment Office.

8. After student teaching is completed, have a final conference with the

Teacher Candidate to discuss the strengths and areas for improvement, the student teaching experience, and the final grade.

9. Upon request, provide recommendations for the Teacher Candidate.

Clinical Experience Diversity Report

Please provide your Longwood ID (L_Number): [Help]

NOTE: You MUST provide your correct Longwood ID in order for this form to be processed.

Please provide your name as you are currently enrolled at Longwood:

Last Name First Name Middle Name or Middle Initial

Please indicate on which of the following you are reporting information: [Help]

nmlkj Practicum II nmlkjGraduate Professional Internship (EDUC 689)

nmlkjStudent Teaching Placement 1 nmlkj Partnership

nmlkjStudent Teaching Placement 2 nmlkj Other Placement

nmlkjGraduate Practicum II (EDUC 679)

Please indicate the semester and year in which you are participating in this experience:Semester Year

nmlkj Yes

nmlkj NoAre you on the New College Institute campus?

INSTRUCTIONS FOR COMPLETING THE REST OF THIS REPORT: The information requested on the following page of this report should be based on the students and classroom in which you were placed. It is used by Longwood to ensure that Longwood students are given the opportunity to work with a variety of PreK - grade 12 students and teachers in a variety of settings, so please be as accurate as possible. If you are uncertain about how to answer particular questions, please consult with your Longwood instructor, the classroom teacher, or university supervisor for guidance. You can save your responses at any time and then return to complete this report at a later time.

Page 1

godfreyml

Typewritten Text

APPENDIX G

Type of classroom (Choose the best description.):

Grade of the students on which you are reporting (Choose the best category.):

TOTAL number of students in this classroom:

For each of the boxes below, provide the number of students in each cell category. Note that the total number for each characteristic MUST EQUAL the TOTAL number of students in this classroom that you provided above. For example, the number of female students plus the number of male students MUST EQUAL the TOTAL number of students in this classroom. For any cells without representation in your classroom, please enter a zero. No cells may be left blank.

Special Note: If you are unable to obtain classroom level data for any of the categories below, please seek out school level percentages and then calculate the number of students in your class that would equal the school level percentages. (E.g., if you have 20 students in your class and 80% of school students are on free/reduced lunch, then 80% x 20 = 16 students in your class on free/reduced lunch.)

Student Race/Ethnicity (Number per Category) Number

American Indian or Alaskan Native

Asian or Pacific Islander

Black, non-Hispanic

Hispanic

Multiracial

Non-resident Alien

Race/ethnicity unknown

White, non-Hispanic

Student Gender (Number per Category) Number

Females

Males

Student Economic Status (Number per Category) Number

Free/Reduced Lunch

Not Free/Reduced Lunch

Please indicate whether you worked with students with these special needs (check all that apply): Yes No

Bilingual gfedc gfedcESL gfedc gfedcGifted/Talented gfedc gfedc504 Plan gfedc gfedcIEP gfedc gfedcNone gfedc gfedc

Click "Finish" below to complete this form. If your electronic submission is successful, you will receive a summary of your responses. If this summary does not appear, please complete this form again.

Page 2

Impact on Student Learning Report


Please provide your Longwood ID: [Help]

NOTE: You MUST provide your correct Longwood ID in order for this form to be processed.

Please provide your name as you are currently enrolled at Longwood:Last Name First Name Middle Name or Middle Initial


Partnership Student Teaching Graduate Internship Other Placement

Please indicate the semester and year in which you are participating in this experience:

Semester Year

INSTRUCTIONS FOR COMPLETING THE REST OF THIS REPORT: The information requested below should be based on the students and classroom where you taught. It is used by Longwood to ensure that its teacher preparation candidates can demonstrate their ability to impact P-12 student learning. Fill in the form as accurately as possible for each student in your class, leaving any boxes empty that are beyond the number of students you taught.


Pretest Score

Posttest

Score

Points Possible

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

file:///C|/Documents and Settings/godfreyml/Loca...mp/impact_on_student_learning_report_v061_1.html (1 of 2) [11/12/2008 10:42:52 AM]

javascript:openWindow('file://C|\\DOCUME~1\\GODFRE~1\\LOCALS~1\\Temp\\Impact_on_Student_Learning_Report_v061_HelpTextQ0000627A.Q00006280.HTML','QuestionHelp', 'help', 'true');

godfreyml

Typewritten Text

APPENDIX H


Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23

Student 24

Student 25

Student 26

Student 27

Student 28

Student 29

Student 30

Student 31

Student 32

Student 33

Student 34

Student 35 Click "Finish" below to complete this form. If your electronic submission is successful, you will receive a summary of your responses. If this summary does not appear, please complete this form again.

file:///C|/Documents and Settings/godfreyml/Loca...mp/impact_on_student_learning_report_v061_1.html (2 of 2) [11/12/2008 10:42:52 AM]

javascript:NextPage(2)



http://www.inquisite.com/poweredby/

Teacher Survey (v. 063)

Teacher Candidate SurveyPlease fill out this survey as completely as possible. We especially need you to provide your Longwood ID so that we can verify that you are affiliated with Longwood. Rest assured that your responses are kept confidential and are reported with any identifying information removed. By completing this survey you are helping Longwood improve its programs. Thank you.

Please provide your Longwood ID: [Help]

Which of the following best describes your present teaching experience?

I am a student teacher.I am a teacher completing my first year of teaching.I am a teacher completing my second year of teaching.I am a teacher completing my third year of teaching.I have not taught since graduating from Longwood.

Other

During your time at Longwood what level of school were you prepared to teach? (Mark all that apply.)

Elementary Education Secondary Education PK-12 EducationMiddle Grades Education Special Education

In general, how well do you feel Longwood's teacher preparation program prepared you for teaching? Would you say that your overall preparation was...

Poor Fair Good Excellent

Longwood has adopted the following educational goals regarding what teachers should know and be able to do after completing our programs. Please indicate whether you received Poor, Fair, Good, or Excellent preparation to meet each of these.

CF Standard I: Content Knowledge

Poor

Fair

Good

Excellent

Don't Know

a. Demonstrate understanding of the subject being taught b. Help learners understand the subject and its relationship to the student

c. Use a variety of methods and materials to present subject content

d. Communicate concepts, processes and knowledge e. Demonstrate instructional strategies related to content and student learning

f. Guide students to understand content from various perspectives and its relationship to the world at large

file:///C|/Documents and Settings/godfreyml/Local Settings/Temp/teacher_survey_v063_1.html [11/19/2008 9:17:27 AM]

javascript:openWindow('file://C|\\DOCUME~1\\GODFRE~1\\LOCALS~1\\Temp\\Teacher_Survey_v063_HelpTextQ00000388.Q00000366.HTML','QuestionHelp', 'help', 'true');




godfreyml

Typewritten Text

APPENDIX I


CF Standard II: Planning

Poor

Fair

Good

Excellent

Don't Know

a. Develop outcomes aligned with standards

b. Use contextual data to design instruction relevant to students c. Plan assessments to guide instruction and measure learning outcomes

d. Plan instructional strategies, activities, and adaptations that address learning outcomes for all students

e. Plan instructional strategies, activities, and adaptations that facilitate multiple levels of learning

CF Standard III: Learning Climate

Poor

Fair

Good

Excellent

Don't Know

a. Communicate rules, procedures, and academic standards

b. Demonstrate fair and positive classroom management techniques c. Establish a safe and supportive learning environment that encourages mutual cooperation and respect

d. Demonstrate an understanding of child development with respect to typical and atypical behaviors of students

e. Communicate high expectations f. Value and support student diversity and addresses individual needs

CF Standard IV: Implementation/Management

Poor

Fair

Good

Excellent

Don't Know

a. Use effective lesson design to provide instruction appropriate to lesson objectives

b. Facilitate high expectations for all learners through individual and group learning experiences

c. Stimulate and encourage critical thinking and creative problem solving as appropriate

d. Implement planned instruction based on diverse student needs and assessment data

e. Use time effectively

f. Use and arrange classroom space effectively

file:///C|/Documents and Settings/godfreyml/Local Settings/Temp/teacher_survey_v063_2.html [11/19/2008 9:17:49 AM]

javascript:NextPage(-1)





CF Standard V: Evaluation/Assessment

Poor

Fair

Good

Excellent

Don't Know

a. Use a variety of appropriate evaluation methods for each lesson objective

b. Use assessments that are aligned with learning outcomes c. Analyze assessment data to guide instruction and learning and to measure learning progress

d. Share assessment results with students and parents e. Adapt assessments to accommodate diverse learning needs and situations

CF Standard VI: Communication

Poor

Fair

Good

Excellent

Don't Know

a. Demonstrate competence in oral communication

b. Demonstrate competence in written communication

c. Demonstrate the ability to communicate with students

d. Demonstrate the ability to communicate with school personnel

e. Demonstrate the ability to communicate with parents and families

CF Standard VII: Technology

Poor

Fair

Good

Excellent

Don't Know

a. Use media, technology, and available resources to design and plan instruction

b. Use media, technology, and available resources to implement instruction and facilitate student learning

c. Use media, technology, and available resources to assess and communicate student learning

d. Integrate student use of media, technology, and available resources into instruction

In general, how would you rate the Student Teaching experience?

Poor Fair Good Excellent Don't Know

In general, how would you rate your Clinical Experience Supervisor?


In general, how would you rate your Cooperating Teacher?


Please indicate your educational program of study:

Art Education Middle School Education Special EducationBiology Music Theatre Education

Business Education Physical Education Other

Elementary Education Science EducationHistory/Social Studies Education Secondary Mathematics Education

file:///C|/Documents and Settings/godfreyml/Local Settings/Temp/teacher_survey_v063_3.html (1 of 2) [11/19/2008 9:18:07 AM]


If you answered "Poor" to any of the previous items, please indicate how Longwood could have better prepared you in these areas.

Please indicate your graduation date, if applicable.

Semester

Year

Spring

Summer

Fall

2007

2008

2009

2010

2011

2012

2013

2014

2015

Semester/Year

file:///C|/Documents and Settings/godfreyml/Local Settings/Temp/teacher_survey_v063_3.html (2 of 2) [11/19/2008 9:18:07 AM]






DISPOSITIONS ASSESSMENTIMPORTANT NOTE: This form can only be processed if the Longwood ID and teacher candidate name you provide are accurate. If you do not have access to this information, please ask the candidate to provide this information. Thank you.


Is this student on the New College Institute campus? nmlkj Yes nmlkj No

NOTE: You MUST provide a correct Longwood ID in order for this form to be processed.Please provide the candidate's name as s/he is currently enrolled at Longwood:Last Name First Name Middle Name or Middle Initial


nmlkj Practicum II nmlkj Graduate Professional Internship (EDUC 689)

nmlkj Student Teaching nmlkj SPED Graduate Professional Semester (SPED 692)

nmlkjGraduate Practicum II (EDUC 679) nmlkj Other

Please indicate the semester and year in which you are participating in this experience:Semester Year

INSTRUCTIONS: Below are essential dispositions that the Longwood Professional Education Community has determined as important for its candidates to develop during their educational preparation. Using the available rubric and indicator descriptions provided at the link below, please assess this candidate's present demonstration of these characteristics.

Click here to view a copy of the Longwood Conceptual Framework Standard 9 Dispositions Rubric.

CF Standard IX: Dispositions Below Standard

Near Standard

At Standard

Above

Standard

Target

a. Values learning: Attendance nmlkj nmlkj nmlkj nmlkj nmlkjb. Values learning: Class participation nmlkj nmlkj nmlkj nmlkj nmlkjc. Values learning: Class preparation nmlkj nmlkj nmlkj nmlkj nmlkjd. Values learning: Communication nmlkj nmlkj nmlkj nmlkj nmlkje. Values personal integrity: Emotional control nmlkj nmlkj nmlkj nmlkj nmlkjf. Values personal integrity: Ethical behavior nmlkj nmlkj nmlkj nmlkj nmlkjg. Values diversity nmlkj nmlkj nmlkj nmlkj nmlkjh. Values collaboration nmlkj nmlkj nmlkj nmlkj nmlkji. Values professionalism: Respect for school rules, policies, and norms nmlkj nmlkj nmlkj nmlkj nmlkj

j. Values professionalism: Commitment to self-reflection and growth nmlkj nmlkj nmlkj nmlkj nmlkjk. Values professionalism: Professional development and involvement nmlkj nmlkj nmlkj nmlkj nmlkj

l. Values professionalism: Professional responsibility nmlkj nmlkj nmlkj nmlkj nmlkjFor the candidate you are evaluating, please indicate his/her educational program of study:

godfreyml

Typewritten Text

APPENDIX J

Dispositions Assessment

Below are addtional dispositions we are assessing for those who are pursuing a degree to work in Middle School education. Please assess this candidate's present demonstration of these characteristics.

Middle School Education Dispositions

Below

Standard

Near

Standard

At

Standard

Above

Standard

Target

MSa. Values learning: Is responsive to the developmental uniqueness of young adolescents in general.

MSb. Values diversity: Respects the range of individual developmental differences among young adolescents.

MSc. Values collaboration: Engages in interdisciplinary teaming and involvement with families and the community.

MSd. Values professionalism: Assumes a responsibility of behavioral model for young adolescents.

file:///C|/Documents and Settings/godfreyml/Local Settings/Temp/dispositions_assessment_v063_3.html [11/12/2008 9:24:59 AM]





Dispositions Assessment


file:///C|/Documents and Settings/godfreyml/Local Settings/Temp/dispositions_assessment_v063_4.html [11/12/2008 9:28:03 AM]






Teacher Work Sample Rubric

IMPORTANT NOTE: This evaluation can only be processed if the Longwood ID and teacher candidate name you provide areaccurate. If you do not have access to this information, please ask the candidate to provide this information. Thank you.


Please provide the candidate's name as s/he is currently enrolled at Longwood:Last Name First Name Middle Name or Middle Initial

Please indicate which of the following this student is completing:


Semester Year

INSTRUCTIONS: Below are the indicators associated with the Longwood University Teacher Work Sample. Using the available rubric and indicator descriptions provided in paper form, please assess this candidate's ability to demonstrate these characteristics.

Contextual Factors Indicator Not Demonstrated

Indicator

Demonstrated Exemplary

1. Knowledge of Community, School and Classroom Factors nmlkj nmlkj nmlkj2. Knowledge of Characteristics of Students nmlkj nmlkj nmlkj3. Knowledge of Students' Varied Approaches to Learning nmlkj nmlkj nmlkj4. Knowledge of Students' Skills and Prior Learning nmlkj nmlkj nmlkj5. Implications for Instructional Planning and Assessment nmlkj nmlkj nmlkj

Learning Goals Indicator Not Demonstrated

Indicator


1. Significance, Challenge and Variety nmlkj nmlkj nmlkj2. Clarity nmlkj nmlkj nmlkj3. Appropriateness for Students nmlkj nmlkj nmlkj4. Alignment with National, State or Local Standards nmlkj nmlkj nmlkj

Assessment Plan Indicator Not Demonstrated

Indicator


1. Alignment with Learning Goals and Instruction nmlkj nmlkj nmlkj2. Clarity of Criteria and Standards for Performance nmlkj nmlkj nmlkj3. Multiple Modes and Approaches nmlkj nmlkj nmlkj4. Technical Soundness nmlkj nmlkj nmlkj5. Adaptations Based on the Individual Needs of Students nmlkj nmlkj nmlkj

godfreyml

Typewritten Text

APPENDIX K

Teacher Work Sample

Design for Instruction Indicator Not Demonstrated

Indicator Partially

DemonstratedIndicator

Demonstrated

1. Alignment with Learning Goals nmlkj nmlkj nmlkj2. Accurate Representation of Content nmlkj nmlkj nmlkj3. Lesson and Unit Structure nmlkj nmlkj nmlkj4. Use of a Variety of Instruction, Activities, Assignments and Resources nmlkj nmlkj nmlkj

5. Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resouces nmlkj nmlkj nmlkj

6. Use of Technology nmlkj nmlkj nmlkj

Instructional Decision-Making Indicator Not Demonstrated

Indicator


1. Sound Professional Practice nmlkj nmlkj nmlkj2. Modifications Based on Analysis of Student Learning nmlkj nmlkj nmlkj3. Congruence Between Modifications and Learning Goals nmlkj nmlkj nmlkj

Analysis of Student Learning Indicator Not Demonstrated

Indicator


1. Clarity and Accuracy of Presentation nmlkj nmlkj nmlkj2. Alignment with Learning Goals nmlkj nmlkj nmlkj3. Interpretation of Data nmlkj nmlkj nmlkj4. Evidence of Student Learning nmlkj nmlkj nmlkj

Reflection and Self-Evaluation Indicator Not Demonstrated

Indicator


1. Interpretation of Student Learning nmlkj nmlkj nmlkj2. Insights on Effecitve Instruction and Assessment nmlkj nmlkj nmlkj3. Alignment Among Goals, Instruction and Assessment nmlkj nmlkj nmlkj4. Implications for Future Teaching nmlkj nmlkj nmlkj5. Implications for Professional Development nmlkj nmlkj nmlkj


nmlkj Art Education nmlkj History/Social Studies Education nmlkj Science Education

nmlkj Biology nmlkj Middle School Education nmlkj Secondary Mathematics Education

nmlkj Business Education nmlkj Modern Languages (including ESL) nmlkj Special Education

nmlkj Elementary Education nmlkj Music Education nmlkj Theatre Education

nmlkj English nmlkj Physical Education nmlkj Other

OVERALL TWS SCORE

nmlkj 1 Beginning nmlkj 2 Developing nmlkj 3 Proficient nmlkj 4 Exemplary

LONGWOOD U N I V E R S I T Y Office of Professional Services

Observation and Evaluation Form for Clinical Experience Placement

Please complete a minimum of three forms at the end of each placement for each Teacher Candidate.

Date: Longwood ID:Student Name [Help]

Semester Major: Program Area

School District & School Grade/Subject

Appearance: Professionally Dressed nmlkj Yes nmlkj No

1. Instructional Planning

1 - Unacceptable 2 - Acceptable

3 - Target

Materials are ready and accessible nmlkj nmlkj nmlkjLesson plan available nmlkj nmlkj nmlkjSafety concerns addressed nmlkj nmlkj nmlkjPositions students so all can see and hear with fewest distractions nmlkj nmlkj nmlkj

Avoids excessive teacher talk nmlkj nmlkj nmlkjDemonstrates leadership and has control of class nmlkj nmlkj nmlkj2. Classroom management - The teacher candidate conducts the lesson to obtain and maintain students' attention through stop signals, speaking to students only when they are quiet, projecting voice, and personal enthusiasm.


3 - Target

Uses stop signal to obtain students' attention nmlkj nmlkj nmlkjSpeaks to students only when they are quiet and listening nmlkj nmlkj nmlkj

Projects voice nmlkj nmlkj nmlkjHas no detracting verbal and non-verbal behavior nmlkj nmlkj nmlkjIs a catalyst for student motivation (enthusiasm) nmlkj nmlkj nmlkjAssures that students are on task nmlkj nmlkj nmlkj

godfreyml

Typewritten Text

APPENDIX L

Office of Professional ServicesObservation and Evaluation Form for Clinical Experience Placement

3. Instruction - During the lesson, the teacher candidate includes an anticipatory set, provides accurate demonstrations, examples or models, and reviews key concepts as students practice. At the conclusion of the lesson, the teacher candidate provides closure that promotes and reinforces learning.


3 - Target

Introduces the concept and purpose (anticipatory set) nmlkj nmlkj nmlkjLinks concept to previous knowledge nmlkj nmlkj nmlkjDemonstrates accurate knowledge of content nmlkj nmlkj nmlkjSelects and explains key points of skill and/or objective to be mastered (critical components) nmlkj nmlkj nmlkj

Provides accurate demonstrations, examples, and/or models nmlkj nmlkj nmlkjReviews key concepts nmlkj nmlkj nmlkjDifferentiates instruction when possible nmlkj nmlkj nmlkjIntegrates technology to enhance instruction nmlkj nmlkj nmlkjProvides closure that promotes and reinforces learning nmlkj nmlkj nmlkjMaintains an appropriate pace of instruction for entire class nmlkj nmlkj nmlkj

4. Time Management and Classroom Organization - During the lesson, the teacher candidate utilizes established classroom procedures, minimizes transition time, paces lesson effectively, and organizes lesson to maximize learning time.


3 - Target

Has established classroom procedures nmlkj nmlkj nmlkjUses minimum time for transitioning nmlkj nmlkj nmlkjHas class organized to maximize learning time nmlkj nmlkj nmlkjKeeps class on task nmlkj nmlkj nmlkj

5. Provides Appropriate Feedback and Student Interaction1 -

Unacceptable 2 - Acceptable

3 - Target

Circulates throughout the classroom nmlkj nmlkj nmlkjGives specific feedback and monitors students' progress nmlkj nmlkj nmlkjUses effective questioning skills nmlkj nmlkj nmlkjSupports and acknowledges all students nmlkj nmlkj nmlkjUses appropriate assessment techniquies to assess students' learning nmlkj nmlkj nmlkj

Areas of Strength:

Areas of Growth:

Supervisor's Name Total Score

Teacher Candidate's Signature Date

Rubric for the Observation and Evaluation Form for Clinical Experience

1. Instructional Planning

Rating Indicator 1-Unacceptable 2-Acceptable 3-Target Score

Materials are accessible Materials are not

available for students Materials are available. Necessary materials are

ready and easily accessible

Lesson plan available

No lesson plan is available

Lesson plan is outlined

–

Lesson is planned in detail and utilizes appropriate format

Safety Safety concerns are

not addressed Safety concerns are addressed

Safety concerns are addressed as they occur and before children begin

Positioning of students

Students are unable to see or hear instructor and/or there are distractions

Students can see and hear instructor

Students are positioned so that all can see and hear throughout the entire lesson

Language clear and concise – avoids excessive teacher talk

Provides unclear directions and/or require excessive time

Directions are clear, but teacher talk could be reduced.

Directions are clear and concise

Leadership/ class control

Teacher does not maintain control over class

Teacher is able to control the class

Teacher is in an obvious class leader and in control of class

2. Classroom Management. The teacher candidate conducts the lesson to obtain and maintain student attention through stop signals, speaking to students only when they are quiet, projecting voice, and personal enthusiasm.

Rating Indicator

1-Unacceptable 2-Acceptable 3-Target Score

Stop signal Does not use a stop signal to obtain student attention or uses an inappropriate or distracting stop signal

Uses a variety of signals to indicate to the students to stop activity.

Consistently uses the same stop signal to obtain student attention

Student attention

Speaks to students even when most of them are not listening

Speaks to the students when they are paying attention.

Speaks to students only when all are quiet and listening

Voice Unable to project voice across the teaching area

Projects voice so that students can hear

Projects voice so that all can easily hear instruction

“Verbal crutches”

Uses verbal crutches 10 or more times in a 30 minute lesson

Uses verbal crutches 5-9 times during a 30 minute lesson

Uses verbal crutches less than four times during a 30 minute lesson

Appropriate non-verbal behaviors

Demonstrates non-verbal behaviors that detract from the lesson

Occasionally uses non-verbal behaviors that detract from the lesson

Does not demonstrate any detracting non-verbal behaviors, but uses non-verbal behaviors to reinforce students

Enthusiasm Shows no enthusiasm for lesson

Shows enthusiasm for parts of lesson

Is enthusiastic about the entire lesson

Assures that students are on task

Less than 90% of the students are on task throughout the lesson.

At least 90% of the students are on task for the lesson

All students are on task throughout the lesson

1. Instruction. During the lesson, the teacher candidate includes an anticipatory set, provides accurate

demonstrations, examples or models, and reviews key concepts as students practice. At the conclusion on the lesson, the teacher candidate provides closure that promotes and reinforces learning.

Rating Indicator


Anticipatory set

Does not provide clear descriptions of what the students will be doing, how they will be doing it, and/or why it is important

Provides descriptions of what the students will be doing, how they will be doing it, and why it is important

Clearly explains to students what they will be doing, how they will be doing it, and why it is important

Links new material with old

Does not attempt to link new material with previously learned information

Explains briefly the link between new information and old

Clearly links new information with previously learned material

Content knowledge

Some content knowledge or terminology is incorrect

All content knowledge is accurate

All content knowledge is accurate and teacher is able to teach that content information in a variety of ways to enhance student learning

Key concepts Is unable to divide concepts into key parts to assist student learning

Is able to divide concepts into key parts some of the time

Always divides concepts into key points – critical components

Demonstrations examples, or models

Uses ineffective demonstrations, examples, or models

Uses some effective demonstrations, examples, or models to enhance learning

Routinely uses effective demonstrations, examples or models to enhance learning

Review key concepts

Does not reinforce key concepts

Reinforces key concepts at the end of the lesson

Reviews key concepts throughout lesson

Differentiates instruction

No accommodations are made for different learning styles of for the needs of students

The teacher candidate makes accommodations to address the specific needs of individual students

Accommodations are made to address all three learning domains as well as specific needs of individual students

Integrates technology

Does not integrate any technology

Integrates technology without relevancy.

Integrates technology that enhances instruction

Lesson closure Does not provide summary of lesson.

Provides a summary of lesson

Provides a summary of lesson that relates directly to objectives

Lesson pacing Too much time (or too little) is devoted to key concepts of lesson

Teacher candidate paces the lesson to meet the needs of nearly all of the students.

Timing of lesson enables all students to maximize learning

2. Time Management and Classroom Organization. During the lesson, the teacher candidate utilizes established classroom procedures, minimizes transition time, paces lesson effectively, and organizes lesson to maximize learning time.

Rating Indicator


Procedural matters

Excessive time is required for all procedural activities

Procedural tasks are handled efficiently.

Time required for procedural tasks is minimal

Transition time

Transitioning between activities is excessive

Transitioning between activities is minimal for most of the lesson.

Transitioning between all activities is minimal

Learning time

Lesson is disorganized so that student learning is minimal

Lesson is organized so that students are actively learning at least 70% of the time

Lesson is organized so that students are actively learning more than 70% of the time

On Task time

Few students are on task.

90% of the students are on task.

All students are on task.

3. Provides appropriate feedback and student interaction.

Rating Indicator


Circulates

Does not move around the teaching area

Circulates throughout the teaching area, but cannot see every student all of the time

Moves around and is able to see all students all of the time

Specific feedback & monitors progress

Provides limited feedback

Provides feedback but it is specific only 50% of the time.

Provides specific feedback to all students and monitors student progress

Questioning/ problem solving skills

Questioning/problem solving skills are not used in the lesson

Some questions that require one-two word answers are posed during the lesson, but questions involving higher order thinking are also asked.

Higher order questions and problem solving tasks are asked throughout the lesson

Supports & acknowledges all students

Interacts in a supportive manner only with selected students

Interacts in a supportive manner with all students

Interacts in a supportive manner with all students at all times

Use of assessments

Does not utilize assessments

Utilizes assessments that are appropriate for the lesson and the students, but does not use a variety of assessments.

Uses a variety of assessments. All are appropriate for the students and the lesson

Final Clinical Experience Evaluation


IMPORTANT NOTE: This evaluation can only be processed if the Longwood ID and teacher candidate name you provide are accurate. If you do not have access to this information, please ask the candidate to provide this information. Thank you.


Please provide the candidate's name as s/he is currently enrolled at Longwood:Last Name First Name Middle Name or Middle Initial


Student Teaching Placement 1 Graduate Professional Internship

Student Teaching Placement 2 Graduate Professional Semester (SPED 692)

Full Student Teaching Experience Other Placement


Semester

Year Spring

Summer

Fall

Term

Please indicate your role: Is the candidate from the New College Institute campus?

Yes No

INSTRUCTIONS: Below are essential knowledge and skills that the Longwood Professional Education Community has determined as important for its candidates to develop during their educational preparation. Using the available Conceptual Framework Standards Rubrics, please assess this candidate's present ability to demonstrate these characteristics. If you are unable to evaluate a candidate on a particular indicator (i.e., you did not have an opportunity to observe this behavior), please choose "NA" for "Not Applicable/Not Observed." However, please use this option sparingly as we desire your best judgment of the candidate's ability on as many of these indicators as possible.

Click here to view a copy of the Longwood Conceptual Framework Standards Rubrics.

file:///C|/Documents and Settings/godfreyml/Local ...p/final_clinical_experience_evaluation_v063_2.html (1 of 2) [2/17/2009 12:49:23 PM]

javascript:openWindow('file://C|\\DOCUME~1\\GODFRE~1\\LOCALS~1\\Temp\\Final_Clinical_Experience_Evaluation_v063_HelpTextQ00000388.Q00000366.HTML','QuestionHelp', 'help', 'true');

javascript:openWindow('http://www.longwood.edu/cehs/dean/assessment_data/Conceptual_Framework_Standards_Rubric.pdf','inq_new','new','toolbar=yes,location=yes,directories=yes,status=yes,menubar=yes,scrollbars=yes,resizable=yes');

godfreyml

Typewritten Text

APPENDIX M


CF Standard I: Content Knowledge

Indicator Not Demonstrated

Indicator

Demonstrated

Exemplary

NA

a. Demonstrates understanding of the subject being taught

b. Helps learners understand the subject and its relationship to the student

c. Uses variety of methods and materials to present subject content

d. Communicates concepts, processes and knowledge

e. Demonstrates instructional strategies related to content and student learning

f. Guides students to understand content from various perspectives and its relationship to the world at large

file:///C|/Documents and Settings/godfreyml/Local ...p/final_clinical_experience_evaluation_v063_2.html (2 of 2) [2/17/2009 12:49:23 PM]






CF Standard V: Evaluation/Assessment


Indicator

Demonstrated

Exemplary

NA

a. Uses a variety of appropriate evaluation methods for each lesson objective

b. Uses assessments that are aligned with learning outcomes

c. Analyzes assessment data to guide instruction and learning and to measure learning progress

d. Shares assessment results with students and parents

e. Adapts assessments to accommodate diverse learning needs and situations

CF Standard VI: Communication


Indicator

Demonstrated

Exemplary

NA

a. Demonstrates competence in oral communication

b. Demonstrates competence in written communication

c. Demonstrates the ability to communicate with students

d. Demonstrates the ability to communicate with school personnel

e. Demonstrates the ability to communicate with parents and families

CF Standard VII: Technology


Indicator

Demonstrated

Exemplary

NA

a. Uses media, technology, and available resources to design and plan instruction

b. Uses media, technology, and available resources to implement instruction and facilitate student learning

c. Uses media, technology, and available resources to assess and communicate student learning

d. Integrates student use of media, technology, and available resources into instruction


Art Education Foreign Language Science Education

Biology History/Social Studies Education Secondary Mathematics Education

Business Education Middle School Education Special Education

Elementary Education Music Theatre Education

English Physical Education Other

file:///C|/Documents and Settings/godfreyml/Local Sett.../Temp/final_clinical_experience_evaluation_v063_4.html [11/25/2008 9:29:13 AM]






Below are additional standards for those who are pursuing a degree to work in Art Education. Please assess this candidate's present ability to demonstrate these characteristics.

Art Education Standards


Indicator

Demonstrated

Exemplary

NA

1. Demonstrates an understanding of the knowledge, skills, and processes of the art discipline as defined in the Virginia Standards of Learning, and how they provide a necessary foundation for teaching art.

1a. Demonstrates an understanding of planning units and lessons that are discipline based to include art criticism, history, aesthetics and production standards of learning.

2. Demonstrates knowledge, skills, and processes for teaching art appropriate to the developmental levels of students in preK-12.

2a. Demonstrates knowledge and experience in planning, developing, administering, and evaluating a program of art education.

2b. Demonstrates knowledge, skills, and processes for teaching two-dimensional media and concepts including basic and complex techniques and concepts in two-dimensional design, drawing, painting, printmaking, computer graphics, and other electronic imagery.

2c. Demonstrates knowledge, skills, and processes for teaching three-dimensional media and concepts including basic and complex techniques and concepts in three-dimensional design, sculpture, ceramics, fiber arts, and crafts.

2d. Demonstrates knowledge, skills, and processes for teaching history of art, including aesthetics and criticism.

2e. Demonstrates knowledge, skills, and processes for teaching the relationship of art and culture and the influence of art on past and present cultures.

2g. Demonstrates knowledge and understanding of technological and artistic copyrights laws.

2h. Demonstrates knowledge and understanding of safety, including use of toxic art material in various aspects of studio and classroom work.

file:///C|/Documents and Settings/godfreyml/Local Sett.../Temp/final_clinical_experience_evaluation_v063_5.html [11/25/2008 9:29:26 AM]






Below are additional standards for those who are pursuing a degree to work in Business Education. Please assess this candidate's present ability to demonstrate these characteristics.

Business Education Standards


Indicator

Demonstrated

Exemplary

NA

1. Understands the foundations of work, the career development process, current occupational skills standards, and current workplace skill requirements.

2. Demonstrates the process of planning, delivering, and evaluating instruction based upon knowledge of subject matter in the field; student, community, and work needs; curriculum goals; findings of educational research, and current market data.

3. Understands the principles of business communications and is able to apply them in oral, written, and electronic channels.

4a. Demonstrates knowledge, skills, and processes related to teaching reading in the content area of business, marketing, and computer technology education.

4b. Demonstrates knowledge, skills, and processes related to teaching computational, financial, and accounting principles and practice.

4c. Demonstrates knowledge, skills, and processes related to teaching content related to economics and personal finance.

4d. Demonstrates knowledge, skills, and processes related to teaching the principles of marketing, management, law, and/or entrepreneurship.

4e. Demonstrates knowledge, skills, and processes related to teaching basic concepts of keyboarding and business computer applications and technology.

:35 AM]file:///C|/Documents and Settings/godfreyml/Local Sett.../Temp/final_clinical_experience_evaluation_v063_6.html [11/25/2008 9:29






Below are additional standards for those who are pursuing a degree to work in Elementary Education. Please assess this candidate's present ability to demonstrate these characteristics.

Elementary Education Standards


Indicator

Demonstrated

Exemplary

NA

1. Demonstrates a high level of competence in using the English language and is able to effectively teach reading, writing, speaking, listening, and thinking skills.

2. Demonstrates an understanding of and teaches the fundamental principles of science--including physical, life, and earth and space sciences--, along with developing the associated inquiry and technology skills.

3. Demonstrates understanding and use of major math concepts, procedures and associated reading skills.

4. Understands and uses the basic concepts and modes of inquiry connected with social studies and teaches the elementary learner the role of citizens in a democratic society.

5. Demonstrates understanding of the role of the arts in the curriculum and uses them effectively in teaching.

6. Knows and uses major concepts of health and physical education, assisting students in living healthy life styles and making responsible decisions.

7. Understands and helps students to see the connections of the above concept areas and motivates them to use these ideas in real world applications.

:03 AM]file:///C|/Documents and Settings/godfreyml/Local Sett.../Temp/final_clinical_experience_evaluation_v063_7.html [11/25/2008 9:30






Below are additional standards for those who are pursuing a degree to work in English Education. Please assess this candidate's present ability to demonstrate these characteristics.

English Education Standards


Indicator

Demonstrated

Exemplary

NA

2.1 Creates an inclusive and supportive learning environment in which all students can engage in learning.

2.2 Uses English Language Arts to help students become familiar with their own and others' cultures.

2.3 Demonstrates reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates.

2.4 Uses practices designed to assist students in developing habits of critical thinking and judgment.

2.5 Makes meaningful connections between the English Language Arts curriculum and developments in culture, society, and education.

2.6 Engages students in activities that demonstrate the role of arts and humanities in learning.

3.1 Demonstrates knowledge of, and skills in the use of, the English language.

3.2 Demonstrates knowledge of the practices of oral, visual, and written literacy.

3.3 Demonstrates knowledge of reading processes.

3.4 Demonstrates knowledge of different composing processes.

3.5 Demonstrates knowledge of, and uses for, an extensive range of literature.

3.6 Demonstrates knowledge of the range and influence of print and nonprint media and technology in contemporary culture.

3.7 Demonstrates knowledge of research theory and findings in English language arts.

4.1 Examines and selects resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.

4.2 Aligns curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.

4.3 Integrates interdisciplinary teaching strategies and materials into the teaching and learning process for students.

4.4 Creates and sustains learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.

4.5 Engages students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.

4.6 Engages students in critical analysis of different media and communications technologies.

4.7 Engages students in learning experiences that consistently emphasize varied uses and purposes for language in communication.

file:///C|/Documents and Settings/godfreyml/Local ...p/final_clinical_experience_evaluation_v063_8.html (1 of 2) [11/25/2008 9:30:35 AM]


4.8 Engages students in making meaning of texts through personal response.

4.9 Demonstrates that students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts.

4.10 Integrates assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.







Below are additional standards for those who are pursuing a degree to work in Foreign Language education. Please assess this candidate's present ability to demonstrate these characteristics.

Foreign Language Education


Indicator

Demonstrated

Exemplary

NA

2.c.1. Implements a content-based approach to language instruction that is based on the integration of language and subject-area content (e.g., math, science, social studies, etc.).

2.c.2. Systematically plans for instruction with colleagues from other subject areas.

2.c.3. Creates a community of learners within the classroom, in which the teacher and learners work together to acquire new information and perspectives across disciplines.

3.a.1. Exhibits ease and flexibility in applying language acquisition theories to instructional practice.

3.a.2. Uses a wide variety of strategies to meet the linguistic needs of students at various developmental levels.

3.a.3. Exhibits originality in the planning, creation and implementation of instructional strategies that reflect language acquisition theories

3.a.4. Uses the target language to teach a variety of subject-matter and cultural content.

3.a.5. Structures classes to maximize both spontaneous and planned use of the target language at all levels of instruction.

3.a.6. Assists students in developing a repertoire of strategies for understanding oral and written input.

3.a.7. Regularly negotiates meaning as an integral part of classroom interaction and teaches students to integrate negotiation of meaning into their communication with others.

3.a.8. Engages students in communicative and interesting activities and tasks on a regular basis through meaningful classroom interaction.

3.a.9. Facilitates instruction by developing engaging content that is personalized to the interests of students and reflect curricular goals.

3.a.10. Engages students in monitoring their own progress and errors, in providing feedback to peers, and in asking for assistance from the teacher.

3.a.11. Rewards students for taking risks in using the target language.

3.b.1. Plans for instruction according to the physical, cognitive, emotional, and social developmental needs of their K-12 students.

3.b.2. In addition to describing specific foreign language program models (e.g., FLES, FLEX, immersion), candidate can design and/or implement foreign language program models that lead to different language outcomes.

3.b.3. Consistently uses information about their students’ language levels, language backgrounds, and learning styles to plan for and implement language instruction.

3.b.4. Plans for and implements a variety of instructional models and strategies that accommodate different ways of learning.

3.b.5. Anticipates students' special needs by planning for alternative classroom activities as necessary.



3.b.6. Rewards their students for engaging in critical thinking and problem solving.

3.b.7. Provides regular opportunities for students to work collaboratively in pairs and small-groups.

3.b.8. Teaches students strategies for assuming roles, monitoring their progress in the task, and evaluating their performance at the end of the task.

3.b.9. Has an approach to planning and instruction that integrates the appropriate design and use of both questioning strategies and task-based activities, based on instructional objectives and the nature of language use that they want to elicit from students.

4.a.1. In addition to describing the national and state foreign language standards, candidate uses those standards as a rationale for the significance of language study.

4.a.2. Uses national and state standards to design curriculum and unit/lesson plans.

4.a.3. Articulates a rationale for using national and state standards as a basis for curriculum and unit/lesson plans.

4.b.1. The goal areas and standards of the Standards for Foreign Language Learning and/or SOLs are the focus of all classroom activities.

4.b.2. Uses the interpersonal-interpretive-presentational framework as the basis for planning and implementing classroom communication.

4.b.3. Uses the products-practices-perspective as the basis for planning and implementing cultural instruction.

4.b.4. Uses connections to target language communities as key component of planning and instruction.

4.b.5. Participates in professional development activities to enhance knowledge and expertise with standards, to develop linguistic and cultural competence, and to promote reflection on practice.

4.b.6. Advocates for foreign language learning with students, colleagues, and members of the community.

4.c.1. Uses authentic materials to plan for and deliver a variety of classroom activities.

4.c.2. Creatively uses a wealth of appealing resources, including authentic materials (visual, realia, printed and oral materials, and other resources obtained through technology).

4.c.3. Bases selection of those materials on curricular goals and the standards, adapting them when necessary to enhance instruction.

5.a.1. Designs a system of formative and summative assessments that measure overall development of proficiency in an ongoing manner and at culminating points in the total program.

5.a.2. Designs assessment procedures that encourage students to interpret oral and printed texts of their choice.

5.a.3. Incorporates standards-based, reliable assessments of interpersonal, presentational, and problem-solving tasks of interest to students and/or within other content areas.

5.a.4. Uses models from professional organizations and professional literature to develop assessments.

5.b.1. Helps students develop self-assessment skills to encourage independent interpretation and to reflect upon their performance in both a global and analytical fashion.

5.b.2. Uses assessment results to help students identify gaps in their knowledge and skills.



5.c.1. Identifies ways of involving students in understanding testing procedures and scoring mechanisms so that students gain confidence in self-assessment and in planning for personal growth.

5.c.2. Communicates to audiences in the school and community how assessments reflect language proficiency and cultural experiences.







Below are additional standards for those who are pursuing a degree to work in History/Social Studies Education. Please assess this candidate's present ability to demonstrate these characteristics.

History/Social Studies Education Standards


Indicator

Demonstrated

Exemplary

NA

1.1 Demonstrates the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity.

1.2 Demonstrates the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of time, continuity, and change.

1.3 Demonstrates the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment.

1.4 Demonstrates the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity.

1.5 Demonstrates the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individuals, groups, and institutions.

1.6 Demonstrates the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority and governance.

1.7 Demonstrates the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption of goods and services.

1.8 Demonstrates the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology and society.

1.9 Demonstrates the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of global connections and interdependence.

1.10 Demonstrates the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices.

file:///C|/Documents and Settings/godfreyml/Local Sett...Temp/final_clinical_experience_evaluation_v063_10.html [11/25/2008 9:31:51 AM]






Below are additional standards for those who are pursuing a degree to work in Middle School Education. Please assess this candidate's present ability to demonstrate these characteristics.

Middle School Education Standards


Indicator

Demonstrated

Exemplary

NA

MSa. Demonstrates understanding of the major principles and theories relating to young adolescent development.

MSb. Applies theory and research relating to your adolescent development to support student learning.

MSc. Demonstrates a belief in and a commitment to teaching within the developmentally responsive middle school setting, including interdisciplinary teaming, advisory roles, modeling of appropriate behaviors, and involvement with families and community members.







Below are additional standards for those who are pursuing a degree to work in Science Education. Please assess this candidate's present ability to demonstrate these characteristics.

Science Education Standards


Indicator

Demonstrated

Exemplary

NA

1a. Understands and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships.

1b. Understands and can successfully convey to students the unifying concepts of science.

1c. Understands and can successfully convey to students important personal and technological applications of science.

1d. Uderstands research and can successfully design, conduct, report evaluate investigations in science.

1e. Understands and uses mathematics to process and report data and solve problems.

2a. Understands the historical and cultural development of science and the evolution of knowledge in the discipline.

2b. Understands the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world.

2c. Engages students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.

3a. Understands the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge.

3b. Engages students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.

4b. Engages students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.

9a. Understands the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials.

9b. Knows and practices safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.

9c. Knows and follows emergency procedures, maintains safety equipment, and ensures safety procedures appropriate for the activities and the abilities of students.

9d. Treats all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respects legal restrictions on their collection, keeping, and use.







Below are additional standards for those who are pursuing a degree to work in Secondary Mathematics Education. Please assess this candidate's present ability to demonstrate these characteristics.

Secondary Mathematics Education Standards


Indicator

Demonstrated

Exemplary

NA

1. Knows, understands and applies the process of mathematical problem solving.

2. Reasons, constructs, and evaluates mathematical arguments and develops an appreciation for mathematical rigor and inquiry.

3. Communicates mathematical thinking orally and in writing to peers, faculty and others.

4. Recognizes, uses, and makes connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding.

5. Uses varied representations of mathematical ideas to support and deepen students' mathematical understanding.

6. Embraces technology as an essential tool for teaching and learning mathematics.

7. Supports a positive disposition toward mathematical processes and mathematical learning.

8. Possesses a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning.

9. Demonstrates computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and the meaning of operations.

10. Emphasizes relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change.

11. Uses spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties.

12. Demonstrates a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in techniques and application of the calculus.

13. Applies the fundamental ideas of discrete mathematics in the formulation and solution of problems.

14. demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability.

15. Applies and uses measurement concepts and tools.







Below are additional standards for those who are pursuing a degree to work in Special Education. Please assess this candidate's present ability to demonstrate these characteristics.

Special Education Standards


Indicator

Demonstrated

Exemplary

NA

1d. Demonstrates an understanding of the legal, judicial, and educational systems available to assist individuals with disabilities.

1i. Appropriately uses reinforcement techniques to serve individuals with disabilities.

2d. Demonstrates an understanding of the psychological and social-emotional characteristics of individuals with disabilities.

3a. Demonstrates an understanding of the impact of disabilities on auditory and information processing skills.

3b. Demonstrates the ability to relate levels of support to the needs of the individual.

4h. Demonstrates the ability to use research-supported methods for academic and non-academic instruction of individuals with disabilities.

4l. Demonstrates the ability to use methods to teach mathematics appropriate to the individuals with disabilities.

4n. Demonstrates the ability to use appropriate adaptations/accommodations and technology for all individuals with disabilities.

4o. Demonstrates knowledge of resources, and techniques used to transition individuals with disabilities into and out of school and post-school environments.

4p. Demonstrates the ability to use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities.

5b. Demonstrates knowledge of adaptations of the physical environment to provide optimal learning opportunities for individuals with disabilities.

5i. Demonstrates ability to establish a consistent classroom routine for individuals with disabilities.

6b. Demonstrates knowledge of ommunication and social interaction alternatives for individuals who are nonspeaking.

7a. Demonstrates ability to integrate academic instruction and behavior management for individuals and groups with disabilities.

7f. Demonstrates ability to elect and use specialized instructional strategies appropriate to the abilities and needs of the individual

7g. Demonsrates ability to plan and implement age and ability appropriate instruction for individuals with disabilities.

8d. Demonstrates ability to implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities.

8e. Demonstrates ability to use exceptionality-specific assessment instruments with individuals with disabilities.

8f. Demonstrates ability to select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with disabilities.

9a. Demonstrates knowledge of sources of unique services, networks, and organizations for individuals with disabilities.

9d. Demontrates ethical responsibility to advocate for appropriate services for individuals with disabilities.

10b. Demonstrates knowledge of the collaborative and/or consultative role of the special education teacher in the reintegration of individuals with disabilities.

file:///C|/Documents and Settings/godfreyml/Local .../final_clinical_experience_evaluation_v063_14.html (1 of 2) [11/25/2008 9:32:43 AM]


10d. Demonstrates knowledge of co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities.

10f. Demonstrates ability to select, plan, and coordinate activities of related services personnel to maximize direct instruction for individuals with disabilities.







Below are additional standards for those who are pursuing a degree to work in Theatre Education. Please assess this candidate's present ability to demonstrate these characteristics.

Theatre Education Standards


Indicator

Demonstrated

Exemplary

NA

1. Demonstrates an understanding of the knowledge, skills, and processes of the theatre discipline as defined in the Virginia Standards of Learning, and how they provide a necessary foundation for teaching theatre.

2. Demonstrates knowledge, skills, and processes for teaching theatre appropriate to the developmental levels of students in preK-12.

2a. Demonstrates knowledge and experience in planning, developing, administering, and evaluating a program of theatre education.

2b. Demonstrates knowledge, skills, and processes related to directing.

2c. Demonstrates knowledge, skills, and processes related to technical theatre, including lighting design, set design, stage craft, costuming, makeup and safety.

2d. Demonstrates knowledge, skills, and processes related to teaching performance, including acting and acting styles.

2e. Demonstrates knowledge, skills, and processes related to teaching dramatic literature.

2f. Demonstrates knowledge, skills, and processes related to teaching the relationship of theatre and culture, such as art, dance, and music.







Below are additional standards for those who are pursuing a degree to work in Physical Education. Using the available Physical Education Standards Rubrics, please assess this candidate's present ability to demonstrate these characteristics.Click here to view a copy of the Physical Education National Standards Rubrics.

NASPE Standards

Not

Demonstrated

Demonstrated

Exemplary

NA

1.1 Identifies critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purposes of improving learning.

1.6 Demonstrates knowledge of approved state and national content standards, and local program goals

2.1 Monitors individual and group performance in order to design safe instruction that meets student developmental needs in the physical, cognitive, and socio-emotional domains.

4.1 Uses managerial routines that create smoothly functioning learning experiences and environments.

4.2 Organizes, allocates, and manages resources (e.g., students, time, space, equipment, activities, teacher attention) to provide equitable learning experiences.

4.3 Uses a variety of developmentally appropriate practices to motivate students to participate in physical activity in and out of the school.

4.4 Uses strategies to help students demonstrate responsible personal and social behaviors (e.g., mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment.

5.1 Describes and demonstrates effective communication skills (e.g., use of language, clarity, conciseness, pacing, giving and receiving feedback, age appropriate language, non-verbal communication).

5.3 Communicates in ways that demonstrate sensitivity to all students (e.g., considerate of ethnic, cultural, socio-economic, ability, gender differences).

6.1 Identifies, develops, and implements appropriate program and instructional goals.

6.2 Develops long and short-term plans that are linked to both program and instructional goals, and student needs.

6.3 Selects and implements instructional strategies based on selected content, student needs, and safety issues to facilitate learning in the physical activity setting.

6.4 Designs and implements learning experiences that are safe, appropriate, relevant, and based on principals of effective instruction.

6.5 Applies disciplinary and pedagogical knowledge in developing and implementing effective learning environments and experiences.

6.6 Provides learning experiences that allow students to integrate knowledge and skills from multiple subject areas.

6.7 Selects and implements appropriate (i.e., comprehensive, accurate, useful, safe) teaching resources and curriculum materials.

6.8 Uses effective demonstrations and explanations to link physical activity concepts to appropriate learning experiences.

6.9 Develops and uses appropriate instructional cues and prompts to facilitate competent motor skill performance.

6.10 Develops a repertoire of direct and indirect instructional formats to facilitate student learning (e.g., ask questions, pose scenarios, promote problem solving and critical thinking, facilitate factual recall).


javascript:openWindow('http://www.longwood.edu/cehs/dean/assessment_data/Physical_Education_Standards.pdf','inq_new','new','toolbar=yes,location=yes,directories=yes,status=yes,menubar=yes,scrollbars=yes,resizable=yes');









FIELD ACTIVITY LOG

Name of Teacher Candidate Semester Year

School Division School Assigned To

Cooperating Teacher’s Name

DATE ARRIVAL TIME

DEPARTURE TIME

LENGTH OF VISIT

TOTAL HOURS TO DATE

TEACHER SIGNOFF

UNIVERSITY SUPV. SIGN

OFF

godfreyml

Typewritten Text

APPENDIX N