Introduction - Buena Vista University Web view... (P1.5) Learning progressions and appropriate learning ... (the how of learning) and modification (the what of learning) strategies

EDUC 443 / SEDU 455Elementary Literacy Field ExperienceSecondary Literacy Field Experience

HANDBOOK

August 2016

EDUC 443/SEDU 455 Literacy Field Experience

Table of Contents

Introduction............................................................................................................................2

Course Goals...........................................................................................................................2

InTASC Principles and Course Alignment..................................................................................3

Requirements of the Course....................................................................................................5

Grading...................................................................................................................................5

Placement...............................................................................................................................5

Responsibilities of the EDUC 443/SEDU 455 Instructor............................................................6

Responsibilities of the Cooperating Teacher............................................................................6

Responsibilities of the Student................................................................................................7

Assignment Overview..............................................................................................................7

Assignment Checklist...............................................................................................................9

40-Hour Log Sheet.................................................................................................................10

KEY ASSIGNMENT: Literacy Field Experience Reflections, Case Study, and Lesson Observations..............................................................................................................................................12

Key Assignment- Literacy Field Experience Reflections..........................................................14

Key Assignment- Case Study..................................................................................................15

Key Assignment- Lesson Observation.....................................................................................17

Key Assignment: Lesson Observation Notes Expectations......................................................18

Key Assignment Rubric: Literacy Field Experience Reflections, Case Study, and Lesson Observations.........................................................................................................................20

Cooperating Teacher/Instructor Feedback.............................................................................25

Assessment of Dispositional Professional Qualities in the Teacher Education Program Candidate..............................................................................................................................26

Student Evaluation of Field Experience..................................................................................28

1EDUC 443/SEDU 455 Literacy Field Experience

Introduction

The intent of this literacy clinical experience is to promote the integration of methods and field experiences and to link educational theory and practice.

Course GoalsThis course includes 40 hours of clinical experience promoting the integration of methods and field experience, with a minimum of 10 and a maximum of 20 of those hours working with colleagues and parents in the support of reading and writing development. Field experience participants will understand the usefulness and importance of planning and tailoring lesson plans to multiple needs based upon ongoing assessment of learning goals. At the end of the experience the student will:Know:

Lesson plan components & structure (P3.2) Methods for maximizing learning opportunities for all students (P1.5) Learning progressions and appropriate learning goals within the discipline (P2.4) The attributes and implications of Student-Centered Classrooms, Teaching for Understanding,

Assessment for Learning, Rigorous and Relevant Learning, and teaching for Learner Differences as they apply to learning content. (P3.4)

Differentiated instruction is needed in all learning plans (P3.6) Methods of accommodation (the how of learning) and modification (the what of learning)

strategies (P3.7) The goals and methods of effective instruction (P4.2) Multiple methods of formative and summative assessment to evaluate and report learner

progress towards learning goals. (P4.4) A variety of methods to provide accommodations and modifications (P4.5) Professional and content standards, cod of ethics, laws, and policies. (P5.1)

Be able to: Plan and implement differentiated learning opportunities that accommodate diverse needs

(P1.7) (Key Assignment) Establish positive rapport with all students to enhance learning (P1.8) Demonstrate legal and ethical conduct as defined by law and individual district policy within

issues of diversity (P1.10) Match instructional strategies and instructional sequence to the content and the individual

(P2.10) (Key Assignment) Apply valid and reliable research findings to make instructional decisions (P3.9) Apply Student-Centered Classrooms, Teaching for Understanding, Assessment for Learning,

Rigorous and Relevant learning, and Teaching for Learner Differences to facilitate student learning (P3.12)

Manage the learning environment to actively and equitably engage learners (P3.15) Evaluate and modify resources and curriculum material to fit the content and learners (P3.16) Vary his/her role in the instructional process based on the content, purpose of instruction, and

needs of learners (P3.17) Use a variety of self-assessment, learner data, and problem-solving strategies to analyze and

improve professional practice. (P4.7)


Use formative and summative assessment data and other student data to identify readiness for learning, design and modify short and long-term instructional plans, and implement appropriate accommodations to meet learners’ needs in all areas of development (P4.9)

Align assessments to learning goals and individual differences (P4.10) Behave in a manner reflecting sound ethical and professional judgment expected of the

profession, district and community in relation to self, profession, students and student learning (P5.11)

Establish a supportive & safe learning environment (P1.8) Create a classroom environment based on inclusivity, equity, and high expectations that meet

the individual needs of each student (P1.11) Use knowledge of student development and content to make learning experiences meaningful

in the context of authentic local, national and global issues (P2.11) Establish clear learning goals with essential questions and topic questions (P2.13) Select and integrate digital and interactive technologies to plan and achieve content learning

goals (P3.10) Create authentic learning tasks in inquiry-based instruction (P3.11) Use multiple assessment methods for students to demonstrate progress towards learning goals

(P4.13)Understand:

Students learn at different rates and in different ways (P1.15) Based on reflection and data, the teacher systematically adjusts instruction to meet learner

needs (P3.20) Effective instruction is thoughtful, purposeful, and intentional (P3.23) Teachers are responsible for maximizing the achievement of all students (P1.12) Flexible learning environments that include exploration, discovery, and expression across

content areas enhances student learning (P1.17) Students build understanding of new content and curricular connections using their prior

knowledge and experiences (P2.14) Deep learning is transferrable into authentic contexts (P2.15) Content knowledge is not a fixed body of facts but is complex, culturally situated, and ever

evolving (P2.16) Deep understanding requires transfer of learning to various disciplines, local and global issues,

and life skills/experiences (P3.21)

InTASC Principles and Course Alignment

Buena Vista University’s Teacher Education Program is based on the Interstate New Teacher Assessment and Support Consortium (InTASC) Principles, and the practitioner candidate developing as a reflective practitioner. The development of the student teacher is based on these foundational areas. The series of principles developed by InTASC serve as a resource for dialogue and establishing expectations for beginning teachers. Within the content of EDUC 443/SEDU 455 course are indicators from InTASC Principles 1-7, 9, and 10. The EDUC443/SEDU 455 Literacy Field Experience Key Assignment is particular to InTASC Principles 1, 2, 4, 7, and 8.

The standards have been grouped into four general categories to help users organize their thinking about the standards.


Learner Development

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Content

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility


Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Requirements of the Course

All students seeking the reading endorsement, which is embedded in the elementary education major, must complete the literacy field experience. The literacy field experience is to be taken concurrently with EDUC 415 Instructional Strategies: Fiction or SEDU 454 Reading Instructional Strategies. This experience includes completion of a minimum of 40 hours of observation/teaching in a literacy classroom, with a minimum of 10 and a maximum of 20 of those hours working with colleagues and parents in the support of reading and writing development.

GradingFinal Grade:93% A 90% A-87% B+83% B80% B- 77%. C+73% C70% C-60% D Below 60% F70% PassLate work will be accepted at the description of the instructor, and if accepted, a point penalty may apply.

Placement

The Student Professional Experiences Coordinator, Student Professional Experiences Assistant, or the Education Coordinator/Advisor will make the placement choosing appropriate settings. These settings may include a classroom setting or a literacy lab setting. Students are not to place themselves in any setting.


Responsibilities of the EDUC 443/SEDU 455 Instructor

The Instructor assumes the following responsibilities: Provide guidance in lesson preparation. Debrief with the student regarding the teaching experience. Direct the student to complete all necessary paperwork as noted in the Assignment

Overview below Submit all student paperwork to either the Student Professional Field Experience

Coordinator (Storm Lake) or the Education Coordinator/Advisor (GPS), as appropriate. Observe and provide feedback of teacher candidate instruction on at least two

occasions including comprehension, conceptual vocabulary, fluency, and word study instruction. NOTE: This feedback is formative and needs to be frank so that the student becomes aware of the areas that need attention. (See Key Assignment: Lesson Observation Notes & Expectations Form)

Set due dates for the four entries in the Literacy Field Experience Reflections. Provide formative feedback of the student’s Case Study Provide feedback and grading of Literacy Field Experience Reflections Complete grading of Key Assignment: Literacy Field Experience Reflections, Case Study,

and Lesson Observations within Canvas (See Key Assignment Rubric)

In a literacy lab setting, the EDUC 443/SEDU 455 instructor will assume the responsibilities of the Cooperating Teacher.

Responsibilities of the Cooperating Teacher

In agreeing to work with students during literacy field experience, the cooperating teacher has the following responsibilities:

Read through the EDUC 443/SEDU 455 Field Experience Handbook and be aware of the goals of this field experience

Provide a classroom for observation and practice of literacy instruction. Assist the student in gathering assessment data for the case-study student Discuss appropriate goals for the case-study student with the BVU student Discuss the case study with the BVU student and initial each section Verify that the student completed the 40-hour requirement by signing the Log Sheet. Provide general feedback to student through on-going conversation and to the

university by completing the Cooperating Teacher/Instructor Feedback form. This evaluation of the BVU student’s performance during the literacy field experience must be submitted before a final grade can be assigned.

Notify Student Professional Experiences Coordinator or Education Coordinator/Advisor of any concerns regarding the student's performance during the field experience.

Responsibilities of the Student


Students enrolled in this course have the following responsibilities:

1. Each time a student attends a school, the student is to look, dress, behave, and speak in a professional manner. All clothing should be neat, clean, and professional. Grammar used should be correct with a minimum of slang. All student behavior should reflect responsibility and maturity.

2. The administration and teachers of host schools take this field experience and students' commitment seriously. Punctuality, cooperation, assistance, maturity, enthusiasm, responsibility, initiative, and being actively engaged are expected from all students as the norm.

3. Tardiness and absenteeism are not acceptable. If extenuating circumstances prevent students from attending the classroom, they are to contact their cooperating teacher and instructor as soon as possible and prior to the absence. Except in case of emergencies, a minimum of 24 hours notice must be given to the teacher when a student is unable to be present in the classroom at the agreed upon time.

4. Share experiences and reflection with the methods class in a professional and respectful manner. Keep student information confidential outside the context of this course.

Assignment Overview

During this field experience, students must complete the following assignments. 1. 40 Hour Log Sheet : All students are required to keep an accurate log of the dates and

times spent at their literacy placement. Upon completion of the observation experience, the cooperating teacher/instructor must sign and date the form. The completed and signed form is to be submitted to the EDUC 443 Instructor.

2. Literacy Field Experience Reflections: Four times during your field experience (dates to be determined by your instructor) you will reflect on your learning in writing. See Guidelines and criteria on the Literacy Field Experience Reflections form.

3. Case Study : Develop a case study for one student that includes diagnostic data, plans for instruction, and progress monitoring. Specific components are listed on the syllabus.

4. Lesson Observation: Instructor will observe teacher candidate’s instruction on at least two occasions including comprehension, conceptual vocabulary, fluency, and word study instruction. See criteria on Lesson Observation Notes Expectations.

5. Cooperating Teacher/Instructor Feedback : All cooperating teachers will complete an evaluation form. This evaluation of the BVU student’s performance during the literacy field experience must be submitted before a final grade can be assigned.

6. Self-Assessment using Assessment of Dispositional Professional Qualities : All students are to complete the professional disposition survey. The survey is for you to reflect on your progress and make improvements as needed. Please be sure to discuss any questions or concerns with your cooperating teacher, EDUC 443/SEDU 455 Instructor or your Student Professional Experiences Coordinator, Education Coordinator/Advisor. This survey does not need to be submitted to BVU.

7. Complete the Student Evaluation of the Field Experience : This form will be completed through an online survey available within the Canvas course for this class.


All written materials identified will be kept in the Student Professional Experiences Coordinator, Education Coordinator/Advisor’s office. Failure to submit the required items will result in a failing grade for this EDUC 443 field experience.


EDUC 443 Literacy Field ExperienceAssignment Checklist

This form is to help you keep track of the assignments for this course

Student Name ____________________________________

Assignment Completed (indicated by check)

Review your placement with your Instructor ______-Classroom setting or Literacy Lab setting

40-Hour Log Sheet Completed ______

Key AssignmentLiteracy Field Experience Reflections ______Case Study ______Lesson Observations ______

Cooperating Teacher/Instructor Feedback ______

Self-Assessment using Assessment of Dispositional Professional Qualities ______

Student Evaluation of Field Experience online survey ______


EDUC 443 Literacy Field Experience40-Hour Log Sheet

BVU Candidate: ________________________________ Date: __________________________

Cooperating Teacher:_______________________ School: ____________________________

Grade/Subject: _________________________________________________________________

Thank you for agreeing to help with our Teacher Candidate’s professional field experience.

Students taking this course are required to work with their placement a minimum of 40 hours of observation/teaching in a literacy classroom, with a minimum of 10 and a maximum of 20 of those hours working with colleagues and parents in the support of reading and writing development. One of the BVU Teacher Educational Department instructors or designated facilitators will be assigned to oversee the progress being made by the student during this period. Please note below any tardiness and/or absences of the student during this placement.

Student’s Signature: ____________________________________________________________

Cooperating Teacher’s Signature: __________________________________________________

Date Time

Record Time for ALL That Apply Notes

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Date Time

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Field Experience hours completed for this placement may not count towards another field experience.

Cooperating Teacher & BVU Student- Please make sure this form is returned to the EDUC 443/SEDU 455 instructor.


EDUC 443/SEDU 455 Literacy Field ExperienceKEY ASSIGNMENT: Literacy Field Experience Reflections, Case Study, and Lesson

Observations

Purpose: To analyze student achievement data to plan and implement beneficial instruction

Proficiency: 1) To use data and knowledge of ELA content to determine instructional goal(s) and aligned student evidence of reaching the goal(s)

2) To plan, implement, and reflect on instruction, considering a clear learning progression and research-based practices, which will assist the student in reaching the goal(s)

Learning Goals Assessed: Transfer Goals

Plan and implement differentiated learning opportunities that accommodate diverse needs (P1.7)

Establish positive rapport with all students to enhance learning (P1.8) Demonstrate legal and ethical conduct as defined by law and individual district policy

within issues of diversity (P1.10) Match instructional strategies and instructional sequence to the content and the

individual (P2.10) Apply valid and reliable research findings to make instructional decisions (P3.9) Apply Student-Centered Classrooms, Teaching for Understanding, Assessment for

Learning, Rigorous and Relevant learning, and Teaching for Learner Differences to facilitate student learning (P3.12)

Manage the learning environment to actively and equitably engage learners (P3.15) Evaluate and modify resources and curriculum material to fit the content and learners

(P3.16) Vary his/her role in the instructional process based on the content, purpose of

instruction, and needs of learners (P3.17) Use a variety of self-assessment, learner data, and problem-solving strategies to analyze

and improve professional practice. (P4.7) Use formative and summative assessment data and other student data to identify

readiness for learning, design and modify short and long-term instructional plans, and implement appropriate accommodations to meet learners’ needs in all areas of development (P4.9)

Align assessments to learning goals and individual differences (P4.10) Behave in a manner reflecting sound ethical and professional judgment expected of the

profession, district and community in relation to self, profession, students and student learning (P5.11)

Establish a supportive & safe learning environment (P1.8)


Assignment: To complete the Key Assignment, students will complete the following-A. Literacy Field Experience Reflections- Four times during your field experience (dates to be determined by your instructor) you will reflect on your learning in writing. B. Case Study- You will prepare a case study. Make sure the refer to the Key Assignment Rubric Notes to clarify the expectations of your work. In order to complete all three components of the case study, you will need to:

Gather initial data on the student’s reading Identify reading goal(s) for the student Develop and teach lesson plans to accomplish/address the student’s goal(s) Complete reflections after each lesson Gather summative data on the student’s reading

C. Lesson Observations- Instructor will observe teacher candidate’s instruction on at least two occasions including comprehension, conceptual vocabulary, fluency, and word study instruction. The student’s performance during these observations will be considered for evaluation in the Key Assignment Rubric.D. Upload items from A and B to Canvas


EDUC 443/SEDU 455 Literacy Field ExperienceKey Assignment- Literacy Field Experience Reflections

Four times during your field experience (dates to be determined by your instructor) you will reflect on your learning. Follow the guidelines below for each reflection. Each reflection will be 700 - 1000 words.

Reflection #11. What have you noticed about students’ varying rates and methods of learning?2. How have you learned about connecting current learning to past and future learning?3. How are you using assessment data and/or how are you observing data being used by others?4. What have you learned in your education classes that you have been able to try or have seen

others put into practice?

Reflection #21. Would you describe the environment as supportive and safe? If so, why. If not, why not and

how can it be changed?2. What are you learning about planning for literacy instruction?3. Classroom management is based off engaged and motivated students. How’s that going? What

have you learned that affects your teaching now and in the future?4. How are your interactions with others going? Give examples of collaboration that has benefited

students and/or your own professional growth.

Reflection #31. How do you, and should you, decide what to teach?2. What have you learned about formative assessment from the teacher’s perspective and the

student’s perspective? How can students show their understanding in different ways?3. What have you learned about selecting materials?4. How has your initiative helped you grow professionally during this experience?

Reflection #41. How do students learn to transfer their learning? Why is that important?2. What does the following statement mean to you? “Teachers are responsible for maximizing the

achievement of all students.” Make sure to consider higher order thinking and learning opportunities. How have you and will you demonstrate that statement in your teaching?

3. What have you learned about varying your role during the learning process?

Criteria1. Concepts from classes (EDUC415/SEDU 454, EDUC371, EDUC317) and EDUC443/SEDU 455

teaching experiences are synthesized for deeper understanding.2. Reflections show understanding of theory with field experience examples.3. All prompts are answered.4. Reflections are written clearly and with Standard English grammar and conventions.5. Reflections are completed on time.


EDUC 443 Literacy Field ExperienceKey Assignment- Case Study

Teacher Candidate Name:Student’s Grade Level:Please complete this form electronically. The boxes will expand as needed.

Part 1What initial data do you have about this student’s reading? (Comprehension, Phonemic Awareness, Phonics, Fluency, Vocabulary)What other information will help you plan instruction?

Date:Cooperating Teacher’s Initials:

Part 2 You must have at least one goal for your student. Additional goals are optional.Goal 1A. What is this student’s first learning goal(s)? How did you determine this goal? How will you measure progress towards this goal?


B. Include your lesson plans to help the student reach this goal.C. When was this goal met? (date) What is your evidence that it was

met? If the goal was not met during your practicum, what progress was

made? What evidence do you have?


Goal 2What is this student’s next learning goal(s)?How did you determine this goal?How will you measure progress towards this goal?(Copy this section for additional goals.)


Include your lesson plans to help the student reach this goal.When was this goal met? (date) What is your evidence that it was met?If the goal was not met during your practicum, what progress was made? What evidence do you have?



Part 3What summative data do you have about this student’s reading? As much as possible, include data from the same assessment tools as were used for the initial data.(Comprehension, Phonemic Awareness, Phonics, Fluency, Vocabulary)How does this data compare to the initial data? Be factual. What questions do you have? If you were going to continue working with this student what would be the next steps?



EDUC 443 Literacy Field ExperienceKey Assignment- Lesson Observation

Lesson Plan Template

BVU Student’s Name:Learning Experience/Day #_____ Date:Please complete this lesson plan electronically. The boxes will expand as needed.

Desired Results:

Students will be able to…

Criteria to determine if the desired result has been met:

Expected class time: minutesResources:

Notes:

Time Teacher Task (Include attachments)

Student Task (Include attachments)

Differentiation

Assessment for Learning by teacher or student Highlight in the “Student Tasks” section above. Attach rubrics if applicable

Complete this section after you taught the lesson.Student Response:

My reflection on this lesson. What did you do that helped, or did not help, the student reach the desired result? What surprised you?

Reflect on the next lesson.What is the student ready to learn? Your next lesson will show your plans for instruction.

EDUC 443/SEDU 455 Literacy Field Experience


Key Assignment: Lesson Observation Notes Expectations

Teacher Education Candidate: Date:

Grade Level: Circle One: Large group Small group Individual

Circle One: Classroom Setting

Literacy Lab Setting

Check all that apply: ____Comprehension ____Fluency ____Vocabulary ____Word Study

50 points possible for each lesson when you are observed – minimum of 1 lesson in each category will be observed. (Combined observations are 40% of total grade.)

Points Teacher Candidate ExpectationsPossible0-5

Learning goal(s)- is communicated to students, clearly describing what they will be able to do- uses essential question(s)-aligns with local, state, and national goals

Actual

Comments

Possible0-15

Plan and instruction…- Appropriately apply researched strategies for effective instruction - including a variety of learning strategies to encourage higher order thinking, critical thinking, and problem solving- Give opportunity for students to apply learning to their personal context- Scaffold instruction- Show understanding of the concepts being taught and probable misconceptions- Show a clear learning progression- are determined based on analysis of data- motivate and engage students- give students opportunity to construct their own deep understanding- show effort to utilize multiple sources- intentionally vary the teacher’s role

Actual

Comments


Points Teacher Candidate ExpectationsPossible0-10

Formative Assessment used by Teacher and Students throughout the lesson- is aligned with the learning goal(s) including the level of learning- Appropriate adjustments are made during the lesson based on information gained through assessment for learning- Feedback is given to students with clear expectations that they will make improvements

Actual

Comments

Possible0-10

Time, space, and materials…- build rapport with students- are organized in a way that increases learning- include options of materials are aligned to students needs and preferences-effectively uses technology as a teaching and learning tool- motivate and engage students -show effort to problem solve and find appropriate materials

Actual

Comments

Possible0-5

Reflection uses formative assessment data to plan for future lessons Reflection uses formative assessment and consultation with others to improve your own professional practiceActual

Comments

Possible0-5

Demonstrate professionalism throughout the observation

Actual

Comments

Total Points _____ of 50 Points


EDUC 443 Literacy Field ExperienceKey Assignment Rubric: Literacy Field Experience Reflections, Case Study, and

Lesson Observations

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Level 3 Level 2 Level 1 Not AcceptableC Understand learner differences1 Teacher provides

multiple, flexible methods for students to acquire understanding that are aligned to students’ needs and preferences.

Teacher provides multiple, flexible methods for students to acquire understanding which are usually aligned to students’ needs and preferences.

Teacher provides multiple, flexible methods for students to acquire understanding which are not intentionally aligned to students’ needs and preferences.

Teacher does not provide multiple, flexible methods for students to acquire understanding.

2 Teacher scaffolds instruction so that all students have access to higher order learning opportunities that close learning gaps and provide extension opportunities.

Teacher scaffolds instruction so that most students have access to higher order learning opportunities that close learning gaps and provide extension opportunities.

Teacher scaffolds instruction, but students do not have access to higher order learning opportunities that close learning gaps and provide extension opportunities.

Teacher does not scaffold instruction

3 Throughout the lesson the teacher provides students with opportunities to demonstrate learning in different ways, and student choice is included when appropriate.

Throughout the lesson the teacher provides students with opportunities to demonstrate learning in different way with student choice usually (but not always) is included when appropriate.

Throughout the lesson the teacher provides students with opportunities to demonstrate learning in different ways, but student choice is not included when appropriate.

Teacher does not provide or allow for multiple methods for students to demonstrate understanding.

4 Teacher provides options of instructional material to meet student needs and preferences.

Teacher usually provides options of instructional material to meet student needs and preferences.

Teacher sometimes provides options of instructional material to meet student needs and preferences.

Teacher does not provide options of instructional material to meet student needs and preferences.

E Demonstrate responsibility for student learning3 Teacher takes

responsibility to plan and implement learning opportunities to maximize achievement for all students.

Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for most students.

Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for some students.

Teacher does not take responsibility to plan and implements learning opportunities to maximize achievement for all students.

P Level 3 Level 2 Level 1 Not Acceptable


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A Understands concepts & structures of discipline1 Teacher demonstrates

competence in the knowledge of central concepts, tools of inquiry, technology resources, and structures of the discipline.

Teacher demonstrates general knowledge of central concepts, tools of inquiry, technology resources, and structures of the discipline.

Teacher demonstrates basic knowledge of central concepts, tools of inquiry, technology resources, and structures of the discipline.

Teacher demonstrates lack of knowledge of central concepts, tools of inquiry, technology resources, and structures of the discipline.

2 Teacher consistently anticipates the misconceptions of learners within the discipline.

Teacher usually anticipates the misconceptions of learners within the discipline.

Teacher sometimes anticipates the misconceptions of learners within the discipline.

Teacher proceeds without considering the misconceptions that learners might have in the discipline.

3 Teacher’s use of content is consistently accurate and focus of the content is congruent with the big ideas or structure of the discipline.

Teacher’s use of content is consistently accurate and focus of the content is usually congruent with the big ideas of structure of the discipline.

Teacher’s use of content is consistently accurate and focus of the content is sometimes congruent with the big ideas or structure of the discipline.

Teacher’s use of content is consistently inaccurate and focus of the content is incongruent with the big ideas or structure of the discipline.

D Establish clear learning goals1 Teacher designs

lessons/units with clear, measurable learning goals closely aligned with state and national standards.

Teacher designs lessons/units with measurable learning goals aligned with state and national standards.

Teacher designs lessons/units with measurable learning goals ORTeacher designs lessons/units aligned with state and national standards.

Teacher uses lessons/units with no measurable goals and no alignment to state and national standards.

2 Teacher always plans and communicates a clearly defined learning goal.

Teacher usually plans and communicates a clearly defined learning goal.

Teacher sometimes plans and communicates a clearly defined learning goal.

Teacher rarely plans and communicates a clearly defined learning goal.

3 Teacher plans and implements learning progressions with success to meet the learning goals.

Teacher plans and implements learning progressions with partial success to meet the learning goals.

Teacher plans and implements learning progressions with limited success to meet the learning goals.

Teacher does not plan: OR Teacher plans but does not correctly or successfully implement learning progressions to meet the learning goals.

P Level 3 Level 2 Level 1 Not Acceptable


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A Plan for instruction1 Teacher plans

instruction and evaluations based on knowledge of subject matter, characteristics and needs of students, and Iowa Core.

Teacher generally plans instruction and evaluations based on knowledge of subject matter, characteristics and needs of students, and Iowa Core.

Teacher plans some instruction and evaluations based on knowledge of subject matter, characteristics and needs of students, and Iowa Core.

Teacher inadequately plans instruction and evaluations based on knowledge of subject matter, characteristics and needs of students, and Iowa Core.

2 Teacher always develops strategies, experiences, and assessments that require higher order thinking and are appropriate to the content and learner.

Teacher usually develops strategies, experiences, and assessments that require higher order thinking and are appropriate to the content and learner.

Teacher sometimes develop strategies, experiences, and assessments that require higher order thinking and are appropriate to the content and learner.

Teacher fails to develop strategies, experiences and assessments that require higher order thinking and are appropriate to content and learner.

3 Teacher designs instruction based on assessment data.

Teacher designs most instruction based on assessment data.

Teacher designs some instruction based on assessment data.

Teacher fails to design instruction based on assessment data.

B Use technology as a learning tool1 Teacher integrates

technology matched to instruction resulting in maximum impact on students’ learning.

Teacher integrates technology matched to instruction resulting in some impact on students’ learning.

Teacher integrates technology matched to instruction resulting in little impact on students’ learning.

Teacher does not integrate technology with instruction; ORIntegrates with negligible impact on students’ learning.

2 Teacher understands when technology is essential to meet the learning goals.

Teacher usually understands when technology is essential to meet the learning goals.

Teacher sometimes understands when technology is essential to meet learning goals.

Teacher does not understand when technology is essential to meet the learning goals.

F Synthesize research to guide instructional decisions1 Teacher consistently

synthesizes research to guide instructional and assessment decisions.

Teacher usually synthesizes research to guide instructional and assessment decisions.

Teacher sometimes synthesizes research to guide instructional and assessment decisions.

Teacher does not synthesize research to guide instructional and assessment decisions.

2 Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for all students.

Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for most students.

Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for some students.

Teacher does not take responsibility to plan and implements learning opportunities to maximize achievement for all students.

Pill Level 3 Level 2 Level 1 Not Acceptable

A Use data to support learning


ar 4

: Dat

a-Ba

sed

Refle

ction

1 Teacher always uses multiple instances of assessment for learning to identify learning needs and modify immediate or future instruction.

Teacher usually uses multiple instances of assessment for learning to identify learning needs and modify immediate or future instruction.

Teacher sometimes uses multiple instances of assessment for learning to identify learning needs and modify immediate or future instruction.

Teacher does not use multiple instances of assessment for learning to identify learning needs and modify immediate or future instruction.

2 Teacher always analyzes data and resources both independently and collaboratively to meet students’ needs

Teacher usually analyzes data and resources both independently and collaboratively to meet students’ needs

Teacher sometimes analyzes data and resources both independently and collaboratively to meet students’ needs

Teacher does not analyze data and resources both independently and collaboratively to meet students’ needs

3 Teacher always provides meaningful feedback for all students

Teacher usually provides meaningful feedback for all students

Teacher sometimes provides meaningful feedback for all students

Teacher does not provide meaningful feedback for all students

B Align assessment to learning goals2 Teacher is successful

communicating assessment criteria to student including modeling examples of high and low quality work

Teacher is usually successful communicating assessment criteria to student including modeling examples of high and low quality work

Teacher has limited success communicating assessment criteria to student including modeling examples of high and low quality work

Teacher fails to, or unsuccessfully, communicates assessment criteria to student including modeling examples of high and low quality work

C Use multiple types of assessment processes2 Teacher always uses

multiple assessment types to reflect on and modify own professional practice.

Teacher usually uses multiple assessment types to reflect on and modify own professional practice

Teacher sometimes uses multiple assessment types to reflect on and modify own professional practice

Teacher fails to attempt, or unsuccessfully attempts, to use multiple assessment types to reflect on and modify own professional practice.

3 Teacher always uses technology to support assessment of student learning.

Teacher usually uses technology to support assessment of student learning.

Teacher sometimes uses technology to support assessment of student learning.

Teacher never uses technology to support assessment of student learning.

D Engage students in self-assessment1 Teacher always models

and structures tasks to engage learners in examining their own thinking, learning, and/or learning environment.

Teacher usually models and structures tasks to engage learners in examining their own thinking, learning, and/or learning environment.

Teacher sometimes models and structures tasks to engage learners in examining their own thinking, learning, and/or learning environment.

Teacher never models and structures tasks to engage learners in examining their own thinking, learning, and/or learning environment.

2 Teacher always expects students to make improvements based on self-assessment and feedback from others.

Teacher usually expects students to make improvements based on self-assessment and feedback from others.

Teacher sometimes expects students to make improvements based on self-assessment and feedback from others.

Teacher never expects students to make improvements based on self-assessment and feedback from others.

Level 3 Level 2 Level 1 Not Acceptable

P A Demonstrate professional decision making


illar

5: P

rofe

ssio

nal I

nitia

tive

1 Teacher always seeks and considers input from multiple perspectives when faced with challenging issues.

Teacher usually seeks and considers input from multiple perspectives when faced with challenging issues.

Teacher sometimes seeks and considers input from multiple perspectives when faced with challenging issues.

Teacher does not seek or consider input from multiple perspectives.

B Reflect and learn individually and collaboratively1 Teacher frequently

initiates interactions with colleagues and other resources within and outside of the school.

Teacher often initiates interactions with colleagues and other resources within and outside of the school.

Teacher welcomes invitations from colleagues and other resources within and outside of the school.

Teacher avoids interactions with colleagues and other resources within and outside of the school.

2 Teacher works exceptionally well with other adults and organizations both face-to-face and virtually to benefit student learning.

Teacher works well with other adults and organizations both face-to-face and virtually to benefit student learning.

Teacher works satisfactorily with other adults and organizations both face-to-face and virtually to benefit student learning.

Teacher is not good at working with other adults and organizations both face-to-face and virtually to benefit student learning.

C Commit to professional growth1 Teacher initiates

and/or is an active participant and frequent contributor in professional development aligned with own needs and/or district/building’s curriculum and learning goals

Teacher is an active participant and often contributes in professional development aligned with own needs and/or district/building’s curriculum and learning goals

Teacher is a polite participant and contributes when asked in professional development aligned with own needs and/or district/building’s curriculum and learning goals

Teacher grudgingly participates in professional development aligned with and/or district/building’s curriculum and learning goals and is not an accountable participant.

D Understand and work within district/building1 Teacher knows,

understands and models all professional standards, code of ethics, laws and policies of the state and of the local district/building.

Teacher knows, understands and models most professional standards, code of ethics, laws and policies of the state and of the local district/building.

Teacher knows, understands and models some professional standards, code of ethics, laws and policies of the state and of the local district/building.

Teacher knows, understands and models few professional standards, code of ethics, laws and policies of the state and of the local district/building.

2 Teacher respects all students, families, colleagues and the community and makes them feel they are valued by asking them to partner in student learning and well-being

Teacher respects most students, families, colleagues and the community and makes them feel they are valued by asking them to partner in student learning and well-being

Teacher respects some students, families, colleagues and the community and makes them feel they are valued by asking them to partner in student learning and well-being

Teacher is not respectful of students, families, colleagues and the community

EDUC 443 Literacy Field Experience


Cooperating Teacher/Instructor Feedback

BVU Candidate: ________________________________ Date: __________________________

Cooperating Teacher:_______________________ School: ____________________________

Grade/Subject: _________________________________________________________________

Please provide a Yes or No response to the following items. If you wish to make comments, please do so after the item.

Yes No CommentsThe candidate spent at least 40 hours in observation and teaching.

The candidate showed an attitude of being ready to learn and showed improvement throughout the practicum.The candidate raised questions about teaching methods and practice.

The candidate was actively engaged.

The candidate showed appropriate confidence when working with the students.

The candidate was punctual in attendance.

The candidate demonstrated professionalism by conduct and appearance.

General comments:

Cooperating Teacher/Instructor’s Signature: Date:

Student’s Signature: Date:

Cooperating Teacher & BVU Student- Please make sure all forms are returned to the EDUC 443/SEDU 455 instructor.


Assessment of Dispositional Professional Qualities in the Teacher Education Program Candidate

This form is used to evaluate dispositions you display during class and field experiences. It is used to document professional progress and alert you when improvement is necessary. All students are to complete the professional disposition survey. The survey is for the student to reflect on their progress and make improvements as needed. This survey does not need to be submitted to BVU.

Not Applicable or Not Observed

Serious Concerns Needs Improvement Emerging Acceptable

NA 0 1 2 3Behavior displayed is

contrary to expectations for this disposition.

Behavior is displayed occasionally.

Behaviors is displayed frequently

Behavior is displayed frequently and

consistently

Caring: Candidates with this set of dispositions value and appreciate all aspects of other persons’ well being–cognitive, emotional, and physical–thereby enhancing opportunities for meeting the learning needs of students. The following list comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of caring dispositions:1.1 Empathy: identifies with and see things from the perspective of others. NA 0 1 2 31.2 Compassion: sympathizes, often with a desire to understand and help improve conditions of students’ lives.

NA 0 1 2 3

1.3 Rapport: develops appropriate relationships with peers and other stakeholders. NA 0 1 2 31.4 Respect: shows appropriate regard for the needs, ideas, and experiences of

others.NA 0 1 2 3

1.5 Passion: demonstrates excitement, enthusiasm and optimism for the people, content, and context of the teaching/learning process.

NA 0 1 2 3

1.6 Cultural Competence: appreciates and capitalizes upon diversity; is aware of and acts to reduce one’s own biases; employs culturally sensitive pedagogy.

NA 0 1 2 3

Comments:

Communicative: Candidates with this set of dispositions are sensitive to and skillful in the various aspects of human activity. They have effective interpersonal relationship skills and attitudes that foster collaborative enterprises useful in enhancing the teaching-learning process. The following list comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of communicative dispositions:2.1 Presence: has keen with-it-ness and engagement in human interactions and

other’s needs.NA 0 1 2 3

2.2 Responsiveness: attends to others’ needs; the ability and inclination to act as best meets the needs, subtle as well as obvious, of others and their circumstances.

NA 0 1 2 3

2.3 Attentiveness: concentrates on others’ communication; takes others’ communication into account.

NA 0 1 2 3

2.4 Authenticity: fosters and enhances the teaching and learning process while exercising judgment about personal and professional boundaries; display genuineness

NA 0 1 2 3

2.5 Collaborativeness: involves and works with others in planning, problem solving and implementation of effective practices.

NA 0 1 2 3

2.6 Voice: is willing to openly engage and respond to peers, faculty, teachers, administrators, parents, and community as need arises.

NA 0 1 2 3

Comments:


Creative: Candidates with this set of dispositions display the capacity to envision and craft things in novel and meaningful ways to meet the needs of students. The following list comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of creative dispositions:3.1 Flexibility: adapts, adjusts, and modifies practices to meet the needs of students

and peers; thinks on one’s feet; is comfortable with change.NA 0 1 2 3

3.2 Inventiveness: uses the needs and interests of students to approach curricular and strategic decisions; visualizes and implements novel ideas and practices.

NA 0 1 2 3

3.3 Resourcefulness: uses resources in effective ways; adapts practices to unforeseen challenges.

NA 0 1 2 3

3.4 Resilience: endures stress and maintains stability in the face of disruption and/or chaos; recovers poise or spirit that enables moving forward in an effective manner.

NA 0 1 2 3

Comments:

Critical: Candidates with this set of dispositions have the ability to examine closely, to critique, and to ask questions. They do not accept the status quo at face value but employ higher level thinking skills to evaluate, analyze, and synthesize. Self-evaluation and reflection characterize candidates with this set of dispositions. The following list comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of critical dispositions:4.1 Reflectiveness: takes time consistently to evaluate effectiveness of instruction

and behavior in terms of the larger goals of education; nurtures reflectivity in students and peers; reflects on own growth and accountability.

NA 0 1 2 3

4.2 Initiative: exhibits a willingness to pursue solutions to problems or questions; gathers relevant data and persistently seeks to improve situations or areas of need.

NA 0 1 2 3

4.3 Open-mindedness: exhibits an ability to look at different sides of an issue; recognizes the possibility of error in one’s own beliefs and practices; does not display or act upon prejudices against people or ideas.

NA 0 1 2 3

4.4 Efficacy: nurtures high expectations, demonstrates self-direction and confidence, and empowers students and peers.

NA 0 1 2 3

4.5 Humility: places the needs of the learner and/or learning task above ones own ego; reflects on own growth and accountability.

NA 0 1 2 3

Comments:

Contextual: Additional qualities defined by and consistent with your institutional mission/conceptual framework. 5.1 Reflective Practitioner: reflects as a learner, instructor, and professional. NA 0 1 2 35.2 Innovative and Imaginative: finds original and creative approaches to curriculum,

instruction, assessment, and problem solving.NA 0 1 2 3

5.3 Global Society: develops skills for becoming informed and engaged citizen. NA 0 1 2 3Comments:

Professional Requirements: These are qualities and practices that teacher candidates must exhibit in order to be recommended for licensure, some of which are explicit in the Iowa Code of Ethics and Code of Responsibilities. The candidates will display all of the following qualities and/or behaviors that characterize this set of professional requirements. 6.1 Professionalism: endeavors to meet the standards expected of a teacher such as

appropriateness of dress, grooming, demeanor, punctuality, tact, discretion, courtesy, etc.

NA 0 1 2 3

6.2 Personal and Professional Ethics and Integrity: adheres strongly to high moral principles and ethical standards as expressed in the Iowa Code; evidences integrity.

NA 0 1 2 3

6.3 Work Ethic/Responsibility: attends to school policy for teacher attendance; completes teaching related tasks in a thorough and efficient manner.

NA 0 1 2 3

6.4 Confidentiality: complies with federal, state, and school policies relating to confidentiality.

NA 0 1 2 3

Comments:


EDUC 443 Literacy Field ExperienceStudent Evaluation of Field Experience

The following survey will be completed online via a link within the student’s Canvas Course.

Please rate this field experience on each of the elements below using the descriptors shown for as your guide. Please be thoughtful and candid as you record your responses. You are invited to add comments as appropriate.

Descriptors and Scoring Legend 4 = met or exceeded expectations---almost all of the time---excellent---definitely3 = met most expectations--- most of the time---good---yes 2 = met some expectations---some of the time---okay---probably1 = met very few expectations---infrequently---disappointing---no

DIVERSITY 4 3 2 1a. I saw how diversity was handled in the classroomb. I gained knowledge of different types of diversity in the classroom, building and districtc. I had the opportunity to work with diversity

DURING THE FIELD EXPERIENCE 4 3 2 1a. I saw theories discussed in class evidenced b. I saw and/or participated in implementing strategies discussed in my course(s)c. I understood the purpose of this field experience as it related to the accompanying course or seminard. I understood my responsibilities to the cooperating teachere. I understood the activities I was expected to complete as part of this field experience (classroom activities, Canvas, time logs, seminar participation, etc)f. I understood the general conduct and behavior expected of me in an educational settingg. I understood the limits of what I could or could not do in this field experienceh. I had the opportunity to observe and be observedi. I engaged in discussion and reflection on clinical practicej. I was involved in assessment (formative and summative), planning and instructionk. There were activities directed toward improvement in teaching and learningl. There were opportunities to work with grade level team/colleagues/support staff, etcm. There were opportunities to communicate and interact with parents or guardians


COOPERATING TEACHER 4 3 2 1a. Made me feel welcome and supported by orientating me to the classroom, building and district policies and proceduresb. Gave meaningful help, direction, supervision and feedback on my workc. Encouraged me to ask questions and take calculated risksd. Provided insight to the classroom learning activities and professione. Allowed me to experience a broad range of classroom and school experiencef. Demonstrated professionalismg. Should be used again

OVERALL, THE EXPERIENCE 4 3 2 1a. Gave me a greater awareness of what it means to be a classroom teacherb. Clarified something I wondered aboutc. Gave me the opportunity to discuss and reflect on my teaching career

COMMENTS:


Documents

Introduction - Buena Vista University Web view... (P1.5) Learning progressions and appropriate learning ... (the how of learning) and modification (the what of learning) strategies