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PRACTICUM HANDBOOK
2017-18 ARC PROGRAM
Connecticut Office of Higher Education
450 Columbus Boulevard, Suite 510
Hartford, CT 06103
860/947-1300
860/947-1311 (fax)
www.ctohe.org
Mr. Keith M. Norton, Acting Executive Director
Mr. Edward M. O’Connell, Dean
Dr. Noah M. Dion, Director
Ms. Teri Nixon, Senior Consultant
Dr. Melissa Eastwood, Senior Consultant
www.ctohe.org [email protected]
1. ARC History and Mission ........................................................................................................... 1
2. ARC Dispositions.......................................................................................................................... 2
3. ARC Practicum: An Overview ................................................................................................... 3
4. Responsibilities of the Candidate................................................................................................ 5
Attendance................................................................................................................................ 5
Schedule Changes .................................................................................................................... 5
Dress ......................................................................................................................................... 5
Curriculum and Instruction ...................................................................................................... 6
Assessment of Student Learning……………………………………………………………... 6
Weekly Self-Assessment……………………………………………………………………... 6
Classroom Management……………………………………………………………………… 6
Confidentiality………………………………………………………………………………… 6
Student Assessment and Reporting System (SARS)…………………………………………. 6
Parental Contact………………………………………………………………………………. 7
School Policies and Procedures………………………………………………………………. 7
Relationship with Cooperating Teacher………………………………………………………. 7
Open Communication…………………………………………………………………………. 7
Problems During the Practicum……………………………………………………………….. 7
5. Responsibilities of the Cooperating Teacher ............................................................................. 8
Student Assessment and Reporting System (SARS) ................................................................ 8
6. Responsibilities of the Evaluator ................................................................................................ 9
Student Assessment and Reporting System (SARS) ................................................................ 10
Assessment…………………………………………………………………………………… 10
7. Appendix I: Overview and Timeline of Cooperating Teacher Responsibilities……………. 12
8. Appendix II: Overview and Timeline of ARC Evaluator Responsibilities………………….. 14
9. Appendix III: Candidate Weekly Practicum Reflection Assignment………………………… 16
TABLE OF CONTENTS
1
Welcome to the Alternate Route to Certification (ARC) Program. ARC prepares talented, highly
qualified adults who possess strong content knowledge to teach in Connecticut schools.
An innovative and challenging program, ARC was created as part of the Education Enhancement
Act of 1986 and is approved by the Connecticut State Board of Education. It has been offered
since 1988 and is administered by the Connecticut Office of Higher Education. ARC is a non-
credit and non-degree program, which prepares individuals who are experts in their subject area
to become eligible for teacher certification.
ARC is held on weekends from September through May. Classes run most Friday nights from
6:00 p.m. – 9:00 p.m. and Saturdays from 8:00 a.m. – 4:00 p.m.
ARC candidates bring a wide variety of academic, work, and life experience to classrooms
across the state and come from professions such as architecture, medicine, engineering, law, the
sciences, and business. Many ARC candidates have worked previously as substitute teachers,
private school teachers, and college instructors. Numerous state and local organizations have
recognized ARC graduates for their contributions to the teaching profession. Connecticut’s 2007
Teacher of the Year is an ARC graduate. Since 2007, more than 50 ARC graduates have been
named District or Building Teacher of the Year, selected for the Presidential Award in
Mathematics and Science, and received fellowships or other honors. Still others have become
superintendents, district leaders, and administrators.
ARC’S MISSION STATEMENT
The mission of Connecticut’s Alternate Route to Certification
(ARC) Program is to provide a time-condensed pathway to
teaching credentials for adults who have a strong desire to
become teachers and who possess strong academic and content
backgrounds as well as a wide array of life and professional
experiences. ARC is a teacher preparation program that is
designed to support the learning styles of adults.
1. ARC HISTORY AND MISSION
2
Six dispositions for teaching serve as the foundation of the ARC Program. ARC strives to assure
that its graduates possess the dispositions for teaching and that the dispositions are assessed in
the admission process and throughout the program.
ARC’S DISPOSITIONS* FOR TEACHING
1. Have a passion for teaching that makes them committed to being the
best teachers possible.
2. Care about, motivate, and actively engage students in learning in
order to create a positive classroom and learning environment.
3. Value and respect the diverse learning needs and cultural
backgrounds of students and their families to create a positive
learning environment.
4. Understand the differing needs of their students, hold them to high
expectations, and differentiate learning to ensure appropriate level of
rigor.
5. Have deep knowledge of their content and how to design instruction
and use tools and technology to teach it.
6. Collect, interpret, and use student learning data to monitor progress
and adjust instruction.
7. Reflect on practice and continuously seek opportunities for
professional learning to improve one’s practice.
8. Communicate and collaborate with colleagues, families, and the
community to create positive and culturally respective relationships.
9. Understand and demonstrate professional, ethical, and responsible
behavior at all times, in accordance to the Connecticut Code of
Responsibility for Teachers.
*Adapted from Connecticut’s Educator Preparation Advisory Council
(EPAC)
(Adopted – January 2005)
2. ARC DISPOSITIONS FOR TEACHING
3
The practicum experience is the culminating activity in the ARC program and requires the
contributions of a team of professionals who work together to provide a practical introduction to
teaching. The practicum placement is determined by the candidate’s geographical location, area
of certification, and appropriate range of grade levels. The ARC administration makes final
decisions about practicum placements for candidates.
ARC candidates hired by a school district under a Durational Shortage Area Permit (DSAP)
issued by the State Department of Education may be permitted to complete the practicum under a
DSAP. This means the ARC candidate can fulfill the practicum requirement while remaining in
his or her classroom with intensive support from the school district and the ARC Program. Even
though an ARC candidate is serving under a DSAP, he or she must still complete the practicum
and all ARC requirements and assessments to successfully pass the practicum.
School districts employ a variety of procedures and policies when considering candidates and
require that teacher preparation program staff work directly with the district’s practicum
placement coordinator. School districts receive a resume, copies of transcripts, and test results
for each practicum placement.
ARC candidates must complete their practicum on a full-time basis for thirty consecutive school
days or the equivalent. Early releases and late openings count as a full practicum day.
Once the placement starts, it is expected that candidates observe their cooperating teacher the
first two days. Candidates should begin teaching one to two classes on the third day and should
be teaching a full teaching schedule (at least four teaching periods) by the beginning of the
second week. If a candidate is not teaching a full schedule by the second week, the ARC
Evaluator and the ARC administration must be contacted immediately. If there are extenuating
circumstances which prevent candidates from teaching a full schedule, the practicum timeframe
will be adjusted by the ARC administration to ensure that thirty full days of practicum or the
equivalent have been completed.
ARC evaluates candidate performance in the practicum according to content-specific standards
as required by the Council for the Accreditation of Educator Preparation (CAEP), formerly
NCATE; the Connecticut Common Core of Teaching (CCCT); the Common Core State
Standards (CCSS); and the Teacher Performance Assessment (edTPA). An ARC evaluator who
is either an instructional faculty member or an assessment specialist with appropriate evaluation
experience assesses each candidate. Each candidate working with a cooperating teacher will
receive the following assessments:
Three classroom observations and one summative final evaluation from the ARC
evaluator.
Three classroom observations and one summative final evaluation from the cooperating
teacher.
Written weekly feedback on practicum reflections from both the ARC evaluator and
cooperating teacher.
A mid-point assessment of professional expectations from the cooperating teacher.
A final assessment of professional expectations from the cooperating teacher.
3. ARC PRACTICUM: AN OVERVIEW
4
The ARC assessment system is based on three rating indicators: Unacceptable (U), Acceptable
(A), and Target (T). The candidate must receive Target or Acceptable on all indicators on
the final practicum evaluation from the ARC evaluator to successfully complete the
practicum. The practicum assessments are part of the candidate’s permanent record.
Candidates also complete weekly reflective narratives that are submitted by midnight each
Saturday for each of the six weeks of practicum. Cooperating teachers and ARC evaluators are
required to provide written comments in response to candidates’ reflections in the Student
Assessment and Reporting System (“SARS”) on a weekly basis within two days of their
submission date. The cooperating teacher and ARC evaluator are required to file all candidate
assessments in a timely manner and include clear and helpful feedback. Each electronically filed
assessment and final evaluation form must include complete ratings, specific feedback, and
electronic signatures from the candidate.
If the candidate is unsuccessful in the practicum, a meeting may be held upon the request of the
candidate with the ARC evaluator and ARC administration to determine if a second practicum
will be granted. If granted, the second practicum will consist of six weeks of practicum with
three days of observation immediately beforehand. An additional fee of $800 is required and
must be paid in full prior to the arrangement of a second practicum.
Cooperating Teacher: The cooperating teacher is expected to be an active mentor, guide, and
coach to the candidates. Cooperating teachers are highly recommended by their districts as
positive role models for adult candidates and have a minimum of three years of successful
teaching experience. Cooperating teachers must:
Demonstrate and evaluate effective teaching practice as defined in the Connecticut
Common Core of Teaching (CCCT).
Work cooperatively as a team member to aid the professional growth of a beginning
teacher.
Demonstrate a professional commitment to improving the induction of beginning teachers
into the teaching profession.
Relate effectively to adult learners.
Be reflective and articulate about the art and science of teaching.
Mentor new teachers according to the principles of the Teacher Education and Mentoring
Program (TEAM) training.
Practicum Evaluator: The ARC Program assigns a formal evaluator to oversee the assessment
process. The evaluators are members of the ARC instructional faculty, qualified K-12 teachers,
school administrators, or professors from higher education. The ARC evaluator initiates a
planning meeting with the ARC candidate and cooperating teacher to review the assessment
forms and process, orient them to SARS, and begin scheduling an observation timeline. The
ARC administration will confirm the ARC evaluator and provide contact information to the
assigned cooperating teacher and candidate. The ARC evaluator, in collaboration with the
candidate’s cooperating teacher, is responsible for the final decision as to whether a
candidate successfully completes the practicum requirement.
3. ARC PRACTICUM: AN OVERVIEW – CONTINUED
5
The practicum is very demanding because of the condensed six-week schedule and the time
required beyond the school day to prepare your lessons. It is important that you plan ahead for
this experience and make it a very high priority. You should take every advantage of this
opportunity to seek feedback from your cooperating teacher and ARC evaluator to improve your
skills as a teacher. If you experience difficulty achieving satisfactory ratings in your practicum
assessments, make sure you contact your cooperating teacher and ARC evaluator early on in the
process so that they can assist you as soon as possible.
Attendance: Attendance during the practicum will be monitored and policies strictly enforced.
You are expected to be in attendance and on time each day during the practicum period. You
must immediately contact the cooperating teacher and then the ARC evaluator if you will
be absent for an emergency or a serious illness so prior preparations can be made to cover
classes. The cooperating teacher and ARC evaluator will make arrangements for you to make up
any days that are missed. Make-up days are scheduled into the ARC practicum calendar to
account for inclement weather, emergencies, changes in the district schedule, etc.
If you miss multiple days of the program due to unanticipated circumstances beyond your control
(emergency surgery, serious illness, etc.) and are unable to complete the practicum within the
established timeline, then you may request a meeting with the ARC evaluator and the ARC
administration to petition for an extension to complete the practicum.
Schedule Changes: You are responsible for notifying the cooperating teacher and ARC
evaluator in a timely manner if there are schedule changes that will affect planned observations
or reduce the practicum time. If you are not able to participate in a scheduled evaluation, it is
imperative that you notify your evaluator before he or she arrives for the appointed time. Be sure
you have your ARC evaluator and cooperating teacher contact information with you at all times.
Dress: You are expected to dress professionally and comply with your district’s dress
requirements for its professional staff. Should you need clarification regarding appropriate attire,
discuss this topic with your cooperating teacher.
Preparation and Lesson Planning: Under the guidance of the cooperating teacher and ARC
evaluator, you are expected to plan lessons and units consistent with the requirements of the
district’s curriculum using the ARC lesson plan template. Arrangements for satisfying program
and district requirements should be addressed and resolved during the initial planning visit.
It is important to plan and organize your lessons in a timely and efficient manner. You are
required to submit lesson plans in advance of your scheduled visits. You must submit
completed lesson plans to your cooperating teacher and ARC evaluator at least forty-eight
hours in advance of your scheduled observation. Unless otherwise directed, electronic
copies of all lesson plans should be sent to both the evaluator and cooperating teacher.
Proposed lesson plans are always subject to change based on monitoring and adjusting previous
lessons. Keep cooperating teachers and evaluators informed of prepared lessons that need
adjustment.
Curriculum and Instruction: When designing lessons and planning for your daily teaching
responsibilities, you must refer to your placement district’s curriculum and other resources
provided by your cooperating teacher. Your selection and use of resources will also be based on
4. RESPONSIBILITIES OF THE CANDIDATE
6
what is available to you at your placement site and what you have access to via your own
resources and the ARC Program. Access to integrative technologies, such as Smartboards and
Internet, will also vary by district and placement site.
Assessment of Student Learning: You must create an assessment system that will assist you in
assessing student progress when planning your instruction. You are expected to follow the
recommendations of the cooperating teacher when assessing student progress. As you plan your
lessons, it is also recommended that you discuss other assessment strategies that you have
learned in the ARC Program with your cooperating teacher. You should review assessment data
on a regular basis with your cooperating teacher and ARC evaluator to demonstrate your
competence in the assessment of student learning during your clinical experience.
Weekly Self-Assessment: In lieu of regular journal reflections, you will be required to complete
a practicum reflection assignment in SARS by midnight each Saturday for each of the six weeks
of practicum. Specific instructions are provided in Appendix III. Your weekly reflection
assignment will help you reflect on what you are learning and will provide an opportunity for
your evaluator and cooperating teacher to address any issues or concerns you might have. Your
weekly reflections must not, however, include personal or identifying details about students
or school staff and administration that can cause personal or professional defamation.
Classroom Management: You will be responsible for maintaining a safe and positive learning
environment in the classroom and learning community while adhering to the prescribed code of
discipline and established consequences of the school. You must follow the classroom rules
developed and implemented by your cooperating teacher. It is also necessary to follow and refer
to the Connecticut Code of Professional Responsibility for Teachers as required by
Connecticut Statute, Sec. 10-145d-400a. Violation of these responsibilities and district or
classroom expectations can lead to dismissal from the program.
Confidentiality: You must maintain the confidentiality rights of your students and the work you
are assessing on a daily basis. Your cooperating teacher and parents, as permitted, are the only
individuals with whom you should disclose specific details about students. If seeking advice
from the ARC evaluator, it is not necessary to provide student names. If you are working with
students who have identified needs, Individualized Education Plans (IEPs), 504 Plans, or are
identified as English Learners, your access to such information will be based on your placement
district’s policies for releasing such information to candidates. You should be sure to inquire
about the availability of this information to assist you with your planning and instruction, but
understand that your access may be limited. Your cooperating teacher should be consulted if you
have any questions about confidentiality. Be sure to carefully review district policies regarding
the matter of confidentiality in all forms of communication, including informal information that
may be reported or overheard. You are also responsible for reporting information to your
cooperating teacher and building administration if situations occur within the context of
mandatory reporting that can lead to the harm of any member in your school community.
Student Assessment and Reporting System (SARS): Throughout the assessment process, you
will receive automatic email notifications when formal assessments have been filed on your
behalf after each scheduled observation. It may take up to two days for your cooperating teacher
and evaluator to submit and record a complete assessment. When you receive a notification, you
must log into the SARS system to complete your individual comments and reflections in
4. RESPONSIBILITIES OF THE CANDIDATE – CONTINUED
7
response to the ratings and feedback provided by your cooperating teacher and evaluator. You
are required to comment on each observation and the final practicum assessment form and provide an electronic signature within two days of the filing date. While you do not provide
written feedback in SARS on the Mid-Point and Final Assessment of Professional Dispositions,
you are expected to discuss this assessment with your cooperating teacher. ARC Program
completion requires that all practicum assessment paperwork be filed in SARS.
Parental Contact: Contact with parents should be under the direction of your cooperating
teacher and in accordance with your placement district’s policies and procedures for
communicating with parents. It is important to represent the school community and ARC
Program in a professional manner at all times regardless of the event, method of communication,
or nature of the correspondence. If a conflict has resulted from your contact with a parent,
discuss this with your cooperating teacher and ARC evaluator immediately. You should record
any details that may be needed for future discussion if brought to the attention of the school
administration or your cooperating teacher. Review district policies concerning email with your
cooperating teacher since most emails are considered school records and may be subject to
disclosure to parents and the public under state and federal student records regulations and the
Freedom of Information Act.
School Policies and Procedures: You must be aware of the school and district policies and
procedures at your placement location and abide by them throughout the duration of your
practicum. Most districts have handbooks containing these policies that can be found on the
school or district website. You should inquire and become familiar with this information before
the start of your practicum.
Relationship with Cooperating Teacher: The classroom is your cooperating teacher’s learning
environment. He or she will employ professional discretion when supervising your experience to
ensure that students maintain a consistent learning experience and do not depart from the
classroom environment that has been established for them since the beginning of the school year.
Although you may provide a new perspective and teaching style, it is important to respect the
climate that has been established and not try to change or undermine your cooperating teacher’s
presence or authority in any way. You both will work on a partnership that provides balance and
respect for each other’s instructional style and overall presence in the classroom and school.
Open Communication: You are responsible for discussing issues and concerns with your
cooperating teacher and your ARC evaluator and for bringing them to their attention as soon as
possible. If you are exposed to any information that is negative or defamatory to you, your
students, the cooperating teacher, the ARC Program, the ARC evaluator, or other professionals
within your school, please contact your ARC evaluator for advisement. If you are uncomfortable
with the circumstances and do not know with whom to share your concerns, notify the ARC
administration immediately.
Problems during Practicum: The ARC evaluator and the ARC administration are to be notified
immediately of any major problems related to the practicum. The candidate shall not attempt to
end or change the terms of the placement without first involving both the ARC evaluator and the
ARC administration.
4. RESPONSIBILITIES OF THE CANDIDATE – CONTINUED
8
A timeline has been created to assist you with planning and serve as an introduction to your
practicum responsibilities. Please note the dates when various assessments are due for
submission in the SARS system. See Appendix I, Overview and Timeline of Cooperating
Teacher Responsibilities.
ARC cooperating teacher responsibilities include:
Orient the candidate to your school building, school and district policies and procedures,
and your classroom rules. Curriculum documents should be provided as well as any other
resources utilized by your district including a plan book or planning sheets, class record
book, seating charts, and forms or procedures for student management.
Inform the candidate if there are students with Special Education IEPs or Section 504
plans or English Learner students. Provide your candidate with access to any information
that would support planning, instruction, and overall success. If access to this information
is limited per your district’s confidentiality policies, helpful guidance from you will
support the candidate’s efforts to be well prepared for differentiation and other necessary
strategies.
Introduce yourself to your candidate via phone or email in advance of the candidate
introductory meeting arranged by the ARC evaluator.
Provide the candidate with instructional responsibility for at least four classes. It is also
common practice for candidates to be assigned to two or three different “preps.”
Provide the candidate the opportunity to assist you with other daily duties that are the
responsibility of full-time teachers (e.g., lunch duty, study halls, etc.). Candidates should
not take on additional responsibilities at the school, such as coaching, tutoring, etc.
Provide daily, period-by-period classroom supervision of the candidate. This supervision
should include verbal and written feedback to the candidate on a regular basis. All
cooperating teachers should remain in their classroom with the candidate for at least
the first two weeks in order to provide sufficient support and feedback.
Notify the ARC evaluator and ARC administration of any major problems related to the
practicum. Please be sure to document all details.
Ensure that the candidate is aware of his or her daily schedule in advance of all teaching
obligations. Be sure to discuss any unanticipated schedule changes as soon as possible
that will affect planned observations or impact the candidate’s planning time.
Notify the ARC evaluator if the candidate is not fulfilling his or her obligations with
attendance and assigned teaching requirements.
Carefully review all of the candidate’s lesson plans in advance of each scheduled
observation using the ARC assessment rubric as a guide.
Read and briefly comment in the SARS system on six weekly candidate reflections
within two days of submission. These weekly reflections will provide you with important
information about what the candidate is learning or concerns that he or she may have.
Discuss classroom observations with the ARC evaluator throughout the practicum.
Feedback may be shared in person, in writing, or via telephone or email.
Student Assessment and Reporting System (SARS): You can access the system at the
following link to review instructions and create an account: www.ctohe.org/arcsars
5. RESPONSIBILITIES OF THE COOPERATING TEACHER
9
You will submit your practicum assessments in the SARS system. After creating an account,
complete your stipend paperwork that is posted in the summary of instructions for cooperating
teachers. The stipend paperwork must be received prior to the start of the assignment. Your
candidate will receive automatic email notifications after each formal assessment has been
entered into the system. He or she will also enter the SARS system to provide individual
comments and reflections in response to your ratings and feedback. The same process will occur
with the ARC evaluator, and you can also view the ARC evaluator’s assessments in SARS. The
evaluator will also view your observations, your feedback and the candidate responses, and
consider your recommendations when making a final decision about the candidate’s completion
of the practicum.
ARC will assign a practicum evaluator to assess each candidate’s performance and potential for
classroom teaching. The ARC evaluator is responsible for the final decision about the completion
of the practicum and will base this final decision on his or her assessments and those of the
cooperating teacher. If a difference of opinion exists, a meeting will be planned with the ARC
evaluator and cooperating teacher to discuss the situation and to determine the appropriate
outcome for the candidate.
Please review the Overview and Timeline of ARC Evaluator Responsibilities in Appendix
II. This timeline should also assist you with planning, scheduling your classroom
observations, and fulfilling your assessment responsibilities. Please note the dates when
various assessments are due for submission in the SARS system.
ARC evaluator responsibilities include:
Introduce yourself to the candidate and cooperating teacher by email or phone to initiate
the practicum process.
Schedule an initial planning visit with the candidate and cooperating teacher before the
first week of the practicum. Develop a classroom observation schedule with the
cooperating teacher as soon as possible and communicate the schedule with the
candidate. Plan a team approach that involves the candidate and cooperating teacher in all
aspects of the practicum.
Observe candidates for the entire length of a class period.
Provide evaluative instructional support and feedback both on-site and online to the
candidate following each observation.
Communicate with the cooperating teacher throughout the practicum and provide
necessary support when and if conflict resolution is needed to mediate a difference of
opinion. Please note and document any details that may impact the successful outcome of
the practicum.
6. RESPONSIBILITIES OF THE EVALUATOR
5. RESPONSIBILITIES OF THE COOPERATING TEACHER – CONTINUED
10
Communicate with the candidate’s Methods instructors and the Dean when problems are
observed that can be supported and corrected during scheduled ARC Methods sessions.
Ensure that the cooperating teachers are completing their online evaluation
responsibilities within two days following each observation.
Ensure that the candidate has filed a satisfactory weekly reflection by midnight Saturday
for each of the six weeks of the practicum. Failure to do so must be noted in the next
formal observation under “professional responsibilities.”
Ensure that the candidate has filed, with an electronic signature, satisfactory reflections
on each observation and final teaching assessment form within two days of their posting.
Ensure that the candidate has submitted appropriate lesson plans at least forty-eight hours
in advance of each formal observation.
Confer with the cooperating teacher about the candidate’s progress and review all of his
or her assessment forms before completing the ARC final summative evaluation.
Log all information in a timely manner and keep in constant contact with the ARC
administration. All back-up information must be submitted to the ARC administration if
the candidate is experiencing difficulty, which includes emails to the candidate and
cooperating teacher, summary of any meetings held, etc.
Email travel and visit logs to the ARC administration. Questions about payment forms
and processing should also be directed to the ARC administration.
Email the ARC administration when all evaluations are complete and on file in SARS.
This must occur no more than one week after the conclusion of the practicum.
Please also review the responsibilities that are described for the candidate and cooperating
teacher to understand the full complement of expectations for all individuals involved in the
practicum experience.
Student Assessment and Reporting System (SARS): Practicum assessments must be submitted
in SARS, where you will create an account or refer to an account already in the system from
previous practicum cycles. Throughout the assessment process, candidates will receive automatic
email notifications after each formal assessment is entered into the system. Candidates will also
enter SARS to complete their individual comments and reflections in response to your ratings
and feedback. The same process will occur with the cooperating teacher. All work in SARS
should be saved every 15-17 minutes.
Assessment: Complete a minimum of three classroom observation forms and a final observation
form using the ARC evaluation assessments. A complete lesson plan submitted with the ARC
lesson plan template should also be reviewed and critiqued 48 hours before each scheduled
observation. Assessment rubrics for the lesson plan and scheduled observations will be provided
in an electronic format.
6. RESPONSIBILITIES OF THE EVALUATOR – CONTINUED
11
The evaluator is responsible for ensuring that the candidate has thoroughly and critically
reflected on his or her overall performance during formal observations based on the feedback
provided in the observation forms. The candidate, in reflecting on his or her overall performance,
must articulate plans for continuous improvement based on that feedback. Should the candidate
fail to sufficiently demonstrate comprehension of the feedback, reflection on his or her
performance, or plans for improvement, it is the ARC evaluator’s responsibility to address these
issues with the candidate within two days of the form’s posting.
The evaluator is responsible for the final decision about the candidate’s completion of the
practicum. In making this final determination, the evaluator will review his or her own previous
assessments, the cooperating teacher’s assessments, and the candidate’s reflections. In order for
this to happen, it is imperative that you ensure all assessments and reflections submitted by both
the cooperating teacher and candidate throughout the teaching placement are complete and on
time. A fourth classroom observation may be warranted in certain circumstances, but approval
from the ARC administration must be obtained beforehand. To successfully complete the ARC
Program, the candidate must receive all Acceptable or Target ratings from the ARC
evaluator on the Final Practicum Evaluation form.
In addition to the assessments above, you must read and briefly provide comments in
SARS on six weekly candidate reflections within two days of submission. These weekly
reflections will provide you with important information about what the candidate is
learning and his or her concerns that you can then discuss in more depth as needed.
6. RESPONSIBILITIES OF THE EVALUATOR – CONTINUED
12
Appendix I: Overview and Timeline of Cooperating Teacher Responsibilities
Thank you for offering your time and expertise as a cooperating teacher. The following
guidelines and timeline will assist with your planning.
1. In addition to an evaluation of the ARC practicum, you will be responsible for the
following assessments:
Assessment Your Due Date Number Student
Feedback & Signature
Professional Expectations: Mid-Point
Checklist
By middle of third
week 1 No
Classroom Observation Forms No more than 1 per
week 3 Yes Within 2-3 days
Final Practicum Evaluation Form By end of the 6
th
week* 1 Yes Within 2-3 days
Professional Expectations: Final
Checklist
By the end of the 6th
week * 1 No
Weekly Reflection Feedback By midnight Monday 6 No
*or completion of 30th
day of the practicum.
2. Cooperating teachers must remain in their classrooms for at least the first two weeks in
order to provide sufficient support and feedback to candidates.
3. All evaluation forms will be submitted electronically using the ARC Student Assessment
and Reporting System (SARS). Candidates, ARC faculty, and ARC evaluators will be
able to view your final assessment ratings and comments in SARS. Instructions for
creating an account and other details are provided on the site.
4. Cooperating teachers participate in an introductory planning and training meeting with
the candidate and ARC evaluator. Using a team approach to candidate support, the ARC
evaluator will schedule a meeting prior to the start date of the placement and plan post-
observation feedback sessions with you and the candidate.
5. The candidate will file a weekly practicum reflection in SARS by midnight each
Saturday. You will be required to review these reflections and provide written feedback
within two days of each weekly submission. The ARC evaluator will be submitting
weekly written feedback as well.
6. Complete and return the stipend paperwork at least one week before the start of the
practicum period. The stipend is $300.
7. The Practicum Handbook and all assessment forms are available in the ARC Resource
Library at: http://www.ctohe.org/arcresources/.
8. Send an introductory email to your candidate and ARC evaluator with any specific
questions or planning details.
9. Candidate teaching responsibilities:
Date Practicum Expectation
First 1-2 days Candidate observes cooperating teacher
Beginning on day #3 Candidate teaches 1-2 classes
Beginning on week
#2*
Candidate assume full course load for the remainder of the
practicum
* If the candidate is unable to begin teaching a full course load by week #2, the practicum
may be extended.
13
10. You will complete three scheduled classroom observations and submit these assessment
forms in SARS. You may choose any classes to observe but should schedule them
throughout the placement timeline so that not more than one observation occurs in any
given week. It is recommended that you leave the final week open for a follow-up
observation or meeting with the ARC evaluator to discuss the final outcome of the
practicum.
11. It will be your responsibility to track the outcome of your assessments, including the
submission of candidate feedback and reflective comments on your filed forms. Your
candidate must also provide an electronic signature within two days of each assessment
filing date as noted in the first table. Please file and track all assessments regularly to
ensure that your candidate plays an active and reflective role on a daily basis.
12. Your stipend will be processed upon verification that all assessments have been filed and
all stipend paperwork has been received.
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Appendix II: Overview and Timeline of ARC Evaluator Responsibilities
Thank you for offering your time and expertise as an evaluator. The following guidelines and
timeline will assist with your planning.
1. The ARC evaluator will schedule an introductory planning and training meeting with the
candidate and cooperating teacher. The meeting should be scheduled prior to the start
date of the placement.
2. You will be responsible for the following assessments:
Assessment Your Due Date Number Candidate
Feedback & Signature
Classroom Observation Forms No more than 1 per
week 3 Yes Within 2-3 days
Reflections on Observation Forms Within 2 days 6 No
Final Practicum Evaluation Form By end of the 6
th
week* 1 Yes Within 2-3 days
Weekly Reflection Feedback By midnight Monday 6 No
*or completion of 30th
day of the practicum.
3. Using a team approach to candidate support, you will schedule a meeting prior to the start
date of the placement and plan post-observation feedback sessions with the evaluator and
candidate.
4. You will complete three scheduled classroom observations, each for an entire class
length, and submit these assessment forms in the Student Assessment and Reporting
System (SARS). You may choose any classes to observe but should schedule them
throughout the placement timeline so that not more than one observation occurs in any
given week. A complete lesson plan submitted with the ARC lesson plan template should
also be reviewed and critiqued 48-hours before each scheduled observation.
4. Your final practicum evaluation will be a summation of the candidate’s entire placement
experience reflecting your data from the three classroom observation assessments, the
candidate reflections on those assessments, and all of the cooperating teacher’s
assessments.
5. All evaluation forms will be submitted electronically in SARS. Candidates, ARC faculty,
and cooperating teachers will be able to view your final assessment ratings and comments
in SARS. Instructions for creating an account and other details are provided on the site.
6. The evaluator is responsible for ensuring that the candidate has thoroughly and critically
reflected on his or her overall performance during formal observations based on the
feedback provided in the observation forms. The candidate must also articulate plans for
continuous improvement based on that feedback. Should the candidate fail to sufficiently
demonstrate comprehension of the feedback, reflection on his or her performance, or
plans for improvement, it is the evaluator’s responsibility to address these issues with the
candidate within two days of the form’s posting.
7. The candidate will file a weekly practicum reflection in SARS by midnight each
Saturday. You will be required to review these reflections and provide written feedback
within two days of each weekly submission. The cooperating teacher will also be
submitting weekly written feedback as well.
8. Provide evaluative instructional support and feedback both on site and online to the
candidate following each observation.
9. Communicate with the cooperating teacher throughout the practicum and provide
necessary support when and if conflict resolution is needed to mediate a difference of
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opinion. Please note and document details that may impact the successful outcome of the
practicum.
10. Communicate with the candidate’s Methods instructors when problems are observed that
can be addressed and corrected during scheduled ARC Methods sessions.
11. Ensure that the cooperating teacher and candidate are fulfilling their online evaluation
responsibilities satisfactorily and on time.
12. Candidate teaching responsibilities:
Date Student Practicum Expectation
First 1-2 days Candidate observes cooperating teacher
Beginning on day #3 Candidate teaches 1-2 classes
Beginning on week
#2*
Candidate assumes full course load for the remainder of the
practicum
* If unable to begin teaching a full course load by week #2, the practicum may be extended.
13. Email logs and mileage information to the ARC administration.
14. The Practicum Handbook and all assessment forms are available in the ARC Resource
Library at: http://www.ctohe.org/arcresources/.
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Appendix III: Candidate Weekly Practicum Reflection Assignment
Your practicum requirement includes the continuation of your reflective journals. In place of
journal entries, you will submit a weekly practicum reflection in the Student Assessment and
Reporting System (SARS) addressing each of the following prompts:
1. What were your challenges for the week, and how, specifically, did you address them?
2. What were some highlights for the week including specific examples of positive
outcomes with students?
3. What did you learn this week about yourself as a prospective teacher?
4. Is there anything you need to discuss with your evaluator or the ARC administration that
is troubling you about your placement or learning experience?
Submission Instructions:
You will submit your written practicum reflection in SARS by midnight each Saturday. Your
cooperating teacher, ARC evaluator, and Methods faculty will view your reflection. Feedback
and comments will be provided by your cooperating teacher and evaluator to support your efforts
in preparation for another week of practicum.
Your evaluator and cooperating teacher will provide written feedback within two days of receipt
of your entry submission. You are also expected to discuss your reflections with your
cooperating teacher in your daily meetings as well.
If you are not comfortable putting details in writing, contact your evaluator or the ARC
administration for assistance and guidance as soon as possible.
CONNECTICUT ALTERNATE ROUTE TO CERTIFICATION PROGRAM
Office of Higher Education
Candidate Weekly Practicum Reflection Assignment
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