A Community of LearnersThe NIU Community of Learners builds on knowledge, practice, and reflection to produce Exemplary Educators. The Community encompasses scholars, education professionals, and preservice teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Application of these strengths emerges through the collaborative efforts of a diverse community which supports lifelong learning.

Teaching and Learning

Clinical Handbook

http://www.cedu.niu.edu/tlrn/eledclinical/clinical.html http://www.cedu.niu.edu/tlrn/eledclinical/evalforms.html

May 2006 Edition

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TABLE OF CONTENTS PAGE

People, Policies, and Program (white pages) Office of Clinical Experiences 1 Senior Student Teaching Supervisors 3

Roles of the Assistant Clinical Coordinator and 4 Senior Student Teaching Supervisor Roles of the District Liaison, Building Liaison, and the 5 Early Clinical Cooperating Teacher

Role of the Student Teaching Cooperating Teacher 6 Elementary Education Program 7 Framework of the Elementary Education Clinical Experiences 8 General Policies of the Elementary Education Clinical Experiences 10 Illinois Professional Teaching Standards 12 Evaluation Process 13

TLEE 382 CLINICAL EXPERIENCE (blue pages)

Coursework and Priorities 14 Syllabus 15 Suggested Schedule of Responsibilities 19

Examples of Appropriate Support Activities 21 TLEE 382 Evaluation Process 22

TLEE 383 CLINICAL EXPERIENCE (green pages)

Coursework and Priorities 23 Syllabus 24

Suggested Schedule of Responsibilities 28

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Examples of Appropriate Learning Activities 30 TLEE 383 Evaluation Process 31 TLEE 485 AND TLEE 586 CLINICAL EXPERIENCE (yellow pages) List of Contents 32

TLEE 460 Course Outline (Syllabus will be provided for each section by the supervisor) 33 TLEE 485 Syllabus 35

TLEE 586 Syllabus 37

Student Teacher Sixteen-Week Suggested Schedule 40 Student Teacher Eight-Week Suggested Schedule 43

APPENDICES (white pages) 45

University Contact Information 46

Attendance Log (TLEE 382/383) 47

Interview with Cooperating Teacher 48

Peer Review Information (TLEE 382/383) 50

Sample Lesson Plan/Format 60

Sample Journal Guide 62

Student Performance Review Procedures 63

First Professional Semester Evaluation and Rubrics 67

Second Professional Semester Evaluation and Rubrics 75

TLEE 485/586 Evaluation Process 87

Student Teacher Weekly Evaluation 88

Student Teaching Evaluation and Rubrics 89

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Staff of the Office of Clinical Experiences

http://www.cedu.niu.edu/tlrn/eledclinical/clinical.html http://www.cedu.niu.edu/tlrn/eledclinical/evalforms.html

Margaret A. Bridge

Assistant to the Chair for Clinical Education Gabel 152C 815-753-9092 mbridge@niu.edu Margaret Bridge is the Director of Clinical Experiences for elementary and early childhood pre-service teachers. Margaret earned her B.S. Ed. and M.S. Ed. in elementary education from NIU. Prior to this position, she was Coordinator of Teacher Certification at NIU. She has supervised NIU student teachers and taught grades K through 6th as well as at the community college level in Illinois and Wisconsin.

Assistant Clinical Coordinator

Gabel 152B 815-753-6275

Dorothy Imm Coordinator of Clinical Placements Gabel 152A 815-753-9096 815-753-9026 fax dimm@niu.edu Dorothy Imm is the Coordinator of Clinical Placements. She arranges field assignments for three levels of classroom experiences for pre-service teachers. Mrs. Imm communicates and corresponds with teachers and administrators in the many schools, which provide classroom experiences for NIU pre-service teachers in the elementary and early childhood program.

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Susan Lovell Secretary for Field Experiences Gabel 152 815-753-9034 slovell@niu.edu Susan Lovell is the Clinical Experiences office secretary and administrative secretary to the director. Mrs. Lovell provides assistance to the coordinator, faculty, and students in the Clinical Experiences Office.

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Senior Student Teaching Supervisors

Margaret B. Anderson, NIU supervisor of student teachers, faculty Moraine Junior College, has B. A. in Social Sciences from Saint Mary's College, Notre Dame, Indiana, and a M.A. in History from Chicago State, Chicago, Illinois. Family, culinary arts, history, travel, reading fiction and sports are among Margaret's interests. mgtanderson@yahoo.com Denis Ciezadlo, NIU supervisor of student teachers, has a B.S. in Business Education and a M.S. in administration. He has taught in elementary and middle grades. Denis was an administrator and director of staff development and curriculum. He has written educational materials and presented at state and national conventions. E-mail: consultden@comast.net Anne Brown Donnersberger, NIU supervisor of student teachers; adjunct at DePaul University; Author - 7 publications in Science textbooks. B. A. Clarke College, Dubuque, Iowa, M. A. Education-DePaul University, Chicago, IL. Doctor in Medical Education, Ed. D. NOVA University, Gainesville, FL. E-mail: abd5128@hotmail.com Linda Felchlin, NIU supervisor of student teachers and adjunct instructor, has a B. S. in Elementary Education from Southern Illinois University and a M. S. in Curriculum and Instruction with emphasis on early childhood education. She has completed all course work for the ESL endorsement, enjoys travel, people studies, the natural environment, and geology. E-mail: lindafelc@aol.com Virginia (Ginny) Feldmann, NIU supervisor of student teachers, has a B.S. and M.S. from NIU. Ginny taught for eight years at Coleman School in Elgin and 22 years at St. Margaret Mary School in Algonquin. Travel, reading, sports, and crossword puzzles are her hobbies. E-mail : Ginnynet@sbcglobal.net Toma Heldt, NIU supervisor of student teachers and adjunct instructor, has three degrees from NIU - a B. S. in French and elementary education, and a M. S. and an Ed. D. in Curriculum and Instruction. She has worked as an early childhood and an elementary teacher before teaching at Northern. Skiing, reading mysteries and needlework are almost as satisfying as teaching for her. E-mail: tomaheldt@aol.com. Jenny Johnson, NIU supervisor of student teachers, has a B.S. in education from Illinois State University. She holds certifications in elementary and secondary education with a special education endorsement in the area of deaf and hard of hearing. Her classroom teaching experience ranges from pre-school through high school. She has been an NIU Supervisor for 13 years. In her spare time, Jenny is an IPDGC gymnastics coach as well as the coach of her daughter’s gymnastics team. E-mail: johnsonmail@lycos.com. Linda Melin, NIU supervisor, B.S. in Deaf Education and Elementary Education from NIU, M.S. in Reading from NIU, classroom teaching experience at the elementary and middle school levels. Linda’s primary academic interests are in the area of literacy development, while leisure time pursuits include all family activities, travel, and boating. E-mail: lindam@tbcnet.com Mary VanWormer, NIU supervisor of student teachers. She has a B.S. from Illinois State and an M.S. from National Lewis in curriculum and instruction. Mary retired from 33 years of teaching in Byron, Illinois where she started the At-Risk Pre-K program. E-mail: MVW48@aol.com

"Teams, not individuals, are the fundamental learning unit in modern organizations; unless the team can learn, the organization cannot."

Peter Senge The Fifth Discipline

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Role of the Assistant Clinical Coordinator for TLEE 382 and TLEE 383 Early Clinical Experiences

The Assistant Clinical Coordinator in the Department of Teaching and Learning (AAC) is responsible for administrating and monitoring the early clinical experiences in Elementary Education TLEE 382 and TLEE 383. The ACC will schedule information meetings with the district liaisons and NIU methods instructors, schedule and facilitate student seminars, facilitate cooperating teachers’ assessment of candidates, and maintain a web page for information about early clinical assignments. The Assistant Clinical Coordinator is the first contact for cooperating teachers’ questions about a candidate’s disposition and professional development. On-site visits will be scheduled to assess individual candidates on an as-needed basis. Cooperating teachers who believe that a candidate is at risk of not successfully completing the experience are requested to contact the ACC as soon as possible. Questions regarding professional semester course assignments should be directed to the methods instructor through the web page: www.cedu.niu.edu/tlrn/eled_early_clinical Role of the Senior Student Teacher Supervisor NIU supervisors are the primary contact and liaison between the university and the cooperating teachers who are working with senior student teachers. They are advocates for the student teachers and support for cooperating teachers. The role of the university supervisor is crucial for monitoring the elementary and early childhood education student teacher’s progress. The supervisor is charged with helping these future teachers build bridges between the pedagogical theory they learn in the university classroom and the contextualized practice they experience within a school community. The student teaching experience requires the candidates to integrate and apply what they have learned about child psychology, behavior management, instructional technology, content area knowledge, teaching methodologies, curriculum design, multicultural education, exceptionalities, and assessment to the classroom situation in which they are placed. Student teaching is the ultimate performance based outcome of the certification program and requires a competent and skilled educator to facilitate and evaluate the student’s development. The supervisor mentors, collaborates, and communicates with the cooperating teacher regarding the student teacher’s performance and progress. The supervisor monitors the feedback provided to the student teacher and is available to assist the cooperating teacher in ways to communicate constructive criticism. Ultimately, the supervisor assigns the grade for TLEE 485 and TLEE 460 and provides an important evaluation/recommendation of the student for his/her own job searches. Supervision is a multiple and complex role requiring an ongoing commitment to maintaining a strong knowledge of the elementary curriculum, familiarity with current educational trends and literature, and effective interpersonal and collaborative skills.

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Role of the District Liaison in Formal NIU

Partnership Districts The District Liaison fulfills a variety of responsibilities in the school-NIU relationship. The responsibilities that pertain to the clinical experiences include the following:

• Maintain communication with the Partnership Office and the Clinical Experiences Office,

• Attend NIU/District Cluster Meetings regarding the early clinical experiences, • Work with Building Liaisons, where present, to identify qualified teachers to serve

as cooperating teachers for NIU candidates during their clinical experiences, • Work with Building Liaisons, where present, to place NIU candidate with

cooperating teachers, • Disseminate and gather information, • Intercede, as necessary, if a problem arises in terms of a placement.

Role of the Building Liaison in Formal NIU Partnership Districts

The intent of the Building Liaison is to provide leadership opportunities for classroom teachers, strengthen school-university relationships, and improve the quality of pre-service and in-service teaching through the implementation of the principles of professional development schools. Building Liaisons will:

• Assign candidates to teachers as requested by the District Liaison, • Greet the NIU candidates when they arrive on their first day in the building, • Disseminate and gather information, and • Serve to intercede if a problem arises in terms of a placement.

Role of the Early Clinical Experiences Cooperating Teacher

MODEL COMMUNICATE COACH ASSESS Responsibilities include:

• Model reflective teaching, • Establish time for joint planning and evaluation with the candidate, • Provide an opportunity for the candidate to plan and teach lessons required for

the methods classes, • Provide ongoing feedback to the candidate, • Complete two formal evaluations. (Form and rubric provided by NIU.)

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ROLE OF THE SENIOR STUDENT TEACHING

COOPERATING TEACHER

MODEL COMMUNICATE COACH ASSESS 1. Introduce and orient the student teacher to the district, school and classroom physical

layout, policy, and procedures. a. Approve all student teacher communications to parents (written, telephone, and

email). b. Develop a flexible schedule for the student teacher’s assumption of classroom

responsibilities. (See Section 4) c. Approve new discipline strategies proposed by student teacher. d. Conduct all meetings with student teachers on school grounds or in district-

approved facilities. e. Provide weekly written evaluation of the student teacher. The student teacher is

responsible to initiate this activity and submit the report to the NIU supervisor (Appendix).

2. Model appropriate curriculum teaching procedures and methods of instruction. 3. Model and guide the development of the teacher as a professional capable of interacting

with students and other professionals. 4. Model and guide appropriate classroom organization, management skills and

techniques, which facilitate quality, effective teaching strategies. 5. Model and explain effective, quality student discipline strategies. Guide and collaborate

with student teacher to identify strategy that is most effective for his/her teaching style and personality.

6. Determine and share curriculum objectives. 7. Allow and encourage student teacher to try varied strategies to teach curriculum

objectives. 8. Provide constructive feedback throughout the experience. Observe and critique student

teacher's methods noting techniques and strategies that work well, suggesting alternative strategies to improve instruction, student learning, and classroom management.

9. Provide opportunities and situations for the student teacher to demonstrate his/her unique area of creativity and expertise. Provide opportunities for the student teacher to implement the methods and theories learned in the NIU Elementary Education program.

10. Reflect with the student teacher about professional growth as a teacher. Guide the student teacher in the process of self-evaluation of personal professional growth as well as quality teaching techniques.

11. Set aside at least 15 minutes a day to give feedback to student teachers through conferencing, written feedback on lesson plans, and e-mail.

12. Provide feedback to the supervisor and student teacher. This is accomplished in a variety of ways:

a. Complete weekly evaluations (Appendix) b. Conduct three-way conferences during the semester, particularly the mid-term

evaluation. (Appendix) c. Provide support for videotaping and tape recording lessons for student self-

evaluation. d. Participate in a contract to address specific remedial concerns. (Appendix) e. Participate in the student performance review procedure, a process to review and

offer remediation to improve target areas of performance. (Appendix)

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Elementary Education Program Effective Fall, 2004

Semester 1 Semester 2

ENGL 103 3 COMS 100 3 MATH 201 3 Humanities and Arts (1of3) 3 Social Sciences (1 of 2) 3 Total 15

ENGL 104 3 Social Sciences (2 of 2) 3 Humanities and Arts (2 of 3) 3 Science and Mathematics (1 of 2) (with lab) 4 Additional Distributed Studies (1 of 2) 3 Total 16

Semester 3 Semester 4 EPFE 201 Education as an Agent for Change 3 ETT 229 Computers in Education (Or elective if student passes 229 competency examination) 3 Humanities and Arts (3 of 3) 3 Science and Mathematics (2 of 2) 3 ARTEm 383 or MUSC 373 3 Total 15

EPS 300 Educational Psychology 3 EPS 304 Development of the Elementary School Child 3 TLSE 240 Introduction to Special Education 1 TLEE 282/EPS 282X Clinical Experience 1 Distributed Studies (2 of 2) 3 KNPE 342 3 Total 16

Semester 5 Literacy*

Semester 6 Content Integration*

LTRE 300 Reading Methods 3 LTLA 341 Language Arts Methods 3 LTLA 362 Children’s Literature / Multicultural Society 3 TLCI 450/EPS 450X Classroom Management 2 TLEE 382 Clinical Experience in El Ed 1 ETT 401A Integration of Technology 2 Total 14

TLEE 342 Social Studies Methods 3 TLEE 344 Science Methods 3 MATH 402 Math Methods 3 TLSE 456 Collaboration for Inclusive Teaching and Learning 3 TLEE 383 Clinical Experience in El Ed 2 LTRE 311 Reading in the Content Areas 3 Total 17

Semester 7 Supervised Teaching

Semester 8 Reflection/Induction*

TLEE 485 Student Teaching (16 weeks) 10 TLEE 460 Seminar 1 ETT 401 B Integration of Technology 1 Total 12

EPFE 410 Philosophy of Education 3 TLCI 300 The Community: an Educational Resource 3 TLCI 340 Elementary School Curriculum 3 ETR 430 Test & Measurements 3 Professional Elective 3 Total 15

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Framework of the

Elementary Education Clinical Experiences Pre-elementary education students enroll in TLEE 282 /EPS 282X, Educational Participation in Clinical Experiences: Elementary Education. Successful completion of this early clinical is one of the requirements for admission to the elementary education program. Candidates for certification who are admitted to NIU’s Department of Teaching and Learning Elementary Education Program enroll in three clinical courses: TLEE 382, the First Professional clinical experience, TLEE 383, the Second Professional clinical experience, and TLEE 485, student teaching. TLEE 460 is the seminar course taken concurrently with student teaching and is conducted by the NIU supervisor. The Elementary Education clinical experiences are based on the Illinois Professional Teaching Standards (IPTS) and the Interstate New Teacher Assessment Standards Consortium (INTASC). ISBE is the certifying agency for the State of Illinois. The standards will be identified in section one of this handbook and the full texts can be found at www.ccsso.org./intasc.html and www.ISBE.net. First Professional Semester: TLEE 382 The First Professional experience traditionally occurs in a public school for a three-week period, five full days per week. In addition, these candidates will spend one day per week in their assigned classrooms during the two weeks prior to the three-week clinical experience. An emphasis is made on placements in sites that are ethnically and economically diverse. TLEE 382 candidates attend a seminar conducted at the beginning of the semester by the Assistant Clinical Coordinator in the Department of Teaching and Learning. Additional seminars are scheduled across the semester. The first meeting is posted in the schedule of classes. Attendance at the seminars is mandatory. This First Professional clinical experience is designed for the candidates to be immersed in a literacy curriculum, to observe and experiment with classroom management strategies, and to integrate technology into the elementary classroom. Candidates design, implement, and apply knowledge and skills learned in the first professional education courses in a classroom context. The required clinical text is The First Days of School, Wong, Harry K. and Rosemary T., Harry K. Wong Publications, Inc. (2001)

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Second Professional Semester The Second Professional clinical experience, TLEE 383, traditionally occurs in a public school for a three-week period, five full days per week. In addition, these candidates will spend one day a week in their assigned classrooms the eight weeks prior to the three-week clinical experience. TLEE 383 candidates attend a seminar conducted at the beginning of the semester by the Assistant Clinical Coordinator in the Department of Teaching and Learning. Additional seminars are scheduled across the semester. The first meeting is posted in the schedule of classes. Attendance at the seminars is mandatory. The Second Professional experience is designed for candidates to be immersed in a content integration curriculum and to apply knowledge and skills learned in the second professional education courses in a classroom context. Candidates identify and compile artifacts from the field for their professional portfolio under the guidance of the education course instructors. The required clinical text is: The First Days of School, Wong, Harry K. and Rosemary T., Harry K. Wong Publications, Inc. (2001). Third Professional Semester (Student Teaching) The Third Professional experience, TLEE 485, traditionally requires one full semester of full day teaching (16 weeks). Students completing the experience in a middle school teach in two contact areas. Once every two weeks student teachers meet with their cohort and university supervisor for the TLEE 460 seminar that is critical for self-reflection and professional growth. The seminars are typically held in the afternoon, which requires the student teachers to leave at noon on these days. The supervisor organizes and implements a minimum of seven 2-hour seminars per semester to meet the seminar requirements. The supervisor and student teachers also attend the Student Teacher Orientation meetings held before classes begin and a student teaching mid-term seminar. These dates can be obtained from the Clinical Office in Gabel 152. The student teacher, under the guidance of the cooperating teacher and the college supervisor, will demonstrate teaching competencies to meet the needs of all learners defined in the ISBE Illinois Professional Teaching Standards and the NIU Conceptual Framework. The required clinical text is: The First Days of School, Wong, Harry K. and Rosemary T., Harry K. Wong Publications, Inc. (2001).

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General Policies Department of Teaching and Learning

Elementary Education Clinical Experiences Professionalism during Clinical Experiences During all clinical experiences, NIU candidates for certification should consider themselves to be pre-service teachers. By agreeing to be placed in a public school, candidates also agree to follow the rules of that school and district. This means, among other things, that candidates must be at school at prescribed times and on prescribed dates. They must be dressed in an appropriate manner and be ready to meet all assignments of their school and teacher. There are no “excused” absences during any clinical experience. Absences during TLEE 382 or 383 must be made up. Absences during senior student teacher will be addressed on an individual basis by the NIU clinical supervisor. NIU candidates should see the clinical experience as the best opportunity to prove what they can do as teachers. The clinical experiences also serve as an inroad to getting the first job. Therefore, candidates should consider any action carefully and weigh its consequences, as it will affect their evaluation as a future teacher. Any violation of school or NIU policies can result in termination of the clinical experience, a grade of “Unsatisfactory,” and a Student Performance Review. Attendance For policies regarding attendance, see the course syllabi. Absences For policies regarding absences, see the course syllabi. If a student is to be absent, he/she must telephone his cooperating teacher and NIU supervisor in advance of the beginning of the school day. Outside Commitments Work or family/personal responsibilities cannot be excuses for failing to meet the commitments of a clinical experience. If such interference occurs, the candidate will be given the choice of making the personal adjustments necessary to give full attention to the clinical, withdrawing from the clinical experience, or risk earning a grade of “Unsatisfactory.” Substitute Teaching Candidates may not serve as substitute teachers. A substitute teacher must be provided by the school if the cooperating teacher is absent. However, candidates who have progressed to the point of assuming classroom responsibilities may do so in the presence of a substitute teacher. Conduct Candidates must, at all times, conduct themselves in a manner that is consistent with professional, ethical, and moral standards. Failure to do so may result in termination of the clinical experience. Candidates may not date students or any personnel employed at the school in which they are completing their clinical experience. Dress Code The attire and grooming of candidates while in the schools should conform to the practices covered in their seminar.

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Corporal Punishment Candidates may not administer corporal punishment, nor may they serve as a “witness” when licensed school personnel administer corporal punishment. Holidays and Vacations Candidates must follow the schedule of the school to which they are assigned. School holidays and vacations may or may not coincide with NIU’s schedule. In all cases, candidates are obliged to adhere to the schedules of their assigned schools. Child Abuse Candidates should follow school system protocol when reporting suspected child abuse. It is the cooperating teacher’s responsibility to carry out the reporting procedure. Religious Readings Candidates should avoid any religious or sacred text (for example, the Bible, the Koran, the Torah, etc.). Searching Students Candidates may not initiate or carry out an independent search of students or students’ lockers. Unless directly ordered by the school principal to do so, candidates must not participate in search and seizure activities. School Shutdown or Strike In the event of school shutdown or a teacher strike in the school to which a candidate is assigned, his/her attendance at that school will be suspended until such time as the cause for the shutdown is remedied or the strike is settled. Candidates should not become involved in a strike or in the issues or politics surrounding a strike or potential strike. Transportation NIU will provide transportation to the two early clinical experiences. Senior student teachers are responsible for providing their own transportation. Tuberculosis Test NIU candidates are required to demonstrate freedom from the communicable disease tuberculosis prior to the beginning of the senior student teaching experience. Test information is available from the University Health Service. Liability The school district must provide NIU candidates with liability protection as is provided to the regular employees of the district. (ISBE Code Provision: 105 ILCS 5/10-20.20) Student Teaching Is Not a Paid Experience The Illinois State Board of Education (ISBE) does not allow candidates enrolled in an early clinical or a student teaching experience to be paid for that experience. Student Teaching Responsibilities Candidates who are completing their senior student teaching are responsible only for the classroom teacher’s regular assignments.

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Illinois Professional Teaching Standards

Standard #1: Content Knowledge The competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences that make the content meaningful to all students. Standard #2: Human Development and Learning The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students. Standard #3: Diversity The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Standard #4: Planning for Instruction The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. Standard #5: Learning Environment The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Standard #6: Instructional Delivery The competent teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills. Standard #7: Communication The competent teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Standard #8: Assessment The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. Standard #9: Collaborative Relationships The competent teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being. Standard #10: Reflection and Professional Growth The competent teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. Standard #11: Professional Conduct The competent teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve students’ learning and well-being.

The Illinois Professional Teaching Standards are available at www.ISBE.Net

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Evaluation Process

Early Clinical Experiences: TLEE 382 and TLEE 383 Cooperating teachers complete the First/Second Professional Evaluation on the 6th day of the 3-week block (Initial Evaluation) and at the conclusion of the experience (Final Evaluation). At the beginning of the experience, the cooperating teacher will be provided two business reply envelopes in which the evaluations are to be mailed to the Assistant Clinical Coordinator. The evaluation forms and accompanying rubrics can be found in this handbook as well as online at www.cedu.niu.edu/tlrn/eled_early_clinical The cooperating teacher is asked to discuss the evaluation with the candidate. A cooperating teacher who believes that a candidate is at risk of not successfully completing the experience is asked to contact the Assistant Clinical Coordinator as soon as possible. The ACC will schedule a visit to conduct a formal evaluation of the candidate’s performance. Student Teaching: TLEE 485 and TLEE 460 The NIU supervisor visits the student teacher in the classroom a minimum of eight times per semester, spaced evenly over the semester.

• Weekly Evaluation Forms are completed by the cooperating teacher and reviewed by the NIU supervisor. (Section 4)

• Bi-weekly formative evaluations are completed as University Supervisor Visitation Reports. (Appendix)

• Mid-term and Final evaluations are completed by the cooperating teaching and NIU supervisor. (Section 4)

• TLEE 485 is graded Satisfactory/Unsatisfactory. • TLEE 460 seminar receives a letter grade. • A typed letter of recommendation may also be written for the student teacher.

Supervisors and cooperating teachers need to clearly document in writing not only their students’ strengths but also any problems that arise. The Weekly Evaluations and Visitation Reports are the Department’s primary formative records of student progress. Should a serious or chronic problem arise, this documentation becomes crucial in performance reviews and in ensuring that those candidates needing remedial action receive it. The evaluation forms and accompanying rubrics can be found in this handbook as well as online at www.cedu.niu.edu/tlrn/clinical.html Student Performance Review (SPR) In the event that a candidate does not demonstrate adequate progress toward meeting the program’s competencies, a Student Performance Review is conducted. The outcome of a SPR may include remediation, an extended or repeated field experience, or dismissal of the candidate from the program. Please refer to the Student Performance Review Handbook in the appendices for instructions on this procedure (Appendix). Evaluation of NIU Student Teacher Supervisors All NIU supervisors of TLEE 485 are evaluated by student teachers through a process determined by the Department of Teaching and Learning. Cooperating teachers are also requested to complete and return an assessment of the NIU supervisor. The form will be mailed to the cooperating teacher, along with a return envelope, toward the end of the semester.

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The TLEE 382 Clinical Experience

First Professional Semester: Candidates are immersed in Literacy Education, Classroom Management, and Technology. The methods classes they are taking include the following:

• LTLR 300 Elementary School Developmental Reading Programs (3) • LTLA 341 Language Arts in the Elementary School (3) • LTLA 362 Children’s Literature in a Multicultural Society (3) • TLCI/EPS 450X Classroom Management (2) • ETT 401A Integrating Technology into the Elementary Classroom (2) • TLEE 382 Clinical Experience in Elementary School Curriculum and

Instruction (1)

Priorities of the382 Clinical Experience

1. Implement lessons created for the methods assignments.

2. Complete assignments for seminar.3. Perform classroom tasks that require no

outside preparation.

Photo courtesy of the DeKalb-NIU Partnership

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SYLLABUS - TLEE 382

A Community of Learners

DEPARTMENT COURSE NUMBER SEMESTER HOURS Teaching and Learning TLEE 382 1 COURSE TITLE Clinical Experience in Elementary School Curriculum and Instruction CATALOG DESCRIPTION

Pre-student-teaching practicum. Observation of classroom management and integration of technology in elementary classrooms. Design, implementation, and evaluation of lesson plans. Requires 48 clock hours in the classroom per semester hour. S/U grading. To be taken in conjunction with professional education courses. PRQ: TLEE 282, GPA of at least 3.0.

COURSE OBJECTIVES

1. Plan and conduct instruction that applies knowledge and skills learned in professional education courses in a classroom context. (Knowledge, Practice)

2. Relate classroom observations to professional education course concepts. (Knowledge, Practice)

3. Demonstrate professional behaviors and dispositions. (Knowledge, Practice) 4. Use reflection for self-evaluation. (Reflection)

SUBJECT MATTER CONTENT

1. State and accrediting professional organization standards. (Course Objectives 3, 4)

2. Observation protocols. (Course Objective 2) 3. Instructional materials and curriculum resources used in elementary

classrooms. (Course Objective 1)

ILLUSTRATIVE COURSE ACTIVITIES TLEE 382 is comprised of six required Seminars plus a Clinical Experience spanning

three consecutive weeks, with two “advance” days. The Clinical Experience occurs in an assigned school and classroom.

Candidates will 1. become aware of school rules, regulations, and policies . (K)

2. plan and conduct instruction including lesson and unit plans that applies knowledge and skills learned in professional education courses in a classroom context. (KP)

3. relate classroom observations to professional education course concepts. (K,P)

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4. identify and compile artifacts for a standards-based portfolio. (Portfolios will be addressed in the professional methods classes.) (K,P)

5. demonstrate professional behaviors and dispositions. (K,P) 6. use reflection for self-evaluation. (R) For specific course requirements and suggested activities, see the following:

1. “Minimal Candidate Requirements” below 2. “TLEE 382 Suggested Schedule of Responsibilities” 3. “Examples of TLEE 382 Appropriate Support Activities”

REQUIRED TEXT

Wong, H.K. & R.T. (2001). The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. (selected chapters)

MINIMAL CANDIDATE REQUIREMENTS (See also section on “Grading.”)

Each candidate is required to attend all Seminars and to spend three weeks of full days, in addition to two “advance” days (once a week for the two weeks prior to the three-week block), in the assigned classroom; total hours vary from school to school, but are reported on the Early Clinical Experience Attendance Log. During the clinical experience, each candidate is required to do the following:

1. Implement professional education course assignments in a classroom. 2. Complete the following Clinical Experiences course assignments.

a. The candidate must attend all Seminars and all clinical days. (An intercollegiate athlete who will miss a portion of the clinical experience because of his/her sport schedule must create an alternative plan for attending the clinical days. This plan must be approved by the cooperating teacher and submitted to the Assistant Clinical Coordinator prior to the beginning of the clinical experience.)

b. The candidate must read the assigned chapters from the required text. c. The candidate must submit the completed Interview with Cooperating

Teacher at the final seminar. (Appendix) d. The candidate must complete the Peer Review and the Peer Review Log.

The Peer Review Log will be submitted at the final seminar. (Appendix) e. The candidate must submit the completed and signed Attendance Log at

the final seminar. Leave a copy with the cooperating teacher. (Appendix) f. The candidate must submit the completed and initialed Chart of Clinical

Assignments at the final seminar. (Provided at first seminar) 3. Participate in conferences with cooperating teacher. 4. Demonstrate professional behavior and dispositions in a clinical experience. GRADING -- “Satisfactory” or “Unsatisfactory”

Grade of “Satisfactory” -- All of the following criteria must be met:

1. The candidate earns a minimum of 21 checks in the Developing and Progressing without Concerns (D/P) column on the TLEE First Professional Semester Final Evaluation (based on a minimum 70% score to pass).

• A candidate receiving a mark of “unsatisfactory” (U) in any competency characteristic on the final evaluation must meet with the Assistant Clinical Coordinator to create a plan for remediation. This plan will be filed in the Clinical Office for tracking during the TLEE 383 Clinical Experience.

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The candidate must demonstrate meeting the competency characteristic by earning a “D/P” during the TLEE 383 clinical experience. If the candidate receives a final mark of “U” in the same competency characteristic in both TLEE 382 and 383, a meeting will be held to examine the deficiency and review the plan for remediation.

2. The cooperating teacher recommends that the candidate continue in the program. 3. The candidate reads the assigned chapters from the required text. 4. The candidate completes the Peer Review and submits the Peer Review Log at the final

seminar. 5. The candidate completes the Interview with Cooperating Teacher and submits it at the

final seminar. 6. The candidate submits the completed and signed Attendance Log at the final seminar. 7. The candidate submits the Chart of Clinical Assignments at the final seminar. 8. The candidate attends all TLEE 382 Seminars.

• Attendance at all Seminars is required. • The candidate must be on time and remain the entire session. • The candidate must demonstrate a professional disposition. • Any candidate who misses a seminar (for any reason) must immediately (within 1

week) arrange to meet with the Assistant Clinical Coordinator to set up an alternative assignment. The candidate’s final grade cannot be computed until this assignment has been satisfactorily completed.

9. The candidate attends each day of the clinical experience. • The candidate is expected to be in attendance every day throughout the entire

clinical experience and to observe the same school hours as the regular faculty at the school. (Minimum of 30 minutes before students arrive and 30 minutes after students leave.)

• The candidate may not leave school without permission of the cooperating teacher.

• The candidate is expected to be on time. Tardiness is not permitted. • The candidate will not be excused from any responsibilities in order to work. • The candidate is encouraged to participate in all school-related functions that are

required of the cooperating teacher. • There are no “excused” absences. All absences during the “advance” days or

the three week clinical must be made up. Arrangements to do so must be coordinated with the cooperating teacher and reported to the Assistant Clinical Coordinator.

Grade of “Unsatisfactory” A grade of “Unsatisfactory” will be issued if the clinical experience results in any one of the following outcomes: 1. A candidate earns fewer than 21 checks in the Developing and Progressing

without Concerns (D/P) column on the TLEE 382 First Professional Semester Final Evaluation.

2. The cooperating teacher does not recommend that the candidate continue in the program, and the Assistant Clinical Coordinator endorses this recommendation after observing the candidate in the field and meeting with the cooperating teacher.

3. The candidate does not successfully complete the requirements as stated in the previous section.

4. The candidate does not complete the requirements for Seminar.

A candidate receiving a grade of “Unsatisfactory” in TLEE 382 will be reviewed through the Department of TLRN Student Performance Review process.

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EVALUATION PROCEDURES

1. TLEE 382 First Professional Semester Evaluation (found online and in Clinical Handbook) a. At the beginning of the 3-week clinical experience, the cooperating teacher will

be provided two self-addressed postage paid envelopes in which the initial and final evaluations are to be mailed/submitted to the Assistant Clinical Coordinator. (These will be distributed at Seminar #3.)

b. At the end of the sixth day, the initial evaluation should be completed and mailed to the ACC.

c. At the end of the three week experience, the final evaluation should be completed and mailed to the ACC.

2. A cooperating teacher is urged to contact the Assistant Clinical Coordinator by the end of the first week (or as soon as possible) if he/she believes that a candidate is in jeopardy of not being recommended to continue in the program.

3. Each candidate will complete and submit the following at the final seminar. a. Clinical Assignments Checklist (initialed by candidate and cooperating teacher) b. Signed Attendance Log c. Peer Review Report (signed by candidate, reviewer, and cooperating teacher) d. Interview with Cooperating Teacher

SELECTED BIBLIOGRAPHY

Wong, H.K. & R.T. (2001). The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. (selected chapters) (1998)

Illinois Professional Teaching Standards (available at www.isbe.net) INTASC Standards (available at www.usd.edu/ed/ncate/INTASCStandards.html ACADEMIC INTEGRITY Academic integrity is expected of all candidates. If academic misconduct is suspected, the Assistant Clinical Coordinator will follow the “Faculty Guide to Academic Misconduct” issued by the University Judicial Office. (This includes such things as signing the roll for someone else and falsifying information on the Chart of Clinical Assignments or the Attendance Log.) ACCOMMODATIONS If you have a disability and may require some type of instructional accommodation, please contact the Assistant Clinical Coordinator immediately so that accommodations can be made.

NIU Conceptual Framework

The NIU community of learners builds on knowledge, practice, and reflection to produce exemplary educators. The community encompasses scholars, education professionals, and pre-service teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Application of these strengths emerges through the collaborative efforts of a diverse community, which supports lifelong learning.

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TLEE 382

Suggested Schedule of Responsibilities for the NIU Student TWO “ADVANCE” DAYS – Orientation and Observation: _____1. Learn process for signing in. _____2. Sign NIU Attendance Log. (See Appendix or Early Clinical website for form.) _____3. Begin learning classroom rules and procedures. _____4. Start becoming familiar with the schedule, curriculum, and textbooks. _____5. Get list of students (or seating chart) and begin learning names. _____6. Complete the Interview of Cooperating Teacher (Appendix or website) FIRST THREE DAYS OF THREE-WEEK BLOCK – Observation and Planning: This time is for the cooperating teacher and NIU candidate to communicate expectations, plan for instruction, and set goals. The NIU candidate uses this time to continue becoming familiar with the school, the curriculum, the classroom, and the learners. In particular, the NIU candidate needs to: (check off when completed) _____1. Communicate with the cooperating teacher and arrange to complete the professional education class assignments. _____2. Identify resources and technology available to enhance the completion of the professional education class assignments. _____3. Create a general plan for teaching an activity. _____4. Confirm approval from the cooperating teacher and NIU instructor for the lessons to

be taught. _____5. Observe the classroom teacher and students. _____6. Schedule the Peer Review. _____7. Schedule time to talk with the cooperating teacher. _____8. Sign Attendance Log. (See Appendix or early clinical website for form.) _____9. Begin to work with individual students. _____10. Begin to assist cooperating teacher with support activities, as appropriate. (See

“Examples of Appropriate TLEE 382 Support Activities” for some ideas.) _____11. Begin to conduct simple classroom routines or activities, at the discretion of the

cooperating teacher.

DAYS FOUR – FIFTEEN – Planning, Teaching, and Reflection _____1. Implement lessons required for NIU classes. _____2. Continue to observe and model the cooperating teacher. _____3. Continue to conduct simple classroom routines, lessons, or activities, at the discretion

of the cooperating teacher. _____4. Conduct Peer Review and complete Peer Review Log. (See Appendix or early

clinical website for form.) _____5. Sign Attendance Log and make a photocopy for the cooperating teacher on the final

day. (Appendix or web site for form) _____6. Continue to assist cooperating teacher with support activities, as appropriate. First professional semester candidates should not be expected to assume full teaching responsibilities. Suggested Activities: 1. Learn the students’ names and be able to pronounce them correctly. 2. Obtain a seating chart and become acquainted with the students. 3. Learn the classroom rules and procedures.

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4. Observe and discuss teaching techniques of the cooperating teacher. 5. Observe classroom organization and management. 6. Learn how students are assigned to classes or groups. 7. Observe how the cooperating teacher handles daily routine activities. 8. Become familiar with teaching materials and supplies. 9. Locate audio-visual equipment and other technology. 10. Learn about fire drill procedures, tornado drills, playground regulations, schedule of

teacher duties, requisitioning of supplies, reporting and caring for injuries, and location of various facilities used by the students in the classroom.

11. Learn how the cooperating teacher organizes the day, allocates the time to each subject area, etc. How does the teacher plan the transition from one learning experience to another?

12. Learn how assignments are made and how the homework policy is created, implemented, and enforced.

13. Get to know administrators, other faculty members, and non-teaching personnel. 14. Become acquainted with the school procedure on staffing. 15. Spend up to an hour a day working one-on-one with a struggling student. For a complete list of the competencies expected from a candidate in the Second Professional Semester, please see the Second Professional Semester Evaluation and rubric. It is hoped that all competencies and characteristics will be visible by the end of the TLEE 383 clinical experience. If at least 70% of the characteristics are not developing to a level considered by the cooperating teacher to be appropriate for a Second Professional candidate, the Assistant Clinical Coordinator should be contacted as soon as possible. (Janet Ainsworth – 815-753-6275)

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Examples of Appropriate TLEE 382 Support Activities

The following classroom support activities are considered within the realm of experience for this clinical. They are suggested for those candidates considered by the cooperating teacher to be ready for additional classroom tasks. (Information in parentheses links the item to the appropriate Illinois Professional Teaching Standard and INTASC Principle.) 1. Give individual help to a particular student. (IPTS 1, 2, 3) (IP 1, 2, 3) 2. Work with a small group of children in an activity approved by the classroom

teacher. (IPTS 2, 5, 6, 7) (IP2, 7) 3. Assist in the preparation of teacher made materials. (IPTS 1, 2, 4, 6) (IP 1, 4, 7) 4. Identify resources in the learning center and library/media center. (IPTS 4, 6)

(IP 1, 4) 5. Guide students in designing and developing a bulletin board. (IPTS 1, 5, 6) (IP

1) 6. Observe the class in another environment. (Physical Education, Art, Music,

recess, lunch, etc.). (IPTS 2, 3) (IP2, 3) 7. Co-supervise non-teaching activities with the classroom teacher to better

appreciate and define the total role of teacher (recess, bus, lunch, study hall, etc.). (IPTS 2, 3) (IP 2,3)

8. Assist with or administer room duties of attendance taking, lunch count,

distribution of materials, etc. (IPTS 1, 5) (IP 1, 5) 9. Assist in preparing for the day’s lessons. (IPTS 1, 4, 5) (IP 1, 4) 10. Assist in evaluation of students’ work. (IPTS 8) (IP 8) 11. Become acquainted with teachers’ manuals and other classroom materials.

(IPTS 1, 4, 6) (IP 1, 4) 12. Assist with the operation of media equipment and/or application of technology in

the classroom. (IPTS 1, 7) (IP 1,7) Note to Cooperating Teachers: It is helpful and contributes positively to the candidate's learning experience when you talk with the candidate and give constructive feedback after he/she has participated in the activities of your classroom.

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TLEE 382 Evaluation Process

• Two formal evaluations o initial evaluation (on sixth day of 3-week block) o final evaluation (on one of last two days of 3-week

block).

• Use First Professional Semester evaluation form, with accompany rubrics, found in the Appendices. Also found online at the early clinical web site.

• Please involve candidate in the evaluation process by

going through the rubric, point by point, providing appropriate feedback.

• Mail completed evaluation form (not rubric) in NIU

postage paid envelope provided by the candidate. Keep a copy for your records, and provide a copy to the candidate.

If you believe that a candidate is not making adequate progress, please contact your liaison and/or Janet Ainsworth as soon as possible.

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The TLEE 383 Clinical Experience

Second Professional Semester: Students are immersed in content methodology in Science, Social Studies, Math, and Reading in the content areas, as well as in making appropriate accommodations for diverse learners. The methods classes they are currently taking include the following:

• TLEE 342 Social Studies Methods • TLEE 344 Science Methods • MATH 402 Math Methods • TLSE 456 Collaboration for Inclusive Teaching and Learning • LTRE 311 Reading in the Content Areas • TLEE 383 Elementary School Curriculum and Instruction: Field

Experience

Priorities of the383 Clinical Experience

1. Implement requirements of the methods classes.

2. Complete assignments for TLEE 383.3. Perform a variety of classroom tasks that may

require some outside preparation. (During the 8 extended days, no outside preparation.)

4. Depending upon the student’s readiness, s/he may assume responsibility for the entire day on the last one or two days of the 3-week period.

Fall 2003 Orientation 6/7/2006

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TLEE 383 SYLLABUS

DEPARTMENT COURSE NUMBER SEMESTER HOURS Teaching and Learning TLEE 383 2

COURSE TITLE Elementary School Curriculum and Instruction: Field Experience

CATALOG DESCRIPTION

Pre-student-teaching practicum. Methodology related to practice through teaching experiences in elementary school classrooms. Requires 48 clock hours per semester hour of professional field experience in the classroom. Design, implementation, and evaluation of lesson plans and instructional unit plans required. S/U grading. PRQ: TLEE 382. To be taken in conjunction with methods courses.

COURSE OBJECTIVES

1. Plan and conduct instruction that applies knowledge and skills learned in professional education courses in a classroom context. (Knowledge, Practice)

2. Relate classroom observations to professional education course concepts. (Knowledge, Practice)

3. Identify and compile artifacts for a standards-based portfolio. (Knowledge, Practice)

4. Demonstrate professional behaviors and dispositions. (Knowledge, Practice)

5. Use reflection for self-evaluation. (Reflection)

SUBJECT MATTER CONTENT

1. State and accrediting professional organization standards. (Course Objectives 3, 4)

2. Observation protocols. (Course Objective 2) 3. Instructional materials and curriculum resources used in elementary

classrooms. (Course Objective 1)

ILLUSTRATIVE COURSE ACTIVITIES TLEE 383 is comprised of four required Seminars plus a Clinical Experience spanning

three consecutive weeks, with eight “advance” days. The Clinical Experience occurs in an assigned school and classroom.

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Candidates will 1. become aware of school rules, regulations, and policies . (K)

2. plan and conduct instruction including lesson and unit plans that applies knowledge and skills learned in professional education courses in a classroom context. (KP)

3. relate classroom observations to professional education course concepts. (K,P) 4. identify and compile artifacts for a standards-based portfolio. (Portfolios will be

addressed in the professional methods classes.) (K,P) 5. demonstrate professional behaviors and dispositions. (K,P) 6. use reflection for self-evaluation. (R) For specific course requirements and suggested activities, see the following:

1. “Minimal Candidate Requirements” below 2. “TLEE 383 Suggested Schedule of Responsibilities” 3. “Activities to Consider” 4. Second Professional Semester Evaluation and rubric

REQUIRED TEXT

Wong, H.K. & R.T. (2001). The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. (selected chapters)

MINIMAL CANDIDATE REQUIREMENTS (See also section on “Grading”) Each candidate is required to attend all Seminars and to spend three weeks of full days, in addition to eight “advance” days (once a week for eight weeks prior to the three-week block), in the assigned classroom; total hours vary from school to school, but are reported on the Early Clinical Experience Attendance Log. During this time, each candidate is required to do the following: 1. Implementation of professional education course assignments in a

classroom. 2. Completion of the following Clinical Experiences course assignments.

a. The candidate must attend all Seminars and all clinical days. (An intercollegiate athlete who will miss a portion of the clinical experience because of his/her sport schedule must create an alternative plan for attending the clinical days. This plan must be approved by the cooperating teacher and submitted to the Assistant Clinical Coordinator prior to the beginning of the clinical experience.)

b. The candidate must read the assigned chapters from the required text. c. The candidate must submit the completed Interview with Cooperating

Teacher at the final seminar. (Appendix) d. The candidate must complete the Peer Review and the Peer Review Log.

The Peer Review Log will be submitted at the final seminar. (Appendix) e. The candidate must submit the completed and signed Attendance Log at

the final seminar. (Appendix) f. The candidate must submit the completed and initialed Chart of Clinical

Assignments at the final seminar. (Provided at first seminar) 3. Participation in conferences with cooperating teacher. 4. Demonstration of professional behavior and dispositions in a clinical experience.

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GRADING – “Satisfactory” or “Unsatisfactory”

Grade of “Satisfactory” -- All of the following criteria must be met:

1. The candidate earns a minimum of 36 checks in the Developing and Progressing without Concerns (D/P) column on the TLEE 383 Second Professional Semester Final Evaluation (based on a minimum 70% score to pass).

• A candidate receiving a mark of “unsatisfactory” (U) in any competency characteristic on the final evaluation must meet with the Assistant Clinical Coordinator to create a plan for remediation. This plan will be filed in the Clinical Office for tracking during the TLEE 485 Senior Student Teaching experience. The candidate must demonstrate meeting the competency characteristic by earning a “D/P” during the TLEE 485 clinical experience. If the candidate receives a final mark of “U” in the same competency characteristic in both TLEE 382 and 383, a meeting will be held to examine the deficiency and review the plan for remediation.

2. The cooperating teacher recommends that the candidate continue in the program. 3. The candidate reads the assigned chapters from the required text. 4. The candidate completes the Peer Review and submits the Peer Review Log at the final

seminar. 5. The candidate completes the Interview with Cooperating Teacher and submits it at the

final seminar. 6. The candidate submits the completed and signed Attendance Log at the final seminar. 7. The candidate submits the Chart of Clinical Assignments at the final seminar. 8. The candidate attends all TLEE 383 Seminars.

a. Attendance at all Seminars is required. b. The candidate must be on time and remain the entire session. c. The candidate must demonstrate a professional disposition. d. Any candidate who misses a seminar (for any reason) must immediately (within 1

week) arrange to meet with the Assistant Clinical Coordinator to set up an alternative assignment. The candidate’s final grade cannot be computed until this assignment has been satisfactorily submitted.

9. The candidate attends each day of the clinical experience. • The candidate is expected to be in attendance every day throughout the entire

clinical experience and to observe the same school hours as the regular faculty at the school. (Minimum of 30 minutes before students arrive and 30 minutes after students leave.)

• The candidate may not leave school without permission of the cooperating teacher.

• The candidate is expected to be on time. Tardiness is not permitted. • The candidate will not be excused from any responsibilities in order to work. • The candidate is encouraged to participate in all school-related functions that are

required of the cooperating teacher. • There are no “excused” absences. All absences during the “additional days” and

the three week clinical must be made up. Arrangements to do so must be coordinated with the cooperating teacher and reported to the Assistant Clinical Coordinator.

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Grade of “Unsatisfactory” A grade of “Unsatisfactory” will be issued if the clinical experience results in any one of the following outcomes:

1. A candidate earns fewer than 36 checks in the Developing and Progressing without Concerns (D/P) column on the TLEE 383 Second Professional Semester Final Evaluation.

2. The cooperating teacher does not recommend that the candidate continue in the program, and the Assistant Clinical Coordinator endorses this recommendation after observing the candidate in the field and meeting with the cooperating teacher.

3. The candidate does not successfully complete the requirements as stated in the previous section.

4. The candidate does not complete the requirements of Seminar.

A candidate receiving a grade of “Unsatisfactory” in TLEE 383 will be reviewed through the Department of TLRN Student Performance Review process.

EVALUATION PROCEDURES

1. TLEE 383 Second Professional Semester Evaluation (found online and in Clinical Handbook)

e. At the beginning of the three-week clinical experience, the cooperating teacher will be provided two self-addressed postage paid envelopes in which the initial and final evaluations are to be mailed/submitted to the Assistant Clinical Coordinator. (These will be distributed at Seminar #3.)

f. At the end of the sixth day of the three-week block, the initial evaluation should be completed and mailed to the ACC.

g. At the end of the three week experience, the final evaluation should be completed and mailed to the ACC.

h. If a candidate does not meet the goals identified in a remediation plan created during TLEE 382, a meeting will be held to determine future action.

2. Cooperating teachers are urged to contact the Assistant Clinical Coordinator by the end of the first week (or as soon as possible) if he/she believes that a candidate is in jeopardy of not being recommended to continue in the program.

3. Each candidate will complete and submit the following at the final seminar. a. Clinical Assignments Checklist (initialed by candidate and cooperating teacher) b. Signed Attendance Log c. Peer Review Report (signed by candidate, reviewer, and cooperating teacher) d. Interview with Cooperating Teacher

SELECTED BIBLIOGRAPHY Campbell, D.M., Cignetti, P.B., Melenyzer, B. J., Nettles, D.H., Wyman, R.M. (1997).

How to Develop a Professional Portfolio. Needham Heights, MA: Allyn and Bacon. Wong, H.K. & R.T. (2001). The First Days of School. Mountain View, CA: Harry K. Wong

Publications, Inc. (selected chapters) (1998) Illinois Professional Teaching Standards (available at www.isbe.net) INTASC Standards (available at www.usd.edu/ed/ncate/INTASCStandards.html)

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TLEE 383 Suggested Schedule of Responsibilities for the NIU Student

EIGHT “ADVANCE” DAYS – Orientation, Observation, Planning: This is the period of time that occurs before the three week intensive clinical work begins. Candidates attend one full day per week for the eight weeks preceding the three week experience. This time is for the cooperating teacher and NIU candidate to communicate expectations, plan for instruction and set goals. The NIU candidates use this time to become familiar with the school, the curriculum, the classroom, and the learners. In particular, NIU candidates need to: 1. Conduct Interview with Cooperating Teacher by the end of the second advance day. 2. Begin keeping Attendance Log. 3. Communicate with the cooperating teacher to arrange opportunities to complete the

professional education class assignments. 4. Observe the cooperating teacher and students. Take appropriate notes. 5. Identify resources and technology available to enhance the completion of the professional

education assignments. 6. Confirm approval from the cooperating teacher and NIU instructor of all lessons to be

taught before the three-week experience begins. 7. Create a general plan for teaching and other activities during the three week block. Set

tentative schedule for peer review. 8. Schedule conference times with the cooperating teacher. Suggested Activities: 1. Learn the students’ names and be able to pronounce them correctly. 2. Obtain a seating chart and become acquainted with the students. 3. Learn the classroom rules and procedures. 4. Observe and discuss teaching techniques of the cooperating teacher. 5. Observe classroom organization and management. 6. Learn how students are assigned to classes or groups. 7. Observe how the cooperating teacher handles daily routine activities. 8. Become familiar with teaching materials and supplies. 9. Locate audio-visual equipment and other technology. 10. Learn about fire drill procedures, tornado drills, playground regulations, schedule of teacher

duties, requisitioning of supplies, reporting and caring for injuries, and location of various facilities used by the students in the classroom.

11. Learn how the cooperating teacher organizes the day, allocates the time to each subject area. How does he/she connect day to day, lesson to lesson, etc.

12. Learn how assignments are made and how the homework policy is created, implemented, and enforced.

13. Get to know administration, other faculty members, and non-teaching personnel. 14. Become acquainted with the school procedure on staffing. 15. Spend up to an hour a day working one-on-one with a struggling student. Conferencing between the cooperating teacher and NIU candidate should be ongoing.

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Although candidates should not be given “outside” assignments during the advance days, they may certainly assume a variety of instructional and support activities in the classroom during that time. While observation is a key activity during the advance days, it should definitely not be the only activity. THREE WEEK BLOCK – Planning, Teaching, and Reflection The candidate should become increasingly comfortable, confident, and competent while assuming a variety of responsibilities. In particular, NIU candidates should 1. Implement lessons required for NIU classes. 2. Continue to observe and model the cooperating teacher. 3. Continue to conduct classroom routines, lessons, and activities, at the discretion of the

cooperating teacher. Assume an increasing degree of responsibility. 4. Conduct Peer Review and complete Peer Review Log. (See Appendix or early clinical

website for form.) 5. Sign Attendance Log and make a photocopy for the cooperating teacher on the final day.

(Appendix or web site for form) 6. Continue to assist cooperating teacher with support activities, as appropriate. 7. Continue to participate in professional dialogue with the cooperating teacher. At the discretion of the cooperating teacher, it is appropriate for the candidate to be “in charge” of the classroom for a day or two toward the end of the three week experience. For a complete list of the competencies expected from a candidate in the Second Professional Semester, please see the Second Professional Semester Evaluation and rubric. It is hoped that all listed competencies and characteristics will be visible by the end of the TLEE 383 clinical experience. If at least 70% of the characteristics are not developing to a level considered by the cooperating teacher to be appropriate for a Second Professional candidate, the Assistant Clinical Coordinator should be contacted as soon as possible. (Janet Ainsworth – 815-753-6275)

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Examples of Appropriate Learning Activities for TLEE 383 Candidates The following activities are considered within the realm of experience for this clinical. They are suggested for those candidates considered by the cooperating teacher to be ready for additional classroom tasks. 1. Prepare bulletin boards and displays. 2. Use a variety of technology and media to fully develop lessons. 3. Observe and/or take part in parent-teacher conferences. 4. Attend faculty meetings, team meetings, parent-teacher association meetings, school board

meetings, school improvement meetings, and local professional teachers' meetings and institute days.

5. Construct and teach a unit. 6. Study course of study or curriculum material available in your building or school system. 7. Become familiar with different series of textbooks in various areas. Study teachers'

manuals (learning center or library is a good source of materials). 8. Study thoroughly each child's cumulative folder and permanent records. (Some school

districts do not permit clinical candidates to see permanent records.) 9. Use technology (computers and other media) for oral reporting, drama, or language

activities. 10. Construct some of your own teaching materials and devices. (Charts, graphs, pictures,

number lines, time lines, etc.) 11. Become familiar with your school's library room and central library. (Help children in the

selection of books. Use different methods of determining reading interests of children - become familiar with good authors and the types of books they write.)

12. Assist the planning of field trips. 13. Incorporate current events into the curriculum. 14. Use community resources. 15. Teach and/or observe in the “special” areas. (Music, art, physical education) 16. Use oral and written reports (Library books and materials from regular curriculum.) 17. Implement creative writing. 18. Participate in creative or dramatic play, skits, or presentations. (Role playing, seasonal or

special day performances). 19. Observe other classes in your building or school district. 20. Read orally a story, poem, or play to the children in your class. Should keep the periods

short in length and possibly cover the entire book over a series of listening times. 21. Assist with testing, scoring, and evaluating results of standardized tests. 22. Make tests to evaluate the work of students in relationship to lessons or units you have

taught. 23. Assist in evaluating the work of students (recording and reporting). 24. Review child growth and development characteristics for the age level of your class. 25. Use resource visitors. 26. Use anecdotal records to assist your understanding and evaluation of students. 27. Know some rainy day and free time activities applicable for your grade level. 28. Attend a staffing (if possible). 29. Attend parent/teacher conferences. 30. Develop "centers of interest" for the classroom. 31. Consider a major activity other than your regular teaching. Develop a room or school

newspaper, work with the sports program, develop a play or music project, etc. 32. Attend an extra-curricular event.

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TLEE 383 Evaluation Process

• Two formal evaluations o initial evaluation (on sixth day of 3-week block) o final evaluation (on one of last two days of 3-week

block).

• Use Second Professional Semester evaluation form, with accompany rubrics. Also found online at the early clinical web site. /www.cedu.niu.edu/tlrn/eled_early_clinical/TLEE_383.html

• Please involve candidate in the evaluation process by

going through the rubric, point by point, providing appropriate feedback.

• Mail completed evaluation form (not rubric) in NIU

postage paid envelope provided by the candidate. Keep a copy for your records, and provide a copy to the candidate.

If you believe that a candidate is not making adequate progress, please contact your liaison and/or Janet Ainsworth as soon as possible.

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The TLEE 485 and TLEE 586 Field Experiences Student Teaching

College of Education Course Outline (TLEE 460) Syllabus Student Teaching Undergraduate (TLEE 485) Syllabus (TLEE 586) Suggested Schedule for Student Teacher 16 Weeks Suggested Schedule for Student Teacher 8 Weeks

Photo taken from Fall 2000 Student Teacher Orientation

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Northern Illinois University Department of Teaching and Learning

TLEE 460 (1 semester hour)

College Course Outline (Revision submitted to College Curriculum May, 2006)

Individual course syllabi will be provided for each section of TLEE 460 by the NIU supervisors. Course Description Orientation to the teaching profession, including problems of placement, school and community participation, professional affiliations, ethics, and current issues in education. PRQ: TLEE 383, student teaching, GPA of at least 2.50, and senior standing. CRQ: ETT 401B. Course Objectives The Student will:

1. Gain awareness of the many roles and responsibilities of the elementary teacher and teaching as a profession (K)

2. Acquire understanding of the challenges of the beginning teacher and develop background and procedures for coping with them effectively (K)

3. Learn, understand and appreciate fundamental facets of community and administrative functions of the total educational process (K)

4. Re-examine in a philosophical and pragmatic light, the areas of child development, effective educational environments, curriculum, teaching methodology, classroom management, adaptation of the educational system to ethnic and language minority students and to those with special needs, and the personal responsibilities incumbent upon the new teacher in assuming professional status. (R)

5. Demonstrate candidate’s effect on student learning through completion of the Teacher Work Sample (K,P,R)

Subject Matter Content

1. Beginning to teach, bridging theory into practice 4

2. Developing lesson and unit plans 1,4

3. Classroom management, discipline and motivation of students 2,4

4. Implementing curricula in the elementary school 1,3,4

5. Lifelong professional growth and development 1,2,3,4

6. Professional organizations 1

7. School-community relationships, parent-teacher relationships 1,3

8. Ethics, attitudes and professional standards 1,2

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9. Mainstreaming/inclusion 1,4

10. Multicultural education 1,4

Illustrative Course Activities

1. Reading

2. Discussion

3. Lectures

4. Written assignments

5. Reporting

6. Panels

7. Guest speakers

8. Videos

9. Completion of Peer Review assignment

Minimal Student Requirements

1. Participation in class activities 2. Completion of written assignments 3. Completion of lesson and unit plan assignments including the Teacher Work Sample 4. Demonstrated ability to cope successfully with problems of the beginning teacher as

evidenced through instructor selected evaluations Selected Bibliography

Wong, H.K. & R.T. (2001). The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. (selected chapters) Illinois Professional Teaching Standards (available at www.isbe.net) INTASC Standards (available at www.usd.edu/ed/ncate/INTASCStandards.htm. Academic Integrity Academic integrity is expected of all candidates. If academic misconduct is suspected, the NIU supervisor and Coordinator of Clinical Experiences will follow the “Faculty Guide to Academic Misconduct” issued by the University Judicial Office. Accommodations If you have a disability and may require some type of instructional accommodation, please contact your NIU supervisor and the Coordinator of Clinical Experiences immediately so that accommodations can be made.

NIU Conceptual Framework

Northern Illinois University

The NIU Community of learners builds on knowledge, practice, and reflection to produce exemplary educators. The community encompasses scholars, education professionals, and preservice teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Application of these strengths emerges through the collaborative efforts of a diverse community, which supports lifelong learning.

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Department Teaching and Learning TLEE 485 (3-12)

Syllabus CATALOG DESCRIPTION

A Community of Learners

Student teaching for one-half semester or one entire semester. Assignments to be arranged with the department. S/U grading. See “Teacher Certification Requirements.” PRQ: TLEE 383 and MATH 402 or TLEE 402X. COURSE OBJECTIVES The student teacher, under the guidance of the cooperating teacher and the college supervisor, will demonstrate teaching competency as expressed in the following:

1. Organize and plan for teaching, including the preparation of written lessons plans for long range and daily teaching responsibilities; lesson plans are to be approved by the cooperating teacher before they are delivered; (School Code 10-23.34) (K,P).

2. Select and apply appropriate and varied methods of instruction: (K,P). 3. Demonstrate and apply knowledge of subject matter and materials of instruction: (K,P). 4. Adapt instruction to the needs of individuals including those with

giftedness, physical, and learning disabilities; (K,P). 5. Arrange and adapt the classroom’s physical environment to maximize learning; (K,R). 6. Establish good personal relationships with students, colleagues, and university

supervisors, and create a favorable classroom climate that motivates learners; (P) 7. Demonstrate understanding and sensitivity to the needs of learners from varied socio-

economic, cultural, ethnic and racial backgrounds; (P). 8. Establish and maintain classroom control; (P).

9. Manage the classroom independent of supervision as demonstrated in daily decision making, organization of activities, and systematization of routines and details; (P,R).

10. Demonstrate an understanding of the role of the teacher and the purposes of the school as a social institution; (K).

11. Be an active, cooperative and responsible member of the school faculty; (P). 12. Analyze his or her own teaching behavior objectively, develop self-

evaluation skills, and recognize the effects of teaching behavior on learners (R).

MINIMAL STUDENT REQUIREMENTS

1. Successfully complete the assigned period of student teaching 2. Attain a satisfactory level of competency in the areas listed under “Course Objectives” 3. Participate in evaluative conferences with the cooperating teacher and university

supervisor 4. Earn a minimum of 52 checks in the Developing and Progressing without Concerns

(D/P) and/or Proficient (P) columns on the Student Teacher Final Evaluation. (based on a minimum 75% score to pass)

Grade of Unsatisfactory (U) A grade of “Unsatisfactory” will be issued if the student teaching experience results in any one of the following outcomes:

1. A candidate earns fewer than 52 checks in the Developing and Progressing without Concerns (D/P) and/or Proficient (P) columns on the Student Teacher Final Evaluation. (based on a minimum 75% score to pass) 2. The cooperating teacher does not recommend that the candidate continue in the

program, and the NIU supervisor endorses this recommendation. 3. The candidate does not successfully complete the Minimal Student Requirements

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4. The candidate’s student teaching experience is terminated by the school and endorsed by the NIU supervisor.

ILLUSTRATIVE COURSE ACTIVITIES

1. Student teaching in selected public school centers under the supervision of the cooperating teacher and university supervisor; overall direction furnished by the university supervisor through:

a. Classroom visitations and observations b. Individual and group conferences c. Seminars d. Local and center-wide meetings e. Planning sessions with the public school coordinator

2. Preparing long range and daily plans 3. Scheduling and implementing activities 4. Conducting opening exercises 5. Teaching the range of subjects required in the assigned classroom 6. Assessing learning needs 7. Grouping for instruction 8. Structuring subject content and adapting instructional methods to meet the ability levels

and other needs of learners 9. Developing learning centers 10. Evaluating student work and keeping records 11. Handling disciplinary problems 12. Supervising playground and other activities 13. Working with faculty members and administrators 14. Communicating with school parents and participating in parent conferences 15. Attending faculty and parent teacher meetings

SELECTED BIBLIOGRAPHY Wong, H.K. & R.T. (2001). The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. (selected chapters) Illinois Professional Teaching Standards (available at www.isbe.net)

INTASC Standards (available at www.usd.edu/ed/ncate/INTASCStandards.html.

Academic Integrity Academic integrity is expected of all candidates. If academic misconduct is suspected, the NIU supervisor and Coordinator of Clinical Experiences will follow the “Faculty Guide to Academic Misconduct” issued by the University Judicial Office. Accommodations If you have a disability and may require some type of instructional accommodation, please contact your NIU supervisor and the Coordinator of Clinical Experiences immediately so that accommodations can be made.

NIU Conceptual Framework

The NIU Community of learners builds on knowledge, practice, and reflection to produce exemplary educators. The community encompasses scholars, education professionals, and preservice teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Application of these strengths emerges through the collaborative efforts of a diverse community, which supports lifelong learning.

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TLEE 586 (3-9) Syllabus

Northern Illinois University Department of Teaching and Learning

A Community of Learners CATALOG DESCRIPTION May be repeated to a maximum of 9 semester hours. COURSE OBJECTIVES (Internship for Elementary Education Student Teaching) The student teacher, under the guidance of the cooperating teacher and the college supervisor, will demonstrate teaching competency as expressed in the following:

1. Organize and plan for teaching, including the preparation of written lessons plans for long range and daily teaching responsibilities; lesson plans are to be approved by the cooperating teacher before they are delivered; (School Code 10-23.34) (K,P).

2. Select and apply appropriate and varied methods of instruction; (K,P) 3. Demonstrate and apply knowledge of subject matter and the materials of

instruction; (K,P) 4. Adapt instruction to the needs of individuals including those with giftedness,

physical and learning disabilities; (K,R) 5. Arrange and adapt the physical environment to maximize learning; (K,P) 6. Establish good professional relationships with students, colleagues, and

supervisors and create a favorable learning climate that motivates learners; (P) 7. Demonstrate understanding and sensitivity to the needs of learners from varied

diverse socio economic, cultural, ethnic, and racial backgrounds; (P) 8. Establish and maintain classroom control; 9. Manage the classroom independent of supervision; as demonstrated in daily

decision making, organization of activities, and systematization of routine and details; (P,R)

10. Demonstrate understanding of the role of the teacher and the purposes of the school as a social institution; (K)

11. Be an active, cooperative, and responsible member of the school faculty; (P) 12. Analyze his/her own teaching behavior, objectively develop self-evaluation skills,

and recognize the effect of teaching behavior on learners; (R). Minimal Student Requirements

1. Successfully complete the assigned period of student teaching 2. Attain a satisfactory level of competency in the areas listed under “Course

Objectives” 3. Participate in evaluative conferences with the cooperating teacher and university

supervisor 4. Earn a minimum of 52 checks in the Developing and Progressing without

Concerns (D/P) and/or Proficient (P) columns on the Student Teacher Final Evaluation. (based on a minimum 75% score to pass)

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Grade of Unsatisfactory (U) A grade of “Unsatisfactory” will be issued if the student teaching experience results in any one of the following outcomes:

1. A candidate earns fewer than 52 checks in the Developing and Progressing without Concerns (D/P) and/or Proficient (P) columns on the Student Teacher Final Evaluation. (based on a minimum 75% score to pass)

2. The cooperating teacher does not recommend that the candidate continue in the program, and the NIU supervisor endorses this recommendation.

3. The candidate does not successfully complete the Minimal Student Requirements

4. The candidate’s student teaching experience is terminated by the school and endorsed by the NIU supervisor.

Illustrative Course Activities

1. Student teaching in selected public school centers under the supervision of the cooperating teacher and university supervisor; overall direction furnished by the university supervisor through: a. Classroom visitations and observations b. Individual and group conferences c. Seminars d. Local and center-wide meetings e. Planning sessions with the public school coordinator

2. Preparing long range and daily plans 3. Scheduling and implementing activities 4. Conducting opening exercises 5. Teaching the range of subjects required in the assigned classroom 6. Assessing learning needs 7. Grouping for instruction 8. Structuring subject content and adapting instructional methods to meet the ability

levels and other needs of learners 9. Developing learning centers 10. Evaluating student work and keeping records 11. Handling disciplinary problems 12. Supervising playground and other activities 13. Working with faculty members and administrators 14. Communicating with school parents and participating in parent conferences 15. Attending faculty and parent/teacher meetings

SELECTED BIBLIOGRAPHY

Wong, Harry K. & Rosemary T. (2001). The First Days of School. Harry K. Wong Publications, Inc. Illinois Professional Teaching Standards (IPTS); www.isbe.net.

INTASC Standards: available at www.usd.edu/edncate/INTASCStandards.html Academic Integrity Academic integrity is expected of all candidates. If academic misconduct is suspected, the NIU supervisor and Coordinator of Clinical Experiences will follow the “Faculty Guide to Academic Misconduct” issued by the University Judicial Office.

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Accommodations If you have a disability and may require some type of instructional accommodation, please contact your NIU supervisor and the Coordinator of Clinical Experiences immediately so that accommodations can be made.

NIU CONCEPTUAL FRAMEWORK

The NIU community of learners builds on knowledge, practice, and reflection to produce exemplary educators. The community encompasses scholars, education professionals, and pre-service teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Application of these strengths emerges through the collaborative efforts of a diverse community which supports lifelong learning.

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Student Teaching

Suggested Schedule for Assumption of Responsibilities Sixteen-Week Experience

The following is a suggested schedule for a sixteen-week field experience in student teaching. It is presented as a guide. This is not an inclusive list of activities and, most likely, the actual schedule will need to be continually revised to meet the style of the cooperating teacher and the specific demands of the classroom. Please note the emphasis for student teachers to take on teaching responsibilities.

ARRIVAL AND WEEK ONE - ORIENTATION-Sign in at the main office and arrange for the required identification -Introduce yourself to the class -Write, have approved, and send home a letter of introduction to parents -Review students’ schedule for their instructional day -Organize desk or personal area -Learn the students’ names -Begin student teaching binder, lesson planner, and personal log -Establish a lesson plan format with your cooperating teacher and NIU supervisor Written lesson plans are required. -Plan and teach a “Getting To Know You Lesson” -Review school district policies and analyze their operation in the school community -Observe pupils’ learning styles, habits, and strategies -Observe classroom management strategies, lesson design and presentation style of

cooperating teacher -Review cooperating teacher’s schedule for teaching and grading -Learn the student evaluation/assessment/grading system -Assist teacher with monitoring of playground, recess, and lunch periods -Assume responsibilities for nonacademic tasks e.g. attendance, lunch count, etc., -Assist individual students/groups with assignments -Review textbooks, supplies, teacher manuals, planning books -Become acquainted with location/contents of cumulative folders, permanent record

cards, pupil progress report forms -Assist teacher with developing thematic bulletin board(s)

-Discuss the topic of the unit (Teacher Work Sample) to be developed and taught -Identify the contextual factors of the classroom WEEK TWO -Continue to observe cooperating teacher -Plan and teach lessons to a small group in one content area -Discuss with the cooperating teacher ways to assess student learning -Assist teacher in preparing extension/remedial/instruction materials -Observe, review, and discuss needs of students based on their individual learning styles and achievement goals -Confirm the unit topic and dates for presentation -Plan to assume responsibility for one class WEEK THREE-Continue activities already assigned -Design, teach and take over one class period/area -Continue reflection/personal log -Plan and discuss assumption of one more class in week four -Review ISAT goals and school improvement planning for this grade level with cooperating teacher

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WEEK FOUR-Continue to take over an additional area of teaching -Attend PTA or school board meetings, if possible -Present plans for interdisciplinary unit to cooperating teacher

WEEK FIVE-Cooperate with teacher in the planning of lessons -Present lesson(s) without teacher present -Reflect and self-analyze lessons taught -Assume at maximum of three classes and plan transition to full-time responsibilities WEEK SIX -Transition of final areas of planning and of curriculum to student teacher -Discuss and assist cooperating teacher with system of reporting pupil progress assessments, evaluations, and parent conferences NOTE: By week seven the student teacher needs to assume the full responsibilities of the classroom. A conference with the student, cooperating teacher and NIU supervisor is appropriate if the student does not demonstrate readiness to assume full teaching responsibilities.

WEEK SEVEN -Review classroom management skills -Begin presentation of unit designed accompanied by thematic bulletin board/project (unless another time has been agreed upon) -Review and discuss effective evaluation/assessment of students -Build on strengths/extend emerging development and needed skills WEEK EIGHT -Increase time without teacher present -Complete midterm evaluation and conference WEEK NINE-Continue teaching activities (should be full day approximately seventh through fourteenth week) WEEK TEN-Observe and take note of all community resources assisting school programs and learner development WEEK ELEVEN-Continue assigned teaching responsibility -Reflect on curriculum taught, classroom management strategies, and personal teaching style WEEK TWELVE-Continue assigned teaching responsibility -Continue reflection log WEEK THIRTEEN-Begin gradual return of teaching responsibilities to the cooperating teacher; return one class per week -Write, have approved and send home closure note to parents WEEK FOURTEEN

-Finalize all activities, return one half of the responsibilities to the cooperating teacher

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-Arrange observations, approved by NIU supervisor and cooperating teacher, in varied classrooms for week 16. WEEK FIFTEEN

-By the end of the week, return all curriculum responsibilities to the teacher -Observe and assist the classroom teacher with a more mature and experienced perspective. This is a time for reflection and inquiry on the implementation of theory to practice and student learning. WEEK SIXTEEN

-Final Evaluation -Observe other classrooms inside and outside of the district, approved by the NIU

supervisor and cooperating teacher. -Observe activities of gifted and challenged students in the regular education setting -Meet with the principal Week Seventeen -Send a professional letter of appreciation for the student teaching experience to your cooperating teacher and to the principal.

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Student Teaching Suggested Schedule for Assumption of Responsibilities

Eight-Week Experience The following is a suggested schedule for an eight-week field experience in student teaching. It is presented as a guide. This is not an inclusive list of activities and, most likely, the actual schedule will need to be continually revised to meet the style of the cooperating teacher and the specific demands of the classroom. Please note the emphasis for student teachers to take on teaching responsibilities.

ARRIVAL AND WEEK ONE - ORIENTATION-Sign in at the main office and arrange for the required identification -Introduce yourself to the class -Write, have approved, and send home a letter of introduction to parents -Review students’ schedule for their instructional day -Organize desk or personal area -Learn the students’ names -Begin student teaching binder, lesson planner, and personal log -Establish a lesson plan format with your cooperating teacher and NIU supervisor Written lesson plans are required. -Plan and teach a “Getting To Know You Lesson” -Review school district policies and analyze their operation in the school community -Observe pupils’ learning styles, habits, and strategies -Observe classroom management strategies, lesson design and presentation style of

cooperating teacher -Review cooperating teacher’s schedule for teaching and grading -Learn the student evaluation/assessment/grading system -Assist teacher with monitoring of playground, recess, and lunch periods -Assume responsibilities for nonacademic tasks e.g. attendance, lunch count, etc., -Assist individual students/groups with assignments -Review textbooks, supplies, teacher manuals, planning books -Become acquainted with location/contents of cumulative folders, permanent record

cards, pupil progress report forms -Assist teacher with developing thematic bulletin board(s)

-Discuss the topic of the unit (Teacher Work Sample) to be developed and taught -Identify the contextual factors of the classroom WEEK TWO -Continue to observe cooperating teacher -Plan and teach lessons to a small group in one content area -Discuss with the cooperating teacher ways to assess student learning -Assist teacher in preparing extension/remedial/instruction materials -Observe, review, and discuss needs of students based on their individual learning styles and achievement goals -Confirm the unit topic and dates for presentation -Plan to assume responsibility for one or two classes WEEK THREE-Continue activities already assigned -Design, teach and take over one or two class periods/areas -Continue reflection/personal log -Plan and discuss assumption of one more class in week four -Review ISAT goals and school improvement planning for this grade level with cooperating teacher

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WEEK FOUR-Complete midterm evaluation and conference -Responsible for up to one half of the teaching -Cooperate with teacher in the planning of lessons -Present lesson(s) without teacher present -Reflect and self-analyze lessons taught -Assume at maximum of three classes/content areas and plan transition to full-time

responsibilities WEEK FIVE -Transition of final areas of planning and of curriculum to student teacher -Discuss and assist cooperating teacher with system of reporting pupil progress assessments, evaluations, and parent conferences

NOTE: By the beginning week five the student teacher needs to assume the full responsibilities of the classroom. A conference with the student, cooperating teacher and NIU supervisor is appropriate if the student does not demonstrate readiness to assume full teaching responsibilities.

WEEK SIX -Review classroom management skills -Begin presentation of unit designed accompanied by thematic bulletin board/project (unless another time has been agreed upon) -Review and discuss effective evaluation/assessment of students -Build on strengths/extend emerging development and needed skills WEEK SEVEN

Full Teaching

WEEK EIGHT -By the end of the week, return all curriculum responsibilities to the teacher

-Observe other classrooms approved by cooperating teacher and supervisor. -Final Evaluation Week NINE -Send a professional letter of appreciation for the student teaching experience to your cooperating teacher and to the principal.

For a complete list of the competencies expected from a candidate in student teaching, see the TLEE 485 Student Teaching Evaluation.

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APPENDICES

Page

NIU Contact Information 46 Attendance Log for TLEE 382/383 47 Interview with Cooperating Teacher 48 Peer Review Process 50 Peer Review Checklist 51 Peer Review Report 55 Peer Review Power Point Presentation 57 Sample Lesson Plan Format 60 Sample Journal Guide 62 Student Performance Review Procedures 63

First Professional Semester Evaluation and Rubrics 67 Second Professional Semester Evaluation and Rubrics 75 Student Teaching Evaluation Process 87 Student Teacher Weekly Evaluation 88 Student Teaching Evaluation and Rubrics 89

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Northern Illinois University Contact Information

Academic Advising Office Leslie Hecht (Graduate) 815-753-8457

Mary Keil (P-Z) 815-753-8363 Cathy Lubbers (K-O) 815-753-1997 Betsy Smith (A-J) 815-753-8357 Bursar’s Office 815-753-1885 Clinical Experiences Office Margaret Bridge 815-753-9092 Dorothy Imm 815-753-9096 Assistant Clinical Coordinator 815-753-6275 Susan Lovell 815-753-9034 Supervisors 815-753-9034 College of Education Dean’s Office 815-753-9055 Department of Teaching and Learning 815-753-1619 Holmes Student Center Bookstore 815-753-1081 Records and Registration Records/Transcripts 815-753-0680 Graduation/Transfer Evaluations 815-753-8329 University Library 815-753-1995 Transportation 815-753-1558

Dept. of Teaching and Learning: http://www.cedu.niu.edu/tlrn/main_clinical.html Clinical Program Website: http://www.cedu.niu.edu/tlrn/eledclinical/clinical.html ISBE Website: http://www.isbe.net FAX Numbers:

Clinical Experiences Office 815-753-9026

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Elementary Education Attendance Log for Advance Days & 3-Week Block

TLEE 382/383

________________________________ ______________-_______________ Clnical Student Section Beginning Date Ending Date Directions: Complete, sign, and leave a copy with the cooperating teacher. 383 students will need an additional page. Students are required to make up any missed days. Date Cooperating Teacher

Signature Building Name Grade Hours

Total

____________________________________ ____________________ Student Signature Date ________________________________________________ ___________________________ Cooperating Teacher Signature Date

This form documents the ISBE requirements for supervision of a preservice teacher.

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Name ___________________________ Section _____ Date of Interview __________

Interview with Cooperating Teacher

Purpose: Teaching and reinforcing appropriate rules and procedures for managing the classroom and student behavior are important skills in maintaining an effective classroom learning environment. This instrument is provided as a guide to your interview with the classroom teacher. Knowledge of management techniques, rules, and procedures and how they are taught to students in your class will provide practical knowledge about the operation of the classroom. Reflect on the information gained for your current use and for future development of your own approach to classroom motivation and management. (Illinois Professional Teaching Standards 5 and 10, INTASC Principles 5 and 9) Directions: Using the following questions as a guide, interview your cooperating teacher regarding classroom rules, procedures, motivational techniques, and other management skills. A copy of the responses will be turned in at the final seminar. This assignment should be completed by the end of the second advance day. 1. What are the rules, procedures, and expectations that guide student behavior and learning

in this classroom? How are these communicated to students? 2. How are these rules, procedures, and expectations reinforced during the school year? 3. How do you communicate your homework policies to students? Parents? 4. What do you do to create a classroom climate that encourages learning as well as

appropriate behavior?

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5. How do you model respect to your students? 6. What are the school’s policies and practices regarding attendance, late assignments,

suspension, corporal punishment, religious differences, sex education, and other potentially emotional issues?

7. What are the school’s policies regarding the photographing of students? Is there a

permission form that I should use? 8. How do you handle students’ allergies and other physical conditions? 9. How do you report and attend to injuries or illnesses that occur at school? 10. What are the emergency procedures for our classroom? 11. How much responsibility do you want me to assume for management and discipline while I

am in your classroom? Analysis and Reflection: How will you apply what you have learned to your own teaching?

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The Peer Review Process

Elementary Education TLEE 382/383/485

The purpose of the Peer Review Process is to engage pre-service teachers in the processes of critical teaching, observation, collaboration, and reflection. Steps to Follow in the Peer Review Process:

1. Review all materials and expectations, including a. Peer Review Checklist, b. Peer Review PowerPoint Slides, c. Peer Review Report. All are available at www.cedu.niu.edu/tlrn/eled_early_clinical/

2. Choose a peer with whom to collaborate.

3. Set a date for the pre-lesson conference.

4. Designate and schedule a lesson that will be observed and reviewed.

5. Hold the pre-lesson conference.

6. Teach/observe the selected lesson, with reviewer taking appropriate notes. 7. Complete the Peer Review Checklist (with copy going to student who taught the

lesson).

8. Schedule and hold the post-lesson conference.

9. After time for reflection, complete the appropriate sections of the Peer Review Report, with final copy going to the student who taught the lesson. a. Copy this document from the web site onto your own computer. b. Type all information. c. Keep electronic and hard copy for your files.

10. Submit hard copies of the Peer Review Checklist and the Peer Review Report at

seminar.

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Student Reviewed _____________________ Reviewer _________________ 1. This is a good opportunity to collaboratively plan one of the lessons required for a

methods class. 2. Be sure that you set aside ample time for the pre- and post-conferences. 3. Prior to the peer observation, the peer reviewer should be given a finalized form of

the lesson plan and all accompanying handouts, worksheets, etc. 4. Peer feedback is a very important part of this assignment. Be sure that your

feedback contains substance and is not just a “pat on the back.” (See copy of PowerPoint slides.)

5. Some things to watch for:

Yes No NA Comments The Lesson Is the written lesson well prepared?

Are the objectives clearly identified?

Do the learning experiences support the objectives?

Does the lesson provide for assessing whether students learned the material?

If equipment or materials are used, are they fully prepared ahead of time?

Does the taught lesson reflect the written lesson?

Peer Review Checklist

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Yes No NA Comments The Delivery Are students made aware of the purpose(s) of the lesson?

Does the teacher help students access prior knowledge?

Does the teacher help students to make connections?

Are clear oral and written directions provided?

If a creative, unique instructional strategy is used, does it seem to be effective?

Does the teacher make any errors in content?

Are there grammatical errors in the written plan or in the lesson delivery?

Does the teacher involve students in the lesson?

Are appropriate praise and feedback (two different things) provided to students?

Are visuals and/or manipulatives used appropriately?

Is the teacher easily heard and understood?

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Yes No NA Comments

Is the teacher appropriately enthusiastic?

Does the teacher display any annoying mannerisms?

Is time used wisely?

Does the lesson fit the available time?

Does the pace of the lesson seem appropriate?

Does the teacher appear to be relaxed, comfortable, and confident?

Classroom Management

Are transitions smooth, well organized, and planned ahead of time?

Are materials distributed and collected efficiently?

Does the teacher make provisions for students who finish their work early?

Does the teacher call on several students, not just the same 2-3 who raise their hands?

Does the teacher move around the classroom to monitor student work and use proximity control?

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Yes No NA Comments Does the teacher use the classroom discipline plan?

Does the teacher seem to have good rapport with the students? (Friendly and approachable, but not “friends.”)

Additional comments:

Remember to use the information from the PowerPoint slides.

Dr. Janet K. Ainsworth, Teaching and Learning, Northern Illinois

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Elementary Education Peer Review Report TLEE 382/383/485

Student Teacher___________________________ TLEE 382, 383, or 485 Circle one Section_________ Peer Reviewer_____________________________ TLEE 382, 383, or 485 Circle one Section ________ Curriculum Area___________________ Lesson Topic____________________ Math- Reading-Science- etc. Grade Level_______________________ Observation Date_________________ Pre-lesson conference date between clinical student and peer reviewer: Date ______________ (Student explains the objectives, lesson activities, assessment strategies, and adaptations for special needs.) Post-lesson conference date between clinical student and peer reviewer: Date ______________ (Clinical student and peer reviewer reflect on meeting the lesson objectives and what might have been done differently. The peer reviewer shares his/her perspective on what objectives were met, what was effective, and may make suggestions on what could have been done differently.) Reviewer’s Observations:

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Reviewer’s Reflections: Describe how this process of observation, discussion, and reflection changed one aspect of your teaching. Student Reviewed: Describe how this process of observation, discussion, and reflection changed one aspect of your teaching. ____________________________________ ___________________ Student Teacher’s Signature Date ____________________________________ ___________________ Peer Reviewer’s Signature Date ________________________________________________ _________________________ Cooperating Teacher’s Signature Date

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The student who was observed is to submit this completed and signed form at Seminar.

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Peer Review Process

Elementary Education

Peer Review

•Directions are on “Peer Review Report.”

•Use “Peer Review Checklist.”

•Turn in “Peer Review Checklist” and “Peer Review Report” for YOUR lesson at seminar #4.

•Keep a copy for yourself.

Peer Review:Pre-Lesson Conference

• Discuss how peer teacher checked for students’prior knowledge before planning lesson.

• Provide overview of what the reviewer should expect in the lesson.

• Point out specific objectives the reviewer will see addressed in the lesson.

• Identify major factors the reviewer will look for. (Use sheet of “guidelines” to highlight examples.)

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Peer Review

Factors for which to look (from Pre-Lesson Conference)

Corresponding notes from observation

Sample Observation Workshee

1.

2.

3.

Etc...

1.

2.

3.

(If you use a “T”chart such as this one, it does not replace use of the “Peer Review Guidelines”checklist.)

t

Peer Review:Increasing Your Skills for

Observation

• Observe with a purpose – with a “critical” eye.• Focus on the factors identified during the pre-

lesson conference.• Note any other factors which you observe.

Peer Review:Post-Lesson Conference

• Be very specific in your feedback.• Was content effectively delivered. Were objectives clearly

met?• What went well? Why did it go well?• What went poorly? Why did it go poorly?• How can it be strengthened next time?• What did the students learn? Did they learn what was

intended? How do you know? What makes you think this?• How did the peer teacher help students to make connections?• Areas for improvement and development – be specific.

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Peer Review:Reflections

• To be written after you’ve had time to actually reflect.

• Why did things happen the way they did?• What did you learn from the peer review

process?

• Select appropriate time and place. (Plenty of time & privacy.)

• Be clear, direct, and honest. (This is not cruel.)

• Consider your constructive feedback (both “positive” & “needs improvement”) as a GIFT you are giving.

Giving Constructive Feedback

Receiving Constructive Feedback

• ASK for feedback.• See constructive feedback as a GIFT

that will help you improve.• Be open to new ideas.• Practice “active listening.”• Don’t wear your feelings on your

sleeve.• Reflect on what you hear – make

changes, as appropriate.

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Sample Lesson Plan Student Teacher ___________________________Grade Level ___________ Cooperating Teacher ___________________Please initial to show approval ________ Subject _____________ Date of Lesson __________ Time of Lesson _____________ You will use the following as a basis for determining your lesson plans and for reflecting on the effectiveness of your planning after completion of the lesson. The plan is to be approved by the cooperating teacher at least one day prior to the date of the lesson. A copy of this lesson plan must be provided to the observer prior to the lesson. Attach lesson handouts used with students. BACKGROUND (Where are you in the subject? Is this new learning, review, re-teaching, or enrichment?) STUDENTS (Range of abilities, behaviors, problems, class size and other factors that impact the lesson.) OBJECTIVES (State in measurable terms as a learner objective. Include the Illinois State Standard/s. Example: LA-1A1a, or M-6B1) MATERIALS LIST (Include all materials used including books, teacher’s manuals, audio/visual equipment magazines, activity work pages, etc.). METHODS, PROCEDURES, ACTIVITIES 1. Anticipatory Set (Make connections and show relationships between what has already been previously presented. The focus is on student readiness for new learning.)

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2. Input (Present any information that allows the students to pursue the objective: background information, concepts, and vocabulary.)

3. Modeling (Include checks for understanding.)

4. Guided Practice (Include checks for understanding.)

5. Independent Practice (Recommended but may be optional)

KEY QUESTIONS (A set of planned questions that will lead you to different stages of the lesson and to the stated objectives) EVALUATION (How will you know if you have accomplished the objectives?) CLOSURE REQUESTS (Areas for specific feedback from the observer about your teaching, communication, approach to students)

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Sample Journal Guide

PURPOSE: To facilitate reflection on and learning from experience. DIRECTIONS: A person learns by experience. However, for the fastest, most advanced learning to take place, disciplined reflection is necessary. Experience is not the best teacher; reflection or analysis is. There are many ways to reflect on experience. However, for this field experience, use the following model. MODEL FOR JOURNAL ENTRIES

1. Give a brief description of a teaching/learning event that you observe or in which you participated.

2. What were the consequences (effects, outcomes) of this event?

2. Were the consequences positive or negative? Why?

3. What, if anything, would you have done differently? Why?

4. What are the next steps you might take to reinforce this learning event?

5. What do you expect the students to learn from this experience?

6. What did you learn from this experience?

7. What further thoughts or questions were generated from this experience?

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Procedures — Student Performance Reviews for Students Enrolled in Teacher Education Programs

The NIU Department of Teaching and Learning of the College of Education employs the following procedures for reviewing the progress and performance of students enrolled in teacher education programs. A Student Performance Review (SPR) can be initiated by any of the following actions:

A. A course instructor completes and files a Teacher Education Deficiency Form because a student’s performance or behavior raises concern about the student’s progress and/or suitability for teacher education due to deficiencies in academic performance, professional behavior, or attitude. The instructor signs the form, asks the student to sign the form, and submits the form to the Student Recruitment and Retention Committee.

B. A university clinical supervisor rates a student’s performance as

“unsatisfactory” or “poor” on an Early Clinical Experience Evaluation Form. (University supervisors complete an Early Clinical Experience Evaluation Form for every student involved in any type of early clinical experience.) The university supervisor, cooperating teacher, and student sign the form and submit it to the Student Recruitment and Retention Committee. The original Evaluation Form is placed in the student’s academic file.

C. University supervisors complete a Clinical Observation/Visitation Form

each time they observe a student in a clinical setting. If a university supervisor indicates on that form that a student’s behavior or performance is perceived to be inadequate or unprofessional, or raises concerns on the part of the cooperating teacher and/or school district personnel, an SPR will be automatically scheduled.

TLRN faculty has established a professional procedure with regard to SPRs. A committee composed of faculty members hears each case and makes a determination regarding the student’s status in the teacher education program. The chair of the committee votes only in the case of a tie. The student has an opportunity to present any appropriate information to the committee orally or in writing. If the student chooses to prepare a written statement, it must be submitted prior to the date of the SPR in order to allow copies to be made for committee members. If the student chooses to appear before the committee, one person of his or her choosing may accompany him or her. This person does not present information directly to the committee, but may consult with the student during the meeting. If the individual accompanying the student is an attorney, the committee must be notified in advance in order to provide time to arrange for the presence of university counsel. A decision on action to be taken will be forwarded in writing to the student, the faculty member(s) involved, and the Dean of the College of Education.

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The outcomes of a SPR may include, but are not limited to, the following: A. The student will be informed that the written concern(s) do not warrant further action; the student will be allowed to proceed in the program. B. The student may be placed on “professional probation” with specific requirements for remediation. Student progress will be reviewed each semester by the departmental advisor or the chairperson’s designee until the student is removed from professional probation. Each term while a student is on probation, within three weeks of posting grades at the end of the semester, the committee will decide if the student should be removed from or continued on probation. An early clinical student on probation will not be admitted to student teaching. C. The student may be dropped from the initial certification program. This does not prohibit the student from requesting permission from the Assistant Dean to graduate from the institution with a B.S.Ed. without certification--this permission may or may not be granted based upon the Assistant Dean’s decision. If the student believes that the decision of the committee violated the procedures as presented here, he or she has the right to appeal the professional committee’s decision. The appeal should be filed in writing within 30 days of the decision to the Assistant Dean of the College of Education. The group of faculty that conducts the appeal is officially called the “College of Education Teacher Education Student Progress Review Committee.” This committee is composed of a representative of each of the seven departments within the College of Education, appointed by the respective departmental chairpersons. This committee is chaired by the Assistant Dean of the College of Education who functions in a non-voting role except in cases of tie votes. This committee reviews cases and may overturn a professional SPR committee’s decision only if there is evidence that the student has not been afforded due process. The student has the right to appeal the decision of the College of Education Teacher Education Student Progress Review Committee. The appeal should be filed in writing to the Dean of the College of Education within 30 days of the decision. In all procedures, the student has the right to be represented by counsel. Additional copies of this sheet and all forms used in the process are available in the Office of Clinical Experiences (152 Gabel Hall) or the Office of Advisement (138 Gabel Hall).

6/7/2006

Notification of Student Performance Review

[DATE] DEAR [STUDENT’S NAME],

A STUDENT PERFORMANCE REVIEW (SPR) AT THE DEPARTMENTAL LEVEL HAS BEEN SET UP FOR [DAY, MONTH, YEAR] AT [TIME], IN GABEL HALL, [ROOM __ ]. THE PURPOSE OF THE SPR IS TO REVIEW YOUR STATUS IN THE TEACHER EDUCATION PROGRAM IN [AREA OF SPECIALIZATION]. THE MEETING WILL FOCUS PRIMARILY ON YOUR PERFORMANCE IN [COURSE, CLINICAL EXPERIENCE, ETC.]. YOU WILL HAVE AN OPPORTUNITY AT THE MEETING TO PRESENT INFORMATION, AS WILL YOUR [COURSE INSTRUCTOR OR UNIVERSITY CLINICAL SUPERVISOR]. THE DEPARTMENT OF TEACHING AND LEARNING SPR COMMITTEE WILL CONSIDER ALL INFORMATION PRESENTED TO DECIDE WHETHER THE CONCERNS WARRANT FURTHER ACTION, WHETHER YOU WILL BE PLACED ON PROFESSIONAL PROBATION, AND WHETHER YOU WILL BE PERMITTED TO CONTINUE IN THE PROGRAM.

IF POSSIBLE, YOUR ADVISOR WILL BE IN ATTENDANCE TO PROVIDE INFORMATION ABOUT YOUR PERFORMANCE IN THE PROGRAM TO DATE. YOU ARE ENCOURAGED TO ATTEND THE MEETING IN PERSON, BUT YOU HAVE THE OPTION OF SUBMITTING A WRITTEN STATEMENT REGARDING YOUR PERFORMANCE. IF YOU CHOOSE TO SEND A WRITTEN STATEMENT, IT MUST BE RECEIVED IN THE TLRN DEPARTMENT OFFICE (GABEL HALL 147) NO LATER THAN NOON THREE DAYS PRIOR TO THE MEETING, SO THAT IT MAY BE DUPLICATED AND CIRCULATED AMONG THE COMMITTEE MEMBERS.

IF YOU ELECT TO ATTEND THE MEETING IN PERSON, ONE PERSON OF YOUR CHOOSING MAY ACCOMPANY YOU. THAT INDIVIDUAL MAY CONSULT WITH YOU DURING THE MEETING BUT THEY MAY NOT ADDRESS THE COMMITTEE DIRECTLY. IF YOU WILL BE BRINGING AN ATTORNEY, YOU MUST NOTIFY ME AS SOON AS POSSIBLE BECAUSE UNIVERSITY COUNSEL WILL BE REQUIRED AS WELL. AS IN ALL PROCEDURES, YOU HAVE THE RIGHT TO HAVE THE OMBUDSMAN PRESENT AS A NEUTRAL OBSERVER.

AS PART OF THE PROCEDURE, COMMITTEE MEMBERS MAY ASK QUESTIONS ABOUT THE INFORMATION THAT YOU OR THE [COURSE INSTRUCTOR OR UNIVERSITY CLINICAL SUPERVISOR] PRESENT. A FREQUENTLY ASKED QUESTION CENTERS ON WHAT YOU WOULD DO DIFFERENTLY TO INSURE A SUCCESSFUL OUTCOME IF ALLOWED ANOTHER OPPORTUNITY TO ENROLL IN [THE COURSE OR CLINICAL IN QUESTION]. IT IS WISE TO CONSIDER YOUR RESPONSE TO THIS QUESTION PRIOR TO THE MEETING.

ENCLOSED FOR YOUR INFORMATION ARE COPIES OF THE DEPARTMENTAL “PROCEDURES FOR STUDENT PERFORMANCE REVIEWS” AND A COPY OF THE [TEACHER EDUCATION DEFICIENCY FORM, EARLY CLINICAL EXPERIENCE EVALUATION FORM, OR CLINICAL OBSERVATION/VISITATION FORM] THAT YOUR [INSTRUCTOR OR CLINICAL SUPERVISOR] COMPLETED REGARDING THIS MATTER (IF YOU HAVE NOT YET RECEIVED A COPY).

IF YOU HAVE ANY QUESTIONS CONCERNING THE SPR MEETING OR ANY OF THE PROCEDURES,

PLEASE DO NOT HESITATE TO CALL __________________. SINCERELY, CHAIRPERSON, STUDENT RECRUITMENT AND RETENTION COMMITTEE DEPARTMENT OF TEACHING AND LEARNING

cc: Department Chair

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STUDENT PERFORMANCE REVIEW OUTCOME REPORT Whether presented as a formal account or as a narrative in the form of a letter, the report of the outcomes of an SPR should include the following: Name of student

Date of SPR meeting

Committee members and others present at the meeting

Description of the presenting problem

Summary of the discussion that ensued

Committee decision and recommendations, including any necessary follow-up, remediation

plans, requirements of the student, timelines, etc. Copies of the outcome report shall be sent to: Student

Course instructor or university clinical supervisor who initiated the SPR

Members of the SPR committee

Chairperson of the Student Recruitment and Retention Committee

Advising office

Clinical experience office (when the SPR concerns a clinical experience)

Assistant Dean of the College of Education

TLEE 382 Evaluation

• Two formal evaluations o initial evaluation (on sixth day of 3-week block) o final evaluation (on one of last two days of 3-week block).

• Use First Professional Semester evaluation form, with accompany

rubrics, found in the Appendices. Also found online at the early clinical web site.

• Please involve candidate in the evaluation process by going through

the rubric, point by point, providing appropriate feedback.

• Mail completed evaluation form (not rubric) in NIU postage paid envelope provided by the candidate. Keep a copy for your records, and provide a copy to the candidate.

If you believe that a candidate is not making adequate progress, please contact your liaison and/or Janet Ainsworth as soon as possible.

First Professional Semester Evaluation Rubric Interpretation

TLEE 382

In order to standardize the interpretation of the rubric, the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70% or greater of the time. Competencies and performance standards are adapted from work done by the faculty of the Teachers College, University of Nebraska-Lincoln and the College of Education of the University of Northern Iowa, Bradley University of Peoria, Illinois and from “Enhancing Professional Practice: A framework for Teaching” (Charlotte Danielson, Association Supervision and Curriculum Development, 1996). 11-19 67

Northern Illinois University

TLEE 382 NIU First Professional Semester Initial Evaluation ____ Final Evaluation ___

Student Name____________________ Starting & Ending Dates____________ District _________________ School____________________ The following competencies are based on the Illinois Professional Teacher Standards, the Illinois Content-Area Standards, and Northern Illinois University’s Conceptual Framework. The level of performance is indicated by a U for Unsatisfactory, D/C for Developing with Concerns, and D/P for Developing and Progressing without Concerns. The NA (Not Applicable) column may be checked for the “Initial” evaluation only. All characteristics should be evaluated for the “Final” evaluation.

Competency 1- Content Knowledge NA U D/C D/P A Demonstrates Knowledge of Central Concepts of the Literacy Disciplines F Applies Appropriate Technology Competency 2- Human Development and Learning NA U D/C D/P A Applies Knowledge of Developmental Characteristics of Age Group B Analyzes Individual and Group Performance Competency 3 –Diversity NA U D/C D/P A Demonstrates Knowledge of Multifaceted Diversity Issues B Provides for Varied Learning Needs Competency 4- Planning for Instruction NA U D/C D/P C Plans in Advance G Incorporates Variety in Activities I Plans for Assessment of Lesson Aligned with Objectives Competency 5- Learning Environment NA U D/C D/P A Performs Non-instructional Duties to Enhance Learning C Manages Time, Materials & Space to Engage Students in Productive Learning E Monitors Student Behavior F Responds to Student Behavior G Interacts with Students Appropriately and Respectfully Competency 6- Instructional Delivery NA U D/C D/P G Gives Clear Directions and Transitions I Engages Students in Activities and Assignments Competency 7 - Communication NA U D/C D/P A Uses Accurate and Effective Oral Communication B Uses Accurate Written Communication C Uses Appropriate Non-verbal Communication skills D Provides Opportunities for Students to Communicate E Demonstrates Listening Skills Competency 9 – Collaborative Relationships NA U D/C D/P A Practices Collaboration/Collegiality Competency 11 – Professional Conduct and Skills NA U D/C D/P A Demonstrates Ethical Conduct B Demonstrates Positive Demeanor and Sense of Humor C Demonstrates Emotional Maturity D Is Flexible E Is Approachable G Responds Maturely to Constructive Criticism H Takes Responsibility J Demonstrates Appropriate Social Skills

Do you recommend this student continue in the program? ____yes ____no _________________________________________ _____________________________________

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Cooperating Teacher Signature Date Student Teacher Signature Date

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TLEE 382 First Professional Semester Competency 1 – Content Knowledge – The teacher candidate understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Demonstrates Knowledge of Central Concepts of the Literacy Discipline(s) IPTS 1A, D; 6D

Makes frequent content errors or does not correct content errors students make; does not make connections to other disciplines

Occasionally makes content errors but is able to articulate some connections with other parts of the discipline or with other disciplines

Often displays basic knowledge of concepts and able to articulate connections with other parts of the discipline or with other disciplines

F Applies Appropriate Technology IPTS 1I, M; 4D; 6N

Rarely uses technology to enhance learning

Occasionally uses technology to enhance learning

Often incorporates available technology appropriately into lesson presentations to enhance learning

Competency 2 – Human Development and Learning – The teacher candidate understands how individuals grow, develop, and learn and provided learning opportunities that support the intellectual, social, and personal development of all students.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Applies Knowledge of Developmental Characteristics of Age Group IPTS 1E; 2B, C, D, F

Rarely displays accurate knowledge of developmental characteristics of age group

Occasionally displays and applies accurate knowledge of developmental characteristics of age group

Often applies accurate knowledge of developmental characteristics of age group

B Analyzes Individual and Group Performance IPTS 2D,E,G

Rarely gives adequate attention to developmental level(s) of individuals or groups

Occasionally assesses individual and group developmental needs to support intellectual, social & personal growth of most students

Often assesses individual and group developmental needs to support intellectual, social & personal growth of most students

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Competency 3 – Diversity – The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Demonstrates Knowledge of Multifaceted Diversity Issues IPTS 3A, B, C, D, E, F; 10D; 11F, G, H

Rarely demonstrates an awareness of diversity issues in his/her classroom

Occasionally demonstrates an awareness of diversity issues in his/her classroom

Often demonstrates an awareness of diversity issues in his/her classroom and in the school

B Provides for Varied Learning Needs IPTS 3K, L, M; 11R, S

Rarely makes provision for varied learning needs and styles; no variety teaching strategies

Occasionally utilizes a variety of teaching strategies including technologies that meet the learning needs and styles of most students in the classroom

Often utilizes a variety of teaching strategies including technologies that meet the learning needs and styles of most students in the classroom

Competency 4 – Planning for Instruction – The teacher candidate understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

C Plans in Advance IPTS 4K

Minimal or no short or long range planning is done; seldom meets deadlines

Occasionally meets deadlines for short and long range planning

Basic short and long range planning which often meets deadlines

G Incorporates Variety in Activities IPTS 4L, M

Little variety in learning activities, nor do activities reflect recent professional research

Occasionally provides variety of learning activities and some activities reflect recent professional research

Usually provides variety of learning activities, and most activities reflect recent professional research

I Plans for Assessment of Lessons Aligned with Objectives IPTS 8E, G, H, J

Rarely plans for assessment and/or assessment is not aligned with instructional objectives

Occasionally designs assessments that are aligned with objectives and procedures

Usually designs assessments that are aligned with objectives and procedures

Competency 5 – Learning Environment – The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Performs Non-instructional Duties to Enhance Learning IPTS 5J

Much instructional time is lost in performing non-instructional duties

Some instructional time is lost in performing non-instructional duties

Systems for performing non-instructional duties are often efficient, resulting in some loss of instructional time

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Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

C

Manages Time, Materials, and Space to Engage Students in Productive Learning IPTS 5E, J, M, P

Rarely organizes, allocates, or manages time, materials, and physical space effectively

Occasionally organizes, allocates, and manages time, materials, and physical space to provide active engagement of most students

Usually organizes, allocates, and manages time, materials, and physical space to provide active engagement of most students

E Monitors Student Behavior IPTS 5N; 11P

Student behavior is not monitored, and teacher candidate is unaware of what students are doing

Is often aware of student behavior but may miss the activities of some students

Monitoring by teacher is consistently supportive in tone, encompasses entire classroom, and encourages student participation

F Responds to Student Behavior IPTS 5A, F, G; 7H; 11P

Does not respond to behavior, or the response is inconsistent, overly repressive, or does not respect the student’s dignity

Occasionally attempts to appropriately respond to student behavior

Usually listens to students and responds appropriately

G Interacts with Students Appropriately and Respectfully IPTS 5I; 7H, I; 11P

Interaction with students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students; students exhibit disrespect for teacher

Interactions are occasionally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures; students exhibit only minimal respect for teacher

Interactions are appropriate and void of inconsistencies, favoritism, or disregard for students’ cultures; students exhibit respect for teacher

Competency 6 – Instructional Delivery – The teacher candidate understands and uses a variety of instructional

strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

G Gives Clear Directions and Transitions IPTS 5J

Rarely are expectations established or clear directions given; transitions and routines are overly time consuming or disruptive

Occasionally clear directions are provided; expectations are established; transitions and routines are sometimes time consuming or disruptive

Usually clear directions are provided; expectations are established; transitions and routines are generally smooth

I Engages Students in Activities and Assignments IPTS 5M; 6O

Activities and assignments are rarely appropriate to students developmental level and generally do not engage students mentally

Occasionally activities and assignments are appropriate to students and sometimes engage them mentally

Usually activities and assignments are appropriate to students and frequently engage them mentally

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Competency 7 – Communication – The teacher candidate uses knowledge of effective written, verbal, non- verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Uses Accurate and Effective Oral Communica-tion IPTS 7A, B, C, D, E, F

Is barely audible, rarely fluent or expressive, frequently contains some grammar and syntax errors; vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused; inarticulate

Is often audible, fluent, and expressive; occasionally contains grammar and syntax errors; vocabulary is not always suitable to the group of students

Is audible, fluent, and expressive; usually is grammatically and syntactically correct; vocabulary is suitable to the group and brings clarity and understanding to the students; uses standard English; articulate

B Uses Accurate Written Communica-tion Skills IPTS 7A, C, D, E, I

Rarely organized and/or displays problems with spelling, grammar, and/or mechanics

Occasionally makes errors in organization, clarity, conciseness, grammar, spelling, and/or mechanics

Usually exhibits basic competence in organization, clarity, conciseness, spelling, grammar, and/or mechanics

C Uses Appropriate Non-verbal Communica-tion Skills IPTS 7H, I

Rarely uses appropriate non-verbal communication that is free of negative conflicting or distracting mannerisms

Inconsistent performance in quality of non-verbal communication, e.g. eye contact, gestures, facial expressions and body language

Usually exhibits basic competence in non-verbal communication, free of negative, conflicting, or distracting non-verbal mannerisms

D Provides Varied Opportunities for Students to Communicate IPTS 7G

Rarely provides opportunities for open discussions by students; students' interaction with the teacher is recitation style, teacher mediates questions and answers; few opportunities for written, visual and non-verbal communication

Occasionally provides equal and positive opportunities for open discussion and written, non-verbal and visual communication by students

Usually provides equal and positive opportunities for open discussion and written, non-verbal and visual communication by students

E Demonstrates Listening Skills IPTS 7J

Rarely demonstrates good listening, conflict resolution or group facilitation skills

Uneven performance in quality in the areas of listening skills, conflict resolution or group facilitation skills

Usually demonstrates good listening, conflict resolution, and group facilitation skills

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Competency 9 – Collaborative Relationships – The teacher candidate understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well being.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Practices Collaboration/ Collegiality IPTS 8N; 9A,D,E,G,H,I,J,O,P,R,S,T; 10F, G, H, I

Does not collaborate with other professionals

Rarely collaborates with professionals/peers to problem solve, generate ideas, share resources or seek feedback

Has collaborated with other professionals/peers to problem solve, generate ideas, share resources or seek feedback

Competency 11 – Professional Conduct and Leadership – The teacher candidate understands education as a

profession, maintains standards of professional conduct, and provides leadership to improve student learning and well being.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Demonstrates Ethical Conduct IPTS 11A, D, J, K, Q

Has difficulty maintaining confidentiality and/or evidence of fairness

Recognizes need for confidentiality; occasionally maintains confidentiality and/or evidences fairness

Often maintains confidentiality and evidences fairness

B Demonstrates Positive Demeanor and Sense of Humor IPTS 5 D, H

Rarely appears congenial and positive; has an inappropriate sense of humor or uses sarcasm

Working to be congenial, be positive, and to demonstrate an appropriate sense of humor

Often congenial, positive, and demonstrates an appropriate sense of humor

C Demonstrates Emotional Maturity IPTS 11A, Q

Unable to maintain emotional control and requires direct guidance in responding to emotional or stressful situations

Occasionally demonstrates emotional control, uses appropriate self disclosure and other strategies to respond to difficult situations

Often demonstrates emotional control, uses appropriate self disclosure and other strategies to respond to difficult situations

D Is Flexible IPTS 11 Q

Unwilling to change or makes inappropriate changes that sacrifices the integrity of the lesson and/or learning

Occasionally willing to change and make adaptations when unexpected or new situations occur

Often willing to change and make appropriate adaptations when unexpected or new situations occur

E Is Approachable IPTS 11A, P

Students in classroom setting and members of school community tend to avoid student teacher

Is beginning to be sought out by students in classroom setting and/or members of school community

Is often sought out by students in classroom settings and/or members of school community

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Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

G Responds Maturely to Constructive Criticism IPTS 10F

Avoids or is unreceptive to feedback; rarely accepts or incorporates suggestions in subsequent practice

Occasionally accepts and incorporates suggestions in subsequent practice

Often accepts and incorporates suggestions in subsequent practice

H Takes Responsibility IPTS 11B, C, K, Q

Demonstrates limited skills in time management and dependability; frequently late; does not accept responsibility for personal decisions or the health and safety of others

Occasionally manages time effectively; is fairly dependable; rarely absent/generally punctual; occasionally accepts consequences for actions and prioritizes health and safety concerns of others

Often manages time effectively; is dependable; accepts consequences for actions and prioritizes health and safety concerns of others; punctual

J Demonstrates Appropriate Social Skills IPTS 3D,F,N 11 P

Often demonstrates little knowledge of acceptable cultural norms or social cues; does not appear to be sensitive to others and has difficulty identifying appropriate social behavior; withdrawn; preoccupied or excessively overt

Occasionally demonstrates an awareness of social cues for appropriate social behaviors and expectations; hesitates to reflect upon and evaluate social interactions with others

Demonstrates an awareness of and sensitivity toward social cues; cultural norms, behaviors and expectations; uses appropriate social skills to work effectively with others toward achieving a goal

Competencies and performance standards are adapted from work done by the faculty of the Teachers College,

University of Nebraska-Lincoln and the College of Education of the University of Northern Iowa, Bradley University of Peoria, Illinois and from “Enhancing Professional Practice: A Framework for Teaching” (Charlotte Danielson, Association Supervision and Curriculum Development, 1996).

TLEE 383 Evaluation

• Two formal evaluations o initial evaluation (on sixth day of 3-week block) o final evaluation (on one of last two days of 3-week

block).

• Use Second Professional Semester evaluation form, with accompany rubrics, found in the Appendices. Also found online at the early clinical web site. www.cedu.niu.edu/tlrn/eled_early_clinical/TLEE_382.html#forms

• Please involve candidate in the evaluation process by going

through the rubric, point by point, providing appropriate feedback.

• Mail completed evaluation form (not rubric) in NIU postage

paid envelope provided by the candidate. Keep a copy for your records, and provide a copy to the candidate.

If you believe that a candidate is not making adequate progress, please contact your liaison and/or Janet Ainsworth as soon as possible.

Second Professional Semester Evaluation Rubric Interpretation

TLEE 383

In order to standardize the interpretation of the rubric, the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70% or greater of the time. Competencies and performance standards are adapted from work done by the faculty of the Teachers College, University of Nebraska-Lincoln and the College of Education of the University of Northern Iowa, Bradley University of Peoria, Illinois and from “Enhancing Professional Practice: A framework for Teaching” (Charlotte Danielson, Association Supervision and Curriculum Development, 1996).

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TLEE 3TLEE 383 NIU Second Professional Evaluation Initial Evaluation _____ Final Evaluation ______ Student Name__________________________________ Starting & Ending Dates________________________ _ District_District__________________________________ School______________________________________

The following competencies are based on the Illinois Professional Teacher Standards, the Illinois Content-Area Standards, and Northern Illinois University’s Conceptual Framework. The level of performance is indicated by a U for Unsatisfactory, D/C for Developing with Concerns, and D/P for Developing and Progressing without Concerns. The NA (Not Applicable) column may be checked for the “Initial” Evaluation only. All characteristics should be evaluated for the “Final” evaluation.

Competency 1- Content Knowledge NA U D/C D/P Comments A Demonstrates Knowledge of Central Concepts of the Disciplines B Utilizes Viewpoints in Education, Theories and Methods of Inquiry C Understands and uses Content Knowledge D Integrates Knowledge into Instructional Objectives E Incorporates Content-Related Pedagogy F Applies Appropriate Technology Competency 2- Human Development and Learning NA U D/C D/P A Applies Knowledge of Developmental Characteristics of Age Group B Analyzes Individual and Group Performance C Designs Instruction Meeting All Students’ Needs Competency 3 –Diversity NA U D/C D/P A Demonstrates Knowledge of Multifaceted Diversity Issues B Provides for Varied Learning Needs Competency 4- Planning for Instruction U D/C D/P A Provides Alignment with Instructional Goals and Standards B Plans Appropriately for Diverse Students C Plans in Advance G Incorporates Variety in Activities I Plans for Assessment of Lesson Aligned with Objectives J Integrates Multiple Content Areas and Uses Interdisciplinary Approaches L Incorporates Appropriate Instructional Technologies to Promote Student Skills Competency 5- Learning Environment NA U D/C D/P A Performs Non-instructional Duties to Enhance Learning C Manages Time, Materials & Space to Engage Students in Productive Learning D Communicates Clear Expectations E Monitors Student Behavior F Responds to Student Behavior G Interacts with Students Appropriately and Respectfully Competency 6- Instructional Delivery NA U D/C D/P A Promotes Higher Level Thinking C Structures and Paces Lessons D Uses Appropriate and Diverse Resources E Employs Alternative Teaching Strategies

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F Gives Student Feedback G Gives Clear Directions and Transitions H Makes Appropriate Grouping of Students I Engages Students in Activities and Assignments J Makes Lesson Adjustments Competency 7 - Communication NA U D/C D/P A Uses Accurate and Effective Oral Communication B Uses Accurate Written Communication Skills C Uses Appropriate Non-verbal Communication Skills D Provides Opportunities for Students to Communicate E Demonstrates Listening Skills Competency 8 -Assessment NA U D/C D/P A Aligns Assessment with Instructional Goals B Uses Variety of Formal and Informal Assessments C Communicates Clear Assessment Criteria Competency 9 – Collaborative Relationships NA U D/C D/P A Practices Collaboration/Collegiality Competency 11 – Professional Conduct and Skills NA U D/C D/P A Demonstrates Ethical Conduct B Demonstrates Positive Demeanor and Sense of Humor C Demonstrates Emotional Maturity D Is Flexible E Is Approachable G Responds Maturely to Constructive Criticism H Takes Responsibility J Demonstrates Appropriate Social Skills K Demonstrates Initiative/Independence

Comments

Do you recommend this student continue in the program? ____________YES __________NO

______________________________________ __________ _________________________________________________ _________________ Cooperating Teacher Signature Date Student Teacher Signature Date

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TLEE 383 Second Professional Semester

Competency 1 – Content Knowledge – The teacher candidate understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Demonstrates Knowledge of Central Concepts of the Discipline(s) IPTS 1A, D; 6D

Makes frequent content errors or does not correct content errors students make; does not make connections to other disciplines

Occasionally makes content errors but is able to articulate some connections with other parts of the discipline or with other disciplines

Often displays basic knowledge of concepts and able to articulate connections with other parts of the discipline or with other disciplines

B Utilizes Viewpoints, Theories, Methods of Inquiry IPTS 1B,G, H; 6A

Rarely demonstrates familiarity with viewpoints, theories or methods of inquiry appropriate to the discipline

Occasionally demonstrates knowledge of viewpoints, theories, and methods of inquiry appropriate to the discipline

Often demonstrates knowledge of viewpoints, theories, and methods of inquiry appropriate to the discipline; beginning to engage students in generating knowledge

C Understands and uses Content Knowledge IPTS 1L

Rarely displays an understanding of prerequisite knowledge important for student learning of the content

Occasionally displays an understanding of prerequisite knowledge important for student learning of the content

Often displays an understanding of prerequisite learning and often makes connections to content

D Integrates Knowledge into Instructional Objectives IPTS 4A

Unsuccessfully attempts to convey objectives in the development of a lesson

Occasionally conveys objectives in the develop of an effective lesson

Often conveys objectives in the development of a lesson

E Incorporates Content-Related Pedagogy IPTS 1C, J

Rarely displays understanding of pedagogical issues involved in student learning of the content

Occasionally displays understanding of pedagogical issues involved in student learning of the content

Often displays basic pedagogical knowledge but may not anticipate student misconceptions

F Applies Appropriate Technology IPTS 1I, M; 4D; 6N

Rarely uses technology to enhance learning

Occasionally uses technology to enhance learning

Often incorporates available technology appropriately into lesson presentations to enhance learning

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Competency 2 – Human Development and Learning – The teacher candidate understands how individuals grow, develop, and learn and provided learning opportunities that support the intellectual, social, and personal development of all students.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Applies Knowledge of Developmental Characteristics of Age Group IPTS 1E; 2B, C, D, F

Rarely displays accurate knowledge of developmental characteristics of age group

Occasionally displays and applies accurate knowledge of developmental characteristics of age group

Often applies accurate knowledge of developmental characteristics of age group

B Analyzes Individual and Group Performance IPTS 2E,G

Rarely gives adequate attention to developmental level(s) of individuals or groups

Occasionally assesses individual and group developmental needs to support intellectual, social & personal growth of most students

Often assesses individual and group developmental needs to support intellectual, social & personal growth of most students

C Designs Instruction Meeting All Students' Needs IPTS 2E, H, I; 3H; 11T

Lessons usually are group directed; rarely provide for variation in time and circumstances for work, tasks assigned, or communication and response modes to meet individual needs

Occasionally lessons include a variety of methods and materials; occasionally time is varied in order to meet individual needs of students; special learning opportunities, resources are occasionally provided for students with exceptional needs

Lessons often include a variety of methods and materials; time is varied in order to meet individual needs of students; special learning opportunities and resources are often provided for students with exceptional needs

Competency 3 – Diversity – The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Demonstrates Knowledge of Multifaceted Diversity Issues IPTS 3A, B, C, D, E, F; 10D; 11F, G, H

Rarely demonstrates an awareness of diversity issues in his/her classroom

Occasionally demonstrates an awareness of diversity issues in his/her classroom

Often demonstrates an awareness of diversity issues in his/her classroom and in the school

B Provides for Varied Learning Needs IPTS 3K, L, M; 11R, S

Rarely makes provision for varied learning needs and styles

Occasionally utilizes a variety of strategies including technologies that meet the learning needs and styles of most students in the classroom

Often utilizes a variety of strategies including technologies that meet the learning needs and styles of most students in the classroom

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Competency 4 – Planning for Instruction – The teacher candidate understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Provides Alignment with Instructional Goals and Standards IPTS 4A, I, J

Instructional goals and standards are lacking, unclear or inappropriate

Occasionally instructional goals are clear and follow district curriculum guidelines

Usually instructional goals are clear and follow district curriculum guidelines

B Plans Appropriately for Diverse Students IPTS 4D, P, S; 6O

Plans are lacking, unclear or inappropriate for diverse students

Occasionally plans appropriately for some of the diverse needs of the students in the class

Usually plans appropriately for some of the diverse needs of the students in the class; incorporates students' experiences

C Plans in Advance IPTS 4B, K

Minimal or no short or long range planning is done; seldom meets deadlines

Occasionally meets deadlines for short and long range planning

Basic short and long range planning which often meets deadlines

G Incorporates Variety in Activities IPTS 4M

Little variety in learning activities, nor do activities reflect recent professional research

Occasionally provides variety of learning activities and some activities reflect recent professional research

Usually provides variety of learning activities, and most activities reflect recent professional research

I Plans for Assessment of Lessons Aligned with Objectives IPTS 8A, G, H, J

Rarely plans for assessment and/or assessment is not aligned with instructional objectives

Occasionally designs assessments that are aligned with objectives and procedures

Usually designs assessments that are aligned with objectives and procedures

J Integrates Multiple Content Areas and Uses Interdisciplinary Approaches IPTS 4O; 6L

Rarely integrates multiple content areas and/or uses interdisciplinary approaches

Occasionally integrates multiple content areas and uses interdisciplinary approaches

Usually integrates multiple content areas and uses interdisciplinary approaches

L Incorporates Instructional Technologies to Promote Student Skills in Technology IPTS 4E, H, R; 6K; 7K

Rarely uses technology and/or instructional aids to promote learning of technology

Occasionally incorporates a variety of technological aids into instruction to promote learning of technology

Usually incorporates a variety of technology and aids and experiences into instruction to promote the learning of technology

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Competency 5 – Learning Environment – The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Performs Non-instructional Duties to Enhance Learning IPTS 5J

Much instructional time is lost in performing non-instructional duties

Some instructional time is lost in performing non-instructional duties

Systems for performing non-instructional duties are often efficient, resulting in some loss of instructional time

C Manages Time, Materials, and Space to Engage Students in Productive Learning IPTS 5E, J, M, P

Rarely organizes, allocates, or manages time, materials, and physical space effectively

Occasionally organizes, allocates, and manages time, materials, and physical space to provide active engagement of most students

Usually organizes, allocates, and manages time, materials, and physical space to provide active engagement of most students

D Communicates Clear Expectations IPTS 7E, J

Standards of conduct and learning rarely appear to have been established

Standards of conduct and learning appear to have been established for some situations but some students are confused as to what the standards are

Standards of conduct and learning often appear to have been established for all situations

E Monitors Student Behavior IPTS 5N; 11P

Student behavior is not monitored, and teacher candidate is unaware of what students are doing

Is often aware of student behavior but may miss the activities of some students

Monitoring by teacher is consistently supportive in tone, encompasses entire classroom, and encourages student participation

F Responds to Student Behavior IPTS 5A, F, G; 7H; 11P

Does not respond to behavior, or the response is inconsistent, overly repressive, or does not respect the student’s dignity

Occasionally attempts to appropriately respond to student behavior

Usually listens to students and responds appropriately

G Interacts with Students Appropriately and Respectfully IPTS 5I; 7H, I; 11P

Interaction with students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students; students exhibit disrespect for teacher

Interactions are occasionally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures; students exhibit only minimal respect for teacher

Interactions are appropriate and void of inconsistencies, favoritism, or disregard for students’ cultures; students exhibit respect for teacher

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Competency 6 – Instructional Delivery – The teacher candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Promotes Higher Level Thinking IPTS 6B, F, G, J

Is active in presenting information to the class, but rarely engages students in meaningful activities and they are passive recipients of the information; struggles with initial analysis, synthesis, and evaluation of information

Occasionally mixes instructional approaches; occasionally designs some activities to promote higher level cognitive activity and student independence

Usually mixes instructional approaches; designs activities to promote higher level cognitive and critical thinking skills and student independence and/or responsibility for their own learning

C Structures and Paces Lessons IPTS 5M

Rarely do lessons have a clearly defined structure; or the pacing of the lesson is too slow or rushed or both

Occasionally lessons have a recognized structure around which the activities are organized; occasionally the pacing of lessons is appropriate to their purpose

Usually lessons have a recognized structure around which the activities are organized; usually the pacing of lessons is appropriate to their purpose

D Uses Appropriate Diverse and Varied Resources IPTS 6C, N

Rarely uses additional resources available through the school, district, and/or community and is tied to the text or teaching manuals; materials do not engage students

Occasionally uses a variety of classroom materials, human and technological resources to enhance learning, but only occasionally uses resources available through the district and/or community

Often uses a variety of materials, human and technological resources that engage students to enhance learning

E Employs Alternative Teaching Strategies IPTS 4D, P; 6B, E, F, J

Rarely offers alternative representations; is prepared to offer one explanation or presentation of a concept and tends to repeat it

Occasionally is able to offer an alternative representation of concepts to help students understand

Usually is able to offer an alternative representation of concepts to help students understand

F Gives Student Feedback IPTS 7H

Rarely addresses questions or interests of students, and usually does not respect the responses of students

Occasionally accommodates students’ questions or interests but does not consistently respect the responses of students

Usually accommodates students’ questions or interests and consistently respect the responses of students

G Gives Clear Directions and Transitions IPTS 5J

Rarely are expectations established or clear directions given; transitions and routines are overly time consuming or disruptive

Occasionally clear directions are provided; expectations are established; transitions and routines are sometimes time consuming or disruptive

Usually clear directions are provided; expectations are established; transitions and routines are generally smooth

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Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

H Makes Appropriate Grouping of Students IPTS 5K, N, Q

Rarely are instructional groups appropriate to the students or to the instructional goals

Occasionally instructional groups are appropriate to the goals of the lesson and moderately productive.

Usually instructional groups are appropriate and fully productive to the instructional goals of the lesson.

I Engages Students in Activities and Assignments IPTS 5M; 6O

Activities and assignments are rarely appropriate to students developmental level and generally do not engage students mentally

Occasionally activities and assignments are appropriate to students and sometimes engage them mentally

Usually activities and assignments are appropriate to students and frequently engage them mentally

J Makes Lesson Adjustments IPTS 6E, H

Rarely alters an instructional plan even when a change will clearly improve a lesson

Occasionally attempts to adjust lessons when needed, sometimes with mixed results

Usually attempts to adjust lessons when needed, frequently with positive results

Competency 7 – Communication – The teacher candidate uses knowledge of effective written, verbal, non- verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in

the classroom. Demonstrated

Characteristics Unsatisfactory Developing With

Concerns Developing and Progressing Without Concerns

A Uses Accurate and Effective Oral Communica-tion IPTS 7A, B, C, D, E, F

Is barely audible, rarely fluent or expressive, frequently contains some grammar and syntax errors; vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused; inarticulate

Is often audible, fluent, and expressive; occasionally contains grammar and syntax errors; vocabulary is not always suitable to the group of students

Is audible, fluent, and expressive; usually is grammatically and syntactically correct; vocabulary is suitable to the group and brings clarity and understanding to the students; uses standard English; articulate

B Uses Accurate Written Communica-tion Skills IPTS 7A, C, D, E,

Rarely organized and/or displays problems with spelling, grammar, and/or mechanics

Occasionally makes errors in organization, clarity, conciseness, grammar, spelling, and/or mechanics

Usually exhibits basic competence in organization, clarity, conciseness, spelling, grammar, and/or mechanics

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Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

C Uses Appropriate Non-verbal Communica-tion Skills IPTS 7H, I, K

Rarely uses appropriate non-verbal communication that is free of negative conflicting or distracting mannerisms

Inconsistent performance in quality of non-verbal communication, e.g. eye contact, gestures, facial expressions and body language

Usually exhibits basic competence in non-verbal communication, free of negative, conflicting, or distracting non-verbal mannerisms

D Provides Varied Opportunities for Students to Communicate IPTS 7G

Rarely provides opportunities for open discussions by students; students' interaction with the teacher is recitation style, teacher mediates questions and answers; few opportunities for written, visual and non-verbal communication

Occasionally provides equal and positive opportunities for open discussion and written, non-verbal and visual communication by students

Usually provides equal and positive opportunities for open discussion and written, non-verbal and visual communication by students

E Demonstrates Listening Skills IPTS 7J

Rarely demonstrates good listening, conflict resolution or group facilitation skills

Uneven performance in quality in the areas of listening skills, conflict resolution or group facilitation skills

Usually demonstrates good listening, conflict resolution, and group facilitation skills

Competency 8 – Assessment The teacher candidate understands various formal and informal assessment

strategies and uses them to support the continuous development of all students. Demonstrated

Characteristics Unsatisfactory Developing With

Concerns Developing and Progressing Without Concerns

A Aligns Assessment With Instructional Goals IPTS 8A

Rarely aligns content and assessment methods with instructional goals and objectives

Occasionally content and assessment methods are nominally aligned and suitable to some goals and objectives

Usually content and assessment methods are aligned and suitable to some goals and objectives

B Uses Variety of Formal and Informal Assessments IPTS 6P; 8B, C, D, E, F, G H, I, J, M, O, P, Q

Rarely uses formal and informal assessment techniques to modify teaching strategies to meet the needs of students

Occasionally uses formal and informal assessment techniques to modify teaching strategies to meet the needs of students

Usually uses formal and informal assessment techniques for a variety of purposes

C Communicates Clear Assessment Criteria IPTS 8A, K, N

Rarely have the assessment criteria and standards been developed, and when present, they are either not clear or have not been clearly communicated to students

Occasionally the assessment criteria and standards are clear and have been clearly communicated to students

Usually the assessment criteria and standards are clear and have been clearly communicated to students

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Competency 9 – Collaborative Relationships – The teacher candidate understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well being.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Practices Collaboration/ Collegiality IPTS 8N; 9A,D,E,G,H,I,J,O,P,R,S,T; 10F, G, H, I

Does not collaborate with other professionals

Rarely collaborates with professionals/peers to problem solve, generate ideas, share resources or seek feedback

Has collaborated with other professionals/peers to problem solve, generate ideas, share resources or seek feedback

Competency 11 – Professional Conduct and Leadership – The teacher candidate understands education as a

profession, maintains standards of professional conduct, and provides leadership to improve student learning and well being.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

A Demonstrates Ethical Conduct IPTS 11A, D, J, K, Q

Has difficulty maintaining confidentiality and/or evidence of fairness

Recognizes need for confidentiality; occasionally maintains confidentiality and/or evidences fairness

Often maintains confidentiality and evidences fairness

B Demonstrates Positive Demeanor and Sense of Humor IPTS 5 D, H

Rarely appears congenial and positive; has an inappropriate sense of humor or uses sarcasm

Working to be congenial, be positive, and to demonstrate an appropriate sense of humor

Often congenial, positive, and demonstrates an appropriate sense of humor

C Demonstrates Emotional Maturity IPTS 11A, Q

Unable to maintain emotional control and requires direct guidance in responding to emotional or stressful situations

Occasionally demonstrates emotional control, uses appropriate self disclosure and other strategies to respond to difficult situations

Often demonstrates emotional control, uses appropriate self disclosure and other strategies to respond to difficult situations

D Is Flexible IPTS 11Q

Unwilling to change or makes inappropriate changes that sacrifices the integrity of the lesson and/or learning

Occasionally willing to change and make adaptations when unexpected or new situations occur

Often willing to change and make appropriate adaptations when unexpected or new situations occur

E Is Approachable IPTS 11P

Students in classroom setting and members of school community tend to avoid student teacher

Is beginning to be sought out by students in classroom setting and/or members of school community

Is often sought out by students in classroom settings and/or members of school community

G Responds Maturely to Constructive Criticism IPTS 10F

Avoids or is unreceptive to feedback; rarely accepts or incorporates suggestions in subsequent practice

Occasionally accepts and incorporates suggestions in subsequent practice

Often accepts and incorporates suggestions in subsequent practice

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H Takes Responsibility IPTS 11B, C, K, Q

Demonstrates limited skills in time management and dependability; frequently late; does not accept responsibility for personal decisions or the health and safety of others

Occasionally manages time effectively; is fairly dependable; rarely absent/generally punctual; occasionally accepts consequences for actions and prioritizes health and safety concerns of others

Often manages time effectively; is dependable; accepts consequences for actions and prioritizes health and safety concerns of others; punctual

I Demonstrates Appropriate Social Skills IPTS 3D,E,F,N 11 P

Often demonstrates little knowledge of acceptable cultural norms or social cues; does not appear to be sensitive to others and has difficulty identifying appropriate social behavior; withdrawn; preoccupied or excessively overt

Occasionally demonstrates an awareness of social cues for appropriate social behaviors and expectations; hesitates to reflect upon and evaluate social interactions with others

Demonstrates an awareness of and sensitivity toward social cues; cultural norms, behaviors and expectations; uses appropriate social skills to work effectively with others toward achieving a goal

J Demonstrates Initiative/ Independence IPTS 11L,M

Consistently depends on others for directions, ideas, and guidance; demonstrates little initiative

Occasionally depends on others for directions and ideas; hesitates to take initiative to share ideas or seek out new resources.

Often takes initiative to share ideas; works effectively with limited supervision; creative

Competencies and performance standards are adapted from work done by the faculty of the Teachers College,

University of Nebraska-Lincoln and the College of Education of the University of Northern Iowa, Bradley University of Peoria, Illinois and from “Enhancing Professional Practice: A Framework for Teaching” (Charlotte Danielson, Association Supervision and Curriculum Development, 1996).

Student Teaching: TLEE 485 Evaluation Process

The NIU supervisor visits the student teacher in the classroom a minimum of eight times per semester, spaced evenly over the semester.

• Weekly Evaluation Forms are completed by the cooperating teacher and reviewed by the NIU supervisor. (Appendix) Feedback provided on this form is critical for the student teacher’s reflection and growth.

• Bi-weekly formative evaluations are completed as University Supervisor Visitation Reports.

• Mid-term and Final evaluations are completed by the cooperating teaching and NIU supervisor using the rubrics provided in the Appendix. A conference should be held with the student teacher with the Mid-term to ensure that he/she is clearly aware of his/her strengths and areas needing improvement.

• TLEE 485 is graded Satisfactory/Unsatisfactory.

Supervisors and cooperating teachers need to clearly document in writing not only their student’s strengths but also any problems that arise. The Weekly Evaluations and Visitation Reports are the Department’s primary formative records of student progress. Should a serious or chronic problem arise, this documentation becomes crucial in performance reviews and in ensuring that those candidates needing remedial action receive it.

If you believe that a candidate is not making adequate progress, please contact your NIU supervisor or Margaret Bridge as soon as possible.

The evaluation forms and accompanying rubrics can be found in this handbook as well as online at www.cedu.niu.edu/tlrn/clinical.html Student Performance Review (SPR) In the event that a candidate does not demonstrate adequate progress toward meeting the program’s competencies, a Student Performance Review is conducted. The outcome of a SPR may include remediation, an extended or repeated field experience, or dismissal of the candidate from the program.

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Northern Illinois University

TLEE 485 Student Teacher Weekly Evaluation Student Name_____________________________ Week__________

District____________________ School___________________________

Please rate the student teacher on the competencies below using the following indicators: NA for Not Applicable, U for Unsatisfactory, D/C for Developing with Concerns, D/ P Developing and Progressing without Concerns, and P for proficient (Level of a beginning teacher). Competency NA U D/C D/P P Comments Content Knowledge

Human Development and Learning

Diversity

Planning for Instruction

Learning Environment

Instructional Delivery

Communication

Assessment

Collaborative Relationships

Reflection and Professional Growth

Professional Conduct and Skills

Other Comments ______________________________________ _________ _________________________________ _____________ Cooperating Teacher Date Student Teacher Date

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Northern Illinois University

Student Teacher Midterm and Final Evaluation Student Name______________________ Starting & Ending Dates__________

District_________________ School___________________ Grade Level________

The following competencies are based on the Illinois Professional Teacher Standards, the Illinois Content-Area Standards, and Northern Illinois University’s Conceptual Framework. The level of performance is indicated by a U for Unsatisfactory, D/C for Developing with Concerns, D/ P Developing and Progressing without Concerns, and P for proficient (Level of a beginning teacher). Mark the box of the description that best matches the current developmental level of this student teacher. ________________Midterm Evaluation ___________Final Evaluation

Competency 1- Content Knowledge U D/C D/P P A Demonstrates Knowledge of Central Concepts of the Disciplines B Utilizes Viewpoints in Education, Theories, and Methods of Inquiry C Understands and Uses Content Knowledge D Integrates Knowledge into Instructional Objectives E Incorporates Content-Related Pedagogy F Applies Appropriate Technology Competency 2- Human Development and Learning U D/C D/P PA Applies Knowledge of Developmental Characteristics of Age Group B Analyzes Individual and Group Performance C Designs Instruction Meeting All Students’ Needs Competency 3 –Diversity U D/C D/P PA Demonstrates Knowledge of Multifaceted Diversity Issues B Provides for Varied Learning Needs C Creates Learning Community Competency 4- Planning for Instruction U D/C D/P PA Provides Alignment with Instructional Goals and Standards B Plans Appropriately for Diverse Students C Plans in Advance D Prepares High Quality Lesson Plans E Acquires and Organizes Materials and Resources F Selects Resources Based on Accuracy and Usefulness G Incorporates Variety in Activities H Plans Appropriately for Instructional Groups I Plans for Assessment of Lesson Aligned with Objectives J Integrates Multiple Content Areas and Uses Interdisciplinary Approaches K Incorporates Knowledge of Families & Community L Incorporates Appropriate Instructional Technologies to Promote Student Skills in Technology Competency 5- Learning Environment U D/C D/P PA Performs Non-instructional Duties to Enhance Learning B Manages Classroom Environment to Enhance Learning C Manages Time, Materials & Space to Engage Students in Productive Learning D Communicates Clear Expectations E Monitors Student Behavior F Responds to Student Behavior G Interacts with Students Appropriately and Respectfully Competency 6- Instructional Delivery U D/C D/P PA Promotes Higher Level Thinking B Assumes Various Instructional Roles C Structures and Paces Lessons D Uses Appropriate Diverse and Varied Resources E Employs Alternative Teaching Strategies F Gives Student Feedback G Gives Clear Directions and Transitions H Makes Appropriate Grouping of Students I Engages Students in Activities and Assignments J Makes Lesson Adjustments Competency 7 - Communication U D/C D/P PA Uses Accurate and Effective Oral Communication B Uses Accurate Written Communication Skills C Uses Appropriate Non-verbal Communication Skills

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D Provides Opportunities for Students to Communicate E Demonstrates Listening Skills Competency 8 -Assessment U D/C D/P PA Aligns Assessment with Instructional Goals B Uses Variety of Formal and Informal Assessments C Communicates Clear Assessment Criteria D Involves Students in Self-assessment Activities E Records Student Progress F Maintains Non-instructional Records G Communicates Student Progress Competency 9 – Collaborative Relationships U D/C D/P PA Practices Collaboration/Collegiality B Engages Families C Advocates for Students Competency 10 – Reflection and Professional Growth U D/C D/P PA Reflects and Evaluates How Actions Affect Learning B Grows Professionally Competency 11 – Professional Conduct and Skills U D/C D/P PA Demonstrates Ethical Conduct B Demonstrates Positive Demeanor and Sense of Humor C Demonstrates Emotional Maturity D Is Flexible E Is Approachable F Demonstrates Respect for Teaching G Responds Maturely to Constructive Criticism H Takes Responsibility I Demonstrates Leadership J Demonstrates Appropriate Social Skills K Demonstrates Initiative/Independence

Do you recommend this student for certification by the State of Illinois? ____YES _______NO Comments ____________________________________________________ ___________________ Cooperating Teacher or University Supervisor Signature Date

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

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Competency 1 – Content Knowledge – The teacher candidate understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Demonstrates Knowledge of Central Concepts of the Discipline(s) IPTS 1A, D; 6D

Makes frequent content errors or does not correct content errors students make; does not make connections to other disciplines

Occasionally makes content errors but is able to articulate some connections with other parts of the discipline or with other disciplines

Often displays basic knowledge of concepts and able to articulate connections with other parts of the discipline or with other disciplines

Consistently displays solid knowledge of concepts; makes connections among the content, other parts of the discipline, and other disciplines; pursues additional knowledge

B Utilizes Viewpoints, Theories, Methods of Inquiry IPTS 1B,G, H; 6A

Rarely demonstrates familiarity with viewpoints, theories or methods of inquiry appropriate to the discipline

Occasionally demonstrates knowledge of viewpoints, theories, and methods of inquiry appropriate to the discipline

Often demonstrates knowledge of viewpoints, theories, and methods of inquiry appropriate to the discipline; beginning to engage students in generating knowledge

Consistently demonstrates viewpoints, theories and methods of inquiry appropriate to the discipline; engages students in generating and testing knowledge

C Understands and uses Content Knowledge IPTS 1L

Rarely displays an understanding of prerequisite knowledge important for student learning of the content

Occasionally displays an understanding of prerequisite knowledge important for student learning of the content

Often displays an understanding of prerequisite learning and often makes connections to content

Consistently displays understanding & actively builds on prerequisite relationships to make connections to topics, concepts, and other content

D Integrates Knowledge into Instructional Objectives IPTS 4A

Unsuccessfully attempts to convey objectives in the development of a lesson

Occasionally conveys objectives in the develop of an effective lesson

Often conveys objectives in the development of a lesson

Consistently conveys meaningful instructional objectives and usually reinforces them throughout the lesson

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

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Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

E Incorporates Content-Related Pedagogy IPTS 1C, J

Rarely displays understanding of pedagogical issues involved in student learning of the content

Occasionally displays understanding of pedagogical issues involved in student learning of the content

Often displays basic pedagogical knowledge but may not anticipate student misconceptions

Consistently demonstrates good pedagogical practices that reflect current research within the discipline and usually anticipates and adjusts for student misconceptions

F Applies Appropriate Technology IPTS 1I, M; 4D; 6N

Rarely uses technology to enhance learning

Occasionally uses technology to enhance learning

Often incorporates available technology appropriately into lesson presentations to enhance learning

Consistently incorporates technology appropriately into lessons presentation to enhance learning and to develop students’ skills in technology

Competency 2 – Human Development and Learning – The teacher candidate understands how individuals grow, develop, and learn and provided learning opportunities that support the intellectual, social, and personal development of all students.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Applies Knowledge of Developmental Characteristics of Age Group IPTS 1E; 2B, C, D,F

Rarely displays accurate knowledge of developmental characteristics of age group

Occasionally displays and applies accurate knowledge of developmental characteristics of age group

Often applies accurate knowledge of developmental characteristics of age group

Consistently applies a thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns of development

B Analyzes Individual and Group Performance IPTS 2E,G

Rarely gives adequate attention to developmental level(s) of individuals or groups

Occasionally assesses individual and group developmental needs to support intellectual, social & personal growth of most students

Often assesses individual and group developmental needs to support intellectual, social & personal growth of most students

Consistently assesses individual and group developmental needs to support intellectual, social & personal growth of all students

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

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C Designs Instruction Meeting All Students' Needs IPTS 2E, H, I; 3H; 11T

Lessons usually are group directed; rarely provide for variation in time and circumstances for work, tasks assigned, or communication and response modes to meet individual needs

Occasionally lessons include some variety of methods and materials; occasionally time is varied in order to meet individual needs of students; special learning opportunities, resources are occasionally provided to meet most individual needs

Lessons often include a variety of methods and materials; time is varied in order to meet individual needs of students; special learning opportunities and resources are often provided to meet individual needs

Lessons consistently include a variety of methods and materials and are designed based on students’ prior knowledge and experiences. Adaptations (in terms of time and circumstances for work, tasks, communication and response modes) are made to meet individual needs. Concepts and principles are introduced at different levels of complexity so they are meaningful to all students with diverse learning needs.

Competency 3 – Diversity – The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Demonstrates Knowledge of Multifaceted Diversity Issues IPTS 3A, B, C, D, E, F; 10D; 11F, G, H

Rarely demonstrates an awareness of diversity issues in his/her classroom

Occasionally demonstrates an awareness of diversity issues in his/her classroom

Often demonstrates an awareness of diversity issues in his/her classroom and in the school

Consistently demonstrates an awareness of diversity issues in his/her classroom and/or those beyond the classroom/school

B Provides for Varied Learning Needs IPTS 3K, L, M; 11R, S

Rarely makes provision for varied learning needs and styles; no variety teaching strategies

Occasionally utilizes a variety of teaching strategies including technologies that meet the learning needs and styles of most students in the classroom

Often utilizes a variety of teaching strategies including technologies that meet the learning needs and styles of most students in the classroom

Consistently assesses & identifies student learning needs and styles; usually designs lessons that incorporate a variety of strategies and technologies addressing the learning needs, styles, strengths and development of all students

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

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Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

C Creates Learning Community IPTS 3G, I, J, N

Does not encourage supportive interpersonal relationships among students regarding disabilities, culture and prior experiences

Rarely encourages supportive interpersonal relationships among students regarding disabilities, culture and prior experiences

Often encourages and supports students’ understanding and respect of one another, regardless of disabilities, culture and prior experiences

Consistently creates a learning community in which individual differences are respected and celebrated; provides opportunities where students can learn to respect and value each other in and outside of their classroom

Competency 4 – Planning for Instruction – The teacher candidate understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Provides Alignment with Instructional Goals and Standards IPTS 4A, I, J

Instructional goals and standards are lacking, unclear or inappropriate

Occasionally instructional goals are clear and follow district curriculum guidelines

Usually instructional goals are clear and follow district curriculum guidelines

Goals are consistently clear, suitable for all students in the class, and meet the established goals of the district and state curriculum

B Plans Appropriately for Diverse Students IPTS 4B, C, D, N, P, S; 6O

Plans are lacking, unclear or inappropriate for diverse students

Occasionally plans appropriately for some of the diverse needs of the students in the class

Usually plans appropriately for some of the diverse needs of the students in the class; incorporates students' experiences

Consistently plans appropriately for all of the diverse needs of the students in the class; incorporates students' experiences

C Plans in Advance IPTS 4B, K

Minimal or no short or long range planning is done; seldom meets deadlines

Occasionally meets deadlines for short and long range planning

Basic short and long range planning which often meets deadlines

Consistently well-developed short and basic long range planning which meets deadlines

D Prepares High Quality Lesson Plans IPTS 4C

Lessons are lacking and/or demonstrate no understanding of their purpose and are unorganized

Unclear or sketchy purpose, organization, and detail

Usually has clear purpose, organization, and sufficient detail

Consistently has clear purpose, organization, sufficient detail, and flexibility

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 95

E Acquires and Organizes Materials and Resources IPTS 4R

Dependent upon the cooperating teacher for acquiring and organizing required materials

Has some difficulty acquiring and organizing required materials

Usually able to acquire and organize required materials independently

Consistently supplements required materials and organizes for efficient instruction independently

F Selects Resources Based on Accuracy and Usefulness IPTS 4L, Q

Doesn’t attempt to select resources to supplement curriculum

Occasionally selects resources for accuracy and usefulness

Usually selects resources which are accurate and useful

Consistently selects resources which are accurate, useful, and relevant to the students

G Incorporates Variety in Activities IPTS 4M

Little variety in learning activities, nor do activities reflect recent professional research

Occasionally provides variety of learning activities and some activities reflect recent professional research

Usually provides variety of learning activities, and most activities reflect recent professional research

Consistently provides variety of learning activities that reflect recent professional research

H Plans Appropriately for Instructional Groups IPTS 4D, M; 5B, C

Doesn’t plan instructional groups and/or group structure does not support the instructional goals

Occasionally instructional groups support the instructional goals

Instructional groups are often varied and appropriate to the instructional goals

Instructional groups are consistently varied and appropriate to the different instructional goals and needs of all the students

I Plans for Assessment of Lessons Aligned with Objectives IPTS 8E, G, H, J, O, Q

Rarely plans for assessment and/or assessment is not aligned with instructional objectives

Occasionally designs assessments that are aligned with objectives and procedures

Usually designs assessments that are aligned with objectives and procedures

Consistently designs a variety of assessment strategies to meet individual needs that are aligned with instructional objectives and procedures

J Integrates Multiple Content Areas and Uses Interdisciplinary Approaches IPTS 4O; 6L

Rarely integrates multiple content areas and/or uses interdisciplinary approaches

Occasionally integrates multiple content areas and uses interdisciplinary approaches

Usually integrates multiple content areas and uses interdisciplinary approaches

Consistently integrates multiple content areas and uses interdisciplinary approaches

K Incorporates Knowledge of Families & Community IPTS 3I; 4N

Plans rarely show awareness of local community

Plans show some awareness of local community

Plans often show evidence of an understanding of the students’ families, culture, and local community

Plans consistently draw on an understanding of the students' families, culture, local community expectations and resources

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 96

L Incorporates Instructional Technologies to Promote Student Skills in Technology IPTS 4E, H, R; 6K; 7K

Rarely uses technology and/or instructional aids to promote learning of technology

Occasionally incorporates a variety of technological aids into instruction to promote learning of technology

Usually incorporates a variety of technology and aids and experiences into instruction to promote the learning of technology

Consistently incorporates a variety of technology and technological aids into instruction and designs learning experiences to promote student skills in technology

Competency 5 – Learning Environment – The teacher candidate uses an understanding of individual and group

motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Performs Non-instructional Duties to Enhance Learning IPTS 5J

Much instructional time is lost in performing non-instructional duties

Some instructional time is lost in performing non-instructional duties

Systems for performing non-instructional duties are often efficient, resulting in some loss of instructional time

Efficient systems for performing non-instructional duties are in place, resulting in minimal loss of instructional time

B Manages Classroom Environment to Enhance Learning IPTS 5A, B,C,D,H,I, K,L,O,Q,R; 6M;I10

Rarely analyzes the classroom environment or makes decisions to enhance the learning environment

Sometimes analyzes the classroom environment and makes suggestions to enhance the learning environment

Usually analyzes the classroom environment and makes decisions to enhance student motivation and engagement in productive work

Consistently analyzes the classroom environment and makes decisions to enhance social relationships, student motivation and engagement in productive work through mutual respect, cooperation, and upport for all

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 97

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

C Manages Time, Materials, and Space to Engage Students in Productive Learning IPTS 5E, J, M, P

Rarely organizes, allocates, or manages time, materials, and physical space effectively

Occasionally organizes, allocates, and manages time, materials, and physical space to provide active engagement of most students

Usually organizes, allocates, and manages time, materials, and physical space to provide active engagement of most students

Consistently organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of all students in productive tasks

D Communicates Clear Expectations IPTS 7E, J

Standards of conduct and learning rarely appear to have been established

Standards of conduct and learning appear to have been established for some situations but some students are confused as to what the standards are

Standards of conduct and learning often appear to have been established for all situations

Standards of conduct and learning are clear to all students and appear to have been developed with student participation

E Monitors Student Behavior IPTS 5N; 11P

Student behavior is not monitored, and teacher candidate is unaware of what students are doing

Is often aware of student behavior but may miss the activities of some students

Monitoring by teacher is consistently supportive in tone, encompasses entire classroom, and encourages student participation

Monitoring by teacher is consistently proactive and supportive in tone, encompasses entire classroom, and encourages student participation

F Responds to Student Behavior IPTS 5A, F, G; 7H; 11P

Does not respond to behavior, or the response is inconsistent, overly repressive, or does not respect the student’s dignity

Occasionally attempts to appropriately respond to student behavior

Usually listens to students and responds appropriately

Consistently listens to and observes students which results in a response to behavior which is appropriate and demonstrates respect for students' dignity

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 98

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

G Interacts with Students Appropriately and Respectfully IPTS 5I; 7H, I; 11P

Interaction with students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students; students exhibit disrespect for teacher

Interactions are occasionally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures; students exhibit only minimal respect for teacher

Interactions are appropriate and void of inconsistencies, favoritism, or disregard for students’ cultures; students exhibit respect for teacher

Interactions are consistently friendly; demonstrate general warmth, caring, and respect; and are appropriate to developmental and cultural norms; students exhibit respect for the teacher and each other

Competency 6 – Instructional Delivery – The teacher candidate understands and uses a variety of instructional

strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Promotes Higher Level Thinking IPTS 6B, F, G, J

Is active in presenting information to the class, but rarely engages students in meaningful activities and they are passive recipients of the information; struggles with initial analysis, synthesis, and evaluation of information

Occasionally mixes instructional approaches; occasionally designs some activities to promote higher level cognitive activity and student independence

Usually mixes instructional approaches; designs activities to promote higher level cognitive and critical thinking skills and student independence and/or responsibility for their own learning

Consistently uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for their own learning

B Assumes Various Instructional Roles IPTS 6I

Does not demonstrate an understanding of the different instructional roles needed to meet students’ needs

Rarely uses two or more instructional roles and usually relies on the use of one instructional role to meet all purposes of instruction

Usually varies his/her role in the instructional process

Consistently varies his or her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 99

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

C Structures and Paces Lesson IPTS 5M

Rarely do lessons have a clearly defined structure; or the pacing of the lesson is too slow or rushed or both

Occasionally lessons have a recognized structure around which the activities are organized; occasionally the pacing of lessons is appropriate to their purpose

Usually lessons have a recognized structure around which the activities are organized; usually the pacing of lessons is appropriate to their purpose

Consistently lessons are purposefully structured and coherent, allowing for reflection and closure; pacing and targeting of lessons is appropriate for all student levels

D Uses Appropriate Diverse and Varied Resources IPTS 6C, N

Rarely uses additional resources available through the school, district, and/or community and is tied to the text or teaching manuals; materials do not engage students

Occasionally uses a variety of classroom materials, human and technological resources to enhance learning, but only occasionally uses resources available through the district and/or community

Usually uses a variety of materials, human and technological resources that engage students to enhance learning

Consistently and effectively uses a wide variety of materials, human and technological resources from the school, district, and/or the community to enhance learning

E Employs Alternative Teaching Strategies IPTS 4P; 6B, E, F

Rarely offers alternative representations; is prepared to offer one explanation or presentation of a concept and tends to repeat it

Occasionally is able to offer an alternative representation of concepts to help students understand

Usually is able to offer an alternative representation of concepts to help students understand

Consistently develops a variety of representations of concepts, using alternative explanations that support the learning of all students

F Gives Student Feedback IPTS 6H; 7H

Rarely addresses questions or interests of students, and usually does not respect the responses of students

Occasionally accommodates students’ questions or interests but does not consistently respect the responses of students

Usually accommodates students’ questions or interests and consistently respect the responses of students

Consistently promotes student questions and sharing of interests to create opportunities to enhance learning; consistently uses appropriate feedback and respects student responses

G Gives Clear Directions and Transitions IPTS 5J

Rarely are expectations established or clear directions given; transitions and routines are overly time consuming or disruptive

Occasionally clear directions are provided; expectations are established; transitions and routines are sometimes time consuming or disruptive

Usually clear directions are provided; expectations are established; transitions and routines are generally smooth

Consistently provides clear, concise directions, establishes appropriate expectations, executes time efficient transitions and routines are

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 100

handled promptly and smoothly

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

H Makes Appropriate Grouping of Students IPTS 5N, Q

Rarely are instructional groups appropriate to the students or to the instructional goals

Occasionally instructional groups are appropriate to the goals of the lesson and moderately productive.

Usually instructional groups are appropriate and fully productive to the instructional goals of the lesson.

Consistently, instructional groups are appropriate and fully productive to the instructional goals of the lesson

I Engages Students in Activities and Assignments IPTS 5M; 6O

Activities and assignments are rarely appropriate to students developmental level and generally do not engage students mentally

Occasionally activities and assignments are appropriate to students and sometimes engage them mentally

Usually activities and assignments are appropriate to students and frequently engage them mentally

Consistently, students are engaged in the activities and assignments in their exploration of content; activities and assignments are appropriate to students and to the learning goals of the instruction

J Makes Lesson Adjustments IPTS 6E, H

Rarely alters an instructional plan even when a change will clearly improve a lesson

Occasionally attempts to adjust lessons when needed, sometimes with mixed results

Usually attempts to adjust lessons when needed, frequently with positive results

Consistently makes appropriate adjustments to lessons when they are warranted and the adjustments occur smoothly

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 101

Competency 7 – Communication – The teacher candidate uses knowledge of effective written, verbal, non- verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in

the classroom. Demonstrated

Characteristics Unsatisfactory Developing With

Concerns Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Uses Accurate and Effective Oral Communica-tion IPTS 7A, B, C, D, E, F

Is barely audible, rarely fluent or expressive, frequently contains some grammar and syntax errors; vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused; inarticulate

Is often audible, fluent, and expressive; occasionally contains grammar and syntax errors; vocabulary is not always suitable to the group of students

Is audible, fluent, and expressive; usually is grammatically and syntactically correct; vocabulary is suitable to the group and brings clarity and understanding to the students; uses standard English; articulate

Consistently is correct and expressive with well-chosen vocabulary; models accurate, effective communication that enriches the lesson when conveying information, asking questions, and responding to all

B Uses Accurate Written Communication Skills IPTS 7A, C, D, E, I

Rarely organized and/or displays problems with spelling, grammar, and/or mechanics

Occasionally makes errors in organization, clarity, conciseness, grammar, spelling, and/or mechanics

Usually exhibits basic competence in organization, clarity, conciseness, spelling, grammar, and/or mechanics

Consistently models accurate, effective communication when conveying ideas and information to students, parents and other professionals

C Uses Appropriate Non-verbal Communication Skills IPTS 7H, I, K

Rarely uses appropriate non-verbal communication that is free of negative conflicting or distracting mannerisms

Inconsistent performance in quality of non-verbal communication, e.g. eye contact, gestures, facial expressions and body language

Usually exhibits basic competence in non-verbal communication, free of negative, conflicting, or distracting non-verbal mannerisms

Consistently uses a variety of appropriate non-verbal skills to communicate effectively with students

D Provides Varied Opportunities for Students to Communicate IPTS 7G

Rarely provides opportunities for open discussions by students; students' interaction with the teacher is recitation style, teacher mediates questions and answers; few opportunities for written, visual and non-verbal communication

Occasionally provides equal and positive opportunities for open discussion and written, non-verbal and visual communication by students

Usually provides equal and positive opportunities for open discussion and written, non-verbal and visual communication by students

Consistently creates varied opportunities for successful discussions and use of effective written, nonverbal and visual communication of all students

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 102

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

E Demonstrates Listening Skills IPTS 7J

Rarely demonstrates good listening, conflict resolution or group facilitation skills

Uneven performance in quality in the areas of listening skills, conflict resolution or group facilitation skills

Usually demonstrates good listening, conflict resolution, and group facilitation skills

Consistently demonstrates excellent listening, (eye contact, appropriate facial expressions, attentive posture, turn-taking), conflict resolution, and group facilitation skills

Competency 8 – Assessment The teacher candidate understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Aligns Assessment With Instructional Goals IPTS 8A

Rarely aligns content and assessment methods with instructional goals and objectives

Occasionally content and assessment methods are nominally aligned and suitable to some goals and objectives

Usually content and assessment methods are aligned and suitable to some goals and objectives

Consistently utilizes assessments that are completely aligned with the instructional goals and objectives

B Uses Variety of Formal and Informal Assessments IPTS 6P; 8B, C, D, E, F, G H, I, J, M, O, P, Q

Rarely uses formal and informal assessment techniques to modify teaching strategies to meet the needs of students

Occasionally uses formal and informal assessment techniques to modify teaching strategies to meet the needs of students

Usually uses formal and informal assessment techniques for a variety of purposes

Consistently uses a variety of formal and informal assessment techniques to enhance knowledge, evaluate progress or performance, and modify teaching and learning strategies

C Communicates Clear Assessment Criteria IPTS 8A, K, N

Rarely have the assessment criteria and standards been developed, and when present, they are either not clear or have not been clearly communicated to students

Occasionally the assessment criteria and standards are clear and have been clearly communicated to students

Usually the assessment criteria and standards are clear and have been clearly communicated to students

Consistently the assessment criteria and standards are clear and have been clearly communicated to students; there is evidence that students contributed to the development of the criteria and standards, when appropriate

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 103

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

D Involves Students in Self-assessment Activities IPTS 8K

Rarely attempts to involve students in assessing their own performance

Occasionally involves students in assessing their own performance

Usually involves and guides students in assessing their own performance

Consistently involves students in assessing their own performance and encourages student to take responsibility for monitoring and improving their own performance

E Records Student Progress IPTS 4G; 8L,M

Rarely attempts to maintain information on student progress in learning, and, where present, it tends to be rudimentary and only partially effective

Occasionally maintains a system for maintaining information on student progress in learning

Usually maintains a system for monitoring information on student progress in learning, and it is generally effective

Consistently uses an appropriate system for maintaining and monitoring information on student progress in learning that is effective for a variety of types of information that is collected

F Maintains Non-instructional Records IPTS 8L

Rarely maintains adequate record

Occasionally maintains accurate records

Usually maintains accurate records

Consistently and accurately maintains needed records

G Communicates Student Progress IPTS 8L, N

Rarely communicates student progress to students and parents

Occasionally is clear, effective, or consistent in communicating criteria/progress to students and parents

Is Usually clear and consistent in communicating criteria/progress to students; is working on increasing parent communication

Is consistently clear, concise and consistent in communicating criteria/progress to students and parents on a regular basis

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 104

Competency 9 – Collaborative Relationships – The teacher candidate understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well being.

Demonstrated

Characteristics Unsatisfactory Developing With

Concerns Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Practices Collaboration/ Collegiality IPTS 8N; 9A,D,E,G,H,I,J,O,P,R,S,T; 10F, G, H, I

Does not collaborate with other professionals

Rarely collaborates with professionals/peers to problem solve, generate ideas, share resources or seek feedback

Has collaborated with other professionals/peers to problem solve, generate ideas, share resources or seek feedback

Initiates collaboration with others, creates situations where collaboration with others will enhance student learning, and collaborates to develop an effective learning climate within the school

B Engages Families IPTS 8N, 9B,F,G,K,L,Q

Makes little or no attempt to inform and engage families in the instructional program and/or such attempts are inappropriate

Rarely makes attempts to inform and engage families in the instructional program

Usually makes attempts to inform and engage families in the instructional program

Consistently makes efforts to inform and engage families in the instructional program successfully

C Advocates for Students IPTS 9N

Expresses no understanding or desire to advocate for students

Expresses an understanding of student advocacy, but does nothing

Usually advocates for students

Consistently advocates for students’ success

Competency 10 – Reflection and Professional Growth – The teacher candidate is a reflective practitioner who

continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Reflects and Evaluates How Actions Affect Learning IPTS 10A,B,E

Reflection or revision of practice is often lacking, inadequate or inaccurate; repeats mistakes or evidences difficulty learning from past experiences

Occasionally uses 1 or 2 sources of information to base reflection and revision of practice; reflection or revision of practice is adequate and accurate; shows some evidence of learning from past experience

Often uses multiple sources of information to base reflection and revision of practice; shows evidence of learning from past

Consistently uses multiple sources of information to base reflection, evaluation, revision of practice, and future actions to be implemented

B Grows Professionally IPTS 10C, I

Rarely engages in professional development activities

Engages in professional development only when required to do so

Participates in professional activities when they are needed or made available

Seeks out opportunities for professional development to enhance content knowledge and pedagogical skill

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 105

Competency 11 – Professional Conduct and Leadership – The teacher candidate understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well being.

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

A Demonstrates Ethical Conduct IPTS 11A, D, J, K, Q

Has difficulty maintaining confidentiality and/or evidence of fairness

Recognizes need for confidentiality; occasionally maintains confidentiality and/or evidences fairness

Often maintains confidentiality and evidences fairness

Consistently maintains standards commonly accepted as professional including integrity, confidentiality, and fairness

B Demonstrates Positive Demeanor and Sense of Humor IPTS 5 D, H

Rarely appears congenial and positive; has an inappropriate sense of humor or uses sarcasm

Working to be congenial, be positive, and to demonstrate an appropriate sense of humor

Often congenial, positive, and demonstrates an appropriate sense of humor

Congenial, positive, and has a well-developed sense of humor

C Demonstrates Emotional Maturity IPTS 11A, Q

Unable to maintain emotional control and requires direct guidance in responding to emotional or stressful situations

Occasionally demonstrates emotional control, uses appropriate self disclosure and other strategies to respond to difficult situations

Often demonstrates emotional control, uses appropriate self disclosure and other strategies to respond to difficult situations

Consistently demonstrates emotional control, uses appropriate self disclosure and other strategies to respond to difficult situations

D Is Flexible IPTS 11 Q

Unwilling to change or makes inappropriate changes that sacrifices the integrity of the lesson and/or learning

Occasionally willing to change and make adaptations when unexpected or new situations occur

Often willing to change and make appropriate adaptations when unexpected or new situations occur

Willingness to change is consistently based on sound pedagogical principles; seeks needed change to enhance learning

E Is Approachable IPTS 11P

Students in classroom setting and members of school community tend to avoid student teacher

Is beginning to be sought out by students in classroom setting and/or members of school community

Is often sought out by students in classroom settings and/or members of school community

Is consistently sought out by students in classroom settings and other colleagues and peers

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 106

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

F Demonstrates a Respect for Teaching IPTS 11K, M, Q

Demonstrates low energy level for teaching, no drive or enthusiasm for working with learners; seems unsure of teaching as a profession

Demonstrates minimal drive and enthusiasm, and/or lacks adequate work ethic; verbalizes a desire to be a teacher

Often demonstrates drive, enthusiasm, and adequate work ethic

Consistently demonstrates drive, enthusiasm, and industrious work ethic; seeks opportunities to learn skills and conveys high expectations for achievement

G Responds Maturely to Constructive Criticism IPTS 10F

Avoids or is unreceptive to feedback; rarely accepts or incorporates suggestions in subsequent practice

Occasionally accepts and incorporates suggestions in subsequent practice

Often accepts and incorporates suggestions in subsequent practice

Consistently requests feedback; accepts, incorporates and enhances suggestions in subsequent practice

H Takes Responsibility IPTS 11B, C, K, Q

Demonstrates limited skills in time management and dependability; frequently late; does not accept responsibility for personal decisions or the health and safety of others

Occasionally manages time effectively; is fairly dependable; rarely absent/generally punctual; occasionally accepts consequences for actions and prioritizes health and safety concerns of others

Often manages time effectively; is dependable; accepts consequences for actions and prioritizes health and safety concerns of others; punctual

Consistently manages time effectively; is dependable; accepts consequences for actions and prioritizes health and safety concerns of others and follows through without reminders.

I Demonstrates Leadership IPTS 11E, I,L,M,N

Reluctant to participate, lacking sense of self or a mission as a teacher

Limited sense of self and mission as a teacher; participates when required to do so

Developing a sense of self and mission as a teacher; participates in collaborative efforts

Has a strong sense of self and mission; takes initiative to create and collaborate; aspires to teach everyone

TLEE 485 Student Teaching Assessment Rubric

In order to standardize the interpretation of the rubric the descriptors are defined in quantitative terms, Rarely means 50% or less of the time, Occasionally means 51-69% of the time and Often/Usually means 70 % or greater of the time.

12-04 107

Demonstrated Characteristics

Unsatisfactory Developing With Concerns

Developing and Progressing Without Concerns

Proficient (at beginning teacher level)

J Demonstrates Appropriate Social Skills IPTS 3D,F,N 11 P

Often demonstrates little knowledge of acceptable cultural norms or social cues; does not appear to be sensitive to others and has difficulty identifying appropriate social behavior; withdrawn; preoccupied or excessively overt

Occasionally demonstrates an awareness of social cues for appropriate social behaviors and expectations; hesitates to reflect upon and evaluate social interactions with others

Demonstrates an awareness of and sensitivity toward social cues; cultural norms, behaviors and expectations; uses appropriate social skills to work effectively with others toward achieving a goal

Consistently demonstrates and promotes sensitivity toward others; uses appropriate social skills to work effectively with others

K Demonstrates Initiative/ Independence IPTS 11L,M

Consistently depends on others for directions, ideas, and guidance; demonstrates little initiative

Occasionally depends on others for directions and ideas; hesitates to take initiative to share ideas or seek out new resources.

Often takes initiative to share ideas; works effectively with limited supervision; creative

Self-starter; identifies needs and attends to them immediately; resourceful; works independently