STUDENTTEACHING143B
FIELDEXPERIENCEGUIDE
2016-2017
MultipleSubjectCredentialProgram
SanJoséStateUniversity
ConnieL.LurieCollegeofEducation,TeacherEducationDepartment
OneWashingtonSquare
SanJosé,CA95192-0074
RevisionsbyA.Baumgarten&D.Sexton
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TableofContents2016-2017FieldGuide
Section1:LearningtoTeach
California’sLearningtoTeachSystems-graphic
CaliforniaTeachingPerformanceExpectations(TPEs)
CaliforniaStandardsfortheTeachingProfession(CSTP)
Section2:TeacherEducationDepartmentFoundations
Introduction
CollegeMissionandVision
KnowledgebaseContinuum
ProfessionalDispositions
Section3:OverviewofStudentTeachingPhase2
AdvancementtoStudentTeaching
FieldPlacementRequirements
GoalsofStudentTeaching
CriteriaforCooperatingTeachers
SuggestedCriteriaforFieldSiteTechnology
Section4:SuggestedScheduleofExperiencesandRoleGuidelines
Candidate
CooperatingTeacher
Supervisor
Principal
Section5:ResourcesforLessonPlanning,FeedbackandReflection
LessonPlanTemplate
Co-operatingTeacherForms
SupervisorDebriefForms
AttendingtotheneedsofSpecialPopulations
GlossaryofCommonSpecialEducationTerms
DifferentiationModel
LanguageAcquisitionDescriptors
AcademicLanguageFunctions
LanguageDemandsMatrix
SocialandEmotionLearning
Section6:Evaluation
Grading
ProceduresforEvaluationofCandidatePerformanceEDEL143B
DeterminationofCandidateCompetence
TeacherCandidateProfessionalPortfolio
FormativeandSummativeAssessmentForm
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ProcessforUnsatisfactoryPerformanceandRemediation
EDEL143A/BImprovementPlanForm
143BExitInterviewChecklist
Section7:LegalPoliciesandProcedures
LegalStatusofTeacherCandidates
SexualHarassment/Assault/ChildAbuse
SJSUTeacherCandidateStrikePolicy
StudentTeaching“UnderContract”Policy
StudentTeacherComplaintProcedures
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PRELIMINARY
CLEAR
California’s Learning to Teach System
Preliminary Credential Preparation
Professional Credential Preparation
Credential Renewal
Blended Program • Subject Matter Preparation • Professional Preparation • Support and Supervision • Teaching Performance Assessment
(TPA)
Post-Baccalaureate Program • Subject Matter Preparation • Professional Preparation • Support and Supervision • Teaching Performance Assessment
(TPA)
Intern Program • Subject Matter Preparation • Professional Preparation • Support and Supervision • Teaching Performance Assessment
(TPA)
• A Clear Credential is valid for the life of the holder as long as renewal fees and evidence of meeting professional fitness are submitted every 5 years.
• Professional growth and successful service verification are not required for credential renewal. School districts are directed to encourage teachers to participate in professional growth activities at the local level.
SYSTEM QUALITIES
ALIGNMENT • California Standards for the Teaching
Profession (CSTP) • State-Adopted Academic Content and
Performance Standards for Students • Teaching Performance Expectations (TPEs)
ACCOUNTABILITY • Candidate Assessment • Credential Program Approval/Accreditation • Participant Completion of Approved
Induction Program • Induction Program Approval/Accreditation
COLLABORATION • Schools/ Universities • State Agencies • BTSA Induction Programs • Practitioner Teamwork
Multiple Entry Routes for Teaching Including Paraprofessional Program, Subject-matter Qualification, Community College Early Preparation.
Induction Program
• Application of prior knowledge
• Advanced Curriculum Demonstration
• Formative Assessment and Support
• Frequent Reflection on Practice
• Individual Induction Plan (professional growth plan).
nmn 3/2011
Paraprofessional Teacher Training Program (PTTP)
• Paid Tuition • Support Network • Career Ladder
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StateofCalifornia�TeachingPerformanceExpectations(TPE’s)
2016-2017
A.MakingSubjectMatterComprehensibleforStudents
TPE1:SpecificPedagogicalSkillsforSubjectMatterInstruction(teachingEnglish,socialstudies,
mathematics,science,worldlanguages,physicaleducation,art,music)
B.AssessingStudentLearning
TPE2:MonitoringStudentLearningDuringInstruction(determiningprogresstowardlearning,pacing
ofinstruction,usingquestioningstrategies,examiningstudentwork)
TPE3:InterpretationandUseofAssessments(usingformalandinformalassessments,developing
multipleassessmentmeasures,usingstandardizedtests,providingfeedbackonstudentlearning)
C.EngagingandSupportingStudentsinLearning
TPE4:MakingContentAccessible(incorporatingspecificstrategiesthatmotivatestudentstolearn,
meetingstudentacademiclearningneedsinavarietyofways)
TPE5:StudentEngagement(ensuringparticipationofallstudents,examiningmultiplepointsofview,
encouragingstudentcooperationandsharing,usingstudentexperiencetomakeinstructionrelevant)
TPE6:DevelopmentallyAppropriateTeachingPractices(explainingandusingpracticesthatareof
greatestimportanceandeffectivenessinteachingadolescentssuchasproblemsolving,concrete
reasoningandabstractthinking,connectingthecurriculumtolifebeyondtheclassroom)
TPE7:TeachingEnglishLearners(applyinginstructionaltheories,principlesandpracticesfor
instructionofEnglishlanguagelearners)
D.PlanningInstructionandDesigningLearningExperiencesforStudents
TPE8:LearningAboutStudents(understandingpatternsofadolescentdevelopment,encouraging
parentstobeinvolvedinstudentlearning,understandinghowfactorssuchasgenderandhealthcan
influencestudentlearning)
TPE9:InstructionalPlanning(establishingshort-andlong-termlearninggoals,planningand
sequencingdailyinstruction,accommodatingstudentneedsthroughawidevarietyofinstructional
strategies)
E.CreatingandMaintainingEffectiveEnvironmentsforStudentLearning
TPE10:InstructionalTime(establishingproceduresforroutineinstructionaltasks,managing
transitionstomaximizeinstructionaltime)
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TPE11:SocialEnvironment(promotingapositive,safeenvironment,creatingandusingastudent
disciplineplan)
F.DevelopingasaProfessionalEducator��
TPE12:Professional,Legal,andEthicalObligations(teachingtolerance,promotingdemocratic
principles,resistingracismandsexualharassment)
TPE13:ProfessionalGrowth(evaluatingteachingpractices,usingreflectionandfeedbacktoimprove
teaching,increasingsubjectmatterknowledge)
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STANDARD ONE:
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests.
Engaging and Support All Students in Learning
1.3 Connecting subject matter to meaningful real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching
California Standards for the Teaching Profession (CSTP)
STANDARD TWO:
2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
Creating and Maintaining Effective Environments for Student Learning
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
STANDARD THREE:
3.1 Demonstrating knowledge subject matter, academic content standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
Understanding and Organizing Subject Matter for Student Learning
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to subject matter
3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content
STANDARD FOUR:
Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meeting the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
STANDARD FIVE:
5.1 Applying knowledge of purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
Assessing Students for Learning
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback with students and their families
STANDARD SIX:
Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity and ethical conduct
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SCOE Induction Website– http://www.stancoe.org/induction
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Introduction
SanJoséStateUniversity(SJSU)hasbeenintheforefrontofinnovationineducationforover100yearsand
hasalonghistoryofmeetingchallengesthatrequirechangesinsocietyandinschools.Preparingteachersfor
California'sschoolssince1857,SJSUwasestablishedasthefirstpublicnormalschoolwestoftheMississippi
River.TheoldestpublicinstitutionofhighereducationinthestateofCalifornia,SanJoséStateUniversityis
locatedinanareaofrapidlyincreasingculturaldiversityandtechnologicalcomplexity.Oneofthelargest
universitiesofthe20-campusCaliforniaStateUniversitysystem,SanJoséStateUniversityhasanenrollment
ofover30,000studentsfromeverystateintheUnitedStatesandnumerousothercountriesaroundthe
world.
TheTeacherEducationDepartment,intheConnieL.LurieCollegeofEducationatSanJoséStateUniversity,
housesbasiccredentialprogramsforelementaryandsecondaryteachers(calledMultipleandSingleSubject
CredentialsinCalifornia);andoffersmaster'sdegreesineducation.
TheMultipleSubjectTeachingCredentialProgram(MSCP)offersin-depthandcomprehensivepreparationfor
teachercandidateswhowillteachinclassroomsoftenmarkedbygreatdiversityandamajorityoflanguage
minoritystudents.
SanJoséStateUniversity'sTeacherEducationProgramoperatesontheassumptionthataneffective
classroomteacheriscommittedtoestablishingandmaintainingthehigheststandardsofteachingand
learningforallchildren.Teachersmusthavehighexpectationsforthemselvesandfortheyoungpeoplethey
teach.Weexpectourteachercandidatestocultivatereflectivehabitsofmind,andbelievethatcandidates
mustconsidertheimplicationsoftheiractionstomakethoughtfuldecisionsthatplacetheinterestsoftheir
studentattheforefront.AtSanJoséStateUniversity,theTeacherEducationProgramiscommittedtothe
preparationofteacherswhocanmeetthechallengesoftodayandthoseoftomorrow.Weseektoadmit
studentstotheTeacherEducationProgramwhoreflectsthediversityofourcommunityinethnicity,gender,
andsocio-economicbackground.
WhatfollowsisadescriptionofSanJoséStateUniversity’sresponsetotheStandardsofProgramQualityand
EffectivenessforProfessionalTeacherPreparationProgramsfortheMultipleSubjectCredentialProgram.
TheCaliforniaSB2042MultipleSubjectPreliminaryCredentialProgramStandardscanbefoundat
www.ctc.ca.gov/educator-prep/standards/AdoptedPreparationStandards.pdf
TheCollegeMissionandVision
ThemissionoftheLurieCollegeofEducationistoempowergraduateswiththeskills,knowledgeand
dispositionsthatensureaccesstoexcellenceandequityineducationforeverystudentinourdiverse,
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technologicallycomplex,globalcommunity.
SharedVision:TheLurieCollegeofEducationisaninclusive,engaged,diverse,intellectualcommunitywhere
teacher-scholarsinspirelife-longlearningandadvocacyforexcellenceandequityineducation.
ElementaryEducationDepartment
Vision
Ourvisionistoprepareethicalandsocialjusticeorientedteacherswhocreaterelevant,rigorous,
transformativeeducationalexperiences,attunedtostudents’academic,cultural,linguistic,social,and
emotionalneeds.
GuidingPrinciples
Asaprogram,wearecommittedto:preparingadiversecommunityofteachers,acrossfactorsincludingrace,
culture,class,language,genderandsexualorientation;servingadiverserangeofcommunities,including
underservedandunder-resourcedschools;andofferingequityandsocialjusticeorientedperspectives.Four
keyprinciplesdrivethesecommitments,asfollows:
1.TeachingasaPoliticalAct
Webelievethatteachingisapoliticalact.Ourprogramengagescandidatestodevelopaneducational
philosophy,groundedintheoryandthesocio-politicalcontextofschooling,towardschallengingsocialand
educationalinjustice.
2.TeachingasPraxis
Webelievethatteachingshouldbeinformedbyboththeoryandresearch.Ourprogramdevelopscandidates’
abilitiesto1)reflectdeepcontentknowledgeofthedisciplines,2)makestudentcenteredpedagogicalchoices
informedbytheory3)leverageculturalwealthtowardstudentempowerment,and4)engagealongside
teachers,students,andcommunitiestoco-createdynamicchangeswithincurriculumandneighborhoods.
3.TeachingasaReflectivePractice
Webelievethatteachersmustbereflectiveandcollaborative.Ourprogramofferscandidatescontinuous,
collegialanddynamiclearningopportunities.Candidatesdevelopanorientationofreflectionandinquiry.
4.TeachingasaComplexActivity
Teachingisacomplexchallengingprofession.Ourprogramdevelopscandidates’academic,political,social
andemotionalorientationsforresilience.
CharacteristicsofourGraduates
StudentCentered
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Theyfostercaringrelationshipswithstudents,students’families,andcommunitiesfromaculturalwealth
perspective.Theyareawareofthesocialandpoliticaldimensionsofschoolingandhowcontextaffects
marginalizedcommunities.Theyareattentivetothesocialandemotionaldimensionsofteachingand
learning.Theyteachtothewholechild.
ReflectiveandCaring
Graduatesreflectontheethicaldimensionsofteachingandlearninggiventhepoliticalandsocial
consequencesoftheirpedagogicaldecisionsonthelifechancesoftheirstudents.Theyassumeacaringstance
thatisgrowth-orientedandsupportstheirownandtheirstudents'resilience.
PedagogicallySophisticated
Theyknowandusearangeofinstructionalstrategiesandclassroomorganizationalstructureschosento
matchtheirinstructionalgoals.Theycanprovidetheoretical,research-basedrationalefortheirdecisions.
KnowledgeableoftheSubject-MatterContent
Theyknowandunderstandtheimportanceofsolidmasteryofthecontenttheywillteach.Theystrategically
engageincontinuouslearningofthatcontentanditsrelationtodevelopmentandlearningstandards.
KnowledgeofAssessment
Theyengageinongoingcyclesofinquiryfluidlyusingformativeandsummativeassessmentstoguide
instructionthatissensitivetocontextandindividuallearningneeds.
KnowledgeBaseContinuum
Theknowledgebasecontinuumdepictedbelowrepresentsthecyclicalprocessoftheory’sadaptation.Field
placementdevelopsbeginningteachers’knowledgebaseconcerninghowthetheory/researchandprinciple
aspectsofthecontinuumundergirdthebestpractices,applications,andadaptationsthatonemightuseto
effectivelyteachallstudents.Whileengagedinstudentteaching,candidateswillobservecooperating
teachers’useofbestpractices,applications,andadaptationsandinquireabouttheirtheoreticalrationale
giventhestudentstheyserve.Ascandidatestakeonincreasinglevelsofresponsibilityintheclassroom,they
willdesignandteachtheirownlessons,demonstratingandjustifyinghowtheyputtheoryintopractice.
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ProfessionalDispositions
GraduatesfromSJSUCollegeofEducationwillmanifestaprofessionalandpersonalcommitmenttoethical
conduct,equityandsocialjustice,reflectivepractice,andthebeliefthatallchildrencanlearn.These
dispositionsarefoundationaltotheElementaryEducationProgram.Weexpectthatstudentsenteringthe
CredentialProgramwillrecognizetheimportanceofthesedispositionsandwillstrengthentheir
understandingofthemastheyprogressthroughtheprogram.
Thedispositionsaredescribedasfollows:
• Commitmenttoethicalconduct:demonstratesprofessionalpresentationofself,honesty,fairness,
responsibility,compassion,collaboration,andcollegiality.
• Commitmenttoequityandsocialjustice:recognizesandopposessocialinjusticeinthemselves,their
institutions,andprofessionalenvironments.
• Commitmenttoreflectivepractice:systematicallyandregularlyreflectsonpersonalpracticewithan
aimtocontinuousimprovement.
• Commitmenttothesocial,emotional,andintellectualgrowthofallstudents:tovaluediversityandto
acceptresponsibilitytofacilitatelearningforallstudents.
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Overview
ConsistentwiththemissionandphilosophyoftheConnieL.LurieCollegeofEducation,theElementary
Educationteacherpreparationprogramintendstoprepareteacherscapableofdesigningcurriculumand
learningenvironmentswhichenablechildrentobecomecompetentadultsby(1)learningtoexploretheir
environment,(2)learningfrommistakes,(3)undertakingprojectswhichchallengetheircreativityandproblem
solvingabilities,and(4)valuingtheabilitiesofotherindividuals.Inorderforourteacherpreparationprogram
tosucceedinitstask,wemustensurethattheprogramprovidesasetofcohesive,powerfulexperiences.The
fieldworkandcourseworkmustreinforceandextendthelearning,eachfortheother.
Consistentwithstateandnationalrecommendationsfortheredesignofteacherpreparationprograms
(Goodlad,1990;HolmesGroup,1986)andfeedbackprovidedbytheMultipleSubjectAdvisoryCouncil,the
ElementaryEducationProgramfacultyrestructuredthefieldexperienceportionoftheprofessional
preparationprogramtoincreasethequalityoffieldexperienceandstrengthenedthelinkagesbetweenwhat
studentslearnattheuniversityandwhattheyexperienceduringstudentteaching.
ThestructureoftheSJSUMultipleSubjectCredentialProgram(MSCP)fieldexperienceassuresthat:
• Thefieldcomponentoftheteacher-educationprogramisanintegralpartofteacherpreparation;
• Allcourseswithintheprogramrelatetooneanotherandthefieldexperiencesextendthelearning
withinthosecourses;
• Teachercandidatesseemodelsofexcellentteachingandhavefieldexperiencesconsistentwith
Californiastate-adoptedrecommendations;
• Teachercandidateshaveavarietyofopportunitiestopracticeeffectivestate-andprogram-
recommendedteachingmethodsinaminimumoftwodifferentelementarygradespans;
• Teachercandidatesspendtimelearninghowtoreflectuponandengageintheanalysisofclassroom
teaching,includingtheirown;
• Inordertomakeappropriateusesofdistrictresources,teachercandidateshavetheopportunityto
learnaboutdistrict-levelorganizationalstructureandresources;
• Inordertoworkcollaborativelyandtopromotetheschoolasalearningcommunity,teacher
candidatesdevelopleadershipskillsandunderstandthechangeprocess;
• Theuniversitysupervisorplaysanimportantrole:
o Modelingtheanalysisprocessforteachercandidates,
Providingspecific,constructivefeedbacktoteachercandidates,
o Discussingsupervisorypracticesandteachercandidateevaluationwithcooperatingteachers
andprincipals,
o Promotingleadershipforteachercandidates,
Buildingcollegialrelationshipswithschoolanddistrictpersonnel,andoServingasaliaison
betweenschoolanddistrictpersonnelanduniversityfacultyintheMSCP;
• CollectionandanalysisofdatatoevaluatetheSJSUMSCPiscontinuous.
GoalsofStudentTeaching
Studentteachingisanimportantpartoftheprofessionalpreparationoffutureteachers.Thestudentteaching
experiencejoinstheUniversityandtheschoolinacollaborativeefforttopreparefutureteachers.Candidates
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typicallyenrollinthefirstsemesterofStudentTeaching,EDEL143A-StudentTeaching:PhaseI,concurrently
withsomeoftheEDEL108courses.Thisenablesstudentstoexperiencecontextuallyintegratedmethodsand
practice.Thecollaborationbetweenschooladministrators,cooperatingteachers,andUniversityfaculty,
providesahighlysupportivecontextforcandidatesastheyentertheclassroom.Thestudentteaching
experienceshouldprovideopportunitiesto:
1. Workwithadiversepopulationofchildrenindividually,insmallgroups,andinlargegroupsettings.
2. Relatedevelopmentalcharacteristicsofchildrenandyouthtoteachingstrategiesandmaterialsusedin
theclassroom.
3. Relatefieldobservationsofchilddevelopmentandlearningtotheoreticalknowledgebaseprovidedin
universitycourses.
4. Increaseknowledgeofhowvariouschildrenlearnandwhatteacherscandotofacilitateandencourage
learning.
5. Planandpresentappropriatelearningexperiencesforindividuals,smallgroups,andlargegroupsthat
provideforindividualdifferencesamongchildrenandprovideforthelinguisticandculturaldiversity
presentinclassrooms.
6. Reflectuponthestudentteachingexperienceswiththehelpofthesupervisionandsupportofa
cooperatingteacheranduniversitysupervisor.
7. Articulateapersonalphilosophyofteaching.
BeforeregisteringforEDEL143B:StudentTeaching:PhaseII,candidatesmust:
1. SuccessfullycompleteEDEL143A:StudentTeaching:PhaseI,asevidencedbysuccessfulcompletionof
allassignmentsandrequirementsasoutlinedonthe143AexitinterviewformwiththeEDEL143A
supervisor,inwhichevaluationsandrequirementsarecarefullyreviewedandassessed.Advancement
toEDEL143B:StudentTeaching:PhaseIIoccursatthediscretionandrecommendationofthe143A
supervisor.
2. Havesuccessfullytaken(gradeofCorbetter)orberegisteredforEDEL108D:Curriculum:
Mathematics.
3. Maintaina3.0GPAforallprogramcoursework.
4. HavesuccessfullytakenEDEL108A:Curriculum:Reading/LanguageArts(gradeofCorbetter).
NOTE:Bilingualcandidatesmustpasslanguageandculturetestatexitlevelandmeetculturecompetence
requirementsbeforeenrollinginEDEL143B.
FieldPlacementRequirements
Teachercandidatesmust:
• Havefieldplacementsintheprimarygrades(K-2)andoneofthefollowinggradespans:3-5or6-8.The
twogradelevelsselectedmustbeatleasttwogradelevelsapart,i.e.,acandidatecouldnotsatisfythis
requirementwithaplacementinGr.2followedbyaGr.3placement.
• Haveafieldplacementinalow-performingschooland/orhard-to-staffschooland/orschoolwith
Englishlearners.
Teachercandidatesmustnot:
• Beplacedataschoolthatanyrelativeattendsorinwhichanyrelativeworks.
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• Besupervised/evaluatedbyarelativeascooperatingteacher,principal,oruniversitysupervisor.
FieldPlacementsNotAcceptedforEDEL143AorEDEL143B:
• Secondaryschool
• ShortTermStaffingPermit(STSP)
• LongTermSubposition
• Instructionalaide
• Privateschool
CriteriaforCooperatingTeachers
SchoolsiteswillbeselectedcollaborativelybytheEDEL143AandEDEL143Bsupervisorsassignedtoagiven
districtandthatschooldistrict’sliaison.Ideally,candidateswillbeclusteredingroupsof2-5atschoolsites
withinthesamedistrict.Selectionofcooperatingteachersisbasedonthefollowingcriteria:
1. Effectivenessofobservedteachingandlearning.
2. Effectiveimplementationofstate-adoptedacademiccorecurriculum.
3. Knowledgeofstate-adoptedcontentstandardsandframeworks.
4. Effectivecollaborationandcommunicationwithotherprofessionalteachers.
5. ExperienceinorganizingforandteachingcorecurriculumeffectivelytoEnglishlearners.
6. Experienceasamentortonewteachersand/orasabeginningteachersupportprovider.
7. Threeormoreyearsofteachingexperience.
8. Holdingacredentialappropriatetotheclassroom.
9. HoldinganEnglishLearner(EL),orCross-culturalLanguageandAcademicDevelopment(CLAD)
authorization.
10. Havingcreatedasafeenvironmentforlearningbydemonstratingthefollowingdispositions:
• Commitmenttoethicalconduct:demonstratesprofessionalpresentationofself,honesty,fairness,
responsibility,compassion,collaboration,andcollegiality.
• Commitmenttoequityandsocialjustice:recognizesandopposessocialinjusticeinthemselves,
theirinstitutions,andprofessionalenvironments.
• Commitmenttoreflectivepractice:systematicallyandregularlyreflectsonpersonalpracticewith
anaimtocontinuousimprovement.
• Commitmenttothesocial,emotional,andintellectualgrowthofallstudents:tovaluediversityand
toacceptresponsibilitytofacilitatelearningforallstudents.
SuggestedCriteriaforFieldSiteTechnology
Thefollowingtechnologycriteriaarehighlyrecommendedforfieldsites:
• Accesstocomputersandothertechnologies.Ataminimum,theclassroomshouldhaveamultimedia
capablecomputerwithInternetconnectionlocatedintheclassroomortheteachershouldhaveaccess
toacomputerlabonaregularbasis.
• Modeltechnologyintegration.Theteachershouldmodeltechnologyintegrationintostandard-based
curriculumonaregularbasis.
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TimelineofAssignmentsandGuidelines
Ø P=materialstobeplacedinProfessionalPortfolio
Ø 6UniversitySupervisorObservations;upto2canbevideotaped(thisisdeterminedbyCT,TC,and
UniversitySupervisor)
Ø 3CooperatingTeacherObservations
Ø Note:Cooperatingteachers’andsupervisors’observationsmustincludeavarietyofcontentareas.
Ø 2weeksofsoloteaching
TeacherCandidate
Weeks1-5:Assignments
1. SupervisorObservation#1ClassroomEnvironment&Engagement,Debrief,StudentReflection
2. CompletePACTTask1.ContextforLearningwithcommentary(TeachingEvent)P
3. CompleteoneobservationwithcooperatingteacherandsubmitCooperatingTeacherObservation
Formtosupervisor.P
4. CompleteformalSupervisorObservation#2,includinglessonplanspreparedwiththeLessonPlan
Template.P
Weeks1-5:Guidelines
• Provideteachercandidatebackgroundinformationforcooperatingteacher,supervisor,andprincipal.
• Maintainprofessionalattitudes,appearance,andrelationshipswithallmembersofschool.
• Arriveatleastone-halfhourbeforeschoolstarts.Remainuntilclassroomisinorderandnecessary
conferencing,planning,andpreparationarecomplete.
• Beforetheopeningoftheschoolday,informtheschoolandtheuniversitysupervisorofanyillness,
absence,orschedulechangesthatcouldaffectclassroomresponsibilities.
• Becomefamiliarwithclassroomproceduresandtheschools’physicallayout,rulesandregulations,
programs,andresourcepersonnel.
• Becomefamiliarwithtextbooks,units,materials,andtechnologyavailableattheschoolsiteandbegin
thinkingabouthowtointegratetechnologyappropriatelyintoinstruction.
• Learntheclassrooms’studentprofile:learnstudents’namesandlearningneeds(e.g.,CELDTlevelsof
Englishlearners,anyspecialneeds,andsoon)andclassroomsocialdynamics.
• Becomeacquaintedwithlessonplanningusedbycooperatingteacher,observeinstruction,andbegin
teaching.
• Assoonaspossibleparticipateinclassroomroutine(rolltaking,recordinggrades,handing
out/collectingmaterial,supervisingoutsideclassroom)andlearndailyschedule.
• Participateinschoolactivities,e.g.facultymeetings,athleticevents,andstudentclubs.
Weeks6-10:Assignments
1. CompletePACTTask2.PlanningInstructionandAssessmentwithcommentary(TeachingEvent).
2. Planfirstweekofsoloteachingwithcooperatingteacher.Beforethesoloweek,asspecifiedbythe
supervisor,submittheweeklyplans(e.g.,whatisinthecooperatingteacher’splanningbook)forthe
firstsoloteachingweek.
3. TeachseriesofPACTlessons(TeachingEvent)
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4. CompleteTask3:InstructingStudentsandSupportingLearningwithcommentarytoincludevideo
(PACTTeachingEvent).
5. CompleteoneobservationwithcooperatingteacherandsubmitCooperatingTeacherObservation
Formtosupervisor.P
6. CompleteoneformalSupervisorObservation#3,includinglessonplanspreparedwiththeLessonPlan
Template.P
7. Successfullycompletefirstsoloweek,includingoneformalSupervisorObservation#4,including
lessonplanspreparedwiththeLessonPlanTemplate.P
8. CompleteFormativeAssessmentwithcooperatingteacher(meetanddiscuss).
Weeks6-10:Guidelines
• Graduallyassumelargerresponsibilityforinstructionbyaccumulatingteachingresponsibilities,adding
onesubject,period,orpreparationeveryonetotwoweeksasteachingproficiencyincreases.
• Assumeresponsibilityfordoingassessment(gradesandevaluation)ofstudentprogresswithconsent
ofcooperatingteacher.
• Ifscheduled,participateinparent-teacherconferencesand/orSSTmeetingswithcooperatingteacher.
Weeks11-15:Assignments
• Plansecondweekofsoloteachingwithcooperatingteacher.Beforethesoloweek,asspecifiedbythe
supervisor,submittheweeklyplans(e.g.,whatisinthecooperatingteacher’splanningbook)forthe
firstsoloteachingweek.
• CompleteoneobservationwithcooperatingteacherandsubmitCooperatingTeacherObservation
Formtosupervisor.P
• Successfullycompletesecondsoloweek,includingoneformalSupervisorObservation#5,including
lessonplanspreparedwiththeLessonPlanTemplate.P
• Successfullycompletesecondsoloweek,includingoneformalSupervisorObservation#6,including
lessonplanspreparedwiththeLessonPlanTemplate.P
• CompletePACTTask4.AssessingStudentLearningwithcommentary(TeachingEvent)
• CompletePACTTask5.ReflectingonTeachingandLearningwithcommentary(TeachingEvent)
• SubmitcompletePACTTeachingEvent(all5tasks)toPACToffice,SH108,byrequireddeadline.
• CompleteSummativeAssessmentwithcooperatingteacher.P
• CompleteCSUExitSurvey(www.csuexitsurvey.org)
• ParticipateinExitConferencewithsupervisor.ReviewProfessionalPortfolioandSummative
Assessments(cooperatingteacher,studentandsupervisor).SubmitcertificateforcompletionofCSU
ExitSurvey.
22
CooperatingTeacher
PARTI:Weeks1-5
• Introducetheteachercandidatetotheschoolfacilities,resources,andfaculty.
• Acquainttheteachercandidatewiththesafetyproceduresoftheschoolincaseoffire,earthquake,or
studentaccident.
• Maintainprimaryresponsibilityforplanningandconductingclassandinvolveteachercandidatein
discussionofplans;sharelong-rangeplans/goalsforsemester.
• Establishscheduleforweeklyplanningtime(45-60minutes)withteachercandidate.
• Ifinaprimarygrade(K-2)classroom,selectastudentfortheTeachingBeginningReadingProject.
• Modelavarietyofinstructionalstrategiesusedtohelpdiverselearnersinyourclassroom.
• Involveteachercandidateinobservation,routineprocedures,preparationofmaterials,andinteraction
withstudents.
• Observe(Observation#1)anon-literacylessonandprovidefeedbackusingtheCooperatingTeacher
ObservationForm.
• Conferwithuniversitysupervisoraboutcandidate’sprogress.
• Helpteachercandidateprepareforoneformalobservationbysupervisor.
• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask1:ContextforLearning
(PACTTeachingEvent).
PARTII:Weeks6-10
• Observe(Observation#2)anon-literacylessonandprovidefeedbackusingtheCooperatingTeacher
ObservationForm.Conferwithsupervisoraboutcandidate’sprogress.
• Helpteachercandidateprepareforoneformalobservationbysupervisor.
• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask2:PlanningInstruction
(PACTTeachingEvent).
• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask3:InstructingStudents
andSupportingLearningtoincludevideo(PACTTeachingEvent).
• Scheduleopportunitiesforteachercandidatetoobserve/participateinparent/teacherconferences
and/orSSTmeetings.
• Remainonsiteduringsoloweek.
• CompleteFormativeAssessmentanddiscusswithteachercandidate.
PARTIII:Weeks11-15
• Observe(Observation#3)anon-literacylessonandprovidefeedbackusingtheCooperatingTeacher
ObservationForm.
• Conferwithsupervisoraboutcandidate’sprogress.
• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask4:AssessingStudent
Learning(PACTTeachingEvent).
• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask5:Reflectingon
TeachingandLearning(PACTTeachingEvent).
• Plansecondweekofsoloteachingwithcandidate.
23
• Remainonsiteduringsoloweek.
• CompleteSummativeAssessmentanddiscusswithteachercandidate.
UniversitySupervisor
PARTI:Weeks1–5
• OrientteachercandidatetothePACTTeachingEvent.
• Becomeacquaintedwithschoolprincipals.
• Holdorientationmeetingwithcooperatingteachersandteachercandidatesateachschoolsiteto
reviewresponsibilitiesandscheduleclassroomrotationschedule,alongwithfieldactivitieswithin
classrooms.Providecooperatingteacherswithallevaluationformsandreviewguidelinespresentedin
EDEL143A/BFieldExperienceGuide.
• Observeandconferencewitheachteachercandidateregularly.Note:Atleastfourofthesix
supervisors’formalobservationsaremadeduringsoloteachingweeks.Observationsmustincludea
varietyofcontentareas.
• Conduct8seminarswithallteachercandidates(duringthesemester).
• Beavailableforquestionsfromcooperatingteachersorteachercandidateseitherinperson,byemail,
orbytelephone.
• ReviewfirstCooperatingTeacherObservationForm.
• Conferwithcooperatingteacheraboutcandidate’sprogress.
• SupervisorObservation#1ClassroomEnvironment,supervisorobservationnotes,DebriefFormand
StudentReflection.
• MonitorcompletionofTask1:ContextforLearningwithcommentary(PACTTeachingEvent).
• SupervisorObservation#2,includinglessonplans(useLessonPlanTemplate)andsupervisor
observationnotes,DebriefFormandStudentReflection.
PARTII:Weeks6-10
• MonitorcompletionofTask2:PlanningInstructionandAssessmentwithcommentary(PACTTeaching
Event).
• ReviewsecondCooperatingTeacherObservationForm.
• Conferwithcooperatingteacheraboutcandidate’sprogress.
• Conducttwoformalobservations(Observations#3and#4)withteachercandidates,includinglesson
plans(useLessonPlanTemplate)andsupervisorobservationnotes,DebriefFormandStudent
Reflection.
• SupportteachercandidateandcooperatingteacherincompletinganddiscussingFormative
Assessment,andconferwithteachercandidateafterward.
• MonitorcompletionofTask3:InstructingStudentsandSupportingLearningwithcommentaryto
includevideo(PACTTeachingEvent)
• Revieweachteachercandidate’sweeklyplans(e.g.,whatisinthecooperatingteacher’splanning
book)forthefirstsoloteachingweek.
PARTIII:Weeks11-15
• ReviewthirdCooperatingTeacherObservationForm.
• Conferwithcooperatingteacheraboutcandidate’sprogress.
24
• MonitorcompletionofTask4:AssessingStudentLearningwithcommentary(PACTTeachingEvent).
• MonitorcompletionofTask5:ReflectingonTeachingandLearningwithcommentary(PACTTeaching
Event).
• Revieweachteachercandidate’sweeklyplans(e.g.,whatisinthecooperatingteacher’splanning
book)forthefirstsoloteachingweek.
• Conducttwoformalobservations(Observations#5and#6)withteachercandidates,includinglesson
plans(useLessonPlanTemplate)andsupervisorobservationnotes,DebriefFormandStudent
Reflection.
• HoldExitConferenceswithteachercandidates.ReviewProfessionalPortfolioandSummative
Assessments(cooperatingteacher,studentandsupervisor).CollectcertificateforcompletionofCSU
ExitSurvey.
• CompleteEDEL143BExitChecklist
• TurnintheentireTeacherCandidateFolder,includingallrecordsfromEDEL143AandEDEL143B,to
FieldExperienceOffice.
• CompleteGradeRosterandenterSummativeEvaluationandDiversityRubricscoresintotheCollegeof
Education’sonlineassessmentdatabase.
PlacementSchoolPrincipal
• Ensurethatteachercandidatesareplacedwithcooperatingteacherswhowillprovidethemwithan
enrichingexperience.
• Orientallteachercandidatestoschoolpolicies/activities.
• Observeteachercandidateduringsoloweek.
26
San José State University Department of Elementary Education Multiple Subject Credential Program
Introduction to Lesson Planning
Thefollowingpagesprovideyouwithguidanceindoingoneofthemostimportantactivitiesofyour
workasateacher–thinkingabout,planning,implementing,andreflectingonyourinstructionthrough
theuseofalessonplan.Thefollowingintroductionisdividedintothreesections,asfollows:
I. LessonPlanOverview
II. LessonPlanFormat
III. Post-InstructionReflection
Theintentionofthislessonplanningprocessistoprovideyouwithextensivepracticeinthinking
deeplyandcriticallyabouttheinstructionalprocess.Withsignificantpracticeinwritingfulllesson
plans,youwilldeveloptheskillsneededto“thinklikeateacher”andworksuccessfullywithyour
students.
Lessonplanningisfundamentaltoteachingthatmeetstheneedsofalllearners.Pre-serviceeducation
isthetimeforteachercandidatestodevelopthehabitsofmindthatcanbecarriedintotheclassroom
toplananddeliverlessonswiththelearningneedsofspecificstudentsinmind.Theseguidelinesare
intendedtodevelophabitsofmindthatwillfacilitatesuccessfullessonplanning.AtSJSU,we
emphasizeteachingtotheCommonCoreStateStandards,togetherwithintegratingsocial-emotional
learningskillsandacademiclanguagedevelopment.Candidatesaresupportedindevelopingtheir
teachingskillsthroughtheco-teachingprocess.
27
I.LessonPlanOverview
LessonPlanPurpose
Lessonplanningisfundamentaltoteachingthatmeetstheneedsofalllearners.Pre-serviceeducationisthetimefor
teachercandidatestodevelopthehabitsofmindthatcanbecarriedintotheclassroomtoplananddeliverlessonswith
thelearningneedsofspecificstudentsinmind.ThisLessonPlanTemplateprovidesguidelinesthatareintendedto
supportTeacherCandidatesindevelopinghabitsofmindthatwillfacilitatesuccessfullessonplanning.
DirectionsforUse
Usetheseguidelinestopreparelessonplans.
KeyQuestions
Aspartofthelessonplanningprocess,considerthefollowingquestions:
◻ Whatisthebigideathatthislessonrelatesto?
◻ Whyisitimportantformystudentstolearnaboutthisidea?
◻ Whatdotheyalreadyknowaboutthecontentandlanguagerelatedtothisidea?
◻ Whatarethelearninggoals(standardsandobjectivesforcontentandELD)?
◻ HowwillIassessstudentstodeterminewhetherornottheyhavemetthelearninggoalsandunderstoodthebig
idea(s)?
◻ Whatarethespecificinstructionalexperiencesthatstudentsneedtohavesothattheycansuccessfully
completetheassessments?
◻ WhatarethelearningneedsofspecificstudentsthatIneedtoconsiderindesigningthislesson,includingthe
assessmentsandinstructionalexperiencesabove?
◻ WhichscaffoldingstrategieswillIusetomeetstudents’learningneedsandpreparethemtosuccessfully
participateintheinstructionalexperiencesandcompletetheassessment(s)?
◻ What,ifany,arethesocial-emotionalskillsorcompetenciesthatneedtobeeithertaughttostudentsor
addressedinthislessoninordertobesuccessful?
LessonplanComponents
Includethecomponentslistedbelow.Theorderinwhichthesecomponentsarelistedworksbestwithdirectinstruction
lessons.Othertypesoflessons(e.g.,inquiry)mightaddressthecomponentsinadifferentorder.Ingeneral,learning
goalsshoulddrivelessontype(e.g.,inquiry,directinstruction,etc.),whichinturndeterminesthelessonplanformat.
StandardsandObjectives
Includeeachofthefollowingasappropriate:
◻ MainorkeyCommonCoreandcontentstandardsmostrelevanttothelesson
◻ Contentobjectivesalignedwithcontentstandards—eachobjectiveshouldberelatedtothecontent
standard(s)towhichitcorresponds(Seenote1below)
◻ Languageobjectivescorrespondingwithcontentobjectives(primaryconcern)andalignedwithELD
standards(secondaryconcern)—eachobjectiveshouldlisttheELDstandard(s)towhichitcorresponds
28
◻ ELDstandards(Seenotes2and3below)
Note
1. Phraseobjectivesintermsofunderstandingstobeachievedandskillstobemastered,notactivities
tobeperformedduringthelesson.E.g.,“SWBATwriteusingcompletesentences,”not“Students
willwritefourcompletesentences.”Standardsnotalignedwithanyobjectivesshouldbedropped
fromthelesson.
2. IncludeonlyELDstandardsmostrelevanttothelesson,i.e.,linkedtothelanguageobjectives,which
inturnflowfromthecontentobjectives.ListELDstandardsbylanguageprocess(es),ELAsub-strand,
ELDlevel,grade-levelrange,andpagenumber[e.g.,ListeningandSpeaking:Comprehension:
BeginningELDLevel:GradesK-2:Answersimplequestionswithone-totwo-wordresponses(p.17)].
3. WhenidentifyingELDstandards,yourdefaultplanningshouldaccommodatestudentsatEmerging
(CELDTLevels1&2)andExpandinglevels(CELDTLevel3),unlessyouhaveaspecificclassroom
demographicinmind.
Social-EmotionalLearningSkills(SEL)
ConsiderwhethertherearecertainSELcoreskillsorcompetenciesthatneedtobetaughtorreviewed
forstudentstobeabletobecompletetherequirementsofthislesson.Integrateelementsofthe
followingSELskillswhereappropriate:Self-Awareness;Self-Management;SocialAwareness;
RelationshipSkills;andResponsibleDecision-making.
Assessments
Assessmentsalignwithcontent,language,andSELobjectives(eachassessmentshouldlistthecontent
and/orlanguageand/orSELobjective(s)towhichitcorresponds.
Includebothformativeandsummativeassessments.Bothformativeandsummativeassessmentsshould
resultinrecordeddata(e.g.,teacher-completedobservationchecklist,studentworksamples,etc.)
Note
◻ Eachobjectivemustbeassessed,buttheredoesn’tnecessarilyhavetobeaseparateassessmentfor
eachobjective.I.e.,oneinstrumentcanassessmorethanoneobjective.Explainhowyouwilluse
theevidencefromtheplannedformativeandsummativeassessmentstoprovidefeedbackto
studentsandtomonitortheirprogresstowardmeetinglearningobjectives.
Procedure
◻ Beginning(opening)oflesson
◻ Middleoflesson(e.g.,modeling,guidedpractice,andindependentpractice)
◻ End(closure)ofthelesson
Note
◻ Provideasufficientlydetaileddescriptionofthelessontoprovideevidenceofthoughtfulplanningtofacilitatethelearningofallstudents,i.e.,differentiateasneeded,includingextensionactivities.
29
II.LessonPlanFormat
LessonTopicandTitle
Rationaleforlesson(whydothesestudentsneedthislessonatthistime?):
CommonCoreContentStandard(s);PracticeStandard(s)(ifappropriate)www.cde.ca.gov/re/cc/:
EnglishLanguageDevelopmentStandard:
LessonObjectives(linktostandards):(Whatdoyouwantstudentstolearn/beabletodoasaresultofthislesson?)
Contentobjective(s):
EnglishLanguageDevelopmentobjective(s)forLevel1(Emerging)&3(Expanding):
WhatSELskillswillstudentsneedinordertobesuccessfulinthislesson?Howwilltheybetaughtorreviewed?
Name _____________________ LessonDate_____________________
GradeLevel _____________________ School _____________________
Subject _____________________ MentorTeacher_____________________
30
InstructionalSequenceandLearningTasks
(Theorderofthestepsbelowmayvary.)
ScaffoldingandDifferentiationforELsorSpecial
PopulationsandFormativeAssessmentStrategies
Introduction/Hook:
(Howwillyoupiqueinterestofyourstudents,
makelinkstotheirpriorknowledge,set
objectives,dealwithanyconcernstheymay
haveifitisnewmaterial.Howwillyouexplain
rationaletostudents?)
ContentInstruction
(IncludesInputandModelingwhatyouexpect)
Guidedpractice,ifappropriateWhatactivity(ies)will
youprovideforstudentstogivethempracticewhile
youcangivethemimmediatefeedback?)
IndependentPractice,ifappropriateWhat
activity(ies)willyouaskstudentstodoontheirown
beforeyouprovidefeedback?Ifindependentpractice
includeshomework,howwillyouinsurethatstudents
arereadytodoworkontheirownsuccessfully?
Wrap-Up
(Opportunitiesforstudentsto:reflectontheir
learning;self-assess;highlightorreviewkey
concepts)
Lesson Assessment (How will you know whether students learned/are able to do what you taught?) Link directly to objective, standard, and SEL skills or competencies. Provide criteria & assessment tool for both formative and summative assessments (both of these assessments may not be appropriate). Think about how you may be able to provide feedback that encourages a growth mindset and/or perseverance among students.
Co-teachingstrategy,ifapplicable(checkone):
____OneTeach,OneObserve____TeamTeaching
____OneTeach,OneAssist ____StationTeaching
____ParallelTeaching ____SupplementalTeaching
____Alternative(DifferentiatedTeaching)
Additionalcomments:
31
III.Post-InstructionReflection
ConnectTheorytoPractice:Identify1-3keyideasthatyouacquiredinyourcoursesthathelpedyouin
developingandimplementingthislesson.
EnglishLanguageDevelopment:TowhatextentdidyoumeetyourgoalsforEnglishlearners?Howdoyou
know?
CoTeaching:Wasyourco-teachingplaneffective?Whatworked?Whatwillyoudo/changenexttime?
SELSkills/Disposition:Whatteacherand/orstudentSELskills/dispositionsdidyouaddress(ifappropriate)to
supportstudentsand/oryourselfduringthislesson(e.g.suchasfosteringagrowthmindset,building
cooperativeskills,encouragingperseverance,buildingrelationships,fosteringstudentself-reflection,
respondingproductivelytoachallengingstudent,etc.)?Howdidyouplantogoaboutdoingso?
ThinkaboutthedegreetowhichyoumetyourSELgoals.
Content:Towhatextentdidyoumeetyourcontentobjectives?Howdoyouknow?
32
CooperatingTeacher(CT)ObservationForm
ForCTusewhenobservingteachercandidate’slessonsincluding,mathematics,science,socialstudies,art,
music,PE.Pleasecompletethisformasyouobservethelesson.Duringyourconversationwiththeteacher
candidateafterthelesson,youmayaddnotes.Pleasegivethecompletedformtotheteachercandidateafter
yourconversation.
TeacherCandidate:
Date:
CooperatingTeacher:
GradeLevel:
ContentFocus:
What'sWorking:
CurrentFocus/Challenges/Concerns:
TeacherCandidate'sNextSteps
:
CooperatingTeacher'sNextSteps:
(Foradditionalcomments,useback.)CooperatingTeacher'ssignature:
UniversitySupervisorDebriefForm
Student Teacher: Date: Classroom Observation Debriefing Sheet
Focus of observation/debrief: O Planning O Learning environment O Engaging students O Monitoring learning O Supporting students O Content & Standards O Assessing learning O Routines & Procedures
Successes/Progress
Challenges/Setbacks
Student Teacher Next Steps
Supervisor Next Steps
34
AttendingtotheNeedsofSpecialPopulations
Behaviors/Challenges Whatstudentsmightdo WhatTeachersShouldDo
LanguageProcessing:Vocabulary-
Breadth&Depth-Relationships
betweenwords(e.g.-“thingsyoufind
athome”)
• Usefamiliarlanguage
• Uselimiteddescriptivelanguage
• Uselimitedacademiclanguage
• Multipleexposuretowordsinmeaningfulcontextovertime
• Providemultipleexamplesfromtheirworld
• Illustratewordswithart
• Modelandmonitorteacher’suseofvocabulary
• Providevisuals&physicalrepresentations
• Usegamesthatrequirestudentstocategorizeandjustify
groupings
• DoactivitieswithWordWalls
• Useanticipationguides&wordmaps
LanguageProcessing:Complex
GrammaticalStructuresTypes
sentencesVarietyofsentences
• Usesimplesentences
• Usephrasesorfragments
• Readword-by-wordanddon’t
connectinmeaningfulphrasesor
sentences.
• Decodeletters,butdon’tputit
together
• Selectreadaloudsthatarerichinsyntaxandlanguage
structures
• Modelhowtobreaksentencesupintomeaningfulchunks
• Modelcomplexlanguagestructuresinoralandwritten
language
• Usesentencestripswithphrasesforstudentstouseinoral
languageandborrowforwrittenlanguage
LanguageProcessing:Following
Multi-stepdirectionsandauditory
memory
• Followdirectionsoneatatime
• Followvisualrepresentations
• Solveroutineproblems
• Breakdowntaskstotheirsimplestcomponents
• Givedirectionsoneatatime
• Modeltheentireprocessandproviderationaleforsequence
• Writeoutdirectionsoneatatime(e.g.achecklist)
• Illustratesequences
• Provideanchorchartsintheroomforfuturereference
Comprehending:Integratingmultiple
sourcesofinformation
•Decode
•Useselectiveinformationfrom
text/sources
• Provideguidedreadingattheirlevel
• Usethinkaloudsthatmodelintegratinginformation
• Provideanchorchartsthatremind/guidestudentsto
integratesourcesofinformation
• Havestudentssharewhattheyusedtoproblemsolve
35
Studentswithspecialneedsmayexhibitoneormoreofthefollowingbehaviorsinageneraleducationclassroom.
Comprehending&problemsolving:
Monitoringunderstanding
• Focusononeaspectorarea
• Ignoremajormiscues,and
continuereading
• Establishanenvironmentwheremistakesarecelebrated
• Promoteagrowthmindsetintheclassroom,notfixedmindset
• Modelthedifferencebetweensurvivalstrategiesandproblem
solvingstrategies
• Usethinkaloudstomodelaskingquestionsthatmonitor
understandingwhilereadingorproblemsolving
• Provideguidedreadingattheirlevel
Comprehending&problemsolving:take
actiontocorrect/adjustflexibly
• Mayapproachachallenge
• Makesmultipleattempts,
butareallthesame
• Celebrateanyattemptstoproblemsolve,whethertheyare
accurateornot
• Avoidovercorrection.Givethestudentstimetofigureitout
• Promoteagrowthmindsetintheclassroom,notfixedmindset
• Modelthedifferencebetweensurvivalstrategiesandproblem
solvingstrategies
• Usethinkaloudstomodeloptionsforsolvingproblems
• Provideguidedreadingattheirlevel
Visualdiscrimination
• Recognizesomefamiliar
features
• Noticegeneralsimilarities
• Usephysicalmanipulatives—magneticletters,mathblocks
• Usemotiontonoticedifferences
• Findmanyopportunitiestocompareandcontrastanything
• Discusshowitems/conceptsarethesameordifferent
• Usethinkingmaps
Organization:
-Materials-Timemanagement-
Groupingitemsandideas
• Copyorfollowsomeone
else’sorganization
• Walkthroughasimple,doableprocesswiththestudent
• Establisharoutineforthisprocess
• Scaffoldbyaskingquestions/promptsthathelpthestudent
understandthesequenceororganization
• Usemanipulatives&visualsinallsubjectstomodelproblem
solving
36
• Buildfromsimpletocomplexorfromteamworkto
independence
SpatialOrientation:
-Lefttoright-Midline(acrossbody)
• Followamodel
• Dolargemovements
• Usebigmovementsacrossthebodytoteachconceptsor
practiceskills
• Provideopportunitiesfordanceandarttobuildspatial
awareness
• Usevisualcues(e.g.:dotsontherighthand,arrowsordotson
paper)
Transfer:Applyinginformationfromone
areatoanother
•Know&applyaconceptinone
area
• Usethematicunitstomodelconnectionsand/ortoidentify
similaritiesacrossmaterialsorsubject(s)
• Provideopportunitiesforstudentstoseetheconceptinaslightly
differentcontext(e.g.-historybookandreadingclassbook)
• Usegraphicorganizerorchartsthatrelateconceptstoone
another
• Provideopportunitiesforexpandedconversation
• Linklearningtothestudent’sworld
AttentionSpan:Attending&screening
• Paysattentionforashort
periodoftime
• Payattentiontopersonal
interests
• Bepatientandcalm,don’ttakethebehaviorpersonally
• Limitteachertalkbystrategicallyplanningwhattosay
• Usenoveltyanddramatoattractattention
• Provideopportunitiestoexpresswhatislearnedthroughactions
andbyrepresentingconcepts
• Provideearmuffsforstudentswhoaredistractedbyclassroom
noise
• Createaspecialquietcornerforthestudenttoretreattoif
needed(forashortperiodoftime)
• Haveaspecialseatingarrangementthatlimitsdistractionsand
provideslearningopportunitiesdependingonlesson
37
Adjustingtochange:
-Scheduling-Routines&procedures-
Unanticipatedevents(e.g.-Sheldonon
“BigBangTheory”)
• Adherestoaregular
routine
• Enforcesclassroom
procedures
• Planaheadandthinkaboutwhatmightcreateanxiety
• Talktostudentbeforechangesoccur
• Validatethedifficultyandstressassociatedwithchange
• Setgoalswiththestudentfortransitions
• Modelapositiveattitudeaboutunexpectedevents
• Providephrasesforstudenttosaytohimselfwhenanxious–
e.g.-“I’mgoingtobeOK.I’lljusttakeabigbreath.”
RelatingtoOthers:
Participationingroups
•Participatesinstructured
interactionwithoneother
person
• Planaheadandselectgroupsstrategically
• Adjustthetimethestudentisworkinginagroupsetting
• Setshorttermandlongtermgoalsforrelatingtoothers
• Modellanguageforrelatingtoothersinagroup
• Dointeractivethinkaloudsdemonstratinghowgroupmembers
usethenormsforbehavior
Stamina:Abilitytosustainthinkingand
problemsolvingoverextendedperiods
oftime
•Problem-solves/thinksforshort
periodsoftime
• Establishanenvironmentwheremistakesarecelebrated
• Promoteagrowthmindsetintheclassroom,notfixedmindset
• Modelthinkaloudsdemonstratingpersistenceinproblem
solving
• Provideopportunitiesforextendedtimereading,writing,or
workingoncomplexprojects
• Setshorttermandlongtermgoalswiththestudent
• Monitorstudent’sprogress
GlossaryofCommonSpecialEducationTerms
Anxietydisorders-exaggerationsofournormalandadaptivereactiontofearfulorstressfulevents.Thereare
manytypesofanxietydisordersincludingpanicdisorder,agoraphobia,specificphobia,socialanxietydisorder,
obsessive-compulsivedisorder(OCD),posttraumaticstressdisorder(PTSD)andgeneralizedanxietydisorder
(GAD).Whenyouexperiencethefamiliarphysicalandpsychologicalsignsoffearandanxietysuchassweating,
racingheart,shortnessofbreath,trembling,worry,orstress,thesearecuesthatsomethingishappeningthat
couldbeathreatandthatyouneedtodealwithit.This“flightorfight”reactionactivatesthephysicaland
psychologicalresourcesnecessarytodealwiththepotentialdanger.Althoughthissystemworkswellmostof
thetime,sometimesitcangointooverdriveanddomoreharmthangood.Whenthishappens,itmight
indicateyouhaveananxietydisorder.(OwenKelly,Ph.D.ocd.about.com)
Asperger’sSyndrome-anautismspectrumdisorder(ASD),oneofadistinctgroupofcomplex
neurodevelopmentdisorderscharacterizedbysocialimpairment,communicationdifficulties,andrestrictive,
repetitive,andstereotypedpatternsofbehavior.(www.ninds.nih.gov)
AutismSpectrumDisorder—amentalcondition,presentfromearlychildhood,characterizedbygreat
difficultyincommunicatingandformingrelationships,andinwhichfantasymaydominateoverreality.Autism
hasaspectrumofseverity;apersoncanbe“onthespectrum”.(www.google.com)
Centralauditoryprocessingdisorders(CAPD)-deficitsintheformationofprocessingofaudiblesignalsnot
attributedtoimpairedhearing,sensitivityorintellectualimpairment.(www.healthyhearing.com)
Deafness—Havelearningimpairmentsthatlinguisticprocessinginformationthroughhearingisseverely
limited,,withorwithoutamplification,henceimpactingeducationalperformancewhenthelearnerisnotin
theappropriatelearningenvironment.(TheIrisCenteratPeabodyCollege)
Deaf-blindness—Havemoderatetosevereimpairmentsinbothvisionandhearing.Requirespecialized
services.9TheIrisCenteratPeabodyCollege)
Emotionaldisturbance(orseriousemotionaldisturbance):Individualswiththischallengecanhavedifficulties
withoneormoreofthefollowing—inabilitytolearn,inabilitytobuildsandmaintainsocialrelationshipswith
teacherandpeers,inappropriatebehaviorandaffect,depression,tendencytodevelopfearsorphysical
symptomsassociatedwithschoolandpersonalproblems.(TheIrisCenteratPeabodyCollege)
Hearingimpairments—Mildtomoderatehearinglossthataffectsdevelopmentalandeducationalprogress.
(TheIrisCenteratPeabodyCollege)
Intellectualdisability(previouslyknownasmentalretardation)—Significantlybelowaveragegeneral
intellectualfunctioningandconcurrentdeficitsinadaptivebehavior.Mayexhibitproblemsinlearning,
memory,attention,problem-solving,academicandsocialfunctioning.(TheIrisCenteratPeabodyCollege)
SelectiveMutism-Selectivemutism(SM),formerlycalledelectivemutism,isdefinedasadisorderof
childhoodcharacterizedbyaninabilitytospeakincertainsettings(e.g.atschool,inpublicplaces)despite
speakinginothersettings(e.g.athomewithfamily).SMisassociatedwithanxietyandmaybeanextreme
formofsocialphobiaaccordingtoresearchersandclinicianswhoarefamiliarwiththedisorder(Black&Uhde,
1995;Dowetal.,1995,Dummitetal.,1997,Kristensen,2001;Leonard&Dow,1995).
39
Specificlearningdisabilities—Adisorderinoneormoreofthebasicpsychologicalprocessesinvolvedin
understandingandinusinglanguage,spokenorwritten,thatmayresultindifficultiesinreading,writing,
listening,speaking,thinking,spelling,ormathematics.Includedherearechildrenwith“conditionssuchas
perceptualdisabilities,braininjury,minimalbraindysfunction,dyslexia,anddevelopmentalaphasia”(NICHCY,
2012).
SpeechorLanguageimpairments-Disorderofarticulation,fluency(e.g.stuttering),voice,orlanguagethat
adverselyaffectseducationalperformanceoraseverecommunicationdeficit.
Traumaticbraininjury—“anacquiredinjurytothebraincausedbyanexternalphysicalforce,resultingintotal
orpartialfunctionaldisabilityorpsychosocialimpairment,orboth,thatadverselyaffectsachild’seducational
performance.Thetermappliestoopenorclosedheadinjuriesresultinginimpairmentsinoneormoreareas,
suchascognition;language;memory;attention;reasoning;abstractthinking;judgment;problem-solving;
sensory,perceptual,andmotorabilities;psychosocialbehavior;physicalfunctions;informationprocessing;
andspeech.“(NICHCY)
Visualimpairment—“animpairmentinvisionthat,evenwithcorrection,adverselyaffectsachild’s
educationalperformance.Thetermincludesbothpartialsightandblindness.”(NICHCY)
32
I I I I I I
Differentiation I
I is a teacher's response to learners' needs I I I Guided by mindset and generalprincipel s of differentiation I
I
I Respectful tasks I I Quality curriculum I I Teaching up I I Flexible grouping I I Continual assessment I I Building community I
I Content
..................... z...: ...._
RAFTS,Graphic Organzi ers,Scaffolded Reading,Cubing,Think-Tac-Toe,Learning Contracts, Tiering, Learning/nIterest Centers, Independent Studies, Intelligence Preferences,Orbitals,Complex nstruction,4MAT, Web Quests & Web Inquiry,ETC.
Copynght @ 2010 · Carol
Tomhnson
LanguageAcquisitionDescriptors:CELDTLevel1:Beginning
KeyStrategy:*Listening!Listening!Listening!–booksontape,read-alouds,choralreading,buddyreading*
Beginningvocabularyisbestunderstoodandlearnedwhentaughtthematically.
BerryessaUnionSchoolDistrict
WhatStudentsHave WhatStudentsCanDo WhatTeachersShouldDo
Theirprimarylanguage
MinimalcomprehensionofEnglish
MinimalverbalproductioninEnglish
One/twowordresponses
Nodandshakeheadtoanswer
questionsPointtoobjectsorprint
Sortobjectsintocategories
Pantomime
Drawpicturesandlabeldrawings
anddiagramsGesturetoshow
understanding
Matchobjectsorpictures
Giveyes/noanswerstosimple
questionsReproducewhatthey
hear,repeatandrecite
VocabularyDevelopment
�
Teachvocabularyusingphysical
movementanddrawings
Demonstratepersonalinterestand
caringforstudents
Provideamplelisteningactivities
includingdailylisteningcenter
withtapedpicturebooks
Readaloudpredictableand
patternedbooks
Havestudentslabeland
manipulatepicturesandobjects.
Provideone-on-onetimewith
students
Remember...
�WhilebeginningEnglishlearnerscancommunicateonlyintheirprimarylanguage,theyareverycapableof
higher–level
thinkingskills.
42
LanguageAcquisitionDescriptors:CELDTLevel2:EarlyIntermediate
KeyStrategy:*Beginningvocabularyisbestunderstoodandlearnedwhentaughtthematically
*Appropriatequestioningtechniqueswillincreasestudentoralproductioni.e.,usingtheansweraspartofthe
questioni.e.,(Didyougotothegrocerystoreortothelibrary?)
BerryessaUnionSchoolDistrict
WhatStudentsHave WhatStudentsCanDo WhatTeachersShouldDo
One/twowordresponses/some
phrasesLimitedproficiencyto
communicateideas
Somecomprehensionof
contextualizedinformation
Allofwhatstudentcandoatthe
Beginninglevel,plus:
Listandcategorize
Repeatsentences,mimic
intonationandphrasingand
reproducefamiliarphrases
Attempttotalk,makingextensive
pronunciationandgrammatical
errors
Generateandspeakinsimple
sentencesBegintoacquiresome
grammaticalelementsRead
Somebasicvocabularyandwrite
simplesentences
Giveshortanswerstosimple
questions
Alloftheabove,plus:
VocabularyDevelopment
Continuetoexpandstudent’s
understandingofconcretewords
Havestudentslearnvocabularyand
sentencestructurefrompatterned
picturebooks
Expandstudents’responsesbyasking
who,what,where(literalquestions)
Expectshortanswers.Givestudentsa
chancetoproducelanguagein
situationswheretheyarecomfortable
Askquestionsrequiringsimple
comparisonsanddescriptions
Provideactivitiesdesignedto
encouragestudentstoproducesimple
sentences
Usethelanguageexperienceapproach
forreadingandwriting
Givestudentsachancetoproduce
languageincomfortablesituations
Remember:WhileEarlyintermediatestudentsarestilldevelopingbasiccommunicationskillstheyareatthe
sametimecapableofhigherlevel-thinkingskills.
43
LanguageAcquisitionDescriptors:CELDTLevel3:Intermediate
KeyStrategy:*Atthislevel,oralcommunicationskillsaremorehighlydeveloped.Usingcooperativegroups
duringinstructionwillhelpstudentsdeveloptheirhigherlevelsofthinkingwhileincreasingtheirvocabulary
andcomprehension.
BerryessaUnionSchoolDistrict
WhatStudentsHave WhatStudentsCanDo WhatTeachersShouldDo
EnoughEnglishproficiencytobe
understood
Abilitytoproduceutteranceswith
basicsentencestructure(Subject
+Verb+ObjectorPhrase)
Abilitytointeractmorewith
nativespeakers,butcanmake
errorsinspeech
Goodcomprehensionof
contextualizedinformation
Allofwhatstudentscando
attheBeginningandEarly
Intermediatelevels,plus:
Describepeople,placesand
eventsRecallandstatefacts
Defineandexplainsome
vocabularyMakesome
errorsinspeech
Readandretellfroma
varietyoftextswith
scaffoldingfromteacher
Begintoidentifymainideas
anddetails
VocabularyDevelopment
�
Provideexplicitinstructionforidiomatic
expressionswhilecontinuingtohelp
studentsacquirelotsofvocabulary–
includingacademicvocabulary
Begintodevelopcognitiveskills,especially
readingandwriting
Includeinstructioninphonemicawareness,
decoding,spellingandgrammar
Model,expand,restateandusestandard
Englishwithstudents
Askhowandwhyopen-endedquestions,and
helpstudentstorespondincomplete
sentences
Askhigherlevelthinkingquestions
Provideampleopportunitiesforpartnertalk
andpair-share,andactivitiestodevelop
higherlevelsofthinking
Remember...
�Veryoftenatthislevelstudents’verbalcommunicationskillsarestrong,butarenotreliableindicatorsof
theirabilityto
comprehendacademicmaterial.
LanguageAcquisitionDescriptors:CELDTLevel4:EarlyAdvanced
44
KeyStrategy:*Studentshaveastrongconversationalvocabularybutstillneedanemphasisonacademic
vocabulary
BerryessaUnionSchoolDistrict
WhatStudentsHave WhatStudentsCanDo WhatTeachersShouldDo
Goodcomprehensionof
information
Proficiencyto
communicatewell
verbally
Adequatevocabularyto
achieveacademically
Giveopinionsandreasons,draw
comparisons,justifyviewsandbehaviors
andsummarize
Demonstrateabilitytousehigherorder
language,synthesize,analyze,evaluate,
persuadeanddebate
Demonstratebothsocialandacademic
understandingoflanguage
IdentifymainideaanddetailsUse
expandedvocabulary
Engageinconversationandproduce
sequentialnarrative
Developlistening,speaking,readingand
writingskillswithincreased
comprehension
VocabularyDevelopment
�
Focusonacademiclanguageandliteracy
Structuregroupdiscussions
Askquestionstohelpstudents
synthesize,analyzeandevaluateinoral
andwrittencommunication
Providereadingopportunitieswitha
varietyofgenre
Includegrammarinstruction
Provideavarietyofrealisticwriting
opportunities
Guideuseofreferencematerialsand
technology
Remember...
�Studentsatthislevelneedastrongemphasisonstructuredwritingandcontinuedvocabularydevelopment.
LanguageAcquisitionDescriptors:CELDTLevel5:Advanced
45
KeyStrategy:*Providemultipleopportunitiesforstudentstoparticipateincooperativelearninggroupsand
takeonleadershiproles.
BerryessaUnionSchoolDistrict
WhatStudentsHave WhatStudentsCanDoWhatTeachersShould
Do
Verygoodcomprehensionof
informationHeightened
proficiencytocommunicate
well
Expandedvocabularyto
achieveacademically
Nearnativespeechfluency
Comprehendandgeneratediscussionsand
presentationsinsocialaswellasacademicsettings
DemonstratefluencywithcontenttopicsReadand
comprehendgradeleveltexts
Respondtoandusefigurativelanguageandidiomatic
expressionsappropriately
Organizeandgeneratewrittencompositionsbasedon
purpose,audienceandsubjectmatter
Prepareanddeliverpresentations/reportsacrossgrade
levelcontentareasthatuseavarietyofsources;
includepurpose,pointofview,introduction,coherent
transitionandappropriateconclusions
Initiateandnegotiatesocialconversation
Allowstudentstolead
groupdiscussions
Encourageindependent
useofreference
materialsand
technology
Provideexplicit
grammarinstruction
Provideopportunities
forstudentgenerated
presentations
Provideavarietyof
realisticwriting
opportunitiesina
varietyofgenre
Remember...
�Studentsatthislevelneedongoingdevelopmentofbackgroundknowledgeandmustbechallenged
academically.
46
AcademicLanguageFunctions
AcademicLanguageFunction
StudentUsesLanguageto: Examples Thinking
Map©GraphicOrganizers LanguageStructures/KeySignalWords TasksAssociatedwithAcademic
LanguageFunctionQuestionsCommonlyAsked
SeekInformation
Observeandexplore;acquireinformation;inquire
Usewho,what,when,where,andhowtogatherinformation
CircleMap
AttributeDiagramWebSQ3RConceptDefinitionMap
OutlinesCornellNote-taking
Tobe,actionverbs,prepositions
Define,count,draw,identify,indicate,label,list,match,name,point,recall,recite,reproduce,repeat,trace,write,state,select,record,attributes,characteristics,mainidea
Who?,Whathappened?,Wheredidithappen?,Whendidithappen?,Wheredidyoufindthat?,Howdoyoudothat?
InformIdentify,report,ordescribeinformation
Recountinformationpresentedbyteacherortext,retellastoryorpersonalinformation
CircleMapBubbleMap
WebSQ3RConceptDefinitionMapOutlinesCornellNote-taking
Adjectiveuse,descriptivelanguage,superlatives/comparatives,
said,thebooksays,first,second,next,etc.,accordingto
Retell,recount,reorder,represent,depict,paraphrase,summarize,giveexamples,draw,explain,conclude,convert,describe,prepare,transform,translate,restate,rewrite,prepare,giveinyourownwords,generalize,extrapolate
Retellthestoryinyourownwords.
Summarizethechapter.Whathappened?Reportyourfindings.Describethemaincharacter.Tellaboutwhathappened?Showhow.
Compare
Describesimilaritiesanddifferencesinobjectsorideas
Make/explainagraphicorganizertoshowdifferenceandsimilarity
DoublebubbleMapBridgeMap
VennDiagramSemanticFeaturesAnalysisT-ChartFact-OpinionCharts
However,but,aswellas,ontheotherhand,notonly....butalso,either....or,while,although,unless,similarly,yet,comparedwith,similarto,differentthan,andyet,asopposedto,alternatively,apartfrom,bycontrast,contrarytothat,conversely,inspiteofthis,nevertheless,nonetheless,notwithstanding,regardless,some.....,butothers,still,thenagain,bythesametoken,correspondingly,likewise,too
Distinguish,compare,contrast,group,identify,illustrate,pointout,recognize,separate,describe,attributes,commonalities,differences,differentiate,
Howaretheythesame?Different?Compareanddescribe
Whatmakesthemthesame?Whatmakesthemdifferent?
47
Howdoweknowthedifferencebetweenthem?
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Order Sequence
objects,ideas,orevents
Describe/makeatimelinecontinuum,cycle,ornarrativesequence
FlowMap CycleGraphFlowchartTimelineOutlines
First,second,third,....Next,before,after,afterwards,lateron,time,notlongafter,now,as,when,immediately,preceding,initially,meanwhile,following,until,soon,today,assoonas
Organize,develop,discover,complete,process,outline,order
Puttheseinchronologicalorder.Whathappenedfirst?(Second,later,last,etc.)
?Whatwouldhappenif?
Classify Groupobjectsorideasaccordingtotheircharacteristics
Describeorganizingprinciples,explainwhyAisanexamplebutBisnot
TreeMap HierarchicalOrganizerPictograph
Descriptors,adjectives,kinds,types,traits,characteristics,anexampleof,list
Classify,breakdown,arrange,organize,categorize,construct,create,generate,summarize,criteria,preclude,include,arrange,group,genres
Whatcoloris?Whatsizeis?Whatisthetexturelike?Whattypesof
arerepresentedhere?Whattraitsdothesehaveincommon?Whatcharacteristicsdothesehaveincommon?Whatmakesthesedifferent?Sorttheseby(size,color,texture,shape,etc.)
Analyze Separatewholeintoparts;identifyrelationshipsandpatterns
Describeparts,featureormainideaofinformationpresented
BraceMapMulti-flowMapFlowMapTreeMapCircleMap
FishboneOrganizersMainidea/supportingdetailsOrganizer
Isapartof,isrelatedto,tobe,same,different,similarities,differences,thecommontraits,to,sothat,nevertheless,thus,accordingly,if.....then(conditionalconnectors),makes,causes,because,
Analyze,calculate,choose,classify,criteria,diagram,breakdown,categorize,classify,compare,contrast,deduce,detect,differentiate,
Whatisthedifference?Howis/aretheyrelated?Whyisitimportant?Aretheycommon
48
creates,resultsin,dueto,onaccountof,therefore
discriminate,distinguish,group,identify,illustrate,infer,order,outline,pointout,recognize,relate,
select,separate,subdivide,transform
traits?Whatcausedtohappen?Whatresults/consequencesmightcreate?Whatisthemainidea?Whatdetailssupportthisidea?
40ReprintedonColorinColorado.orgwithpermissionfromSarahClyne©2006
Infer
Makeinferences;predictimplications,hypothesize
Describereasoningprocess(inductiveordeductive)orgeneratehypothesistogeneratecausesoroutcomes
Multi-flowMap T-Chart
Futuretense,useofwill,if....not,if....then(conditionalconnectors),descriptiveverbs,adjectives
Predict,extrapolate,restate,represent,rewrite,summarize,giveexamples,evidence,supportingdetails,reconstruct,synthesize,derive,deduce,explain,create,construct
Why?Whydidthathappen?Howdidthathappen?Whydoyouthink_?Whatmakesyouthink?Whattellsyou?Howdoyouknowthat?
Justifyandpersuade
Givereasonsforanaction,decision,pointofview;beconvincing
TellwhyAisimportantandgiveevidenceinsupportofaposition
CircleMapTreeMap
OpposingforceschartPredictionTree
Ithink,accordingto,forexample,infact,mostimportantIf...not,if.....then,Ibelieve,because,since,basedupon,youshould,understand,onthecontrary,youneedto,therefore,frommypointofview
Justify,argue,persuade,makeacasefororagainst,compare,contrast,distinguish,discriminate,illustrate,recognize,pointout,relate,deduce,categorize,combine,document,support,test,validate,verify,criteria,refer,relationship,irrelevant,preclude,include,give/supportyourpointofview,tone,thesis,evidence,debate,crucial,critical
Whydoyouthinkthisisimportant?Whatevidencedoyouhavetosupportyourpointofview?Howcanyouconvincesomeoneofyourideas?Whatreasonswillyougivetojustifyyourpointofview?Howdidyouarriveatyourdecision?
SolveProblems
Defineandrepresentaproblem;determinesolution
Describeproblem-solvingprocedure;applytoreallifeproblems
Multi-flowMap
Problem-SolutionboxesCause-effectChainOpposingforceschart
Because,since,therefore,sothat,consequently,asaresult,thisled
Solve,deduce,hypothesize,causes,effects,support,test,validate,verify,summarize,rate,rank,measure,relate,recommend,justify,judge,interpret,determine,discriminate,decide,criteria,
Whatistheprocesstosolvethisproblem?Whatisrequiredtosolvethisproblem?Why?Whatisthecriteria?Whatis
49
table,refer,relationship,diagram,consequence
yourhypothesis?Whatevidencedoyouhavetosupportyourhypothesis?Whatistherelationshipbetweenand?Whatarethecauses?Whataretheeffects?Whatisyourinterpretationofthisconclusion?
41ReprintedonColorinColorado.orgwithpermissionfromSarahClyne©2006
Synthesize
Combineorintegrateideastoformanewwhole
Summarizeinformationcohesively;incorporatenewinformationintopriorknowledge
CircleMap WebsConjunctions,inotherwords,thatistosay,toputitdifferently
Arrange,categorize,combine,compile,compose,construct,create,deduce,derive,design,devise,develop,document,explain,formulate,generalize,generate,integrate,modify,organize,prepare,plan,produce,propose,rearrange,reconstruct,relate,reorganize,revise,rewritespecify,summarize,tell,transmit,write,criteria
Whatwouldyourplanbefor?Howmightthisbedifferentif?Howwouldyoure-writethis?Howwouldyouarrangethisinto?
Howdotheyrelatetoeachother?
Evaluate
Assessandverifytheworthofanobject,idea,ordecision
Identifycriteria,explainpriorities,indicatereasonsforjudgment,confirmtruth
DoubleBubbleMap(prioritizecharacteristics)Multi-flowMap
Cause-effectChainOpposingforcesChart
Ithink,accordingto,forexample,infact,mostimportant,forinstance,forexample,specifically
Appraise,argue,assess,compare,conclude,consider,contrast,criticize,critique,decide,describe,determine,discriminate,distinguish,evaluate,grade,judge,justify,write,recommend,validate,verify,test,support,rate,rank,measure,criteria,interpret,relate
Whatisyourfavorite?Why?Howdoesthisimpact?Howorwhyisthissignificant?Howorwhyisthisvaluable?Howorwhyisthisuseful?Whatdidyoudotodevelop?Why?
REFERENCES:
50
Chamot,A.U.&O’Malley,J.M.(1994).TheCALLAhandbook:implementingthecognitiveacademiclanguagelearningapproach.Reading,MA:Addison-Wesley.Hoyt,L.,Mooney,M.,&Parkes,B.(2003).Exploringinformationaltexts:fromtheorytopractice.Portsmouth,NH:Heinemann.Hyerle,David.(1995)ThinkingMaps:ToolsforLearning.Cary,NC:ThinkingMaps,Inc.Kucer,S.B.&Silva,C.(2006).TeachingtheDimensionsofLiteracy.Mahwah,NJ:LawrenceErlbaumAssociates.
ReprintedonColorinColorado.orgwithpermissionfromSarahClyne©200
LanguageDemandsMatrix
(RefertotheLanguageAcquisitionChart,curriculummaterials,andyourdraftlessonplan.)
LanguageDemandsDomainConsiderstudents’languageproficiencyintermsof:
Students’(Ss’)EnglishLanguageProficiencyLevel:Emerging(CELDT1:Beginning)
WhatcanCELDT1Ssal-readydointhisLanguageDemandsDomain?Whichaspectsoftheplannedles-sonwilltheircurrentlanguagelevelenablethemtocompletesuccessfully?
WhatwillposeachallengetoCELDT1SsinthisLanguageDemandsDomain?Whichaspectsoftheplannedlessonwillrequirescaffoldingtoaddresslanguagedemands?
Howwillyou,theteacher,scaffoldinstructionrelatedtothechallenges(middlecolumn)ofthisLanguageDemandsDomaintomeettheneedsofCELDT1Ss?Scaffoldsmustaddress:(1)Ss’accesstostandards-basedcontentand(2)Ss’developmentofacademiclanguage.
CurriculumMaterials(existingtext,e.g.,lessontexts,worksheets,etc.)
Teacher(T)Talk(Ss’abilitytocomprehendT’sorallan-guageuse,e.g.,direc-tions,feed-back,etc.)
Students’Language
Use[listening(S-S),speaking(S-S&S-T),reading(textcreatedduringthelesson),andwriting,includinginassessment)
DavidA.WhitenackwithDewiFaulknerRev.June2013SanJoséStateUniversity
LanguageDemandsMatrix(RefertotheLanguageAcquisitionChart,curriculummaterials,andyourdraftlessonplan.)
LanguageDemandsDomainConsiderstudents’languageproficiencyintermsof:
Students’(Ss’)EnglishLanguageProficiency(CELDT)Level:Expanding(CELDT3:Intermediate)
WhatcanCELDT3Ssal-readydointhisLanguageDemandsDomain?Whichaspectsoftheplannedles-sonwilltheircurrentlanguagelevelenablethemtocompletesuccessfully?
WhatwillposeachallengetoCELDT3SsinthisLanguageDemandsDomain?Whichaspectsoftheplannedlessonwillrequirescaffoldingtoaddresslanguagedemands?
Howwillyou,theteacher,scaffoldinstructionrelatedtothechallenges(middlecolumn)ofthisLanguageDemandsDomaintomeettheneedsofCELDT3Ss?Scaffoldsmustaddress:(1)Ss’accesstostandards-basedcontentand(2)Ss’developmentofacademiclanguage.
CurriculumMaterials(existingtext,e.g.,lessontexts,worksheets,etc.)
Teacher(T)Talk(Ss’abilitytocomprehendT’sorallan-guageuse,e.g.,direc-tions,feed-back,etc.)
Students’Language
Use[listening(S-S),speaking(S-S&S-T),reading(textcreatedduringthelesson),andwriting,includinginassessment)
DavidA.WhitenackwithDewiFaulknerRev.June2013SanJoséStateUniversity44
Social and Emotional Learning Core Competencies
CASELhasidentifiedfiveinterrelatedsetsofcognitive,affectiveandbehavioralcompetencies.Thedefinitionsofthefivecompetencyclustersforstudentsare:
Self-awareness:Theabilityto accuratelyrecognizeone’s emotionsandthoughtsandtheirinfluenceonbehavior.This includesaccuratelyassessing one’sstrengthsandlimitationsandpossessingawell-groundedsenseofconfidenceandoptimism.
Self-management:Theabilitytoregulateone’semotions,thoughts,andbehaviorseffectivelyindifferentsituations.Thisincludesmanagingstress,controllingimpulses,motivatingoneself,andsettingandworkingtowardachievingpersonalandacademicgoals.
Socialawareness:Theabilitytotaketheperspectiveofandempathizewithothersfromdiversebackgroundsandcultures,tounderstandsocialandethicalnormsforbehavior,andtorecognizefamily,school,andcommunityresourcesandsupports.
Relationshipskills:Theabilitytoestablishandmaintainhealthyandrewardingrelationshipswithdiverseindividualsandgroups.Thisincludescommunicatingclearly,listeningactively,cooperating,resistinginappropriatesocialpressure,negotiatingconflictconstructively,andseekingandofferinghelpwhenneeded.
Responsibledecisionmaking:Theabilitytomakeconstructiveandrespectfulchoicesaboutpersonalbehaviorandsocialinteractionsbasedonconsiderationofethicalstandards,safetyconcerns,socialnorms,therealisticevaluationofconsequencesofvariousactions,andthewell-beingofselfandothers.
http://www.casel.org/social-and-emotional-learning/core-competencies 1/2
4/7/2015 SEL Competencies | CASEL
Instructional Strategies that Promote Social and Emotional Learning (SEL)
This short checklist offers effective classroom instructional strategies for teaching, modeling, and reinforcing social
and emotional competencies. These strategies can help establish a relationship-centered learning environment for
practicing and applying SEL throughout the school day.
Setting up the classroom:
_____ Arrange seating so that students can see one another.
_____ Make sure bulletin boards and displays reflect the rich diversity of your students.
_____ Keep the room clean and well-organized, with materials prepared in advance for the day’s lesson.
Creating a safe, caring, participatory, and well-managed learning environment:
_____ Greet students as they enter your classroom, creating a welcoming environment.
_____ Establish shared ground rules/agreements with your students on how to treat each other respectfully.
_____ Model SEL behaviors of respect, caring, self-control, and fair decision-making.
_____ Focus on all students' positive qualities and acknowledge their efforts and contributions.
____ Pay attention to student reactions, need for clarification, and need for change in activity, and address
these needs immediately.
Starting a lesson:
_____ Ask open-ended questions to discover what the students already know.
_____ Employ a variety of inquiry methods to draw out authentic student responses (i.e., think-pair share).
_____ Ask "What do you think?" rather than "Why?" questions to stimulate divergent thinking.
_____ Allow "wait time" of 7 - 10 seconds before calling on students to give everyone a chance to reflect.
Introducing new skills and information:
_____ Present and connect new skills and information to the students' responses.
_____ Provide clear and concise instructions and model tasks when appropriate.
_____ Respond respectfully to a wide variety of student responses to show respect and openness to divergent
thinking, e.g.; "Okay," "All right," "Thank you."
_____ Offer students the right to pass to honor different learning styles.
Preparing students for guided practice:
____ Model the guided practice before asking students to practice and apply new skills and knowledge.
____ Always play the role with negative behavior in a role-play; students always act out the appropriate behavior
as skill-building practice and reinforcement.
____ Give timely, supportive, and clear feedback immediately after guided practice.
____ Use closure questions to help students reflect on their learning and imagine ways they will apply the new
learning to their own lives.
Managing discipline in a safe and respectful way:
_____ Enforce the ground rules/agreements consistently.
_____ Handle problems quickly and discreetly, treating students with respect and fairness.
_____ Encourage students to discuss solutions rather than blame others.
_____ Share your reactions to inappropriate behaviors and explain why the behaviors are unacceptable.
*Adapted from Tool 33, CASEL Sustainable Schoolwide SEL Implementation Guide and Toolkit
Grading
Studentteachingisgradedona"credit"or"nocredit"basis.Agradeof"credit"impliesagradeof"B"orbetter.A“nocredit”means“nopassing”.Dependingontheconditionsprecedingthe“NC”grading,eitheracandidatehastore-takethepracticum,orexittheteacherpreparationprogram.TheUniversitysupervisordeterminesthegradeafterreviewingthecandidate’sperformanceinseminars,observationsandconsultingwiththecooperatingteacher.
ProceduresforEvaluationofCandidatePerformanceEDEL143B
• CooperatingteacherobservesteachercandidateformallythreetimesandprovidesfeedbackusingtheCooperatingTeacherObservationForm.
• Universitysupervisorcompletessixformalobservationsoftheteachercandidate,includingatleastoneduringeachweekofsoloteaching,andprovidesfeedback.Observationsmustincludeavarietyofcontentareas.
• CooperatingteachercompletesFormativeAssessmentmid-semesterandprovidesfeedbacktotheteachercandidate,includingonthefirstweekofsoloteaching.
• Cooperatingteacheranduniversitysupervisorindicateinwritinganyareasneedingimprovementaswellassuggestionstosupportimprovement.
• CooperatingteachercompletesSummativeAssessmentattheendofthesemesterandprovidesfeedbacktotheteachercandidate,includingonthesecondweekofsoloteaching.
• UniversitysupervisorreviewsteachercandidatesProfessionalPortfolio.• Universitysupervisorconductsexitinterviewwithteachercandidateandcompletes
SummativeAssessmentofcandidate.
DeterminationofCandidateCompetence
AccordingtotheCaliforniaCommissiononTeacherCredentialing(CCTC),candidatesmustattaincompetencyinallareasofrelevantcontentandcommunicationoutlinedintheCCTCstandards.TheElementaryEducationDepartmenthasthusadoptedprocedurestoensuresuchcompetence.Shouldacandidateperformunsatisfactorilyineitherphaseofthepracticumbyfailingtoachievetheexpectedlevelofperformance,theProcessforRemediation(articulatedabove)wouldbeenacted.Iftheprocessofremediationisunsuccessful,orifthecandidateisremovedfromapracticumplacement,sheorhewillnotreceivecreditforthatphaseofthepracticum.ThecandidatemayhavetwoopportunitiestosuccessfullycompleteeitherEDEL143AorEDEL143B.Iftimeallows,thesecondopportunitymayoccurwithinthesamesemester.Ifthereisnotadequatetimeleftinthesemester,thesecondopportunitymayoccurinasubsequentsemester.TwounsuccessfulexperiencesineitherEDEL143AorEDEL143BwilldisqualifyacandidatefromtheSJSUMultipleSubjectCredentialProgram.
AnycandidatewhohasbeenrequiredtoretakeeitherEDEL143AorEDEL143BmustmeetwiththeChairoftheDepartmentofElementaryEducationandtheDirectorofFieldPlacement,whowilldeterminewhetherornotthecandidatewillbeallowedtore-enroll.
SanJoséStateUniversityreservestherighttoremovefromthemultiplesubjectcredentialprogramanycandidatewhodemonstratesunprofessionalbehavior,includingbutnotlimitedtoprevarication,slander,negligence,orchildendangerment.
EDEL143BTeacherCandidateProfessionalPortfolio
ThepurposeofthisProfessionalPortfolioisnottocreatetheexactonethatateachercandidatewillusetogetajob,althoughsomeofthecontentsmaybeusedforthatpurpose.Rather,eachcandidatewillcompileaportfoliotoprovidedocumentationof:
• Strengthsasateacher• Growthasateacher• Areasofneedasateacher
CompilingtheProfessionalPortfolioprovidesanopportunityforteachercandidatestodeepenreflectionandanalysisthroughoutthestudentteachingexperiencewhiledocumentingevidenceofgrowth.
PortfolioContents
Note:AlllessonplanslistedbelowaretobepreparedusingtheLessonPlanTemplate.Observationsmustincludeavarietyofcontentareas.
• Lessonplans(usingthelessonplantemplate)andsupervisorobservationnotesfromsixformalobservations.
• CooperatingTeacherObservationFormsfromthreelessonsinacontentareaotherthanliteracy.Includelessonplans.
• SummativeAssessments(candidate’s,cooperatingteacher’s,andsupervisor’s).• Anyotherdocumentationrelatedtoyourstrengths,growth,andneedsasateacher.
PolicyandProceduresforUnsatisfactoryPerformanceandRemediation
Removalofateachercandidatefromhis/herassignmentshouldbedoneforcompellingreasonsonly.Provisionsforremovalareavailablebecausetherecanbecircumstancesthatwarrantit.TheFieldExperienceDirectorwillconsiderremovingateachercandidatefromhis/herassignmentwhenanyofthefollowingoccur:
1. Theappropriateschoolauthority,forjustandexplainedreasons,requeststhattheteachercandidateberemoved.
2. Theuniversitysupervisorbelievescircumstanceswillpreventeitherthedevelopmentormaintenanceofasatisfactorylearningenvironment.
3. Eitherthecooperatingteacherortheteachercandidatehasexhibitedunethicalbehavior.4. Excessiveabsenteeism,tardiness,and/orfailuretocomplywithestablishedrulesand
policies.
Initialdiscussionforawithdrawalcanbemadebyanypersondirectlyinvolvedwiththestudentteachingarrangement.ItisimportantthattheuniversitysupervisorandtheFieldExperienceDirectorbeinvolvedintheinitialandon-goingdiscussions.TheDirectorwillrelayconcernstotheDepartmentChair(andDean,whenwarranted).Shouldateachercandidate’sperformancebedeemedunsatisfactory,thefollowingproceduresshallapply:
• Copiesofallobservationreportsbythecooperatingteacheranduniversitysupervisor,includingwrittennarrative,mustbefiledintheFieldPlacementOfficeandtheDepartmentChair’soffice.
• Tosubstantiateanyspokenrequestforwithdrawal,writtendocumentationmustbeprovidedandsignedbythepersonrequestingateachercandidate’swithdrawal.
SanJoseStateUniversityEDEL143B
FormativeandSummativeAssessmentForm
TeacherCandidate:
CooperatingTeacher:
UniversitySupervisor:
ThisAssessmentcanbeusedwithinasemestertodocumentacandidate’steachingperformanceandattheconclusionoftheplacement. 0 0 7 122 : . 7
0 71 7
RATINGSCALEANDDESCRIPTION
N/O=NotObserved
I=Ineffective:Candidateisstrugglingtodemonstratepracticesdescribedinthecriteria.
P=Progressing:Candidateperformswithincriteria.Maybeinconsistent,butisshowingimprovementovertime.
E=Effective:Candidateconsistentlydemonstratespracticedescribedincriteria.Readytoteachonone’sownwithinaninductionprogram.
H=HighlyEffective:Candidate’sperformanceconsistentlydemonstratesintegrated,nuanced,andsophisticatedelementsofthecriteria.
ForEACHcategory(A-E)intheFormative/SummativeAssessmentcompletedbytheUniversity
Supervisor,acandidatemustmeetthefollowingperformancestandardstoreceivecredit:
143B–atleast80%ofmarksin“Progressing”orabove
March21,2005DraftofModifiedSJUSDCertificatedEmployeeClassroomObservationGuide/FinalAssessmentForm.ModificationsbyStephanieSteffey,AndreaWhittaker,andMaureenWest June2010-UpdatedbyAndreaWhittakerandJudithSchierling Rev.7/11,7/12bySchierlingandWhitenack
A.PLANNINGANDPREPARATION:THETEACHERCANDIDATEDEVELOPSPLANSTHAT...
1.Demonstrateacommandofsubjectmatterknowledge.NOTES:N/O
I P E HTPE
12.Organizeandsequencecurriculumtosupportstudentlearningofsubjectmatterstandards.NOTES:
9
3.Useavarietyofinstructionalstrategiesthatrespondtostudents’diversebackgrounds,experiences,interests,andneeds.NOTES:
6
4.Demonstrateknowledgeofstudentdevelopmentalcharacteristicsandlearningstyles.NOTES:
6
5.Addressstudents'languageacquisitionandpromoteacademiclanguagedevelopment.NOTES:
7
6.Utilizematerials,resources,andtechnologiestomakesubjectmatteraccessible.NOTES: 4B.LEARNINGENVIRONMENT:THETEACHERCANDIDATE... 1.Usesclear,consistentexpectationsforstudentbehaviorthatmaintainaclassroomthatissafe,efficient,andconducivetolearning.NOTES:
11
2.Maintainsaclimatethatpromotesfairness,respect,andequity.NOTES: 113.Promotesstudentresponsibility,collaboration,andself-directedlearning.NOTES: 11
C.INSTRUCTION:THETEACHERCANDIDATE...
1.Establishesandsupportshighacademicexpectationsforallstudentsalignedwithstateanddistrictstandards.NOTES:
N/O
I NE HTPE
12.Assistsstudentsindevelopingpositiveattitudesaboutlearning.NOTES: 11
3.Buildsonstudents'priorknowledgeandscaffoldslearningbyrespondingtostudents'questionsandcomments.NOTES:
4
4.Selectsandusesactivitiessuchthatstudentsmakeconnections,posequestions,andsolveproblems.NOTES:
5
5.Usesinstructionalstrategiesthatpromoteactivelearningandintellectualengagementtobetterrespondtostudents’interestsandneeds,includingthoserelatedtolanguageand/orspecialneeds
NOTES:
5
6.Usesinstructionaltimeeffectively.NOTES: 107.Communicatestostudentsthecontentstandards,thegradingpractices,andtheexplicitgoalsandexpectationsofthecourse.NOTES:
9
D.ASSESSMENT:THETEACHERCANDIDATE...
1.Collectsandusesmultiplesourcesofinformationanddataregularlytoassessstudentlearningandtomodifyandguideinstructionasneeded.NOTES:
N/O
I NE HTPE
32.Providesopportunitiesforstudentstoassesstheirownprogress.NOTES: 23.Checksforunderstandingbylistening,observing,andquestioningduringinstructionandmodifiesinstructionaccordingly.NOTES:
2
4.Usesstudentworktoassesstheeffectivenessofthelessonandtheextenttowhichstudentsreachtheinstructionalgoal.NOTES:
2
5.Evaluatesstudentprogressagainststateanddistrictstandardsandcourseobjectives.NOTES:
3
6.Providesongoingfeedbacktostudents.NOTES: 3
E.PROFESSIONALRESPONSIBILITIES:THETEACHERCANDIDATE...
1.Demonstratesprofessionalconduct.NOTES:N/O
INE HTPE
12
2.Honorslegal/professionalobligationsandfollowsregulations.NOTES: 123.Exhibitsregularattendanceandpunctualityintheperformanceofassignedduties.NOTES: 124.Collaborateswithschool-sitecolleaguesandSJSUclassmates.NOTES: 125.Usesprivilegedinformationinadiscreet,confidentialmanner.NOTES: 126.Iscompetentinoralandwrittencommunication.NOTES: 12
7.Maintainsaprofessionalappearance.NOTES: 128.Usesself-selectedtechnologiesthatassistinareassuchasreportinggrades,preparingassignmentsandassessments,usingdata,andcommunicatingwithothers.NOTES:
13
9.Articulatesaconceptualandpracticalrationaleforinstructionaldecision-making.NOTES: 13
10.Recognizeswhenalessonhasnotgonewellandattemptstoreviseandimprove.NOTES: 13
Formcompletedbyone(circleandsign)
TeacherCandidateSignature/Date
UniversitySupervisorSignature/Date
CooperatingTeacherSignature/Date
EDEL143A/BImprovementPlanForm
Candidate: Date: Supervisor: Check one: EDEL 143A EDEL143B Cooperating Teacher: Placement School:
___
PartOne:NatureofProblemThe teacher candidate needs to improve in the following area(s) in order to receive credit for the current field placement (check all that apply):
¨ Planning Instruction (TPEs 8 & 9) ¨ Professional Development (TPEs 12 & 13) ¨ Teaching Skills (TPEs 1 & 4-7) ¨ Interpersonal Relationships (Dispositions) ¨ Maintaining Effective Environments (TPEs 10 &11) ¨ Other (specify):
If appropriate, attach a Professional Attributes Form or Formative/Summative Evaluation form completed by cooperating teacher and/or university supervisor. Nature of the problem/concern:
Expected behavior and plan for improvement:
Deadline Date: The behavior outlined in this plan must be met by the deadline. We understand that this plan is proposed because there are behavior/practices/dispositions that might result in ineffective learning opportunities for children.
Teacher Candidate Cooperating Teacher University Supervisor
PartTwo:ProgramImprovementPlanResults Date (must be the same as or before the date as listed in part one): The expected behavior and plan for improvement and plan for improvement listed in part of this program improvement plan have been (check one):
¨ Fully met ¨ Partially met* ¨ Not met*
*Requires new Program Improvement Plan with updated behavioral expectations and deadline. Comments:
We agree with the checked evaluation and comments above.
Teacher Candidate Cooperating Teacher University Supervisor
***************
¨ Check here if this is the second Program Improvement Plan. If it is, all objectives must be fully met by the deadline, or the teacher candidate will not receive credit for the field placement in (check one):
¨ EDEL 143A ¨ EDEL 143B
If this is the second Program Improvement Plan, we understand the
consequences. Teacher Candidate Cooperating
Teacher University Supervisor
Candidate’s Name: SJSU ID#: Street Address:
City: State: Zip:
Telephone: Email:
Evaluation for (check one): ¨Fall semester ¨Spring semester Year:
Student Teaching Arrangement: ¨ With cooperating teacher ¨ Intern Teacher
EDEL143BPlacementSchool:
School District:
Cooperating Teacher:
Grade Level:
University Supervisor:
Multiple Subject Credential Program
EDEL 143B Exit Checklist
San José State University Department of Teacher
Education Sweeney Hall 305 - (408) 924-3771
Overall Evaluation ¨ Ineffective ¨ Progressing ¨ Effective ¨ Highly Effective
Comments:
University supervisor’s signature Date Teacher candidate recommends cooperating teacher for another candidate?
Yes No I understand that I need to satisfactorily complete all required coursework and programmatic requirements before I may apply for a teaching credential.
Teacher candidate’s signature Date
143B Student Teaching Folder (student should retain copies of materials)
1. Formative Assessment (CT) ¨ Instructions for Supervisor:
Return folder with student teaching records for 143A & 143B to Field Placement Office, SH 303.
2. Summative Assessments (3) § Supervisor § Cooperating Teacher § Teacher Candidate
¨
3. 143B Exit Checklist 4. Certificate for CSU Exit Survey
www.csuexitsurvey.org
¨
¨
ASC/Forms/Evaluations/143B Exit Rev 9/16
Professional Portfolio Comments
Cooperating Teacher Observation Forms (3), ¨ including lesson plans prepared using Lesson Plan Template
Lesson plans and supervisor’s notes from six formal observations ¨
TeacherPerformanceExpectationsNarrative
June2016
(notethesearetherevisedTPEs;programdocumentswillbeupdatedtoreflectthesebySpring2017)
TPE1:EngagingandSupportingAllStudentsinLearning
Elements
Beginningteachers:
1. Applyknowledgeofstudents,includingtheirpriorexperiences,interests,andsocial-emotionallearning
needs,aswellastheirfundsofknowledgeandcultural,language,andsocioeconomicbackgrounds,to
engagetheminlearning.�
2. Maintainongoingcommunicationwithstudentsandfamilies,includingtheuseoftechnologyto
communicatewithandsupportstudentsandfamilies,andtocommunicateachievementexpectations
andstudentprogress.�
3. Connectsubjectmattertoreal-lifecontextsandprovideactivelearningexperiencestoengagestudent
interest,supportstudentmotivation,andallowstudentstoextendtheirlearning.�
4. Useavarietyofdevelopmentallyandability-appropriateinstructionalstrategies,resources,and
assistivetechnology,includingprinciplesofUniversalDesignofLearning(UDL)andMulti-TieredSystem
ofSupports(MTSS)tosupportaccesstothecurriculumforawiderangeoflearnerswithinthegeneral
educationclassroomandenvironment.�
5. Promotestudents'criticalandcreativethinkingandanalysisthroughactivitiesthatprovide
opportunitiesforinquiry,problemsolving,respondingtoandframingmeaningfulquestions,and
reflection.�
6. Provideasupportivelearningenvironmentforstudents'firstand/orsecondlanguageacquisitionby
usingresearch-basedinstructionalapproaches,includingfocusedEnglishLanguageDevelopment,
SpeciallyDesignedAcademicInstructioninEnglish(SDAIE),scaffoldingacrosscontentareas,and
structuredEnglishimmersion,anddemonstrateanunderstandingofthedifferenceamongstudents
whoseonlyinstructionalneedistoacquireStandardEnglishproficiency,studentswhomayhavean
identifieddisabilityaffectingtheirabilitytoacquireStandardEnglishproficiency,andstudentswho
mayhavebothaneedtoacquireStandardEnglishproficiencyandanidentifieddisability.�
7. Providestudentswithopportunitiestoaccessthecurriculumbyincorporatingthevisualand
performingarts,asappropriatetothecontentandcontextoflearning.�
8. Monitorstudentlearningandadjustinstructionwhileteachingsothatstudentscontinuetobeactively
engagedinlearning.�
Narrative�
Beginningteachersunderstandandvaluethesocioeconomic,cultural,andlinguisticbackground,fundsof
knowledge,andachievementexpectationsofstudents,families,andthecommunityandusethese
understandingsnotonlywithintheinstructionalprocessbutalsotoestablishandmaintainpositive
relationshipsinandoutsidetheclassroom.Theyusetechnologyasappropriatetocommunicatewithand
supportstudentsandfamilies.
Beginningteachersprovideopportunitiesandadequatetimeforstudentstopracticeandapplywhatthey
havelearnedwithinreal-worldapplicationsandcommunity-basedinstructionasappropriateandasavailable.
Theyuseavailablecommunityresources,priorstudentexperiences,andappliedlearningactivities,including
artsintegration,tomakeinstructionindividuallyandculturallyrelevant.
BeginningteachersuseavarietyofinstructionalprinciplesandapproachessuchasUDLandlinguistic
scaffoldingtoassuretheactiveandequitableparticipationofallstudentsandtopromoteengagementofall
studentswithingeneraleducationenvironmentsusingtheprinciplesofMulti-TieredSystemofSupports
(MTSS)asappropriate.
LanguageAcquisitionandDevelopment
Beginningteachersunderstandandapplytheories,principles,andinstructionalpracticesforthe
comprehensivelanguageinstructionofEnglishlearners,StandardEnglishlearners,andstudentswhosefirst
languageisEnglish.Theyunderstandanduseappropriateinstructionalapproachesandprogramsfor
developinglanguageproficiencyandtheuseofacademiclanguageforEnglishlanguagedevelopment,
includingstructuredEnglishimmersion,integratedanddesignatedEnglishlanguagedevelopment,and
StandardEnglishacquisition.Theyappropriatelyapplytheories,principles,andinstructionalpracticesfor
EnglishlanguagedevelopmenttoassiststudentstoachieveliteracyinEnglish.Beginningteachersunderstand
andapplypedagogicaltheoriesandprinciplesandpracticesforthedevelopmentofstudents'academic
language,comprehension,andknowledgeacrossthesubjectsofthecorecurriculum.
Beginningteachersuseastudent'sbackgroundandassessmentofpriorlearningbothinEnglishandthehome
language,ifapplicable,todifferentiateinstructionandtoselectinstructionalmaterialsandstrategies,
includingtheincorporationofvisualandperformingarts,tosupportthestudentincomprehensionand
productionofStandardEnglish.Theyareabletodeterminecommunicativeintent,particularlywithstudents
atemergingandexpandingEnglishproficiencylevelsandwithstudentswhomayhaveanidentifieddisability
affectingtheirabilitytoacquireStandardEnglishproficiency.
Beginningteachersdesignandimplementinstructionbasedonthestudent'slevelofEnglishproficiencyand
academicachievement,keepinginmindthatthestudent'sindividualneedsvaryandmaybemultifaceted.
Additionally,beginningteachersunderstandthedifferenceamongstudentswhoseonlyinstructionalneedis
toacquireStandardEnglishproficiency,studentswhomayhaveanidentifieddisabilityaffectingtheirabilityto
acquireStandardEnglishproficiency,andstudentswhomayhavebothaneedtoacquireStandardEnglish
proficiencyandanidentifieddisability.
Beginningteachersassurethatstudentsunderstandwhattheyaretododuringinstructionandmonitor
studentprogresstowardlearninggoalsasidentifiedintheacademiccontentstandardsandIndividualized
EducationPlans(IEPs),IndividualizedFamilyServicePlans(IFSPs),IndividualizedTransitionPlans(ITPs),and
Section504plans,asapplicable.
TPE2:CreatingandMaintainingEffectiveEnvironmentsforStudentLearning
Elements
Beginningteachers:
1. Promotestudents'social-emotionalgrowth,development,andindividualresponsibilityusingpositive
interventionsandsupports,restorativejustice,andconflictresolutionpracticestofosteracaring
communitywhereeachstudentistreatedfairlyandrespectfullybyadultsandpeers.�
2. Createlearningenvironments(i.e.,traditional,blended,andonline)thatpromoteproductivestudent
learning,encouragepositiveinteractionsamongstudents,reflectdiversityandmultipleperspectives,
andareculturallyresponsive.�
3. Establish,maintain,andmonitorinclusivelearningenvironmentsthatarephysically,mentally,
intellectually,andemotionallyhealthyandsafetoenableallstudentstolearn,andrecognizeand
appropriatelyaddressinstancesofintoleranceandharassmentamongstudents,suchasbullying,
racism,andsexism.�
4. Knowhowtoaccessresourcestosupportstudents,includingthosewhohaveexperiencedtrauma,
homelessness,fostercare,incarceration,and/oraremedicallyfragile.�
5. Maintainhighexpectationsforlearningwithappropriatesupportforthefullrangeofstudentsinthe
classroom.�
6. Establishandmaintainclearexpectationsforpositiveclassroombehaviorandforstudent-to-student
andstudent-to-teacherinteractionsbycommunicatingclassroomroutines,procedures,andnormsto
studentsandfamilies.�
Narrative
Beginningteacherscreatehealthylearningenvironmentsbypromotingpositiverelationshipsandbehaviors,
welcomingallstudents,usingroutinesandproceduresthatmaximizestudentengagement,supportingconflict
resolution,andfosteringstudents'independentandcollaborativelearning.Beginningteachersuseavarietyof
strategiesandapproachestocreateandmaintainasupportivelearningenvironmentforallstudents.Theyuse
principlesofpositivebehaviorinterventionandsupportprocesses,restorativejusticeandconflictresolution
practices,andtheyimplementthesepracticesasappropriatetothedevelopmentallevelsofstudentsto
provideasafeandcaringclassroomclimate.
Beginningteachersunderstandtheroleoflearnersinpromotingeachother'slearningandtheimportanceof
peerrelationshipsinestablishingaclimateoflearning.Theyencouragestudentstoshareandexaminea
varietyofpointsofviewduringlessons.Beginningteacherssupportallstudents'mental,social-emotional,and
physicalhealthneedsbyfosteringasafeandwelcomingclassroomenvironmentwherestudentsfeelthey
belongandfeelsafetocommunicate.Beginningteachersrecognizethatinadditiontoindividualcultural,
linguistic,socioeconomicandacademicbackgrounds,studentscometoschoolwithawiderangeoflife
experiencesthatimpacttheirreadinesstolearn,includingadverseortraumaticchildhoodexperiences,
mentalhealthissues,andsocial-emotionalandphysicalhealthneeds.
Beginningteachersdesignandmaintainafairandappropriatesystemofclassroommanagementthatfosters
asenseofcommunity,incorporatesstudentinput,andengagesfamilies.Theyregularlyassessandadaptthis
systeminresponsetostudents,families,andschoolcontexts.Beginningteachersaligntheirclassroom
managementplanwithstudents'IEP,IFSP,ITP,and504plansasapplicable.
TPE3:UnderstandingandOrganizingSubjectMatterforStudentLearning
Elements
Beginningteachers:
1. Demonstrateknowledgeofsubjectmatter,includingtheadoptedCaliforniaStateStandardsand
curriculumframeworks.�
2. Useknowledgeaboutstudentsandlearninggoalstoorganizethecurriculumtofacilitatestudent
understandingofsubjectmatter,andmakeaccommodationsand/ormodificationsasneededto
promotestudentaccesstothecurriculum.�
3. Plan,design,implement,andmonitorinstructionconsistentwithcurrentsubject-specificpedagogyin
thecontentarea(s)ofinstruction,anddesignandimplementdisciplinaryandcross-disciplinary
learningsequences,includingintegratingthevisualandperformingartsasapplicabletothe
discipline.3�
4. Individuallyandthroughconsultationandcollaborationwithothereducatorsandmembersofthe
largerschoolcommunity,planforeffectivesubjectmatterinstructionandusemultiplemeansof
representing,expressing,andengagingstudentstodemonstratetheirknowledge.�
5. Adaptsubjectmattercurriculum,organization,andplanningtosupporttheacquisitionanduseof
academiclanguagewithinlearningactivitiestopromotethesubjectmatterknowledgeofallstudents,
includingthefullrangeofEnglishlearners,StandardEnglishlearners,studentswithdisabilities,and
studentswithotherlearningneedsintheleastrestrictiveenvironment.�
6. Useandadaptresources,standards-alignedinstructionalmaterials,andarangeoftechnology,
includingassistivetechnology,tofacilitatestudents'equitableaccesstothecurriculum.�7. Modelanddevelopdigitalliteracybyusingtechnologytoengagestudentsandsupporttheirlearning,
andpromotedigitalcitizenship,includingrespectingcopyrightlaw,understandingfairuseguidelines
andtheuseofCreativeCommonslicense,andmaintainingInternetsecurity.
8. Demonstrateknowledgeofeffectiveteachingstrategiesalignedwiththeinternationallyrecognized
educationaltechnologystandards.
Narrative�Subject-SpecificPedagogyandMakingContentAccessible�Beginningteachersusesubjectmatter
knowledgetoplan,deliver,assessandreflectoncontent-specificinstructionforallstudents,consistentwith
theCaliforniaStateStandardsinthecontentarea(s)oftheircredential(s).Beginningteachersprovidemultiple
meansforstudentstoaccesscontentsuchaslinguisticsupports;technology,includingassistivetechnology;
elementsofUDL;integratingothercontentareas,suchasthearts;andaccommodationsand/ormodifications
toassessmentsandinstruction.Theyalsoaddressaccesstocontentstandardsasspecifiedinplanssuchas
IEPs,IFSPs,ITPsand504plans.Beginningteachersdesignlearningsequencesthathighlightconnections,
relationships,andthemesacrosssubjectsanddisciplines.Theyalsoengagestudentsinreal-worldapplications
tomakelearningrelevantandmeaningful.Beginningteachersworkwithcolleaguesthroughcollaborationand
consultationtosupportstudents'engagementwithinstruction.
Beginningteachersalsoarticulateandapplypedagogicaltheories,principles,andpracticesforthe
developmentofliteracy,academiclanguage,comprehension,andknowledgeinthesubjectsofthecore
curriculumforallstudents.
IntegratingEducationalTechnology
Beginningteachersdesign,implement,andevaluatetechnology-richlearningenvironmentstocustomizeand
individualizelearningopportunitiesandassessmentsforstudents.Theyintegrateknowledgeofsubject
matter,pedagogy,andavailableinstructionaltechnologytools,includingassistivetechnology,todesign
learningexperiencesthatengageandsupportallstudentsinlearningtheCaliforniaStateStandards,along
withimprovingstudents'conceptualunderstanding,cultivatingtheircriticalthinking,andpromotingtheir
creativelearning.
Beginningteachersmodelknowledge,skills,andfluencyinusingdigitaltools.Beginningteachersteach
studentshowtousedigitaltoolstolearn,tocreatenewcontent,andtodemonstratewhattheyarelearning.
Beginningteachersmodelandpromotedigitalcitizenshipandcriticaldigitalliteracy,includingrespecting
copyrightlaw,understandingfairuseguidelines,understandingCreativeCommonslicense,andmaintaining
Internetsecurity.Beginningteacherspromoteequalaccessofallstudentstodigitaltoolsandassurethat
studentsaresafeintheirdigitalparticipation.
Beginningteachersuseappropriateeducationaltechnologiestodeepenteachingandlearningtoprovide
studentswithopportunitiestoparticipateinadigitalsocietyandeconomy.Beginningteachersuseestablished
learninggoalsandstudents'assessedneedstoframethechoicesofdigitaltoolsandinstructionalapplications
consistentwithstandardsoftheInternationalSocietyforTechnologyinEducation(ISTE)andtheInternational
AssociationforK–12OnlineLearning(iNACOL).
TPE4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
Elements
Beginningteachers:
1. Locateandapplyinformationaboutstudents'currentacademicstatus,content-andstandards-related
learningneedsandgoals,assessmentdata,languageproficiencystatus,andculturalbackgroundfor
bothshort-termandlong-terminstructionalplanningpurposes.�2. Understandandapplyknowledgeoftherangeandcharacteristicsoftypicalandatypicalchild
developmentfrombirththroughadolescencetohelpinforminstructionalplanningandlearning
experiencesforallstudents.�3. Designandimplementinstructionandassessmentthatreflectstheinterconnectednessofacademic
contentareasandrelatedstudentskillsdevelopmentinliteracy,mathematics,science,andother
disciplinesacrossthecurriculum,asapplicabletothesubjectareaofinstruction.�
4. Plan,design,implementandmonitorinstruction,makingeffectiveuseofinstructionaltimeto
maximizelearningopportunitiesandprovideaccesstothecurriculumforallstudentsbyremoving
barriersandprovidingaccessthroughinstructionalstrategiesthatinclude:
appropriateuseofinstructionaltechnology,includingassistivetechnology;�
applyingprinciplesofUDLandMTSS;�
useofdevelopmentally,linguistically,andculturallyappropriatelearningactivities,
�instructionalmaterials,andresourcesforallstudents,includingthefullrangeofEnglish
�learners;�
appropriatemodificationsforstudentswithdisabilitiesinthegeneraleducation
�classroom;�
opportunitiesforstudentstosupporteachotherinlearning;and�
useofcommunityresourcesandservicesasapplicable.�5. Promotestudentsuccessbyprovidingopportunitiesforstudentstounderstandandadvocatefor
strategiesthatmeettheirindividuallearningneedsandassiststudentswithspecificlearningneedsto
successfullyparticipateintransitionplans(e.g.,IEP,IFSP,ITP,and504plans.)�
6. Accessresourcesforplanningandinstruction,includingtheexpertiseofcommunityandschool
colleaguesthroughin-personorvirtualcollaboration,co-teaching,coaching,and/ornetworking.�
7. Planinstructionthatpromotesarangeofcommunicationstrategiesandactivitymodesbetween
teacherandstudentandamongstudentsthatencouragestudentparticipationinlearning.
8. Usedigitaltoolsandlearningtechnologiesacrosslearningenvironmentsasappropriatetoengage
studentsinlearning,promotedigitalliteracy,andofferstudentsmultiplemeanstodemonstratetheir
learning.
9. Createnewcontentandprovidepersonalizedandintegratedtechnology-richlessons.
Narrative
Beginningteachersaccessandapplyknowledgeofstudents'priorachievementandcurrentinstructional
needs;knowledgeofeffectiveinstructionaltechniquesforsupportingtheacademiclanguageneedsofall
students,thespecificlanguageneedsofstudentswhosefirstlanguageisEnglish,Englishlearners,and
StandardEnglishlearners;theknowledgeofeffectiveinstructionaltechniquesforstudentswithdisabilitiesin
thegeneraleducationclassroom;andknowledgeofformativeand/orsummativestudentassessmentresults
relativetotheTK–12academiccontentstandardstoimproveteachingandlearningforallstudents.
Beginningteachersareknowledgeableabouttypicalandatypicalchildandadolescentabilitiesanddisabilities
andtheireffectsonstudentgrowthanddevelopment,learning,andbehavior.Beginningteachersalsoare
knowledgeableabouttherangeofabilitiesofgiftedandtalentedstudentsinthegeneraleducationclassroom.
Beginningteachersunderstandhowtoeffectivelyusecontentknowledge,contentpedagogy,andstudent
learningtargetstodesignappropriateinstructionandassessmentforallstudents.Beginningteachers
demonstratetheabilitytodesignandimplementinstructionandassessmentthatreflectsthe
interconnectednessofacademiccontentareasandrelatedstudentskillsdevelopmentinliteracy,
mathematics,science,andotherdisciplinesacrossthecurriculuminalignmentwithCalifornia'sadopted
contentstandardsandtheirunderlyingprinciples.
InplanningforinstructionconsistentwithCalifornia'sTK–12contentstandards,beginningteachersaccessand
applytheirdeepcontentknowledgeofthesubjectareaanduseappropriatecontent-specificpedagogy
consistentwithresearch-basedpracticesinthefield.BeginningteachersunderstandtheprinciplesofUDLand
MTSSandapplytheseprinciplesinthecontentfield(s)oftheircredential(s)toplaninstructionthatmeets
individualstudentneedsforallstudents.Beginningteachersaligninstructionalgoalsandstudentlearning
objectives,includingIEP,IFSP,ITP,and504plans,instructionalprocedures,assessmenttools/processes,and
criteriaforevaluationoflearning.Theyprovideaccesstothecurriculumforallstudentsbyremovingbarriers
andprovidingaccessthrougharangeofappropriateinstructionalstrategiestailoredandadaptedasnecessary
tomeetindividualstudentneeds.
Beginningteachersresearch,evaluate,andutilizecurrenttechnologicalpracticestoimproveteachingand
learning(e.g.,blendedandonlinelearningtechnologies).
TPE5:AssessingStudentLearning
Elements
Beginningteachers:
1. Applyknowledgeofthepurposes,characteristics,andappropriateusesofdifferenttypesof
assessments(e.g.,diagnostic,informal,formal,progress-monitoring,formative,summative,and
performance)todesignandadministerclassroomassessments,includinguseofscoringrubrics.�
2. Collectandanalyzeassessmentdatafrommultiplemeasuresandsourcestoplanandmodify
instructionanddocumentstudents'learningovertime.�
3. Involveallstudentsinself-assessmentandreflectionontheirlearninggoalsandprogressandprovide
studentswithopportunitiestoreviseorreframetheirworkbasedonassessmentfeedback.�
4. Usetechnologyasappropriatetosupportassessmentadministration,conductdataanalysis,and
communicatelearningoutcomestostudentsandfamilies.�
5. Useassessmentinformationinatimelymannertoassiststudentsandfamiliesinunderstanding
studentprogressinmeetinglearninggoals.�
6. Workwithspecialiststointerpretassessmentresultsfromformativeandsummativeassessmentsto
distinguishbetweenstudentswhosefirstlanguageisEnglish,Englishlearners,StandardEnglish
learners,andstudentswithlanguageorotherdisabilities.�7. InterpretEnglishlearners'assessmentdatatoidentifytheirlevelofacademicproficiencyinEnglishas
wellasintheirprimarylanguage,asapplicable,andusethisinformationinplanninginstruction.�
8. Useassessmentdata,includinginformationfromstudents'IEP,IFSP,ITP,and504plans,toestablish
learninggoalsandtoplan,differentiate,makeaccommodationsand/ormodifyinstruction.�
Narrative
Beginningteachersdevelop,implement,andusearangeofeffectiveclassroomassessmentstoinformand
improveinstructionaldesignandpractice.Beginningteachersdemonstrateknowledgeofstudentassessment
designprinciples,suchastestconstruction,testquestiondevelopment,andscoringapproaches,including
rubricdesign.Theyexplaintheimportanceofvalidityandreliabilityinassessmentandknowhowtomitigate
potentialbiasinquestiondevelopmentandinscoring.Beginningteachersdemonstrateknowledgeofavariety
oftypesofassessmentsandtheirappropriateuses,includingdiagnostic,large-scale,norm-referenced,
criterion-referenced,andteacher-developedformativeandsummativeassessments.Theyeffectivelyselect
andadministerassessmentstoinformlearning.
Beginningteachersusemultiplemeasurestomakeaninformedjudgmentaboutwhatastudentknowsandis
abletodo.Beginningteachersanalyzedatatoinforminstructionaldesign,self-reflect,reteach,provide
resources,andaccuratelydocumentstudentacademicanddevelopmentalprogress.Theysupportstudentsin
learninghowtopeer-andself-assessworkusingidentifiedscoringcriteriaand/orrubrics.Beginningteachers
providestudentswithopportunitiestoreviseorreframetheirworkbasedonassessmentfeedback,thus
leadingtonewlearning.Theyimplementfairgradingpractices,shareassessmentfeedbackabout
performanceinatimelyway,utilizedigitalresourcestoinforminstruction,analyzedata,andcommunicate
learningoutcomes.
Beginningteachersutilizeassessmentdataandcollaboratewithspecialiststolearnabouttheirstudents.They
applythisinformationtomakeaccommodationsand/ormodificationsofassessmentforstudentswhosefirst
languageisEnglish,Englishlearners,andStandardEnglishlearners.Theyalsoutilizethisprocessforstudents
withidentifiedlearningneeds,studentswithdisabilities,andadvancedlearners.Beginningteachersare
informedaboutstudentinformationinplanssuchasIEPs,IFSPs,ITPs,and504plansandparticipateas
appropriate.
TPE6:DevelopingasaProfessionalEducator
Elements
Beginningteachers:
1. Reflectontheirownteachingpracticeandlevelofsubjectmatterandpedagogicalknowledgetoplan
andimplementinstructionthatcanimprovestudentlearning.�
2. Recognizetheirownvaluesandimplicitandexplicitbiases,thewaysinwhichthesevaluesandimplicit
andexplicitbiasesmaypositivelyandnegativelyaffectteachingandlearning,andworktomitigateany
negativeimpactontheteachingandlearningofstudents.Theyexhibitpositivedispositionsofcaring,
support,acceptance,andfairnesstowardallstudentsandfamilies,aswellastowardtheircolleagues.
3. Establishprofessionallearninggoalsandmakeprogresstoimprovetheirpracticebyroutinelyengaging
incommunicationandinquirywithcolleagues.�
4. Demonstratehowandwhentoinvolveotheradultsandtocommunicateeffectivelywithpeersand
colleagues,families,andmembersofthelargerschoolcommunitytosupportteacherandstudent
learning.�
5. Demonstrateprofessionalresponsibilityforallaspectsofstudentlearningandclassroommanagement,
includingresponsibilityforthelearningoutcomesofallstudents,alongwithappropriateconcernsand
policiesregardingtheprivacy,health,andsafetyofstudentsandfamilies.Beginningteachersconduct
themselveswithintegrityandmodelethicalconductforthemselvesandothers.�
6. Understandandenactprofessionalrolesandresponsibilitiesasmandatedreportersandcomplywith
alllawsconcerningprofessionalresponsibilities,professionalconduct,andmoralfitness,includingthe
responsibleuseofsocialmediaandotherdigitalplatformsandtools.�
7. Criticallyanalyzehowthecontext,structure,andhistoryofpubliceducationinCaliforniaaffectsand
influencesstate,district,andschoolgovernanceaswellasstateandlocaleducationfinance.�
EPC2B-31June2016
Section7:LegalPoliciesandProcedures
LegalStatusofTeacherCandidates
Whenquestionsariseregardingthelegalstatusofteachercandidates,theUniversityfollowscriteriastatedin
theStateEducationCode,Section12202:
Thecandidateisauthorizedtodostudentteachingwithoutsalaryfromdistrictfunds,andnoteacher
candidateshallbedeemedacertifiedemployeeofthedistrictwithrespecttoactsperformedbyhimatthe
direction,suggestion,orconsentofthecertificatedemployeesunderwhosesupervisionandcontrolthe
holderperformshisdutieswhetherornotsuchdutiesareperformedentirelyinthepresenceofthe
employeesofthedistrictassignedtosupervisetheteachercandidate.
Basedontheabove,theSJSUMSCPrequiresthat:
1.Studentteachersshouldhaveexperiencesupervisingplaygroundactivitiesaccompaniedatalltimesbya
regularcertificatedteacher.
2.Thecooperatingteachershouldplantoleavetheteachercandidateinchargeoftheclassroomforvarying
lengthsoftimeastheteachercandidategrowsinabilitytohandleclassroomactivities,butmustbeavailable
ontheschoolsiteiftheteachercandidateneedsassistance.
SexualHarassment/Assault/ChildAbuse
SanJoseStateUniversityiscommittedtomaintainingalearningandworkingenvironmentfreefromsexual
harassmentofitsstudents,employees,andthosewhoapplyforemployeeorstudentstatus.Sexual
harassmentisconductsubjecttodisciplinaryaction.CSUpolicydefinessexualharassmenttoinclude"such
behaviorassexualadvances,requestforsexualfavors,andotherverbalorphysicalconductofasexualnature
directedtowardsanemployee,student,orapplicantwhenoneormoreofthefollowingcircumstancesare
present:
• Submissiontoortolerationoftheconductisanexplicitorimplicittermorconditionofappointment,
employment,admission,oracademicevaluation;
• Submissiontoorrejectionofsuchconductisusedasabasisforapersonneldecisionoranacademic
evaluationaffectinganindividual;
• Theconducthasthepurposeoreffectofinterferingwithanemployee'sworkperformance,orcreating
anintimidating,hostile,offensive,orotherwiseadverseworkingenvironment;
• Theconducthadthepurposeoreffectofinterferingwithastudent'sacademicperformance,creating
anintimidating,hostile,offensive,orotherwiseadverselearningenvironmentoradverselyaffecting
anystudent."
• Anycomplaintsdealingwithpoliciesandlegalissuesshouldbedirectedtotheplacementschool
principal,universitysupervisor,DirectorofFieldPlacement,and/orDepartmentChair.Teacher
candidatesneedtobeawareoftheschoolpolicies.Theteachercandidateshouldmakeanycomplaints
immediatelytotheuniversitysupervisor.
SJSUTeacherCandidateStrikePolicy
TheUniversityshallmaintainapositionofneutralityinanystrikeorjobactioninvolvingschooldistrictswith
whichithascontractsforplacementofteachercandidates,orotherstudentsengagedinsupervisedfieldwork
experiences.Asusedfurtherinthisstatement"teachercandidate"isunderstoodtoincludethoseother
students.
TheUniversityhasanobligationtoprotectitsstudentsandprovidethemwithinstruction.Intheeventofa
strike/jobaction,animmediatere-assignmentnormallywillnotbeinitiated.Rather,Universitysupervisors
shallassignteaching-relateddutiesundertheassumptionthatthestrike/jobactionwillbesettledinashort
time.Suchdutiesshallbeintegralpartsofthepreparationprogramandshallconstituteassignmentsasina
Universitycourse.Ifitappears,however,thattheteachercandidatewillbedeprivedofadequateteaching
experience,theEDEL143Ainstructormayre-assigntheteachercandidatetoanon-strikingdistrict.
TheteachercandidateisresponsiblefornotifyingtheUniversitysupervisorthatastrike/jobactionhasbegun,
orwillbegin.Studentteachersmayrequestre-assignmenttoanon-strikingdistrict.Requestshallbe
addressedtotheUniversitySupervisorandtheDirectorofFieldPlacements.
Noteachercandidateshallassumecontrolofaclassroominlieuofacredentialedteacherduringastrike.Ifa
teachercandidateacceptsemploymentonanemergencypermit,itshallbepresumedthatthestudent
teachingstatushasbeenterminated.Teachercandidatesarenottobecoercedintocrossingpicketlinesnor
coercedintojoiningastrikeorjobaction.AllegationsofcoercionaretobereportedtotheElementary
EducationDepartmentChair.
StudentTeaching“UnderContract”Policy
Thepurposeofstudentteachinginapre-servicepreparationprogramistoprovidecandidateswithhigh
qualitymentoring,modelingandsupportbywellqualifiedcooperatingteachers;andtodevelopandpolish
theirteachingpracticewithinatimelineofincreasingresponsibility.Throughoutstudentteaching,candidates
compileaportfolioofformativeandsummativeassessmentsthatevaluateandrevealtheirongoinglearning
andaccomplishmentsrelatedtostate-mandatedoutcomes.
Giventheimportanceofaquality,supervised,andassessedstudentteachingexperience,SJSUdiscourages
candidatesfromtakingjobsbeforecompletingstudentteaching.Intherareinstancewhencandidatesare
offeredacontractwithashort-termtemporarystaffpermit(STSP),theyarerequiredtofulfillallstudent
teachingexpectationsandassessments.Approvalfor“undercontract”statusismadeonacase-by-casebasis
inconsultationwiththeFieldPlacementDirector,DepartmentChair,anduniversitysupervisor(EDEL143A/B).
DistrictpersonnelmustcontacttheDepartmentChairtoarrangethecontractandsignamemorandumof
understanding(MOU).
ProcessforRemediation
Intheeventaproblemorconcernarisesduringthestudentteachingexperience,theuniversitysupervisor
shouldtakethefollowingstepsassoonastheproblemorconcernisidentified(andthestudenthasbeen
alertedoncewithnochangeintheproblem/concern):
1. Scheduleaconferencewiththestudent,todiscussthenecessarycorrectionsormodificationsto
behavior.Statethereasonfortheconferenceandexpresstheconcernsthatmotivatedthisspecial
action.Allowthestudenttoexpresshis/heropinion.Takenotesandrecordtheexactnatureofthe
problemontheImprovementPlanForm.StartanongoingdialoguewiththeFieldPlacementDirector.
2. Outlineaplanforresolvingtheproblem/conflictontheImprovementPlanForm.Objectivesshould
reflectspecificactivitiestobecompletedbyeachparticipantalongwithatimeline.
3. CompletetheImprovementPlanForm,settingadeadlinedateforthecandidate’sattainmentofall
specifiedobjectives.Eachpartymustsigntheagreementtoaffirmunderstandingofresponsibilities.All
partiesshouldbegivenacopyoftheform,andone(1)copyshouldbefiledwiththeFieldPlacement
Director.
4. Monitorprogresstowardreachingeachobjective,maintainingmorefrequentcommunication,making
additionalcommentsand/orobservationsasneeded,andkeepingwrittendocumentationthat
timelinesarebeingmet.Theuniversitysupervisorandthecooperatingteachershoulddocument
studentprogressorfailuretoprogressbymeansoflessonobservationforms,copiesofproducts,and
writtenanecdotalrecords.
5. Reconvenetoevaluatecompletionofobjectiveswhenthedeadlinehasbeenreached;themorecritical
theproblemthelesstimeshouldelapsebeforeevaluating(nomorethanthree(3)weeks).Ifthe
problemisresolved,allpartiesshouldsignandretainacopyoftheformandonecopyofthesigned
formshouldbefiledwiththeFieldPlacementDirector.
6. Iftheobjectivesarenotfullymet,asecondImprovementPlanFormmustbecompleted,witheach
partysigningtheagreement.Anewdeadlinedatewillbesetforthecandidatetomeetallofthe
specifiedobjectives.Allpartiesshouldbegivenacopyofthesecondformandone(1)copyshouldbe
filedwiththeFieldPlacementDirector.
7. Reconvenetoevaluatecompletionofobjectiveswhentheseconddeadlinehasbeenreached(nomore
thantwo(2)weeks).Ifnoprogresshasbeenmade,contacttheFieldPlacementDirectorimmediately.
TheFieldPlacementDirectorwillexamineobjectives/activities,criteria,deadlines,anddeterminethe
nextstep.Contingenciesnotmetduringstudentteachingwillresultinterminationand/oragradeof
“NOCREDIT.”
StudentTeachingComplaintProcedures
TheStudentTeachingComplaintProceduresfortheElementaryEducationProgramintheTeacherEducation
DepartmentatSanJoseStateUniversityareintendedtoprovidestudentswithaclearandresponsiveprocess
foraddressinganddealingwithcomplaintsthatpertaintothecomponentofstudentteachinginthemultiple
subjectcredentialprogram.Thisprocessisdesignedtoprovideasupportiveenvironment,promoterespect,
andengagetheabilitiesofstudents,faculty,andschool/districtpartnerstoresolveissuesinaconstructive
manner.
WhenastudenthasacomplaintregardinganyaspectoftheEDEL143A/Bcourse(e.g.,courseassignments,
duedates,coursecontentpresented,etc.),hisorhersupervisor(e.g.,interpersonalissues),and/orplacement
site/cooperatingteacher,thefollowingstepsbelowshouldbeobservedandfollowedinthatorder.Pleaserespecttheprocessanddonotskipsteps.
1. Arrangeforatimetomeetwithyouruniversitysupervisortobringuptheconcernandseek
resolution.Note:Iftheconcerninvolvesyourplacementteacher,classroom,and/orstudentteaching
schoolsite,ameetingthatinvolvesyouruniversitysupervisor,cooperatingteacher(and,possibly,the
principal),andyouwillberequiredbeforeanyactionistaken.YouSHOULDNOTchangeyour
placementwithoutconsultingyouruniversitysupervisorandconductingameetingwithyour
cooperatingteacher.Regardlessoftheoutcome,youandyouruniversitysupervisorandcooperating
teacherwouldneedtoprovideawrittendocumentationofthemeeting.Thefinaldocumentshould
bedatedandsignedbyallpartiesinvolved,andacopywouldneedtobesubmittedtotheField
PlacementOffice.
a. Iftheissuehasbeenadequatelyresolved,thenthecomplaintprocessisconsideredcomplete
andnofurtherstepsarerequired.
b. Iftheissuehasnotbeenadequatelyresolved,fromtheperspectiveofeitherthestudentor
theuniversitysupervisor,thentheprocesswouldcontinuetothenextstep.
2. ArrangeforatimetomeetwiththeFieldPlacementDirectorandyouruniversitysupervisor.During
thismeeting,theFieldPlacementDirectorwouldmediatethesituationandsuggestpotentialoptions
forresolvingtheconcern.
a. Iftheissuehasbeenadequatelyresolved,thenthecomplaintprocessisconsideredcomplete
andnofurtherstepsarerequired.
b. Iftheissuehasnotbeenadequatelyresolved,fromtheperspectiveofeitherthestudent,the
universitysupervisor,ortheFieldPlacementDirector,thentheprocesswouldcontinuetothe
nextstep.
3. ArrangeforatimetomeetwiththeChairoftheDepartmentofTeacherEducation,theField
PlacementDirector,andtheuniversitysupervisor.DuringthismeetingtheChairmediatesand
resolvesthesituation
4. IfyouarenotsatisfiedwiththeDepartmentChair’sresolution,youmayemailtheAssociateDeanof
theLurieCollegeofEducationwhohandlesandresolvesallstudentissuesandconcerns.