Sunteți pe pagina 1din 26

CSU, Chico School of Education SSP Handbook SECTION 2 EVALUATION FORMS & RUBRICS The forms listed below

low will be used throughout your credential program and samples of each follow this page. Daily Lesson Plan (DLP) Lesson plan model used by the School of Education Single Subject Program. Candidate Observation Form Used by the university supervisor and cooperating teacher to evaluate individual lessons presented by the candidate in Teaching Practicum I and II. Teaching Performance Expectations are listed on the form and each should be demonstrated over the course of the semester. For a detailed list of TPE, see the following section in this handbook. Practicum Evaluation Rubric This rubric is used by university supervisors and cooperating teachers in determining TPE ratings for field performance. Disposition Form & Rubric The cooperating teacher completes this form in concert with the university supervisor at the end of Teaching Practicum I and II. Teaching Practicum I Self-Evaluation Form Completed by the candidate and submitted to the cooperating teacher and university supervisor one week before the 3-way Teaching Practicum I Culminating Conference. Teaching Practicum I Culminating Conference Form The university supervisor completes this form in concert with the Cooperating Teacher using observation forms, midterm conference results, the selfevaluation form and discussion during this 3-way conference. The form is signed by all parties and is used to determine if the candidate shall proceed to Teaching Practicum II. Teaching Practicum II Exit Interview & Induction Preview Form The university supervisor completes this form in concert with the Cooperating Teacher during the final 3-way conference in Teaching Practicum II. The candidate will receive a copy of the form to share with his/her Induction Support Provider during the first teaching position. Practicum & Disposition Midterm/Final Evaluation This form is completed by the University Supervisor and is based on candidate progress documented on observation forms and agreed upon at a 31

way conference. The practicum and disposition rubrics should be reviewed when completing the form. It can be used midterm and is also completed at the end of Teaching Practicum I and II. Credential Candidate Improvement Plan Form This form is initiated when areas of concern have been identified. The candidate is expected to show continued growth in the specified areas of improvement, such as course work, TPEs, and dispositions. SDAIE Checklist This is a list of specially designed academic instruction in English techniques and practices. Candidates are expected to incorporate these techniques and practices in planning and delivery of instruction. School Board Meeting, Faculty Meeting, and IEP Planning Conference Observation Forms These forms are used to assist you in taking notes when attending specific meetings.

Daily Lesson Plan


INTRODUCTION Well formulated daily lesson plans give teachers directions to make instruction proceed smoothly. Good daily lesson plans allow teachers to better control the details of instruction and to monitor student progress more closely in order to ensure student success. Most importantly, however, the process of planning lessons provides teachers with an opportunity to think about what they are doing. That is, planning allows teachers to become conscious curriculum decision makers. These teachers carefully design their lessons and employ a variety of instructional strategies. Good planning makes good teaching possible. Some experienced teachers are able to mentally organize the objectives, procedures, and materials. However, for most teachers and for all beginning teachers, written statements regarding the major elements of a lesson plan are usually necessary (and expected by cooperating teachers and university supervisors). The guidelines and Daily Lesson Plan Template provided below will help you develop effective lesson planning skills. OVERVIEW : A brief summary of the lesson content. RATIONALE: A rationale explains why the individual lesson is important for students to learn. Guiding questions to help construct a sound rationale are as follows: 1) How does the lesson connect to a big idea or core concept of a subject area? 2) How is the lesson relevant to student lives? CALIFORNIA ACADEMIC CONTENT STANDARDS: California Academic Content Standards (http://www.cde.ca.gov/be/st/ss/) should be listed for each unit of study or lesson plan. These standards guide the content and methods developed to the unit or lesson. For foreign language teachers, see the Foreign Language Curriculum Framework. OBJECTIVES (LEARNING TARGETS OR OUTCOMES):1 An objective is a statement of what students will know or be able to do as a result of the lesson. Objectives should be stated in terms of measurable and observable student performance. An objective begins with, Students will be able to followed by an action verb. See Blooms Taxonomy of Cognitive Levels and the accompanying list of verbs to help you write objectives. See Learning Domains to learn more about different types of learning objectives.

Whenever possible, include affective and psychomotor domains as well as social communication skill objectives.

INSTRUCTIONAL STRATEGIES and DIFFERENTIATED INSTRUCTION: These include overarching strategies and methods that appeal to various learning styles and needs. This includes a variety of strategies designed to reach ALL students, including gifted students, and those with learning disabilities or other challenges. SDAIE (Specifically Designed Academic Instruction in English): SDAIE is an instructional process that includes teaching content and English Language development simultaneously, offering an opportunity to develop effective and innovative practices to incorporate English Language Learners in mainstream settings. For resources, see SDAIE Techniques, SDAIE Instructional Scaffolds, and SDAIE Strategies. To learn more about the theory behind this approach, see this web page (be sure to click MORE to read the entire article). ACADEMIC LANGUAGE: Select vocabulary words and concepts that are essential to the understanding of the material and which allow students to better communicate in the language of the content area. PROCEDURES: Introduction/Anticipatory Set: This is the first step in conducting the lesson. Its purposes are to capture attention and to motivate students. Methods for introducing lessons may include 1. telling students what will be accomplished; 2. involving students in some curiosity raising or motivating activity/demonstration or giving children examples to observe; 3. seeking responses to an open-ended question; 4. involving students in a problem to be solved; 5. explaining or reviewing expected student behaviors; 6. describing the evaluation procedures. Activity Sequence: Provide a set of directions telling the teacher how to present the lesson. It should be as specific as possible and will generally be the longest section of your lesson plan. This section includes (a) what the teacher does or says, (b) what the learner does, (c) steps for checking understanding and formative assessment strategy, (d) different levels of practice (guided and independent), and so forth. What the teacher and students do in (a) and (b) should reflect the chosen teaching strategy. Closure: This section verifies to the teacher if the students got it. This section also provides an opportunity to review or summarize the concepts or skills students learned in this lesson. This section may originate with the teacher making summarizing statements, by questioning students to provide information about the lesson, and so forth. ASSESSMENT: Provide a description of all assessment tool(s) that will measure student learning. The assessment(s) should be aligned with each objective above and may occur during the lesson or at a later date. Assessment types include diagnostic, formal/informal, and formative/summative.
4

MATERIALS: Provide a list of the items which must be available for this lesson, including directions for distribution and clean up. REFERENCES: Refer to appropriate and professional to cite sources and individuals who have contributed to your lesson. REFLECTION: What went well and what would you change? Note to yourself for next time you teach again. See below of a checklist of possible questions.

Lesson Reflection Checklist Use this checklist after creating and teaching a new lesson. This reflection will help you to further refine the lesson. Be sure to reflect in your teams as others input will strengthen the lesson. What went well? What didnt go as you had planned? What came up during the lesson that wasnt anticipated? Were the materials available and appropriate? Did I accomplish the goal of this lesson? If not, what were the barriers? Could someone pick up this lesson plan and replicate it? Is it clear and specific? Was the lesson student centered? What classroom management aspects were challenging?

Revised March 25, 2010

DAILY LESSON PLAN TEMPLATE


Reviewed by: Cooperating Teacher Initials: Candidate Name: Subject: Lesson Date: Learners Grade Level/s: Planned Lesson Duration:
2

KEY CONCEPT/THEME: OVERVIEW: RATIONALE: CA ACADEMIC CONTENT STANDARDS: OBJECTIVES/LEARNING TARGETS:3 INSTRUCTIONAL STRATEGIES AND DIFFERENTIATED INSTRUCTION: SDAIE TECHNIQUES AND PRACTICES: ACADEMIC LANGUAGE: PROCEDURES: Introduction/Anticipatory Set: Activity Sequence: Closure: ASSESSMENT: MATERIALS: REFERENCES:
in minutes Whenever possible, include affective and psychomotor domains as well as social communication skill objectives.
3 2

SDAIE Techniques & Practices


Input Simplification clear enunciation, slower speech rate; longer pauses; increased redundancy controlled vocabulary; limited use of idiomatic speech; simple verb tenses shorter, less complex sentences and explanations define unusual words and words with double meaning readability level of written materials is low mini lectures use of cognates if possible Contextualization and Meaning contextualized teacher delivery: comprehensible input, phrasing, rephrasing Scaffolding; for example, modeling, bridging, contextualizations, schema building, metacognitive development, text representations learners encounter a new topic through a shared, alluring, realistic, direct experience, a common introduction which serves as a foundation for (1) new skills to be acquired, (2) concepts to be learned, or investigated, and/or (3) about which the learners are to read, listen, speak, or write. gestures; facial expressions; act out meaning frequent use of labels props & realia illustrations, pictures, motion pictures, maps, charts, flowcharts, overheads, and graphs bulletin boards with labels whenever appropriate word banks identify key topics organized around main themes extend mental set comprehensible input: provision of information and/or experiences that learners recognize as valuable and meaningful Emphasis on Success and Comprehension comprehension is stressed more than form or grammar, semantics more than syntax; utility of ideas, investigations, and skills is the major criterion for success hands-on activities, manipulatives listening and speaking activities precede reading and writing activities reading assignments include pre-reading, during reading, post reading activities writing activities preceded by pre-writing activities cooperative activities adequate time for pupils to complete their work appropriate pacing and difficulty level variety of grouping strategies use of various modalities vocabulary development review of main topics and key vocabulary Check Frequently for Attention and Understanding Formative, Continuous and In-process Evaluation confirmation and comprehension checks clarification requests repetitions expansions variety of assessment techniques interaction: teacher with student, and/or student with student Summative mastery of objective assessed in a variety of ways

1 2 3 4 5 6 7 1 2 3

4 5 6 7 8 9 10 11 12

1 2 3 4 5 6 7 8 9 10 11 12

1 2 3 4 5 6 7

Anticipatory Set - What is it?


The "anticipatory set" is set up at the beginning of a lesson or during a transfer of activities. The object of the anticipatory set is to guide students into the new lesson by having them recall past information. It causes the students to begin to focus on the new material becoming "set" for learning. Often times, this can be used to stimulate the students' interest and give them the motivation needed for learning. An Anticipatory Set: ! ! ! ! ! ! is the attention getter for the lesson grabs interest accesses student prior knowledge has all students involved provides for transfer from prior knowledge to the new learning leads to the learning objective

The anticipatory set should be a short exercise and not take up too much of the learning time in most instances - this is the introduction to the day's objective. Examples:

Can you imagine seeing a volcano erupt? Write down 5 things that you might see. Write down on this 3x5 index card everything that comes to mind when you see the word "Quadrilateral". What are the three causes of the Renaissance in Northern Europe? Which one do you think is most important? Read the following paragraph and underline all the adjectives.

The anticipatory set should promote a transfer of information from old to new. It should not strictly be a review of information. Anticipatory Set What it is Not! A Do Now is not an Anticipatory Set. Examples: Get out your HW and check, Open book to page 57 and review, place your name at top of a clean sheet of paper. But . an Anticipatory Set can be created using the Do Now strategy! Your Turn: Look at your lesson plans for the coming week and try to design an anticipatory set for one of your classes/subjects. Share your set with your group.

! Practicum II Time/Period: Grade Level/Subject:

CANDIDATE OBSERVATION FORM FOR TEACHING PRACTICUM for use by: Cooperating Teacher/Local Support Teacher and University Supervisor Candidate: Cooperating Teacher: University Supervisor: Date: School: __________

Please check for candidate progress on each of the Teaching Performance Expectations (TPEs) over the semester
TPEs observed this session: ! ! ! ! ! ! ! ! ! ! ! ! ! 1. 2. 3. 4. 5. 6. 7. 8. 9. Specific Pedagogical Skills for Subject Matter Instruction Monitoring Student Learning During Instruction Interpretation and Use of Assessments Making Content Accessible Student Engagement Developmentally Appropriate Teaching Practices Teaching English Learners Learning about Students Instructional Planning

COMMENTS

10. Instructional Time 11. Social Environment 12. Professional, Legal, and Ethical Obligations 13. Professional Growth

Given the TPEs above, comment on the candidates application of democratic practice. Completed by: __________________ Candidates Initials: ______________

Future Growth Focus:

CSU Chico School of Education Teaching Performance Expectations (TPE) RubricGeneral Education Programs
Unacceptable (1) Acceptable Beginning Practice 4 (2)
6

Acceptable Professional Practice 5 (3) In lesson planning and delivery, demonstrates a clear understanding of the state academic content standards, how to select and organize curricula and evidence-based instructional strategies and how to make instructional decisions based upon students needs.

Exceptional Practice (4) Level 3, plus instruction is consistently responsive to ALL students needs.

Domain A: Making Subject Matter Comprehensible to Students (CSTP 3 ) In lesson planning and delivery, In lesson planning and delivery, shows limited knowledge of the subject demonstrates some understanding of the area. May choose ineffective state academic content standards, how to TPE 1- Specific instructional strategies to help students select and organize curricula and evidencePedagogical Skills learn, based instructional strategies, and how to for Subject Matter and has difficulty organizing the make instructional decisions based upon Instruction curriculum. students needs. Domain B: Assessing Student Learning (CSTP 5) Rarely uses progress monitoring during instruction, paces instruction, reTPE 2 Monitoring teaches content, or checks for common student learning student misconceptions/ during instruction misunderstandings. Rarely uses assessments of any kind to determine students progress or plan instruction. Rarely or incorrectly interprets assessment results to modify instruction. Does not apply the requirements for appropriate assessment and identification of students whose cultural, ethnic, or linguistic differences may be confused with manifestations of a disability. Rarely gives students feedback or communicates with families concerning student achievement.

TPE 3 Interpretation and use of assessments

Makes reasonable attempts to use progress monitoring during instruction. Makes reasonable attempts to pace instruction, reteach content (when needed), and check for common student misconceptions/ misunderstandings. Is developing in the ability to administer a variety of assessments to determine students progress and plan instruction. Sometimes interprets assessment results of individuals and groups in order to develop and modify instruction. Attempts to apply the requirements for appropriate assessment and identification of students whose cultural, ethnic, or linguistic differences may be confused with manifestations of a disability. Is developing in the ability to give students feedback and communicate with families concerning student achievement.

Effectively uses progress monitoring at key points during instruction. Effectively paces instruction, re-teaches content (when needed), and checks for and addresses common student misconceptions/ misunderstandings. Appropriately administers a variety of assessments to determine students progress and plan instruction. Accurately interprets assessment results of individuals and groups in order to develop and modify instruction. Effectively applies the requirements for appropriate assessment and identification of students whose cultural, ethnic, or linguistic differences may be confused with manifestations of a disability. Gives students specific or timely feedback on their learning. Teaches students how to use self-assessment strategies. Explains to families how to help students achieve the curriculum. Provides access and comprehension for all students, including ELLs and students with special learning needs, by incorporating a variety of instructional strategies, supporting academic language development, and by providing ample opportunities for reinforcement, and practice.

Level 3, plus effectively and consistently uses planned formative assessments.

Level 3, plus consistently uses results of multiple measures, including student selfassessment and reflection, to guide instructional decisions.

Domain C: Engaging and Supporting All Students in Learning (CSTP 1) Delivers content in ways that does not Makes reasonable attempts to provide adequately provide access and access and comprehension for most comprehension for students, especially students, including either ELLs or students TPE 4 Making for ELLs and students with special with special learning needs, by incorporating content accessible learning needs. Incorporates few appropriate instructional strategies, instructional strategies and provides supporting academic language development limited opportunity for reinforcement and providing some opportunities for and practice. reinforcement and practice.

Level 3, plus incorporates a variety of research-based strategies targeted to ALL students needs.

4 5 6

Candidate must earn at least 26 points with all scores at level 2 or above to be eligible for Teaching Practicum II/Residency II. Candidate must earn at least 39 points with all scores at level 2 or above to be eligible to complete Teaching Practicum II/Residency II. California Standards for the Teaching Profession.

10

TPE 5 Student engagement

Unacceptable (1) Lacks a clear communication of instructional objectives. Gives little time for student participation and rarely gives the opportunity for students to share their point of view. Does not ask questions. Unidirectional flow of communication from teacher to students. Does not attempt to make instruction relevant to students lives. Does not motivate or encourage student effort. Does not set expectations for learning and behavior based on knowledge of typical and atypical development. Does not provide challenging opportunities for students to develop some advanced thinking and problem solving skills. Does not communicate to students or parents the course requirements or the connection between the curriculum and a future career. Does not support student individuality or guide students to become responsible self-learners. Does not know or apply instructional practices for EL students. Does not draw upon or use information about students' linguistic and cultural backgrounds and language proficiencies. Does not collaborate with specialists or aides to support English language development. Does not use instructional strategies or questioning strategies to make the curriculum and the language comprehensible. Does not allow students to express meaning in a variety of ways, including their first language. Does not extend students current level of language development. In bilingual classrooms, does not use students primary language to ensure conceptual understanding.

Acceptable Beginning Practice 7 (2) Makes reasonable attempts to communicate instructional objectives. Encourages active participation of some students and gives the opportunity for students to share their point of view. Asks mostly known-answer questions. Shows attempts to make instruction relevant to students lives. Makes reasonable attempts to foster teacher-student dialog. Attempts to motivate and encourage student effort. Makes reasonable attempts to set expectations for learning and behavior based on knowledge of typical and atypical development. Provides opportunities for most students to develop some advanced thinking and problem solving skills. Communicates to student or parent course requirements and the connection between the curriculum and a future career. Makes reasonable attempts to support student individuality and guide students to become responsible self-learners. Makes reasonable attempts to apply instructional practices for EL students. Draws upon or uses some information about students' linguistic and cultural backgrounds and language proficiencies. Makes reasonable attempts to collaborate with specialists or aides to support English language development. Is developing the ability to use instructional strategies and questioning strategies to make the curriculum and the language comprehensible. Allows students to express meaning in a variety of ways. Rarely extends students current level of language development. In bilingual classrooms, makes reasonable attempts to use students primary language to ensure conceptual understanding.

Acceptable Professional Practice 8 (3) Clearly communicates instructional objectives. Ensures active participation of all students and encourages students to share their points of view. Asks stimulating questions designed to elicit meaningful responses. Uses community resources, student experiences, OR applied learning activities to make instruction relevant. Fosters teacher-student and studentstudent dialogue. Motivates and encourages student effort. Sets expectations for learning and behavior based on knowledge of typical and atypical development. Provides challenging opportunities for all students to develop advanced thinking and problem solving skills. Clearly communicates to students and parents the course requirements and the connection between the curriculum and future schooling or career. Supports students individuality and guides them to become responsible self-learners. Knows and applies instructional practices for EL students. Draws upon and uses information about students' linguistic and cultural backgrounds and language proficiencies to provide differentiated instruction. Collaborates with specialists or aides to support English language development. Consistently uses instructional strategies and questioning strategies that make the curriculum and language comprehensible. Encourages students to express meaning in a variety of ways, including first language. Extends students current level of language development. In bilingual classrooms, uses students primary language to ensure conceptual understanding.

Exceptional Practice (4) Level 3, plus uses a combination of community resources, student experiences, AND applied learning activities to make instruction relevant.

Level 3, plus uses knowledge of development to maximize learning for ALL students.

TPE 6 Developmentally appropriate teaching practices

Level 3, plus uses a wide repertoire of research-based strategies and resources to ensure understanding, help students express meaning, and extend language development.

TPE 7 Teaching English learners

Candidate must earn at least 26 points with all scores at level 2 or above to be eligible for Teaching Practicum II/Residency II. Candidate must earn at least 39 points with all scores at level 2 or above to be eligible to complete Teaching Practicum II/Residency II.

11

Unacceptable Acceptable Beginning Practice 9 (1) (2) Domain D: Planning Instruction and Designing Learning Experiences for Students (CSTP 4) Does not use formal or informal Provides learning opportunities for most methods and assessments to learn students, using formal and informal methods about students. Does not and assessments to learn about students. understand patterns of child and Understands patterns of child and adolescent development or use adolescent development and attempts to use developmental principles to guide this understanding to guide practice. TPE 8 Learning practice. Does not provide Understands a variety of instructional about students instructional strategies that meet the strategies are needed for developmentally, needs of students. Does not physically, and learning challenged students encourage parental involvement. and attempts to apply them in practice. Does not use interpersonal Recognizes that parental involvement is interactions to learn about students. needed. Uses interpersonal interactions to learn about some students. Does not provide comprehensive Makes reasonable attempts to plan and differentiated lessons with any comprehensive instruction with clear, longthought toward long-term and shortterm and short-term goals. Makes term goals for students. Does not reasonable attempts to plan differentiated TPE 9 provide instruction that connects instruction to accommodate varied student Instructional with students linguistic and cultural needs. Makes reasonable attempts to plan planning backgrounds. meaningful instruction that connects with students linguistic and cultural backgrounds.

Acceptable Professional Practice 10 (3) Provides a variety of learning opportunities for all students, using formal and informal methods and assessments to learn about students. Understands patterns of child and adolescent development, and uses this understanding to guide practice. Identifies instructional needs for all students (developmental, physical and learning challenges) and applies them in practice. Encourages parental involvement. Makes reasonable attempts to learn about all students abilities, ideas, interests and aspirations through interpersonal interactions. Effectively plans comprehensive instruction incorporating a variety of teaching methods with clear, long-term and short-term goals. Effectively plans appropriate differentiated instruction to accommodate varied student needs as determined by goals, objectives, or Individualized Education Programs (IEPs). Effectively plans meaningful instruction that connects with students linguistic and cultural backgrounds. Uses instructional time effectively to address content standards and goals, adjusting appropriately to optimize student learning opportunities and outcomes. Establishes procedures and manages transitions to maximize instructional time. Develops, maintains, and modifies as needed clear expectations for academic and social behavior. Creates a positive climate for learning for students. Writes and implements individual/class student discipline plans. Establishes a caring, respectful, fair rapport with students, family, and school community, dealing appropriately with sensitive issues.

Exceptional Practice (4) Level 3, plus consistently uses knowledge of students to maximize learning opportunities.

Level 3, plus plans are differentiated to meet a wide range of student needs and include multiple ways for students to make meaningful connections to the curriculum.

Domain E: Creating and Maintaining Effective Environments for Student Learning (CSTP 2) Does not effectively use Makes reasonable attempts to use instructional time to address content instructional time effectively to address standard and goals. Does not adjust content standards and goals, adjusting TPE 10 for student learning opportunities occasionally for student learning Instructional time and outcomes. Does not establish opportunities and outcomes. Makes procedures or manage transitions to reasonable attempts to establish procedures maximize instructional time. and manage transitions to maximize instructional time. Does not adequately develop or Makes reasonable attempts to develop and maintain clear expectations for maintain clear expectations for academic academic and social behavior. and social behavior. Makes reasonable Does not create a positive climate attempts to create a positive climate for TPE 11 Social for learning. Cannot write and learning for most students. Can write and environment implement an individual/class implement an individual/class student student discipline plan. Does not discipline plan. Is developing the ability to establish a caring, respectful, fair establish a caring, respectful, fair rapport rapport with students, family, and with students, family, and school community, school community. dealing appropriately with sensitive issues.

Level 3, plus uses time effectively to maximize learning for ALL students.

Level 3, plus facilitates collaboration with families and school personnel to develop and maintain a positive climate for learning.

Candidate must earn at least 26 points with all scores at level 2 or above to be eligible for Teaching Practicum II/Residency II. Candidate must earn at least 39 points with all scores at level 2 or above to be eligible to complete Teaching Practicum II/Residency II.

10

12

Unacceptable Acceptable Beginning Practice 11 (1) (2) Domain F: Developing as a Professional Educator (CSTP 6) Does not understand or honor legal Generally understands and honors legal and professional obligations to and professional obligations to protect the protect the privacy, health and safety privacy, health and safety of students, their of students, their families and school families and school professionals. Is professionals. Is not aware of ethical becoming aware of ethical considerations TPE 12 considerations and does not model and the importance of modeling ethical Professional, Legal, ethical behaviors for students. Does behaviors for students. Makes reasonable and Ethical not collaborate effectively with attempts to collaborate effectively with Obligations education specialists and other education specialists and other support support service providers. service providers. Manages professional Does not manage professional time time to ensure that academic goals are met. to ensure that academic goals are met. Rarely uses reflection and feedback Uses some reflection and feedback to TPE 13 to formulate and prioritize goals for formulate and prioritize goals for increasing Professional increasing subject matter knowledge subject matter knowledge and teaching Growth and teaching effectiveness. effectiveness.

Acceptable Professional Practice 12 (3) Understands and honors legal and professional obligations to protect the privacy, health and safety of students, their families and school professionals. Is aware of ethical considerations and models ethical behaviors for students. Collaborates effectively with school and community professionals in the best interests of students. Manages professional time to ensure that academic goals are met.

Exceptional Practice (4) Level 3, plus models professionalism in all aspects of the dual roles of student and beginning teacher.

Consistently uses reflection and feedback to formulate and prioritize goals for increasing subject matter knowledge and teaching effectiveness.

Level 3, plus seeks opportunities to grow as a professional and demonstrates continual progress toward meeting set goals.

Tally________ / 52

11

Candidate must earn at least 26 points with all scores at level 2 or above to be eligible for Teaching Practicum II/Residency II. Candidate must earn at least 39 points with all scores at level 2 or above to be eligible to complete Teaching Practicum II/Residency II.

12

13

CSU, Chico School of Education CANDIDATE DISPOSITION FORM


Candidate Name: ___________________________________ Candidate Program Level: ! Early School Experience ! Teaching Practicum I ! Teaching Practicum II

To the respondent: Effective credential candidates should enter our programs with certain dispositions and continue to develop those dispositions through the experiences provided in our professional programs. Please mark an x in the box that represents your rating of the dispositions, keeping in mind the candidates current program level. For explanations of each performance level and disposition, please see the rubric on the back of this form to guide you in your ratings. The purpose of this form is to guide and inform program faculty in their acceptance decisions and to monitor professional growth throughout the credential program. Disposition Unacceptable (1) Acceptable Beginning Practice (2) Acceptable Professional Practice (3) Exceptional Practice (4)

Disposition #1 Appreciates and values human diversity, recognizes community and cultural norms, shows respect for students varied talents and perspectives, seeks to foster culturally-appropriate communications and demonstrates best practices in his or her field. Disposition #2 Believes that all children can learn, appreciates their varying abilities and persists in helping all children achieve success. Disposition #3 Committed to continuous, self-directed learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines. Disposition #4 Demonstrates pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies. Disposition #5 Committed to the expression and use of democratic values and is committed to creating a learning environment that fosters active engagement in learning and encourages positive social interaction. Signature ______________________________________ Print Name ___________________________________ Position _________________________________________________ Date _______________________________ School ___________________________________________________ Phone _____________________________ Total hours spent in your classroom: _____ Dates from_________ to _________ Diverse classroom " yes " no

Number of English Language Learners in your classroom: Recommend for Credential Program acceptance: " yes
Additional comments are welcome.

" no (Early Field Experience only)

14

DISPOSITION RUBRIC
Disposition #1 Appreciates and values human diversity, recognizes community and cultural norms, shows respect for students varied talents and perspectives, seeks to foster culturallyappropriate communications and demonstrates best practices in his or her field.

Unacceptable (1)

Acceptable Beginning Practice 13 (2)

Acceptable Professional Practice 14 (3)

Exceptional Practice (4)

Inequitably interacts and responds to students; is unaware of opportunities to enhance cross-cultural understandings; is non-responsive to students individual differences; misses opportunities to encourage cultural sensitivities and perspectives; is unaware of culturally responsive pedagogical practices

Is aware of the need to interact and respond to all students equitably; attempts to respond to opportunities to enhance cross-cultural understandings; recognizes individual differences; attempts to encourage cultural sensitivities and perspectives; is aware of culturally responsive pedagogical practices

Is aware of the need to interact and respond to all students equitably and demonstrates attempts to do so; looks for and responds to opportunities to enhance cross-cultural understandings; integrates students individual differences into the classroom environment; encourages cultural sensitivity and perspectives; is aware of culturally responsive pedagogical practices and attempts to model them. Recognizes the assets and resources that all students bring to the classroom Looks for and inquires about a variety of strategies to engage all levels of student abilities: Tries various means to help students who dont understand; encourages students at all levels; seeks strategies to be more effective with all students. Frequently/Often makes observations and asks questions about and shares insights regarding classroom dynamics; shows a real interest in thinking about and discussing teaching practice by initiating discussions often; demonstrates superior knowledge of subject and curriculum; describes workable plans for increasing his/her knowledge; accepts constructive feedback and uses it for improvement

Interacts and responds with all students equitably; looks for and creates opportunities to respond to and enhance cross-cultural understandings; invites and integrates students individual differences into the classroom environment; encourages cultural sensitivity and perspectives; models culturally responsive pedagogical practices. Looks for, inquires about, and implements a variety of strategies to engage all levels of student abilities and interests: Persists with students to try to help them understand; encourages students at all levels; implements strategies evidenced to be more effective with all students.

Disposition #2 Believes that all children can learn, appreciates their varying abilities and persists in helping all children achieve success. Perceives students as having deficits rather than assets; does not engage with students at all levels of student abilities; easily frustrated when students dont understand; focuses on higher level students only; does not seek to help students. Recognizes the assets and resources that all students bring to the classroom; recognizes and engages all levels of student abilities: Tries to help students that dont understand; attempts to interact all levels of student abilities; seeks to help all students.

Disposition #3 Committed to continuous, selfdirected learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines. Infrequently makes observations or asks questions about classroom dynamics; passes by opportunities to discuss teaching practice; demonstrates inadequate knowledge of subject and curriculum, and/or has few ideas to increase his/her knowledge; does not accept constructive feedback Sometimes makes observations and asks questions about classroom dynamics; occasionally engages in thinking about and discussing teaching practice; demonstrates knowledge of subject and curriculum, but is less certain of ways to increase his/her knowledge; accepts constructive feedback and attempts to use it for improvement Consistently asks questions about and comments on classroom dynamics; shows a real interest in thinking about and discussing teaching practice by initiating discussions consistently; demonstrates superior knowledge of subject and curriculum; describes realistic and specific workable plans for increasing his/her knowledge; seeks out constructive feedback and uses it for improvement

13

Candidate must score at level 2 or above to be eligible for Teaching Practicum II/ Residency II.

Candidate must earn at least 15 points with all scores at level 2 and above to be eligible to complete Teaching Practicum II/ Residency II.

15

Unacceptable (1) Disposition #4 Demonstrates pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies. Dresses inappropriately and/or exhibits inappropriate and/or unprofessional behavior; uses verbal communication that does not foster interaction; Attendance, punctuality, and/or preparation is problematic; Does not respond promptly to electronic communications.

Acceptable Beginning Practice 15 (2)

Acceptable Professional Practice 16 (3)

Exceptional Practice (4)

Dresses and conducts self appropriately; communicates effectively with students and colleagues; meets scheduled time/hour commitment and is prepared; Responds promptly to electronic communications

Models professional dress and conduct; uses verbal communication that enhances interactions with students and colleagues; meets scheduled time/hour commitments, arrives promptly and is well prepared; Responds promptly to electronic communications

Models professional dress and conduct; uses verbal communication that enhances interactions with students, colleagues & parents/guardians; meets or exceeds scheduled time/hour commitments, arrives promptly and is well prepared; Responds promptly to electronic communications Advocates for democratic and social justice values; recognizes and values interdependent, collaborative social interaction; values student ideas; facilitates student group work, when asked; very responsive and respectful to all students, both verbally and nonverbally; lessons show evidence of a responsiveness to preparing students for engaged citizenship;

Disposition #5 Committed to the expression and use of democratic values and to creating a learning environment that fosters active engagement in learning and encourages positive social interaction. Unaware of democratic and social justice values; unaware of the need for interdependent, collaborative social interaction; unresponsive to student ideas; displays little interest or involvement in group work; limited responsiveness to students Aware of democratic and social justice values; aware of the need for interdependent, collaborative social interaction; listens to student ideas; actively observes group work; responsive to students Is committed to democratic and social justice values; recognizes and values interdependent, collaborative social interaction; values student ideas; facilitates student group work, when asked; very responsive and respectful to all students, both verbally and nonverbally.

Tally________ / 20

15

Candidate must score at level 2 or above to be eligible for Teaching Practicum II/ Residency II.

Candidate must earn at least 15 points with all scores at level 2 and above to be eligible to complete Teaching Practicum II/ Residency II.

16

TEACHING PRACTICUM I SELF-EVALUATION FORM


Credential Candidate: Date:

The Teaching Performance Expectations (TPE) are specific observable behaviors organized under the California Standards for the Teaching Profession (CSTP). Self-evaluation of Dispositions is on the following page. Please complete both sections of this form based on your Teaching Practicum I experience. Note your areas of strength and areas for future focus. This form should be submitted to your cooperating teacher and university supervisor one week before the 3-way Teaching Practicum I Culminating Conference.
TPE 1 Specific pedagogical skills for subject matter instruction

TPE 2 Monitoring student learning during instruction

TPE 3 Interpretation and use of assessments

TPE 4 Making content accessible

TPE 5 Student engagement

TPE 6 Developmentally appropriate teaching practices

TPE 7 Teaching English learners

TPE 8 Learning about students

TPE 9 Instructional planning

TPE 10 Instructional time

TPE 11 Social environment

TPE 12 Professional, legal, and ethical obligations

TPE 13 Professional growth

17

Disposition 1 - The candidate appreciates and values human diversity, recognizes community and cultural norms, shows respect for students' varied talents and perspectives, seeks to foster culturally appropriate communications and demonstrates best practices in his or her field.

Disposition 2 - The candidate believes that all children can learn, appreciates their varying abilities, and persists in helping all children achieve success.

Disposition 3 - The candidate is committed to continuous, self-directed learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines.

Disposition 4 - The candidate demonstrates pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies.

Disposition 5 - The candidate is committed to the expression and use of democratic values and to the creation of a learning environment that fosters active engagement in learning and encourages positive social interaction.

18

TEACHING PRACTICUM I CULMINATING CONFERENCE FORM


Credential Candidate:
Comments on Self-Evaluation Form and Areas of Strength

Date:

Future Growth Areas

Recommendation: Based on this conference, our knowledge of, and our current association with the credential candidate, we (check one) ! recommend ! conditionally recommend ! do not recommend advancement to full candidacy in the program and authorization to register for Teaching Practicum II (with adviser approval).

Signed, University Supervisor

Signed, Cooperating Teacher

Signed, Credential Candidate

19

TEACHING PRACTICUM II EXIT INTERVIEW & INDUCTION PREVIEW SHEET


Credential Candidate: Date:

Share this form with your Induction Support Provider when you take your first teaching position. 1. TPE Strengths What elements of the TPEs describe my strengths as a teacher? 2. Growth Needs Which California Standard for the Teaching Profession* (CSTP) will I focus on in my first teaching position to improve my teaching?

3. Growth Goal Considering the CSTP standards I will focus on, my professional growth goal is!

4. Student Outcomes Based on my CSTP growth goal, what changes could I see in my students?

5. Implementation Plan Steps I will take to achieve my goal: (attach a separate sheet if necessary)

*To convert TPEs to CSTPs, use the conversion chart in the Professional Education Program Handbook

University Supervisor: ____________________________________ Cooperating Teacher: ____________________________________ Candidate: _____________________________________________ 20

CSU Chico School of Education TPE/DISPOSITION EVALUATION FORM General Education Programs
Candidate Name: ________________________________ School/District_____________________ Practicum/Residency: !I ! II Mid-semester: ! Final: !

University Supervisor Directions: Based on candidate progress documented on observation forms and agreed upon at the culminating conference, please provide overall ratings on the form below for each TPE and disposition. Use the TPE and disposition rubrics to inform your decisions. Indicate the performance level of each with an X and provide a total point value in the areas indicated. For final evaluations, please enter the data on STEPS, the online data system for final evaluations, at https://steps.csuchico.edu/login.aspx?ReturnUrl=%2flogout.aspx&school=csuchico. Rating TPE or Disposition Unacceptable (1) Acceptable Beginning Practice (2) Acceptable Professional Practice (3) Exceptional Practice (4) Not Observed

TPE 1 Specific pedagogical skills TPE 2 Monitoring student learning TPE 3 Interpretation and use of assessments TPE 4 Making content accessible TPE 5 Student engagement TPE 6 Developmentally appropriate teaching practice TPE 7 Teaching English learners TPE 8 Learning about students TPE 9 Instructional planning TPE 10 Instructional time TPE 11 Social Environment TPE 12 Professional, legal & ethical obligations TPE 13 Professional growth TOTAL TPE POINTS: _____ Disposition #1 Values diversity Disposition #2 Disposition #3 Disposition #4 Disposition #5 Believes all children can learn Committed to continuous learning Demonstrates pride in education Committed to democratic values

TOTAL DISPOSITION POINTS: _____

Supervisor _____________________________ CT/Mentor Teacher Signature______________________________ Credential Candidate Signature______________________________ Date

Signature

21

TEACHING PRACTICUM I FIELD JOURNAL AND WEEKLY LOG GUIDELINES

Field Journal: During the first nine weeks of the semester, you will be keeping a journal about your observations and reactions to your experiences in the public school setting. Your observations about teaching and learning will extend beyond the classroom and subject area to which you have been assigned. This journal will be discussed at Cluster Meetings throughout the semester and submitted to your university supervisor every three weeks. Your journal entries will be guided by the questions provided in the Field Experience Reflections handout. These questions are organized by topic for each week. Your journal is not a log of what you saw, but a reflective journal that makes a statement about you as a person and a future educator. Use the field experience reflection questions to guide your observations. Its a good idea to review those questions before returning to the field each week. Address a different topic each week in the order they appear on the handout. While you are encouraged to take detailed notes on what you observe, the journal entry you submit should be a 1-2 page reflective summary guided by the reflection questions. We want to know: What you THINK about what you see (not just a description of events), What questions arise from your observations, How youre feeling (exhilarated, bored, frustrated, fearful) How your observations are affecting your ideas about teaching Your journal is not graded but must be completed for credit in the course. Rest assured that confidentiality of content will be honored.

Weekly Log: A log of your field experience hours must be submitted separately each week by email to educstudent@csuchico.edu and to your university supervisor. Each log must include a list of the dates, school(s), period(s), teacher(s), and subject(s) observed (see sample on back). A total number of hours must be included. A minimum of 20 hours per week (excluding fall/spring breaks and finals week) is required to receive course credit. At least a third of your hours each week must be spent in classrooms and content areas outside your assigned placement. Please note that a class period is considered to be one hour even if it is only 45-55 minutes long. A block period of 90 minutes or more will be considered as two hours. If you are unable to fulfill all 20 hours one week, please indicate why and what your plan is to make up the hours in succeeding weeks.

22

Sample weekly log:(for student assigned to Van Ornum at Central Middle School)

DATE

SCHOOL(S) Central Middle Central Middle Central Middle Central Middle Central Middle Central Middle Central Middle Central Middle Central Middle

PERIOD(S)

TEACHER

SUBJECT

HOURS

9/3/03 9/5/03 9/6/03

1&2 3,4,5 6 1 2, 3,4 1 2&3 4 5

Develter Van Ornum Nadeje Binning Van Ornum Chew Steinhaus Bliss Lawson

ELD Soc. Studies Math PE Soc. Studies Soc. Studies English Science ELD Total Hours:

2 6 1 1 3 3 2 1 1 20

23

Practicum I Journal Prompts


The goal of the journal assignment is to foster reflection throughout your Practicum I experience. As first you observe, then move into more teaching situations, you need to become more and more reflective regarding what you do and what goes on around you. Using this guide, you will write a 1-2 page reflective summary for each of the three prompts (Planning, Classroom Management and Personal/Professional Growth) at Week #3, #6 and #9. These are written with your supervisor as the intended audience. Hopefully, conversations with your cooperating teacher and supervisor will result. Foundations Week 3 Planning What have you noticed about how teachers do lesson planning? Application/Student Engagement Week 6 How do you go about planning a lesson? What did you learn from the plans you used for your micro-teach or your six days of teaching? Effectiveness Week 9 How did your lesson go relative to the planning process? Any surprises? What modifications were needed? How did the students demonstrate understanding? How are your students responding to your management strategies? Give examples. What changes will you make for your practicum II experience?

Classroom Management

How do teachers manage their classrooms? What management styles and strategies have you observed? Describe and compare a few of them. Which do you think may work best for you? Why? As a beginning teacher, what are your strengths? What are your worries? What do you need to work on?

What challenges do you most often experience with managing your classroom? What has worked and what hasnt? How will you modify your management plans for your twoweek teach? Identify two areas in which youve grown as a professional since beginning Practicum I. What is one thing youve learned that you think will be most useful for your two- week teach?

Personal Growth

How has your personal growth affected your students? What changes have you noticed? What are your growth goals for practicum II.

24

TEACHING PRACTICUM I TASK CHECKLIST


DIRECTIONS: Throughout the semester you will be expected to apply what you are learning in your coursework to your field experience. To help you in this process, please complete a minimum of twelve tasks from the following list. As you complete each task, your cooperating teacher should initial and date the checklist. This checklist will be collected at your exit interview. TASK DATE SIGN
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. Learn the names of at least thirty students Return graded papers or do other activities that require you to know the names of students. Provide individual help to students during work periods. Take responsibility for checking in/out equipment or materials for activity sessions. Enter the cooperating teachers grades in the grade book/ computer. Read a set of papers graded by the cooperating teacher and discuss the evaluations with the cooperating teacher. Take roll. Learn to efficiently operate all equipment used in the classroom Eat in the lunchroom -- meet other teachers. Design and use a sponge activity. Introduce a film, video, or powerpoint to the class. Assist a student in using a computer. Individualize an assignment for a student with special needs. With the help of the CT, design and assign a homework assignment. Develop a vocabulary list for a unit. Develop the criteria or rubric for an assessment. Collaborate with the CT in grading a project, product, or activity using the criteria or rubric. Attend a minimum of one department and/or staff meeting. Attend an IEP and/or parent conference. Meet with a teacher other than your CT and discuss classroom management policies and procedures. Make a phone call to a parent good or bad. Attend a dance, special event, or athletic event outside of school hours

25

CREDENTIAL CANDIDATE IMPROVEMENT PLAN


Credential Candidate ________________________________ Semester _____________________ School _______________

University Supervisor/Instructor ____________________________ Two-Week Period of this Contract Areas of Concern: Please list specific areas of concern, in detail, (with matching TPE indicated).

Cooperating Teacher ________________________________

Specific Improvement Actions Required:

(May be continued on a separate sheet, please attach)

This plan identifies specific concerns. The candidate is expected to show continued growth in all TPEs. Failure to improve could result in dismissal from the program.

Supervisor/Instructor: Once signed, please provide a copy to the candidate, cooperating teacher, and the Department of Education for candidate file.

Credential Candidate Signature ______________________________________ Date_____________ Cooperating Teacher Signature ______________________________________ Date_____________ University Supervisor/Instructor Signature ______________________________ Date_____________
Supervisor/Instructor: At the end of the term of this plan, check your recommendation, sign and date below, and provide a copy to the candidate and School of Education for candidate file.

! Improvement Plan successfully met Date Signed

! Shows some growth; another 2-week plan initiated

! Terminated from placement/NC in course


Program Coord.

Supervisor/Instructor

Cooperating Teacher

26

S-ar putea să vă placă și