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    CSU, Chico School of Education SSP Handbook SECTION 2

    EVALUATION FORMS & RUBRICS

    The forms listed below 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 indetermining 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.

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    g

    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 andpractices. 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.

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    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

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    INSTRUCTIONAL STRATEGIES and DIFFERENTIATED INSTRUCTION:

    These include overarching strategies and methods that appeal to various learning styles andneeds. 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 moreabout 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:

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    MATERIALS:

    Provide a list of the items which must be available for this lesson, including directions fordistribution 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?

    W th l t d t t d?

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    DAILY LESSON PLAN TEMPLATE

    Reviewed by:

    Cooperating Teacher Initials:

    Candidate Name: Lesson Date:

    Subject: Learners Grade Level/s:

    Planned Lesson Duration:

    KEY CONCEPT/THEME:

    OVERVIEW:

    RATIONALE:

    CA ACADEMIC CONTENT STANDARDS:

    OBJECTIVES/LEARNING TARGETS:3

    INSTRUCTIONAL STRATEGIES AND DIFFERENTIATED INSTRUCTION:

    SDAIE TECHNIQUES AND PRACTICES:

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    SDAIE Techniques & Practices

    Input Simplification

    1 clear enunciation, slower speech rate; longer pauses; increased redundancy

    2 controlled vocabulary; limited use of idiomatic speech; simple verb tenses

    3 shorter, less complex sentences and explanations4 define unusual words and words with double meaning

    5 readability level of written materials is low

    6 mini lectures

    7 use of cognates if possible

    Contextualization and Meaning

    1 contextualized teacher delivery: comprehensible input, phrasing, rephrasing

    2 Scaffolding; for example, modeling, bridging, contextualizations, schema building, metacognitive

    development, text representations3 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.

    4 gestures; facial expressions; act out meaning

    5 frequent use of labels

    6 props & realia

    7 illustrations, pictures, motion pictures, maps, charts, flowcharts, overheads, and graphs

    8 bulletin boards with labels whenever appropriate

    9 word banks10 identify key topics organized around main themes

    11 extend mental set

    12 comprehensible input: provision of information and/or experiences that learners recognize as valuable

    and meaningful

    Emphasis on Success and Comprehension

    1 comprehension is stressed more than form or grammar, semantics more than syntax; utility of ideas,

    investigations, and skills is the major criterion for success

    2 hands-on activities, manipulatives

    3 listening and speaking activities precede reading and writing activities

    4 reading assignments include pre-reading, during reading, post reading activities

    5 writing activities preceded by pre-writing activities

    6 ti ti iti

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    Anticipatory Set - What is it?

    The "anticipatory set" is set up at the beginning of a lesson or during a transfer of activities. The objectof 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 getterfor 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.

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    9

    CANDIDATE OBSERVATION FORM FOR TEACHING PRACTICUMfor use by: Cooperating Teacher/Local Support Teacher and University Supervisor

    Candidate: Date:

    Cooperating Teacher: University Supervisor: School: __________

    Please check for candidate progress on each of the Teaching Performance Expectations (TPEs) over the semester

    TPEs observed this session:

    ! 1. Specific Pedagogical Skills for

    Subject Matter Instruction

    ! 2. Monitoring Student Learning DuringInstruction

    ! 3. Interpretation and Use of

    Assessments! 4. Making Content Accessible

    ! 5. Student Engagement

    ! 6. Developmentally AppropriateTeaching Practices

    ! 7. Teaching English Learners

    ! 8. Learning about Students

    ! 9. Instructional Planning

    ! 10. Instructional Time

    ! 11. Social Environment

    ! 12. Professional, Legal, and

    Ethical Obligations

    ! 13. Professional Growth

    Given the TPEs above, comment on thecandidates application of democratic practice.

    COMMENTS

    Completed by: __________________

    Candidates Initials: ______________

    Future Growth Focus:

    Grade Level/Subject:

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    4Candidate must earn at least 26 points with all scores at level 2 or above to be eligible for Teaching Practicum II/Residency II.

    5Candidate must earn at least 39 points with all scores at level 2 or above to be eligible to complete Teaching Practicum II/Residency II.

    6

    California Standards for the Teaching Profession.

    CSU Chico School of EducationTeaching Performance Expectations (TPE) RubricGeneral Education Programs

    Unacceptable(1)

    Acceptable Beginning Practice(2)

    4

    Acceptable Professional Practice(3)

    5

    Exceptional Practice(4)

    Domain A: Making Subject Matter Comprehensible to Students (CSTP 36)

    TPE 1- Specific

    Pedagogical Skillsfor Subject MatterInstruction

    In lesson planning and delivery,shows limited knowledge of the subject

    area. May choose ineffectiveinstructional strategies to help studentslearn,

    and has difficulty organizing thecurriculum.

    In lesson planning and delivery,demonstrates some understanding of the

    state academic content standards, how toselect and organize curricula and evidence-based instructional strategies, and how to

    make instructional decisions based uponstudents needs.

    In lesson planning and delivery, demonstrates aclear understanding of the state academic

    content standards, how to select and organizecurricula and evidence-based instructionalstrategies and how to make instructional

    decisions based upon students needs.

    Level 3, plus instruction isconsistently responsive to ALL

    students needs.

    Domain B: Assessing Student Learning (CSTP 5)

    TPE 2 Monitoringstudent learning

    during instruction

    Rarely uses progress monitoring duringinstruction, paces instruction, re-teaches content, or checks for commonstudent misconceptions/

    misunderstandings.

    Makes reasonable attempts to use progressmonitoring during instruction. Makesreasonable attempts to pace instruction, re-teach content (when needed), and check for

    common student misconceptions/misunderstandings.

    Effectively uses progress monitoring at keypoints during instruction. Effectively pacesinstruction, re-teaches content (when needed),and checks for and addresses common student

    misconceptions/ misunderstandings.

    Level 3, plus effectively andconsistently uses plannedformative assessments.

    TPE 3 Interpretation anduse of assessments

    Rarely uses assessments of any kind todetermine students progress or plan

    instruction. Rarely or incorrectlyinterprets assessment results to modifyinstruction. Does not apply therequirements for appropriateassessment and identification ofstudents whose cultural, ethnic, orlinguistic differences may be confusedwith manifestations of a disability.Rarely gives students feedback orcommunicates with families concerningstudent achievement.

    Is developing in the ability to administer avariety of assessments to determine

    students progress and plan instruction.Sometimes interprets assessment results ofindividuals and groups in order to developand modify instruction. Attempts to apply therequirements for appropriate assessmentand identification of students whose cultural,ethnic, or linguistic differences may beconfused with manifestations of a disability.Is developing in the ability to give studentsfeedback and communicate with familiesconcerning student achievement.

    Appropriately administers a variety ofassessments to determine students progress

    and plan instruction. Accurately interpretsassessment results of individuals and groups inorder to develop and modify instruction.Effectively applies the requirements forappropriate assessment and identification ofstudents whose cultural, ethnic, or linguisticdifferences may be confused with manifestationsof a disability. Gives students specific or timelyfeedback on their learning. Teaches studentshow to use self-assessment strategies. Explainsto families how to help students achieve thecurriculum.

    Level 3, plus consistently usesresults of multiple measures,

    including student self-assessment and reflection, toguide instructional decisions.

    Domain C: Engaging and Supporting All Students in Learning (CSTP 1)

    TPE 4 Makingcontent accessible

    Delivers content in ways that does notadequately provide access andcomprehension for students, especiallyfor ELLs and students with speciallearning needs. Incorporates fewinstructional strategies and provideslimited opportunity for reinforcement

    and practice.

    Makes reasonable attempts to provideaccess and comprehension for moststudents, including either ELLs or studentswith special learning needs, by incorporatingappropriate instructional strategies,supporting academic language developmentand providing some opportunities for

    reinforcement and practice.

    Provides access and comprehension for allstudents, including ELLs and students withspecial learning needs, by incorporating a varietyof instructional strategies, supporting academiclanguage development, and by providing ampleopportunities for reinforcement, and practice.

    Level 3, plus incorporates avariety of research-basedstrategies targeted to ALLstudents needs.

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    7Candidate must earn at least 26 points with all scores at level 2 or above to be eligible for Teaching Practicum II/Residency II.

    8Candidate must earn at least 39 points with all scores at level 2 or above to be eligible to complete Teaching Practicum II/Residency II.

    Unacceptable(1)

    Acceptable Beginning Practice(2)

    7

    Acceptable Professional Practice(3)

    8

    Exceptional Practice(4)

    TPE 5 Studentengagement

    Lacks a clear communication ofinstructional objectives. Gives little timefor student participation and rarely givesthe opportunity for students to share

    their point of view. Does not askquestions. Unidirectional flow ofcommunication from teacher tostudents. Does not attempt to makeinstruction relevant to students lives.Does not motivate or encouragestudent effort.

    Makes reasonable attempts tocommunicate instructional objectives.Encourages active participation of somestudents and gives the opportunity for

    students to share their point of view. Asksmostly known-answer questions. Showsattempts to make instruction relevant tostudents lives. Makes reasonable attemptsto foster teacher-student dialog. Attempts tomotivate and encourage student effort.

    Clearly communicates instructionalobjectives. Ensures active participation ofall students and encourages students toshare their points of view. Asks stimulating

    questions designed to elicit meaningfulresponses. Uses community resources,student experiences, OR applied learningactivities to make instruction relevant.Fosters teacher-student and student-student dialogue. Motivates andencourages student effort.

    Level 3, plus uses a combination ofcommunity resources, studentexperiences, AND applied learningactivities to make instruction relevant.

    TPE 6 Developmentallyappropriateteaching practices

    Does not set expectations for learningand behavior based on knowledge oftypical and atypical development.Doesnot provide challenging opportunities forstudents to develop some advancedthinking and problem solving skills.Does not communicate to students orparents the course requirements or theconnection between the curriculum anda future career. Does not supportstudent individuality or guide studentsto become responsible self-learners.

    Makes reasonable attempts to setexpectations for learning and behaviorbased on knowledge of typical and atypical

    development. Provides opportunities formost students to develop some advancedthinking and problem solving skills.Communicates to student or parent courserequirements and the connection betweenthe curriculum and a future career. Makesreasonable attempts to support studentindividuality and guide students to becomeresponsible self-learners.

    Sets expectations for learning andbehavior based on knowledge of typicaland atypical development. Provides

    challenging opportunities for all studentsto develop advanced thinking and problemsolving skills. Clearly communicates tostudents and parents the courserequirements and the connection betweenthe curriculum and future schooling orcareer. Supports students individualityand guides them to become responsibleself-learners.

    Level 3, plus uses knowledge ofdevelopment to maximize learning for

    ALL students.

    TPE 7 TeachingEnglish learners

    Does not know or apply instructionalpractices for EL students. Does notdraw upon or use information aboutstudents' linguistic and culturalbackgrounds and languageproficiencies. Does not collaborate withspecialists or aides to support Englishlanguage development. Does not useinstructional strategies or questioningstrategies to make the curriculum andthe language comprehensible. Doesnot allow students to express meaning

    in a variety of ways, including their firstlanguage. Does not extend studentscurrent level of language development.

    In bilingual classrooms, does not usestudents primary language to ensureconceptual understanding.

    Makes reasonable attempts to applyinstructional practices for EL students.Draws upon or uses some informationabout students' linguistic and culturalbackgrounds and language proficiencies.Makes reasonable attempts to collaboratewith specialists or aides to support Englishlanguage development. Is developing theability to use instructional strategies andquestioning strategies to make thecurriculum and the languagecomprehensible. Allows students to express

    meaning in a variety of ways. Rarelyextends students current level of languagedevelopment. In bilingual classrooms,

    makes reasonable attempts to usestudents primary language to ensureconceptual understanding.

    Knows and applies instructional practicesfor EL students. Draws upon and usesinformation about students' linguistic andcultural backgrounds and languageproficiencies to provide differentiatedinstruction. Collaborates with specialistsor aides to support English languagedevelopment. Consistently usesinstructional strategies and questioningstrategies that make the curriculum andlanguage comprehensible. Encouragesstudents to express meaning in a variety

    of ways, including first language. Extendsstudents current level of languagedevelopment. In bilingual classrooms,

    uses students primary language to ensureconceptual understanding.

    Level 3, plus uses a wide repertoire ofresearch-based strategies andresources to ensure understanding,help students express meaning, andextend language development.

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    12

    9Candidate must earn at least 26 points with all scores at level 2 or above to be eligible for Teaching Practicum II/Residency II.

    10Candidate must earn at least 39 points with all scores at level 2 or above to be eligible to complete Teaching Practicum II/Residency II.

    Unacceptable(1)

    Acceptable Beginning Practice(2)

    9

    Acceptable Professional Practice(3)

    10

    Exceptional Practice(4)

    Domain D: Planning Instruction and Designing Learning Experiences for Students (CSTP 4)

    TPE 8 Learningabout students

    Does not use formal or informalmethods and assessments to learnabout students. Does not

    understand patterns of child andadolescent development or usedevelopmental principles to guidepractice. Does not provideinstructional strategies that meet theneeds of students. Does notencourage parental involvement.Does not use interpersonalinteractions to learn about students.

    Provides learning opportunities for moststudents, using formal and informal methodsand assessments to learn about students.

    Understands patterns of child andadolescent development and attempts to usethis understanding to guide practice.Understands a variety of instructionalstrategies are needed for developmentally,physically, and learning challenged studentsand attempts to apply them in practice.Recognizes that parental involvement isneeded. Uses interpersonal interactions tolearn about some students.

    Provides a variety of learning opportunities for allstudents, using formal and informal methods andassessments to learn about students.

    Understands patterns of child and adolescentdevelopment, and uses this understanding toguide practice.Identifies instructional needs for all students(developmental, physical and learningchallenges) and applies them in practice.Encourages parental involvement. Makesreasonable attempts to learn about all studentsabilities, ideas, interests and aspirations throughinterpersonal interactions.

    Level 3, plus consistently usesknowledge of students to maximizelearning opportunities.

    TPE 9 Instructionalplanning

    Does not provide comprehensiveand differentiated lessons with anythought toward long-term and short-term goals for students. Does notprovide instruction that connects

    with students linguistic and culturalbackgrounds.

    Makes reasonable attempts to plancomprehensive instruction with clear, long-term and short-term goals. Makesreasonable attempts to plan differentiatedinstruction to accommodate varied student

    needs. Makes reasonable attempts to planmeaningful instruction that connects withstudents linguistic and cultural backgrounds.

    Effectively plans comprehensive instructionincorporating a variety of teaching methods withclear, long-term and short-term goals. Effectivelyplans appropriate differentiated instruction toaccommodate varied student needs as

    determined by goals, objectives, orIndividualized Education Programs (IEPs).Effectively plans meaningful instruction thatconnects with students linguistic and culturalbackgrounds.

    Level 3, plus plans are differentiatedto meet a wide range of studentneeds and include multiple ways forstudents to make meaningfulconnections to the curriculum.

    Domain E: Creating and Maintaining Effective Environments for Student Learning (CSTP 2)

    TPE 10 Instructional time

    Does not effectively useinstructional time to address contentstandard and goals. Does not adjustfor student learning opportunitiesand outcomes. Does not establishprocedures or manage transitions tomaximize instructional time.

    Makes reasonable attempts to useinstructional time effectively to addresscontent standards and goals, adjustingoccasionally for student learningopportunities and outcomes. Makesreasonable attempts to establish proceduresand manage transitions to maximizeinstructional time.

    Uses instructional time effectively to addresscontent standards and goals, adjustingappropriately to optimize student learningopportunities and outcomes. Establishesprocedures and manages transitions tomaximize instructional time.

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

    TPE 11 Social

    environment

    Does not adequately develop or

    maintain clear expectations foracademic and social behavior.Does not create a positive climatefor learning. Cannot write and

    implement an individual/classstudent discipline plan. Does notestablish a caring, respectful, fair

    rapport with students, family, andschool community.

    Makes reasonable attempts to develop and

    maintain clear expectations for academicand social behavior. Makes reasonableattempts to create a positive climate forlearning for most students. Can write and

    implement an individual/class studentdiscipline plan. Is developing the ability toestablish a caring, respectful, fair rapport

    with students, family, and school community,dealing appropriately with sensitive issues.

    Develops, maintains, and modifies as needed

    clear expectations for academic and socialbehavior. Creates a positive climate for learningfor students. Writes and implementsindividual/class student discipline plans.

    Establishes a caring, respectful, fair rapport withstudents, family, and school community, dealingappropriately with sensitive issues.

    Level 3, plus facilitates collaboration

    with families and school personnelto develop and maintain a positiveclimate for learning.

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    13

    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.

    12Candidate must earn at least 39 points with all scores at level 2 or above to be eligible to complete Teaching Practicum II/Residency II.

    Unacceptable(1)

    Acceptable Beginning Practice(2)

    11

    Acceptable Professional Practice(3)

    12

    Exceptional Practice(4)

    Domain F: Developing as a Professional Educator (CSTP 6)

    TPE 12 Professional, Legal,and EthicalObligations

    Does not understand or honor legaland professional obligations toprotect the privacy, health and safety

    of students, their families and schoolprofessionals. Is not aware of ethicalconsiderations and does not modelethical behaviors for students. Doesnot collaborate effectively witheducation specialists and othersupport service providers.Does not manage professional timeto ensure that academic goals aremet.

    Generally understands and honors legaland professional obligations to protect theprivacy, health and safety of students, their

    families and school professionals. Isbecoming aware of ethical considerationsand the importance of modeling ethicalbehaviors for students. Makes reasonableattempts to collaborate effectively witheducation specialists and other supportservice providers. Manages professionaltime to ensure that academic goals are met.

    Understands and honors legal andprofessional obligations to protect theprivacy, health and safety of students, their

    families and school professionals. Is awareof ethical considerations and models ethicalbehaviors for students. Collaborateseffectively with school and communityprofessionals in the best interests ofstudents. Manages professional time toensure that academic goals are met.

    Level 3, plus models professionalism inall aspects of the dual roles of studentand beginning teacher.

    TPE 13 ProfessionalGrowth

    Rarely uses reflection and feedbackto formulate and prioritize goals forincreasing subject matter knowledgeand teaching effectiveness.

    Uses some reflection and feedback toformulate and prioritize goals for increasingsubject matter knowledge and teachingeffectiveness.

    Consistently uses reflection and feedbackto formulate and prioritize goals forincreasing subject matter knowledge andteaching effectiveness.

    Level 3, plus seeks opportunities to growas a professional and demonstratescontinual progress toward meeting setgoals.

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    CSU, Chico School of EducationCANDIDATE 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, pleasesee 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

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    15

    DISPOSITION

    RUBRIC

    Unacceptable

    (1)

    Acceptable Beginning Practice

    (2)13

    Acceptable Professional Practice(3)

    14

    Exceptional Practice

    (4)

    Disposition #1

    Appreciates and values humandiversity, recognizescommunity and cultural norms,shows respect for studentsvaried talents and perspectives,seeks to foster culturally-appropriate communicationsand demonstrates bestpractices in his or her field.

    Inequitably interacts and responds tostudents; is unaware of opportunitiesto enhance cross-culturalunderstandings; is non-responsive tostudents individual differences;misses opportunities to encouragecultural sensitivities andperspectives; is unaware of culturallyresponsive pedagogical practices

    Is aware of the need to interact andrespond to all students equitably;attempts to respond to opportunities toenhance cross-cultural understandings;recognizes individual differences;attempts to encourage culturalsensitivities and perspectives; is awareof culturally responsive pedagogicalpractices

    Is aware of the need to interact andrespond to all students equitably anddemonstrates attempts to do so; looksfor and responds to opportunities toenhance cross-cultural understandings;integrates students individualdifferences into the classroomenvironment; encourages culturalsensitivity and perspectives; is aware ofculturally responsive pedagogical

    practices and attempts to model them.

    Interacts and responds with allstudents equitably; looks for andcreates opportunities to respond toand enhance cross-culturalunderstandings; invites andintegrates students individualdifferences into the classroomenvironment; encourages culturalsensitivity and perspectives; modelculturally responsive pedagogical

    practices.

    Disposition #2

    Believes that all children can

    learn, appreciates their varyingabilities and persists in helpingall children achieve success.

    Perceives students as having deficits

    rather than assets; does not engagewith students at all levels of studentabilities; easily frustrated when

    students dont understand; focuseson higher level students only; doesnot 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 tointeract all levels of student abilities;seeks to help all students.

    Recognizes the assets and resources

    that all students bring to the classroomLooks for and inquires about a variety of

    strategies to engage all levels of

    student abilities: Tries various means tohelp students who dont understand;encourages students at all levels; seeksstrategies to be more effective with allstudents.

    Looks for, inquires about, and

    implements a variety of strategies tengage all levels of student abilitie

    and interests: Persists with student

    to try to help them understand;encourages students at all levels;implements strategies evidenced tobe more effective with all students.

    Disposition #3

    Committed to continuous, self-directed learning, criticalthinking and reflection in orderto refine instructional practiceand deepen knowledge in theacademic disciplines.

    Infrequently makes observations orasks questions about classroomdynamics; passes by opportunitiesto discuss teaching practice;demonstrates inadequate knowledgeof subject and curriculum, and/orhas few ideas to increase his/herknowledge; does not accept

    constructive feedback

    Sometimes makes observations andasks questions about classroomdynamics; occasionally engages inthinking about and discussing teachingpractice; demonstrates knowledge ofsubject and curriculum, but is lesscertain of ways to increase his/herknowledge; accepts constructive

    feedback and attempts to use it forimprovement

    Frequently/Often makes observationsand asks questions about and sharesinsights regarding classroom dynamics;shows a real interest in thinking aboutand discussing teaching practice byinitiating discussions often;demonstrates superior knowledge ofsubject and curriculum; describes

    workable plans for increasing his/herknowledge; accepts constructive

    feedback and uses it for improvement

    Consistently asks questions aboutand comments on classroomdynamics; shows a real interest inthinking about and discussingteaching practice by initiatingdiscussions consistently;demonstrates superior knowledgeof subject and curriculum; describe

    realistic and specific workable planfor increasing his/her knowledge;

    seeks out constructive feedbackand uses it for improvement

    13Candidate must score at level 2 or above to be eligible for Teaching Practicum II/ Residency II.

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

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    16

    Unacceptable

    (1)

    Acceptable Beginning Practice

    (2)15

    Acceptable Professional Practice(3)

    16

    Exceptional Practice

    (4)

    Disposition #4

    Demonstrates pride in theeducation profession andparticipates in collaborativerelationships with colleagues,students, parents, and socialand professional communitiesand agencies.

    Dresses inappropriately and/orexhibits inappropriate and/orunprofessional behavior; uses verbalcommunication that does not fosterinteraction; Attendance, punctuality,and/or preparation is problematic;Does not respond promptly toelectronic communications.

    Dresses and conducts selfappropriately; communicates effectivelywith students and colleagues; meetsscheduled time/hour commitment andis prepared; Responds promptly toelectronic communications

    Models professional dress and conduct;uses verbal communication thatenhances interactions with students andcolleagues; meets scheduled time/hourcommitments, arrives promptly and iswell prepared; Responds promptly toelectronic communications

    Models professional dress andconduct; uses verbalcommunication that enhancesinteractions with students,colleagues & parents/guardians;meets or exceeds scheduledtime/hour commitments, arrives

    promptly and is well prepared;

    Responds promptly to electroniccommunications

    Disposition #5

    Committed to the expressionand use of democratic values

    and to creating a learning

    environment that fosters activeengagement in learning andencourages positive socialinteraction.

    Unaware of democratic and socialjustice values; unaware of the need

    for interdependent, collaborative

    social interaction; unresponsive tostudent ideas; displays little interestor involvement in group work; limitedresponsiveness to students

    Aware of democratic and social justice

    values; aware of the need forinterdependent, collaborative social

    interaction; listens to student ideas;actively observes group work;responsive to students

    Is committed to democratic and social

    justice values; recognizes and valuesinterdependent, collaborative social

    interaction; values student ideas;facilitates student group work, whenasked; very responsive and respectful toall students, both verbally andnonverbally.

    Advocates for democratic and

    social justice values; recognizesand values interdependent,

    collaborative social interaction;values student ideas; facilitatesstudent group work, when asked;very responsive and respectful toall students, both verbally andnonverbally; lessons showevidence of a responsiveness topreparing students for engagedcitizenship;

    Tally________ / 20

    15Candidate must score at level 2 or above to be eligible for Teaching Practicum II/ Residency II.

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

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    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

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    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 inhelping all children achieve success.

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

    Disposition 4 - The candidate demonstrates pride in the education profession and participates in collaborativerelationships 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 alearning environment that fosters active engagement in learning and encourages positive social interaction.

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    TEACHING PRACTICUM I CULMINATING CONFERENCE FORM

    Credential Candidate: Date:

    Comments on Self-Evaluation Form and Areas of Strength

    Future Growth Areas

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    TEACHING PRACTICUM IIEXIT INTERVIEW & INDUCTION PREVIEW SHEET

    Credential Candidate: Date:

    Share this form with your Induction Support Provider when you take your first teaching position.

    1. TPE StrengthsWhat elements of the TPEs describe my strengths as ateacher?

    2. Growth NeedsWhich California Standard for the Teaching Profession*(CSTP) will I focus on in my first teaching position toimprove my teaching?

    3. Growth Goal

    Considering the CSTP standards I will focus on, myprofessional growth goal is!

    4. Student Outcomes

    Based on my CSTP growth goal, what changes could Isee in my students?

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

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    CSU Chico School of EducationTPE/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 uponat the culminating conference, please provide overall ratings on the form below for each TPE and disposition. Use theTPE 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 systemfor final evaluations, at https://steps.csuchico.edu/login.aspx?ReturnUrl=%2flogout.aspx&school=csuchico.

    TPE or Disposition

    Rating

    Unacceptable(1)

    AcceptableBeginningPractice

    (2)

    Acceptable

    Professional

    Practice

    (3)

    Exceptional

    Practice

    (4)

    NotObserved

    TPE 1 Specific pedagogical skillsTPE 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

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    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 entrieswill be guided by the questions provided in the Field Experience Reflectionshandout. 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 toreview 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 entryyou 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 questionsarise 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 assuredthat confidentiality of content will be honored.

    Weekly Log:

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

    DATESCHOOL(S) PERIOD(S) TEACHER SUBJECT HOURS

    9/3/03 CentralMiddle

    1 & 2 Develter ELD 2

    CentralMiddle

    3,4,5 Van OrnumSoc.

    Studies6

    Central

    Middle 6 Nadeje Math 19/5/03 Central

    Middle1 Binning PE 1

    CentralMiddle

    2, 3,4 Van OrnumSoc.

    Studies3

    9/6/03 CentralMiddle 1 Chew Soc.Studies 3

    CentralMiddle 2 & 3 Steinhaus English 2 Central

    Middle 4 Bliss Science 1 Central

    Middle 5 Lawson ELD 1Total Hours: 20

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    Practicum I Journal PromptsThe 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 Application/Student EngagementWeek 6 EffectivenessWeek 9Planning What have you noticed about

    how teachers do lesson

    planning?

    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?

    How did your lesson go relative

    to the planning process? Any

    surprises? What modifications

    were needed? How did the

    students demonstrate

    understanding?

    Classroom Management How do teachers manage theirclassrooms? 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?

    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 two-

    week teach?

    How are your students

    responding to your

    management strategies? Give

    examples. What changes will

    you make for your practicum II

    experience?

    Personal Growth

    As a beginning teacher, whatare your strengths? What are

    your worries? What do you

    need to work on?

    Identify two areas in whichyouve 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?

    How has your personal growthaffected your students? What

    changes have you noticed?

    What are your growth goals for

    practicum II.

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    TEACHING PRACTICUM I TASK CHECKLIST

    DIRECTIONS: Throughout the semester you will be expected to apply what you are learning in yourcoursework 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 datethe checklist. This checklist will be collected at your exit interview.

    TASK DATE SIGN

    1. Learn the names of at least thirty students2. Return graded papers or do other activities that require you to know

    the names of students.

    3. Provide individual help to students during work periods.4. Take responsibility for checking in/out equipment or materials for

    activity sessions.

    5. Enter the cooperating teachers grades in the grade book/ computer.6. Read a set of papers graded by the cooperating teacher and discuss

    the evaluations with the cooperating teacher.

    7. Take roll.8. Learn to efficiently operate all equipment used in the classroom9. Eat in the lunchroom -- meet other teachers.10. Design and use a sponge activity.11. Introduce a film, video, or powerpoint to the class.12. Assist a student in using a computer.13. Individualize an assignment for a student with special needs.14 With the help of the CT design and assign a home ork assignment

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    CREDENTIAL CANDIDATE IMPROVEMENT PLAN

    Credential Candidate ________________________________ Semester _____________________ School _______________

    University Supervisor/Instructor ____________________________ Cooperating Teacher ________________________________

    Two-Week Period of this Contract

    Areas of Concern: Please list specific areas of concern, in detail, (with

    matching TPE indicated).

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

    Specific Improvement Actions Required:

    This plan identifies specific concerns. The candidate is expected to show

    continued growth in all TPEs. Failure to improve could result in dismissal from theprogram.

    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 ! Shows some growth; another 2-week plan initiated ! Terminated from placement/NC in course

    Date SignedSupervisor/Instructor Cooperating Teacher Program Coord.