Post on 15-Mar-2018
College of Education and Behavioral Sciences
Student Teaching Handbook
Western Kentucky University
Last Revised: February 5, 2018
Student Teaching Handbook Revision Committee
WKU Faculty:
ELED: Pamela Jukes & Lisa Murley & Janet Tassell & Nita Cole MGE/SEC: Erin Margarella SPED: Dusty Knotts & Sue Keesey SKYTeach/Ogden: Rico Tyler Arts/Humanities: Robyn Swanson CHHS: Beth Pyle University Supervisors: Denise Henry & Judy Campbell
Classroom Practitioners:
Elementary – Blair Hanes (Jody Richards Elementary) Middle Grades - Kelli Tinsley (Warren South Middle School) Secondary – Suzanne Harwood (Bowling Green High School) Special Education/ELL – Julie Grim (Parker-Bennett-Curry) IECE – Christina Sanders (Richpond Elementary) P-5/P-12 – Kandice Kilcoyne (Drakes Creek Middle School – Art) –
Table of
Contents
Overview 3
Developing the Sources of Evidence 4
General Objectives of Student Teaching 5
Responsibilities of the Student Teacher 7
Student Teacher Requirements 10
Tentative Suggested Student Teaching Timeline 12
Certification 15
Kentucky Framework for Teaching Aligned with KY Teacher Stds. 16
Co-Teaching Strategies and Examples 18
KY Professional Code of Ethics 19
Glossary 20
Appendix A – Templates for Sources of Evidence 24
Appendix B – Cooperating Teacher Resources/Forms 40
Appendix C – University Supervisor Resources/Forms 44
3
OVERVIEW
The student teaching semester is a capstone experience in all teacher preparation programs at
Western Kentucky University. This Student Teaching Handbook includes a focused collection of
guidance and forms, adapted from the Kentucky Teacher Internship Program (KTIP), in which
the student teacher can learn how to demonstrate performance on the components of the
Kentucky Framework for Teaching. As the student teaching experience is the semester
bridging the Western Kentucky University undergraduate experience to the first year of
teaching, much of the materials in this handbook are taken from KTIP documents. The KTIP
approach is grounded in a developmental view of teaching, recognizing that the complex,
demanding work of the profession is mastered over the course of several years of study,
consultation, and reflective practice. The purpose is to support beginning teachers in their
development and to focus this support through a process that aligns with the Kentucky
Framework for Teaching.
The student teaching evidence collection process is organized around the four formal
observations during the semester. During the semester, the committee (cooperating teacher and
university supervisor) formatively evaluates your performance and provides feedback to
reinforce your strengths and address selected areas for professional growth. While formative
assessments and feedback occur before the end of your placement(s), it is during the solo week
that your performance on each of the components of the Kentucky Framework for Teaching is
summatively evaluated to determine the feedback and grade.
In the Student Teaching process, there are nine Sources of Evidence that are specifically
designed to provide you with the opportunity to demonstrate your performance of the
Kentucky Framework for Teaching components and Kentucky Teacher Standards. The
Sources of Evidence are listed below.
Sources of Evidence (see Appendix A for templates)
1. KTIP Lesson Plans (one for each formal observation and the video lesson)
2. Post-Observation Reflection of Formal Observations
3. Professional Growth (Plan)
4. Professional Involvement Log
5. Family Communication Log
6. One (1) Videoed Lesson Reflection and Analysis
7. Observation of Teaching (Student Teaching Performance Record)
8. Weekly Projected Schedule of Responsibilities
9. Disposition Rating Form
4
Developing the Sources of Evidence
The Contexts for Developing the Sources of Evidence:
Developing the nine Sources of Evidence will provide opportunities for you to demonstrate
and refine your teaching knowledge and skills in the context of the classroom. These skills
include identifying student strengths and learning needs, planning instruction that addresses
those needs, developing formative and summative assessments of student learning, analyzing
and reflecting on student performance data to improve the impact of instruction on student
learning, and collaborating with colleagues, families, and/or others who can contribute to
meeting the needs of your students. In addition, you will have the opportunity to demonstrate
and refine your teaching skills in the broader context of the school by becoming actively
involved in the life of your school's professional community to improve student learning and
the school environment. You will have the opportunity to identify your strengths and areas
for growth as a teacher relative to the four domains of the Kentucky Framework for Teaching.
Initially, while working with your cooperating teacher and university supervisor, you will
identify one or more areas for growth that, if addressed, would develop and/or refine your
teaching skills. You will then develop and implement a professional growth plan that
addresses the identified growth area(s) during your student teaching experience.
Templates for the Sources of Evidence:
As noted above, you will demonstrate your performance on the components of the
Kentucky Framework for Teaching with the Sources of Evidence. You will use the
templates (see Appendix A) to provide the nine Sources of Evidence. The component(s) of
the Kentucky Framework for Teaching addressed by each Source of Evidence is identified
on the template by a parenthetical notation (e.g. (Domain I, Component E). Each template
provides prompts and directions for its completion. This handbook provides paper copies of
the templates that are available online at:
https://www.wku.edu/educatorservices/student_teaching/documents/st_handbook.pdf.
The online templates are in Microsoft Word and can be downloaded as needed. It should be
noted that some Sources of Evidence will require that you provide evidence/artifacts of your
teaching, such as copies of your assessments. For this reason, it is essential that you read the
directions for each template carefully so that you provide what is needed. In addition, your
cooperating teacher and university supervisor may require that you provide additional
documentation for one or more of the Sources of Evidence.
5
GENERAL OBJECTIVES OF STUDENT TEACHING
Adapted from: 16 KAR 5:040. Admission, placement, and supervision in student teaching (4) Beginning September 1, 2013, each educator preparation institution shall provide a full
professional semester to include a period of student teaching for a minimum of seventy (70) full
days, or its equivalent, in instructional settings that correspond to the grade levels and content
areas of the student teacher’s certification program.
All planned absences must be approved with a prior agreement through the cooperating teacher,
university supervisor and the Office of Professional Educator Services, approved by the Director
of Student Teaching.
Absences due to the required three Student Teaching Seminar dates do not count toward the 70
days.
All absences due to illness or emergency situations will be reported by the University Supervisor
to the Office of Professional Educator Services at midterm and one week prior to a student’s
original assigned ending date.
Any day absent from a student teaching experience must be made up at the end of the student
teaching assignment in December or May.
The teacher educator program shall support the student teacher in having a quality experience by:
(a) cooperating with the district in determining the specific placement of the student teacher;
(b) collaborating with the district to provide necessary program resources and expertise;
(c) using multiple performance assessments to document the student teacher’s ability to
support learning for all P-12 students;
(d) requiring the use of technology by the student teacher to:
1. enrich the learning of P-12 students; and
2. support the student teacher’s professional growth and communication; and
(e) providing opportunities for the student teacher to:
1. engage in extended co-teaching experiences with an experienced teacher;
2. engage in reflective self-assessment that informs practice;
3. maintain regular professional conversations with experienced teachers other than the
cooperating teacher;
4. participate in regular and extracurricular school activities;
5. participate in professional decision making; and
6. engage in collegial interaction and peer review with other student teachers.
Student teaching should develop the desirable understandings, attitudes, skills and techniques
involved in:
1. Teaching in the classrooms of public or private schools.
2. Cooperating with associates in planning an educational program appropriate to the needs of
those it serves. This would include working with university supervisors, principals,
cooperating teachers, student teachers, students and members of the community.
3. Using teaching and instructional aids appropriate to well-defined objectives.
4. Appraising students' interests, attitudes, potentialities and behavior, and devising
educational experiences that make for maximum development of each student.
5. Using a subject matter effectively in achieving the ends of educational processes.
6. Formulating an adequate concept of the role of a teacher in school-community life.
6
7. Becoming a professional. This includes knowledge and practice of a professional Code of
Ethics and knowledge of and compliance with the state and federal regulations.
8. Assessing beliefs about teaching in terms of the classroom encountered.
7
RESPONSIBILITIES OF THE STUDENT TEACHER
I. To become acquainted with the cooperating school, the student teacher should
accomplish the following during the first days of student teaching:
A. Learn the names of students and school personnel (as feasible).
B. Become familiar with policies of the school concerning the following:
1. Teacher's schedule 8. Permanent records
2. Attendance records 9. Textbooks
3. Emergency drills 10. Discipline/Management
4. Assemblies 11. Dismissal
5. Teacher responsibilities 12. Use of school facilities
6. Report cards 13. Testing programs
7. In-school accidents 14. Signing in/arrival time
C. Observe teacher-student relationships, noting in particular the various teaching and
learning styles that prevail in the school.
D. Become familiar with the school's process for reporting attendance to the state, and the
teacher's responsibilities related to that report.
II. To understand the activities, forces, and ideas operating within the cooperating school, the student
teacher should:
A. Develop an understanding of the students.
1. Give instructional support through intervention and/or enrichment to students.
2. Work with groups of students of varying abilities.
3. Work with cumulative records.
4. Participate in parent-teacher conferences.
5. Discuss students with the guidance counselor.
6. Discuss students’ problems with the cooperating teacher.
7. Observe students in various activities.
8. Observe the cooperating teacher and other teachers in other disciplines/grade levels.
B. Become familiar with classroom organization and management.
1. Distribute and collect materials.
2. Check roster and record attendance.
3. Discuss management policies with the cooperating teacher.
4. Keep record of homework and student grades.
C. Use instructional materials.
1. Prepare classroom materials.
2. Use available materials.
3. Bring in supplementary materials.
4. Locate visual, reference, and other teaching materials in library or other school
sources.
5. Learn to use educational equipment and appropriate uses of technology for
instruction.
6. Examine courses of study and textbooks.
7. Set up demonstrations.
D. Plan for class instruction.
1. Learn proper use of instructional materials.
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2. Prepare an instructional unit.
3. Prepare daily lesson plans for all classes.
4. Plan activities with/for the class(es).
5. Instruct classes; guide class discussions.
6. Develop assignments.
7. Monitor classroom study.
8. Check notebooks, workbooks, and supplementary work.
9. Use a variety of appropriate teaching methods.
10. Utilize a variety of appropriate evaluative techniques.
11. Provide formative feedback to students.
E. Evaluate student progress.
1. Grade student work.
2. Make a student progress chart.
3. Assist with report cards.
4. Hold conferences with students.
5. Use data to inform instruction.
6. Design and implement the assessment cycle with pre/post assessment of content.
F. Engage in wider school activities.
1. Assist with extra-curricular and/or after-school activities.
2. Supervise school-day functions.
3. Learn school routines.
4. Attend faculty meetings.
5. Attend ARC meetings.
6. Attend PTA/PTO meetings.
7. Attend School-Based Decision Making (SBDM) Council meetings.
8. Eat lunch with other teachers.
9. Confer with cooperating teacher and university supervisor on a regular basis.
10. Work with faculty committees, if appropriate.
11. Attend selected school related athletic and cultural events
G. Develop professional characteristics.
1. Be punctual, dependable, cooperative, and professional.
2. If you are ill or have an emergency and cannot report to your assignment on that day,
call and advise your cooperating teacher and university supervisor by 7:00 AM.
(This time may vary based on instructions from the university supervisor and/or
school start time).
3. Be dressed appropriately and be well-groomed at all times.
4. Cultivate a pleasant voice with a command of the English language.
5. Become familiar with professional literature.
6. Project a positive disposition with a growth mindset during student teaching.
III. To help the student teacher identify his/her strengths and weaknesses as a potential teacher, the
student teacher should participate in cooperating teacher/student teacher conferences.
A. Make a definite and regular time should be established the student teacher and cooperating
teacher conferences. A proper place for conferences should be provided and arranged by the
cooperating school.
9
B. Both cooperating teacher and the student teacher should have notes to guide the conference
discussion.
C. The cooperating teacher should take a positive approach with the student teacher,
emphasizing the student teacher's assets as well as areas for growth.
D. Arrangements should be made for other staff members or teacher development personnel to
attend conferences when needed.
E. Objective reflection and self-analysis on the part of student teachers should be cultivated.
IV. The following statement issued in 1963 by the Attorney General of the Commonwealth of
Kentucky is quoted below to clarify classroom authority and responsibility of the student
teacher:
KRS Chapters 157 and 161 require the employment of competent certified teachers, but there
is no express or implied exclusion of an assistant or student teacher. The student teacher
cannot be employed by the local board of education, can receive no compensation from said
board or exercise any authority in the management or control of the class. While a student
teacher is working with the class, the regularly employed certified teacher must remain in a
supervisory capacity to see that the recitations are heard and instructions given according to
his/her own judgment and discretion. There can be no delegation of this authority and
responsibility.
The student teacher may be devoted to his/her pursuit of the art of teaching, but he/she is not
a teacher within the meaning of the law, which has undertaken to insure that school children
shall be taught only by those who have met, not by those seeking to attain, a certain standard
of proficiency.
Therefore, it is the opinion of this office that a student teacher may not legally take charge of a
classroom in the absence of the regular teacher.1
A January 1975 opinion of the Attorney General2 not only reaffirms this opinion but further
states that a student teacher is not authorized to teach except under the supervision of a
certified teacher.
In response to the Attorney General's statement, the following policy statements will guide
Western's university supervisors and student teachers.
1. A student teacher has no legal authority as a certified teacher either in or out of
the classroom. The student teacher may not be used as a substitute for his/her
supervising teacher or for another certified teacher.
2. A student teacher may not legally assume full or unassisted responsibility for any
activities (such as field trips, debate contests, etc.) that occur away from the
cooperating school.
3. Absence from the classroom on the part of the supervising teacher for any period of
time is governed by the policies of the local Board of Education
1Opinion of Attorney General of the Commonwealth of Kentucky, April 2, 1963. 63-269.
2IBID. January 27, 1975. 75-70
10
STUDENT TEACHING REQUIREMENTS
Common to All Student Teachers:
Complete a minimum of 70 instructional days of student teaching at the cooperating school
(The three Student Teaching Seminar class release days do not count as instructional days).
Assume responsibility, usually during the second week, starting with one class. Classes are then
added, one each week until the student teacher is teaching all of the classes of the cooperating
teacher. The full day teaching should last for a full week for each of the two 7-8 week placements
and two full weeks for a single placement.
Meet with the university supervisor a minimum of six (6) times; four (4) will be formal
observations, and two will be two seminars designed by the University Supervisor. .
All observations will be scheduled in advance and must include a pre and post observation
conference. Each lesson plan should be sent to the university supervisor two (2) to three (3) days
before the scheduled observation to allow for review and feedback.
Complete and reflect upon a minimum of one (1) video-taped lesson.
Create and implement a Professional Growth Plan with guidance from the cooperating teacher
and university supervisor.
Develop a Teacher Work Sample (TWS) in the Student Teaching Seminar class
(http://www.wku.edu/cebs/peu/documents/unit-wide_forms/tws_revised_prompt-and-
rubric.pdf) to be taught in the student teaching classroom. One lesson from the TWS must be
observed by the university supervisor OR cooperating teacher following the timeline of the
TWS development and the cooperating teacher’s schedule.
Participate in school events and projects making a substantial contribution.
Submit written lesson plans in advance to the cooperating teacher for review feedback.
Conference weekly with cooperating teacher.
Develop the following Sources of Evidence:
o KTIP Lesson Plans (one for each formal observation and the video lesson)
o Post-Observation Reflection of Formal Observations
o Professional Growth (Plan)
o Professional Involvement Log
o Family Communication Log
o Videoed Lesson Reflection and Analysis
o Observation of Teaching (Student Teaching Performance Record)
11
o Weekly Projected Schedule of Responsibilities
o Dispositions Form
o Sample daily and weekly evaluations from the cooperating teacher
o Documentation and reflections of six (6) outside classroom observations
o Optional evidence that supports demonstration of one or more components of the
Kentucky Framework for Teaching
Adhere to the due dates established by the University Supervisor.
Complete Student Teaching Survey (completed in the Student Teaching Seminar class).
Dress professionally.
o Most days will be “modest casual professional,” such as khakis, slacks or skirt with a
nice shirt or pullover, or a dress (note: all skirts/dresses must be no higher than two
inches above the knee).
o All clothing should be neat, clean, and free from rips, tears and wrinkles.
o Casual flip-flops, fleece sweatpants, warm-up, or jeans (all colors) are not appropriate
and will not be allowed in the school setting.
o Shorts may not be worn, even if they are knee length.
o Spaghetti straps and tank tops are not appropriate, unless covered.
o Clothing that is sheer, backless, low cut, and/or expose midriff are inappropriate and
should never be worn.
o Leggings may only be worn if covered by a dress no higher than two inches above the
knee.
o Body piercings (except ears) must be covered or removed, and no tattoos should be
obvious.
o If participating in school “Spirit Day”, only host school or WKU athletic apparel should
be worn.
o Exception: Physical Education teachers may dress appropriately for the day’s planned
activities, including knee length shorts, warm-up suits, and athletic shoes, but excluding
jeans. All other days, professional dress guidelines must be followed.
12
TENTATIVE STUDENT TEACHING TIMELINE
University
Supervisor
Visit
*One Full Semester Placement *Two Placements within the Semester
First visit Weeks 1-2
Complete general visit with university supervisor;
discuss concerns/questions to include the method
to be used for organizations of all documents.
Discuss grading procedures with cooperating
teacher and university supervisor.
Discuss use of daily and weekly evaluations.
Discuss timeline of the EDU 489 Teacher Work
Sample (TWS) – select date for observation of
one lesson from the TWS unit.
Discuss video-taping of lesson and select due
date for taped lesson.
Discuss Self-Assessment of Performance
RESULTS on the Professional Growth Plan
(PGP) with cooperating teacher and university
supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the cooperating
teacher and university supervisor.
Weeks 1-2: Begin First Placement
Complete general visit with university supervisor;
discuss concerns/questions to include the method to be
used for organization of all documents.
Discuss grading procedures with cooperating teacher
and university supervisor.
Discuss use of daily and weekly evaluations.
Discuss timeline of the EDU 489 Teacher Work
Sample (TWS) – select date for observation of one
lesson from the TWS unit.
Discuss Self-Assessment of Performance RESULTS
on the Professional Growth Plan (PGP) with
cooperating teacher and university supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the cooperating teacher
and university supervisor.
Second visit Weeks 3-4
Prepare/update Sources of Evidence
templates for review and evaluation by
university supervisor.
Complete observation and post-observation
conference with university supervisor
Submit Post-Observation Reflection (48
hours after observation)
Submit video-taped lesson and reflection for
analysis.
Discuss daily and weekly evaluations by
cooperating teacher with university
supervisor.
Discuss PGP and update as appropriate.
Participate in 3-way conference with
cooperating teacher and university supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the
cooperating teacher and university
supervisor.
Weeks 3-5
Prepare/update Sources of Evidence templates for
review and evaluation by university supervisor.
Complete observation and post-observation
conference with university supervisor.
Submit Post-Observation Reflection (48 hours after
observation)
Discuss daily and weekly evaluations by cooperating
teacher with university supervisor.
Discuss PGP and updates as appropriate.
Participate in 3-way conference with cooperating teacher
and university supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the cooperating
teacher and university supervisor.
13
Third visit Weeks 5-7
Review reflection of video.
Prepare/update Sources of Evidence templates for
review by university supervisor.
Discuss PGP and update as appropriate.
Discuss daily and weekly evaluations.
Participate in 3-way conference with
cooperating teacher and university
supervisor.
Complete the Weekly Projected
Schedule of Responsibilities and submit
to the cooperating teacher and
university supervisor.
Weeks 6-7
Prepare/update Sources of Evidence templates for
review and evaluation by university supervisor.
Complete observation and post-observation conference
with university supervisor.
Submit Post-Observation Reflection (48 hours
after observation)
Discuss daily and weekly evaluations by
cooperating teacher with university supervisor.
Discuss PGP and update as appropriate
Participate in 3-way conference with
cooperating teacher and university
supervisor.
Discuss Final Evaluation from both
cooperating teacher and university
supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the cooperating
teacher and university supervisor.
Fourth visit Weeks 8-9
Prepare/update Sources of Evidence
templates for review and evaluation by
university supervisor.
Complete observation and post-observation
conference with university supervisor.
Submit Post-Observation Reflection (48
hours after observation
Discuss PGP and updates as appropriate.
Discuss daily and weekly evaluations by
cooperating teacher with university
supervisor.
Participate in 3-way conference with
cooperating teacher and university supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the
cooperating teacher and university
supervisor.
Weeks 8-9: Begin Second Placement
Complete second general visit with university
supervisor; discuss concerns/questions.
Discuss grading procedures with cooperating teacher
and university supervisor.
Discuss use of daily and weekly evaluations.
Discuss video-taping of lesson and select due date for
taped lesson.
Select date for formal observation.
Discuss the Professional Growth Plan with the new
cooperating teacher and university supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the cooperating
teacher and university supervisor.
.
FifthVisit
Weeks 10-11
Prepare/update Sources of Evidence for
review and evaluation by university
supervisor.
Complete observation and post-observation
Weeks 10-12
Prepare/update Sources of Evidence for review and
evaluation by university supervisor.
Complete observation and post-observation
conference with university supervisor.
14
conference with university supervisor.
Submit Post-Observation Reflection (48
hours after observation)
Discuss PGP and update as appropriate
Discuss daily and weekly evaluations by
cooperating teacher with university
supervisor..
Participate in 3-way conference with
cooperating teacher and university supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the
cooperating teacher and university
supervisor.
.
Submit Post-Observation Reflection (48 hours after
observation)
Submit video-taped lesson and reflection for analysis.
Discuss PGP and update as appropriate.
Discuss daily and weekly evaluations by cooperating
teacher with university supervisor.
Participate in 3-way conference with cooperating teacher
and university supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the cooperating
teacher and university supervisor.
Sixth visit Weeks 12-14
Prepare/update Sources of Evidence for final
review and evaluation by university
supervisor.
Complete observation and post-observation
conference with university supervisor.
Submit Post-Observation Reflection
Discuss PGP final results.
Participate in 3-way conference with
cooperating teacher and university supervisor.
Discuss Final Evaluations from both
cooperating teacher and university
supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the
cooperating teacher and university
supervisor.
.
Weeks 13-14
Prepare/update Sources of Evidence for review and
evaluation by university supervisor.
Complete observation and post-observation
conference with university supervisor.
Submit Post-Observation Reflection
Review reflection of videotape.
Discuss PGP final results.
Participate in 3-way conference with cooperating teacher
and university supervisor.
Discuss Final Evaluations from both cooperating teacher
and university supervisor.
Complete the Weekly Projected Schedule of
Responsibilities and submit to the cooperating
teacher and university supervisor.
*NOTES:
The designated week structure may vary slightly depending on the 70 days of structure.
International Student Teaching will impact this schedule. Work with the university supervisor and Student Teaching
Seminar instructor/professor to adapt this schedule to allow successful completion of the student teaching experience.
When the student teacher is ready to begin teaching, usually during the second week, she/he should start with one
class. Classes are then added, one each week is suggested, until the student teacher is teaching all of the classes of the
cooperating teacher.
Near the end of the student teaching period, the student teacher should be relieved of all or nearly all teaching
responsibilities to allow time for additional observation for each placement.
The student teacher must attend all seminars scheduled by the Office of Professional Educator Services, EDU 489
instructor, and/or the student teacher’s university supervisor. These are state and university requirements. Absence
from a seminar must be made up with additional teaching days.
15
CERTIFICATION
A student teacher desiring certification for teaching or other school positions or rank changes
must file an application in the Office of Professional Educator Services, Gary Ransdell Hall, sixty
days prior to the date of anticipated graduation. A delay in filing could mean a delay in the student
receiving his/her statement of eligibility or other certification. This application may be obtained in
the Office of Professional Educator Services in Gary Ransdell Hall. The certification officer, upon
verification of successful completion of requirements (i.e., degree requirements, appropriate test
scores), will make the proper recommendation.
Student teachers who wish to teach in another state should write the Division of Teacher
Education and Certification, State Department of Education, in the capital city of that state,
requesting the appropriate procedures for obtaining a certificate. Since Kentucky has reciprocal
certification agreements with a majority of states, the student teacher should also check with the
state in which they desire to teach outside of Kentucky to verify that they are a reciprocal state
and will accept Kentucky certification.
16
KENTUCKY FRAMEWORK FOR TEACHING ALIGNED WITH KENTUCKY TEACHER STANDARDS
KY FRAMEWORK FOR
TEACHING
KY TEACHER STANDARDS
lA - Knowledge of Content and
Pedagogy
1.3 Demonstrates instructional strategies that are appropriate for content
and contribute to student learning.
1.5 Identified and addresses students' misconceptions of content.
4.5 Implements and manages instruction in ways that facilitate higher order
thinking.
lB - Demonstrating Knowledge of
Students
1.2 Connects content to life experiences of students.
2.2 Uses contextual data to design instruction relevant to students.
3.3 Values and supports student diversity and addresses individual
needs.
4.2 Implements instruction based on diverse student needs and
assessment data.
8.1 Identifies students whose learning could be enhanced by
collaboration.
1C - Setting Instructional Outcomes 2.1 Develops significant objectives aligned with standards.
2.5 Plans instructional strategies and activities that facilitate multiple
levels of learning.
ID-Demonstrating Knowledge of
Resources
6.1 Uses available technology to design and plan instruction.
6.3 Integrates student use of technology into instruction.
6.4 Uses available technology to assess and communicate student
learning.
lE - Designing Coherent Instruction 2.4 Plans instructional strategies and activities that address learning
objectives for all students.
6.2 Uses available technology to design and plan instruction
8.2 Designs a plan to enhance student learning that includes all parties in
the collaborative effort.
lF - Designing Student Assessments 2.3 Plans assessments to guide instruction and measure learning
objectives.
5.4 Describes, analyzes, and evaluates student performance data.
2A - Creating an Environment of
Respect and Rapport
3.4 Fosters mutual respect between teacher and students and
among students.
2B - Establishing a Culture for Learning 3.2 Establishes a positive learning environment.
2C - Managing Classroom Procedures 4.3 Uses time effectively.
2D - Managing Student Behavior 3.4 Fosters mutual respect between teacher and students and among
students.
2E- Organizing Physical Space 3.5 Provides a safe environment for learning.
4.4 Uses space and materials effectively.
17
3A- Communicating with Students 1.1 Communicates concepts, processes, and knowledge.
3.1 Communicates high expectations.
5.5 Communicates learning results to students and parents.
3B - Questioning and Discussion
Techniques
1.4 Guides students to understand content from various perspectives.
3C - Engaging Students in Learning 4.1 Uses a variety of instructional strategies that align with learning
objectives and actively engage students.
8.3 Implements planned activities that enhance student learning and engage
all parties.
3D- Using Assessment in Instruction 5.1 Uses pre-assessments.
5.2 Uses formative assessments.
5.3 Uses summative assessments.
5.6 Allows opportunity for student self-assessment.
3E - Demonstrating Flexibility and
Responsiveness
4.1 Uses a variety of instructional strategies that align with learning
objectives and actively engage students.
4A - Reflecting on Teaching 5.4 Describes, analyzes, and evaluates student performance data.
7.2 Uses data to reflect on and evaluate instructional practice.
7.3 Uses data to reflect on and identify areas of professional growth.
9.1 Self assesses performance relative to Kentucky's Teacher
Standards.
4B -Maintaining Accurate Records 5.4 Describes, analyzes, and evaluates student performance data.
7.1 Uses data to reflect on and evaluate student learning.
4C - Communicating with Families 5.5 Communicates learning results to students and parents.
4D - Participating in a Professional
Learning Community
8.4 Analyzes data to evaluate the outcomes of collaborative efforts.
4E - Growing and
Developing
Professionally
9.3 Designs a professional growth plan that addresses identified
priorities.
9.4 Shows evidence of professional growth and reflection on the
identified priority areas and impact on instructional effectiveness and
student learning.
10.2 Develops a plan for engaging in leadership activities.
10.3 Implements a plan for engaging in leadership activities.
4F - Showing Professionalism 6.5 Demonstrates ethical and legal use of technology.
9.2 Identifies priorities for professional development based on data from
self-assessment, student performance and feedback from colleagues.
10.1 Identifies leadership opportunities that enhance student learning
and/or professional environment of the school.
10.4 Analyzes data to evaluate the results of planned and executed
leadership efforts.
18
CO-TEACHING STRATEGIES AND EXAMPLES
(2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher Quality Enhancement Grant)
One Teach,
One Observe
Definition: One teacher has primary responsibility while the other gathers specific
observational information on students or the instructing teacher. The key to this
strategy is to have a focus for observation.
Example: one teacher observes students to determine how well they understand
directions while the other leads instruction.
One Teach,
One Assist
Definition: This strategy is an extension of One Teach, One Observe. One teacher
has primary instructional responsibility, while the other assists students with their
work, monitors behaviors, or corrects assignments.
Example: While one teacher has the instructional lead, the teacher assisting is a
“voice” for the students when they do not understand or are experiencing
difficulties.
Station
Teaching
Definition: The co-teaching pair divides the instructional content into parts and the
students into groups. Groups spend a designated amount of time at each station.
Often an independent station will be used along with the two teacher led stations.
Example: One teacher leads a station where the students play a money math game,
while the other teacher runs a mock store where the students purchase items and
make change.
Parallel
Teaching
Definition: Each teacher instructs half the students. The two teachers address the
same instructional material and present material using the same strategy. The
greatest benefit to this approach is reduction of the student-to-teacher ratio.
Example: Both teacher lead a question and answer discussion on specific current
events and the impact they have on our economy.
Supplemental
Teaching
Definition: This strategy allows one teacher to work with students at their expected
grade level while the other teacher works with those students who need the
information and/or materials re-taught, extended, or remediated.
Example: One teacher works with students who need a concept re-taught while the
other teacher extends the concept for remaining students.
Alternative
Teaching
Definition: Alternative teaching strategies provide students with different
approaches to learning the same information. The learning outcome is the same for
all students; however, the instructional methodology is different.
Example: One teacher leads a group in predicting the plot of a story by looking at
the book cover and illustrations; the other teacher leads a group in predicting the
plot by pulling specific items and/or story clues from a bag.
Team
Teaching
Definition: Well-planned, team taught lessons exhibit an invisible flow of
instruction with no prescribed division of authority. Using a team-teaching
strategy, both teachers are actively involved in the lesson. From a student
perspective, there is no clearly defined leader, as both teachers share the
instruction, freely interject information, assist students, and answer questions.
Example: Both teachers share the reading of a story/text so that students are
hearing two voices.
20
GLOSSARY
This section provides definitions of terminology specific to the student teaching experience.
Student Teaching Seminar (3 hours credit)
A course taken during the student teaching semester in which students analyze the connection between teaching theory and actual practice
by developing and implementing a Teacher Work Sample (TWS) in the student teaching classroom. Other course requirements and
guidelines are included on the EDU 489 course syllabus.
EDU 490 Student Teaching (5-10 hours credit)
Supervised assignment in approved school setting. Must complete a minimum of 70 days in one or two placements depending on
certification requirements. Students follow the academic calendar of the school district in which they are placed and are responsible for
providing their own transportation to assigned site(s). Other course requirements and guidelines are included on the EDU 490 course
syllabus.
EDU 490 International Student Teaching (1 credit hour)
All professional education courses must be completed including the 3credit hour Student Teaching Seminar (EDU 489) and
10 credit hours of student teaching; A minimum overall GPA of 3.0; A completed and submitted Study Abroad application
with a letter of interest, two letters of recommendation from WKU faculty members to the Director of Professional Educator
Services; and
This course is part of the professional semester and is an elective taken during the senior year after successfully completing 12
weeks of stateside student teaching. Students will teach classes as assigned, serve as teacher assistants, observe, and teach
English as appropriate in various international classrooms for up to (4) weeks.
Cooperating Teacher
A teacher employed in a public school or a nonpublic school which meets the state performance standards as established
in KRS 156.160 or which has been accredited by a regional or national accrediting association who is contracting with an
educator preparation institution to supervise a student teacher for the purpose of fulfilling the student teaching requirement
of the approved educator preparation program.
Instructional Day
A day that the student teacher is performing regular student teaching responsibilities in an instructional setting with students present
and does not include any absence, excused or unexcused, from the student teaching placement.
International Student Teaching
Students will successfully complete 12 weeks of student teaching in Kentucky, complete their Teacher Work Sample, and then complete up
to 4 weeks of student teaching at a K-12 school in a foreign country. Students stay with a host family or in university dormitories, work with
the local school teachers, and learn about the language, culture and educational system of the country. Cultural field trips may be included in
this experience. Upon return to campus, students will be required to debrief with the Director of Professional Educator Services.
Observation Visits
The university supervisor will observe the student teacher teaching a minimum of four (4) different times using the KTIP observation
form. Two (2) additional visits are required for a total of six (6) visits with the student teacher by the university supervisor.
Student Teacher
A university student who meets the requirements for admission to student teaching and after acceptance will teach under the
supervision of a certified teacher (i.e., cooperating teacher) to qualify for a degree in education. The student teacher will adhere to the
guidelines for student teaching as required by the Office of Professional Educator Services.
Student Teaching
The culminating field experience for all teacher education programs that prepare candidates for initial certification and is an opportunity for
student teachers to practice teaching in a clinical setting. During this experience, student teachers work in one or more school settings all day,
every day for a minimum of 70 days under the supervision of cooperating classroom teachers and university faculty. The Office of
Professional Educator Services is responsible for verifying that students are qualified to student teach, making school placements, choosing
appropriate personnel to supervise the student teachers, and for maintaining accurate records.
21
Teacher Work Sample (TWS)
A unit of study used to measure student teachers’ ability to impact P-12 student learning and meet state and national teaching standards. The
TWS is a key assessment in the EDU 489 Student Teaching Seminar course and is implemented in the student teaching classroom.
University Supervisor
A qualified and experienced person in the profession who (a) is available to the student teacher for guidance, assistance, and feedback
through visits and scheduled observations; (b) is responsible for the evaluation of the student teacher; and (c) in cooperation with the
Director of Professional Educator Services assigns the student teacher’s letter grade for the student teaching experience.
This section provides definitions for frequently used terminology in the teaching and learning process.
Accommodations
Practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during
instruction and assessments for students with disabilities.
Alignment
The consistency among objectives, pre-assessments, instruction, formative assessments, and summative assessments.
Analysis of Data
Includes collecting and compiling a variety of student performances that can be used to make inferences about the level of st udent
understanding as compared with standards.
Assessment
The formal or informal process of collecting, analyzing, and evaluating evidence about what student know and can do. There are
multiple forms of formal and informal assessments. Formal assessments may include, but are not limited to, classroom tests,
performance assessments, and standardized tests. Informal assessments may include, but are not limited to, observations,
checklists, and anecdotal records (NBPTS, 2012).
Collaborating
Exchanging information, altering activities, sharing resources and enhancing each other's capacity for mutual benefit and to achieve
a common goal. Collaborating means that individuals share risks, responsibilities, and rewards. It requires a substantial t ime
commitment, very high level of trust, and turf sharing.
Co-Teaching
Co-teaching is defined as two teachers working together with groups of students and sharing the planning,
organization, delivery and assessment of instruction and physical space (See Appendix for Co-Teaching Strategies).
Developmentally Appropriate
The use of content, instruction, and assessment that meet the students' ability to reason, interpret, focus, communicate, and interact,
both socially and academically.
Differentiation
The practice of giving students multiple options for taking in information, making sense of ideas, and expressing what they l earn. It
provides different avenues to acquire content, to process or make sense of ideas, and to develop products.
Diverse Student Needs
Various learning styles (visual, interpersonal, mathematical), various interest levels, and/or achievement levels (gap groups ) which
require teachers to provide a diverse learning environment to meet the needs of all students.
ELL English Language Learners; sometimes used synonymously with ESL, English as a Second Language.
Formative Assessment
All those strategies undertaken by teachers and by students assessing themselves which provide information to be used as feed back
to modify the teaching and learning activities in which they are engaged. Such assessments become formative when the evidence is
used to adapt the teaching to meet student needs.
22
GSSP
Gifted Student Services Plan; sometimes given another acronym in districts.
Higher-order Thinking
Analyzing, synthesizing, evaluating, and creating knowledge by the classroom strategies that go beyond dissemination of factu al
information.
IEP Individualized Education Program designed to meet the unique educational needs of a child who may have a disability, as defined by
federal regulations.
Intervention
An educational practice, strategy, curriculum, or program to enhance learning for students.
Instructional Materials
Any print, non-print, or electronic medium of instruction designed to assist students in achieving the academic expectations.
Kentucky Framework for Teaching
http://education. ky.gov/teachers/PGES/TPGES/Pages/Kentucky-Framework-for-Teaching.aspx
Kentucky Teacher Standards
http://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.pdf
Learning Outcomes
Educational aims or end products which encompass all goals and objectives.
Learning Targets
Educational aims or end products which encompass all goals and objectives. These are sometimes referred to as "I can" stateme nts.
Misconceptions
Student responses which indicate inaccurate understanding of content.
Modifications
Practices that change, raise, or reduce learning expectations. Modifications can decrease the
gap between the achievement of students with disabilities and expectations for proficiency at a particular grade
level.
Objectives
The goals to be achieved by a lesson or unit. Objectives describe a clear expectation from the student; as in "By the end of this lesson,
the student will be able to identify and describe eight major causes of the Civil War."
Performance-based Assessment
An assessment that includes what a student or teacher is able to do (performance) rather than simply a written explanation of student
knowledge.
Pre-assessment
Strategy or test used to reveal understanding of a topic prior to beginning formal instruction that may inform differentiated practice.
Professional Development
The means and activities teachers use to achieve professional growth. It may include specific training in growth areas, observation,
planning, etc. (i.e. It is an answer to the question: How can I turn those teaching growth areas into teaching strengths?)
Professional Growth Plan (PGP)
The plan teachers use to become more proficient. The process involves self-assessment, reflection, and a written plan for addressing
and improving in the identified areas of growth.
23
Professional Learning Standards
http://education.ky.gov/teachers/pd/pages/professional-development-standards.aspx Reflection
The reporting and analyzing of teaching philosophies, practices, and experiences. A vital part of a performance-based product is the
reflection required of the teacher to understand why a lesson was productive or unproductive.
Rubric/Scoring Guide
At the classroom level, a set of scoring guidelines to be used in assigning and evaluating student work. Rubrics are similarly used
for evaluating levels of teacher performance. They define criteria to meet the expected teaching standard of performance.
Self-Assessment
A student's evaluation of his or her own work.
Student Voice
This is a classroom-level reporting system used to provide feedback and evidence of effectiveness to classroom teachers and
administrators.
Student-centered
Strategies built on the natural interests and motivation of the students. Activities place the responsibility to provide evidence of
understanding on students.
Summative Assessment
Evaluation of the effectiveness of instructional programs and services at the end of an academic unit or at a pre -determined time. The
goal of summative assessments is to make a judgment of student competency after an instructional phase is complete .
Technology
Materials, devices, computers, and software that allow a teacher to demonstrate proficiency in Standard 6. Examples of appropriate
technology might include but are not limited to word processing products, student data systems, white boards or presentation formats, Web
quests, LCD projectors, computer labs, software packages that assist student learning, and email.
References
Education Professional Standards Board (2016). Kentucky Teacher Internship Program (KTIP) Handbook. Frankfort, KY:
Author. Retrieved from http://www.kyepsb.net/documents/KTIP_KPIP/KTIP%202016/KTIP_Handbook.pdf
National Board for Professional Teaching Standards (2012). NBCT Certification Review. Retrieved from
http://www.nbpts.org/sites /default/files/documents/certificates/Renewal/PPG_2013__Final.pdf St. Cloud University, 2017, http://www.stcloudstate.edu/soe/coteaching).
25
Source of Evidence 1: KTIP Lesson Plan (1A, 1B, 1C, 1D, 1E, 1F)
Name ______________________________ Date of Observation __________
Ages/Grades of Students___________ # Number of Students in Class ________
# of Students having IEP/504 _____ # of Gifted Student _____ # of Students having LEP _____
Lesson Title: ___________________________________________________________
1. Context: Describe the Students for which this Lesson is Designed (1B).
Identify your students’ backgrounds, special needs, cultural differences, interests, and language
proficiencies. Use student initials for specific information about students in terms of learning strategies, behavior
strategies. Give examples of what you know about students’ interests, outside activities, etc., which could be
incorporated into lesson plan. Also, be specific about student skills and knowledge. Describe racial, economic
diversity in class.
2. Learning Target(s)/Objectives (1C)
a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state
curriculum/content area standards.)
b. Current lesson’s learning target(s)/objective(s) (Connect each target/objective to the appropriate state
curriculum/content area standards)
c. Next lesson’s learning targets/objectives. (Connect each target/objective to the appropriate state
curriculum/content area standards)
3. Students’ Baseline Knowledge and Skills (1B, 1F)
Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for
this lesson.
4. Formative Assessment (1F)
Describe and include the formative assessment(s) to be used to measure student progress during this
lesson.
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’
learning. This includes links to technology, homework, exit or bell ringer slips, readings, etc. Be specific
if there is an aide in the classroom and their role.
26
6. Lesson Procedures (1A, 1E)
Describe the sequence of strategies/activities and/or assessments will be used to scaffold instruction,
engage your students. facilitate attainment of the lesson objective(s), and promote higher order thinking.
Within this sequence, be sure to describe how the instruction will be differentiated to meet your students’
needs, interests, and abilities.
7. Watch for -----
Identify anything that you would like specifically observed during this lesson.
27
Source of Evidence 2: Post-Observation Reflection of Formal Observation (3E, 4A)
Name:
This Source of Evidence must be completed within 48 hours after each observed lesson.
1. Use the formative assessment data for the lesson objective to sort the students’ performances into three
categories:
Objective/Learning Target 1 Objective/Learning Target 2
Below criteria ______ # of students Below criteria ______ # of students
Meets criteria ______ # of students Meets criteria ______ # of students
Exceeds criteria ______ # of students Exceeds criteria ______ # of students
Attach a copy of the formative assessment with the criteria or rubric used to determine students’ performance on each
of the lesson’s learning targets/objectives.
2. Based on the formative assessment data, how successful was the lesson? What commonalities did you identify
from this data? Did the students achieve the learning target(s)? What will you do for those students who did
not achieve the learning target criteria? For those students who exceeded the criteria? (4A)
3. In addition to the student work witnessed by the observer, identify any other student work samples, evidence
or artifacts that assisted you in making your determination regarding student achievement. (4A)
4. To what extent did classroom procedures, student conduct, and/or physical space contribute to or hinder
student learning? (4A)
28
5. Did you depart from your plan? If so, how and why? (3E)
6. What changes would you make if you were to teach this lesson again? What evidence informed the changes?
(4A)
7. What do you see as the next step(s) in your professional growth for addressing the needs you have identified
through personal reflection? (4A) (4E)
29
Name:
Source of Evidence 3: Professional Growth (4A, 4E)
I. Self-Assessment of Performance
Rating Scale to be use: (I) Ineffective, (D) Developing, (A) Accomplished, (E) Exemplary
DO
MA
IN 1
Pla
nn
ing
and
Pre
par
atio
n
Component Initial Final
I D A E I D A E
1A – Demonstrating Knowledge of
Content and Pedagogy
1B - Demonstrating Knowledge of
Students
1C – Selecting Instructional Outcomes
1D – Demonstrating Knowledge of
Resources
1E – Designing Coherent Instruction
1F – Designing Student Assessment
DO
MA
IN 2
Cla
ssro
om
En
vir
on
men
t 2A – Creating an Environment of Respect
and Rapport
2B - Establishing a Culture of Learning
2C – Managing Classroom Procedures
2D – Managing Student Behavior
2 E – Organizing Physical Space
DO
MA
IN 3
Inst
ruct
ion
3A – Communicating with Students
3B – Using Questioning and Discussion
Techniques
3C – Engaging Students in Learning
3D – Using Assessment in Instruction
3E – Demonstrating Flexibility and
Responsiveness
DO
MA
IN 4
Pro
fess
ion
al R
esp
on
sib
ilit
ies
4A – Reflecting on Teaching
4B – Maintaining Accurate Records
4C – Communicating with Families
4D – Participating in a Professional
Community
4E – Growing and Developing
Professionally
4F – Demonstrating Professionalism
30
2. Possible Professional Growth Priority Components
Domain 1: Planning and Preparation
1A 1B 1C 1D 1E 1F
Domain 2: Classroom Environment
2A 2B 2C 2D 2E
Domain 3: Instruction
3A 3B 3C 3D 3E
Domain 4: Professional Responsibility
4A 4B 4C 4D 4E 4F
3: Priority Component(s) for Professional Growth Plan Development with Rationale
Current Level of Performance : I D A E
4: Professional Growth Plan (4E)
Name: Date:
a. Professional Growth Goal:
b. Professional Growth
Activities
c. Needed Resources/Support d. Anticipated Completion
Date
e. How will you assess your progress/success in addressing the Professional Growth Goal?
f. What is the expected impact on student learning of your professional learning activities?
31
5: Midterm Progress Update (4E)
6. Final Report
a. Analysis of Self-Assessment: (4E)
b. Analysis of Professional Growth: (4E)
c. Summative Reflection: (4A)
32
Source of Evidence 4: Professional Involvement Log (4D, 4E, 4F) Name:
This log should be updated during each observational cycle.
Your updated Professional Involvement Log should be updated regularly and available for review before each meeting with
your university supervisor.
Date Activity Description of Your Contributions/Involvement
Reflection (4F)
Reflect on how activities listed above provided professional leadership within the school, community, and
education profession to improve student learning and well-being. Your discussion should include specific
activities and their impact.
33
Source of Evidence 5: Records and Family Communication Log (4B, 4C) Name:
Part I: Records (4B)Briefly describe and show evidence of each of the following:
a. Routine classroom events (e.g. attendance, completion of assignments, etc.)
b. Individual student learning/progress
c. Non-instructional matters (e.g. permission slips, picture money, equipment inventories, etc.)
Part II: Family Communication.
Document the types, purposes and outcomes of your and/or your cooperating teacher’s communication with families.
This log should be updated during each observational cycle. Your updated Family Communication Log should be
available for review before each meeting with your university supervisor.
Date Communication
Type
Purpose Outcome
35
Source of Evidence 6: Video Lesson Reflection and Analysis (4A)
Name: Date:
1. Classroom Management Identify and describe two specific instances that you effectively managed classroom procedures, student behavior
and/or physical space to contribute to student learning.
Identify and describe two examples of how you could have more effectively managed classroom procedures, student
behavior and/or physical space to enhance student learning.
2. Presentation
Self-assess on two or more of the following:
Energy level, pacing, vocal quality, spoken grammar, enthusiasm, and humor.
3. Communication
Evaluate the effectiveness of your communication with students. Address each of the following elements
in your discussion:
Expectations for learning
Directions and procedures
Explanation of content
Use of oral and written language
4. Student Engagement
Discuss how you engaged student in the learning process.
36
5. Assessment
Describe the assessment criteria. Evaluate your monitoring of student learning and quality and quantity of
feedback provided.
6. Reflection
Reflect on the instructional effectiveness of your lesson for all students. Discuss next steps for those who
did not achieve mastery in this lesson.
7. Next Steps
Relate how you will use this experience to inform and improve your practice for future lessons.
8. Other
37
Source of Evidence 7: Student Teacher Performance Record [adapted from the KTIP Intern Performance Record (IPR)]
(See Appendix C for this document)
38
Source of Evidence 8: Weekly Projected Schedule of Responsibilities (1A, 1B, 1C, 1D, 1E, 1F)
Week of:
Student Teacher Cooperating Teacher University Supervisor
TIME OF CLASS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1st Period
Time
Room
2nd Period
Time
Room
3rd Period
Time
Room
4th Period
Time
Room
5th Period
Time
Room
6th Period
Time
Room
7th Period
Time
Room
39
Source of Evidence 9 Dipositions Rating Form
The current Dispositions Rating Form is found out the following link:
http://www.wku.edu/cebs/peu/documents/unit-wide_forms/wku_dispositions_form_081.pdf
41
RESPONSIBILITIES OF THE COOPERATING TEACHER
Cooperating Teacher: A teacher employed in a public school or a nonpublic school which meets the state
performance standards as established in KRS 156.160 or which has been accredited by a regional or
national accrediting association who is contracting with an educator preparation institution to supervise a
student teacher for the purpose of fulfilling the student teaching requirement of the approved educator
preparation program.
A. The cooperating teacher is an important part of a successful student teaching experience. As a mentor, your
preparation, knowledge, and guidance become the model for the student teacher.
B. To facilitate a successful experience, the supervising teacher will be responsible for:
1. preparing the class for the student teacher and making the student teacher feel at home in your school.
2. providing the student teacher with materials, resources, schedules, class rolls, policy and procedures,
and curriculum guides.
3. organizing a work and planning space in the classroom for the student teacher.
4. guiding the student teacher to video a minimum of one lesson. The video is to be used for Source of
Evidence 6: Videoed Lesson Reflection and Analysis.
5. discussing the sources Self-Assessment of Performance document during the first week of the first
placement.
6. discussing the following Sources of Evidence on a weekly basis:
Weekly Projected Schedule of Responsibilities
Professional Growth Plan
Family Communication Log
Professional Involvement Log
7. explaining methods of maintaining attendance, grades, cumulative records, communication with families,
and other necessary records.
8. evaluating the student teacher frequently on an informal evaluation using:
• Cooperating Teacher—written Weekly Feedback Form
• Cooperating Teacher—written Lesson Feedback Form 9. working collaboratively with the university supervisor to assess the student teacher's progress, both
informally and formally using:
• Mid-term Progress Report
• Student Teaching Final Evaluation
10. informing the principal and the university supervisor immediately should the student teacher begin to
encounter serious problems.
42
COOPERATING TEACHER – LESSON FEEDBACK FORM
STUDENT TEACHER: __________________________________
DATE:
LESSON TAUGHT (observe 2-3 lessons per week):
High Points of Lesson:
(check)
Areas Which Could Improve:
(check)
Planning Planning
Presentation Presentation
Materials Used Materials Used
Pupil / Teacher Rapport Pupil / Teacher Rapport
Evaluation of Lesson Evaluation of Lesson
Control Control
Cooperating Teacher Comments:
Student Teacher Comments:
Student Teacher Signature Cooperating Teacher Signature
43
COOPERATING TEACHER – WEEKLY FEEDBACK FORM
STUDENT TEACHER: __________________________________ DATE: ___________________
Assessment of Performance
Rating Scale to be use: (I) Ineffective, (D) Developing, (A)
Accomplished, (E) Exemplary, (NA) Not Applicable
Cooperating Teacher Comments
DO
MA
IN 1
Pla
nn
ing a
nd P
rep
arat
ion
Component Feedback
I D A E NA
1A – Demonstrating
Knowledge of Content and
Pedagogy
1B - Demonstrating
Knowledge of Students
1C – Selecting Instructional
Outcomes
1D – Demonstrating
Knowledge of Resources
1E – Designing Coherent
Instruction
1F – Designing Student
Assessment
DO
MA
IN 2
Cla
ssro
om
Env
iron
men
t
2A – Creating an
Environment of Respect and
Rapport
2B - Establishing a Culture of
Learning
2C – Managing Classroom
Procedures
2D – Managing Student
Behavior
2 E – Organizing Physical
Space
DO
MA
IN 3
Inst
ruct
ion
3A – Communicating with
Students
3B – Using Questioning and
Discussion Techniques
3C – Engaging Students in
Learning
3D – Using Assessment in
Instruction
3E – Demonstrating
Flexibility and
Responsiveness
DO
MA
IN 4
Pro
fess
ion
al R
espo
nsi
bil
itie
s
4A – Reflecting on Teaching
4B – Maintaining Accurate
Records
4C – Communicating with
Families
4D – Participating in a
Professional Community
4E – Growing and Developing
Professionally
4F – Demonstrating
Professionalism
45
RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR
University Supervisor: A qualified and experienced person in the profession who (a) is available to the
student teacher for guidance, assistance, and feedback through visits and scheduled observations; (b) is
responsible for the evaluation of the student teacher; and (c) in cooperation with the Director of Student
Teaching assigns the student teacher’s letter grade for the student teaching experience.
A. The university supervisor is responsible to WKU for the ultimate success of the student teaching experience and
for assigning the final grade.
B. To facilitate a successful experience, the university supervisor will be responsible for:
1. maintaining open communication and rapport with the student teacher, the cooperating teacher, and the
principal.
2. using the Student Teaching Handbook to explain the expectations for the student teacher and the
cooperating teacher.
3. maintaining regular communication with the cooperating teacher to discuss and assess the student teacher’s
progress.
4. assisting the cooperating teacher in developing a Professional Growth Plan (PGP) for the student teacher.
5. observing the student teacher in teaching situations and keeping informed of the student’s progress through
conferences with the student teacher and the cooperating teacher. The university supervisor will observe the
student teacher teaching a minimum of four (4) different times using the Student
Teaching Performance Record. Two (2) additional visits are required for a total of six
(6) visits with the student teacher by the university supervisor.
Initial visit
Two (2) KTIP evaluations each eight weeks followed by a post-observation conference
Additional scheduled or drop in evaluations as needed
Final visit. At minimum, the University Supervisor and Cooperating Teacher will conference. If possible, conduct a 3-way
conference with student teacher and Cooperating Teacher
6. discussing and evaluating the following Sources of Evidence upon each visit (as appropriate):
KTIP Lesson Plan
Post-Observation Reflection
Professional Growth Plan
Professional Involvement Log
Family Communication Log
Video-Lesson Reflection and Analysis
Student Teaching Performance Record
Weekly Projected Schedule of Responsibilities
Disposition Form 7. reviewing/inquiring about the type and frequency of feedback the student teacher is getting from the
Cooperating Teacher, including:
Cooperating Teacher—Weekly Feedback Form
Cooperating Teacher—Lesson Feedback Form
8. working collaboratively with the cooperating teacher to assess the student teacher's progress, both
informally and formally using:
Mid-term Progress Report
46
Student Teaching Final Evaluation
9. conducting two field seminars with student teachers. University supervisors will be responsible for
reporting seminar topics to Office of Professional Educator Services.
10. serving as an arbitrator between the student teacher and the cooperating teacher should difficulties/conflicts
arise. (The Director of Professional Educator Services should be contacted as needed.) 11. submitting the final grade electronically and the Student Teacher Final Evaluation (for each placement) to
the Office of Professional Educator Services during the final week of the student teaching assignment. 12. submitting the Student Teacher Performance Record at end of first placement/mid-term and second
placement/final visit to the Office of Professional Educator Services
47
Source of Evidence 7: Observation of Teaching: Student Teacher Performance Record [adapted from the KTIP Intern Performance Record (IPR)]
Observation Evidence and Ratings for Domains 1, 2, 3, AND 4
Student Teacher __________________________________________________________________________________
800# ____________________________________
School __________________________________________ District _______________________________________
Observer Name _________________________________________________________________________________
Observation 1
Date of Observation _________________
Subject Area Observed _____________________________________ Type of Classroom ___________________
Ages/Grades Number of Number of Number of Number of
of Students in Students Students Students
Students ________ Class ________ having IEP ________ having GSSP ________ having LEP ________
The signatures below verify that the rating and related evidence for each Component have been discussed with the
student teacher.
Observer's Signature ___________________________________________________________________________
Student Teacher's Signature ______________________________________________________________________
Observation 2
Date of Observation _________________
Subject Area Observed _______________________________________ Type of Classroom ___________________
Ages/Grades Number of Number of Number of Number of
of Students in Students Students Students
Students ________ Class ________ having IEP ________ having GSSP ________ having LEP ________
The signatures below verify that the rating and related evidence for each Component have been discussed with the
student teacher.
Observer's Signature ___________________________________777________________________________________
Student Teacher's Signature ______________________________________________________________________
48
Observation 3
Date of Observation _________________
Subject Area Observed _____________________________________ Type of Classroom ___________________
Ages/Grades Number of Number of Number of Number of
of Students in Students Students Students
Students ________ Class ________ having IEP ________ having GSSP ________ having LEP ________
The signatures below verify that the rating and related evidence for each Component have been discussed with the
student teacher.
Observer's Signature ___________________________________________________________________________
Student Teacher's Signature ______________________________________________________________________
Observation 4
Date of Observation _________________
Subject Area Observed _____________________________________ Type of Classroom ___________________
Ages/Grades Number of Number of Number of Number of
of Students in Students Students Students
Students ________ Class ________ having IEP ________ having GSSP ________ having LEP ________
The signatures below verify that the rating and related evidence for each Component have been discussed with the
student teacher.
Observer's Signature ___________________________________________________________________________
Student Teacher's Signature ______________________________________________________________________
49
STUDENT TEACHER PERFORMANCE RECORD (STPR)
1. Recording Evidence and Ratings
Each Component on the STPR identifies the Source or Sources of Evidence to be used to establish the level
of performance for the Component. The Sources of Evidence for the Components of Domain 1 and
Domain 4 require written documentation by the student teacher. The Source of Evidence for the
Components of Domain 2 and Domain 3 is the performance observed in the classroom during a
scheduled observation.
a. Recording Evidence and Ratings for Domains 1 and 4
Using the student teacher’s responses to the appropriate Sources of Evidence, record the evidence for the
Components of Domains 1 and 4. Once you have finished recording the evidence, compare the
evidence for each Component with the indicators for the four levels of performance for the
Component and assign a performance-level rating for the Component. Enter the rating on the STPR.
b. Recording Evidence and Ratings for Domains 2 and 3
During a scheduled observation of your student teacher, record what the student teacher and students say
and do during the lesson. When the observation is completed, match each piece of evidence to a
Component of Domain 2 or 3, recording the Component number [e.g. (2A)] in the “Related
Components” column. When the matching of the evidence and Components is completed, compare
the evidence for each Component with the indicators for the four levels of performance for the
Component and assign a performance-level rating for the Component. Enter the rating on the STPR.
2. Sharing the Completed STPR
The Component ratings and the supporting evidence on completed STPR should be discussed with the
student teacher during the post-observation conference. The student teacher and committee member
should sign the front page of the STPR and sign and date each evidence page. If the STPR has been
completed on a laptop, the committee member should print a copy of the STPR so that the required
signatures can be placed on the hard copy.
The student teacher should be given a copy of each committee member’s completed STPR at the end of each observation.
50
DOMAIN 1: PLANNING AND PREPARATION
Component: 1A – Demonstrating Knowledge of Content and Pedagogy
Source(s) of Evidence: Lesson Plan
Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
Component: 1B – Demonstrating Knowledge of Students
Source(s) of Evidence: Lesson Plan
Observation of Teaching
Student Voice
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
51
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
Component: 1C – Setting Instructional Outcomes
Source(s) of Evidence: Lesson Plan
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
52
Component: 1D – Demonstrating Knowledge of Resources
Source(s) of Evidence: Lesson Plan
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
Component: 1E – Designing Coherent Instruction
Source(s) of Evidence: Lesson Plan
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
53
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
Component: 1F – Designing Student Assessments
Source(s) of Evidence: Lesson Plan
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
54
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component: 2A – Creating an Environment of Respect and Rapport
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Component: 2B – Establishing a Culture for Learning
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Component: 2C – Managing Classroom Procedures
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Component: 2D – Managing Student Behavior
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
55
Component: 2E – Organizing Physical Space
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
56
DOMAIN 3: INSTRUCTION
Component: 3A – Communicating with Students
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Component: 3B – Questioning and Discussion Techniques
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Component: 3C – Engaging Students in Learning
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Component: 3D – Using Assessment in Instruction
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
57
Component: 3E – Demonstrating Flexibility and Responsiveness
Source(s) of Evidence: Observations of Teaching
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
58
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component: 4A – Reflecting on Teaching
Source(s) of Evidence: Post-Observation Reflections
Professional Growth
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
Component: 4B – Maintaining Accurate Records
Source(s) of Evidence: Records and Communication
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
60
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component: 4C – Communicating with Families
Source(s) of Evidence: Records and Communication
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
Component: 4D – Participating in a Professional Community
Source(s) of Evidence: Professional Involvement Log
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
61
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component: 4E – Growing and Developing Professionally
Source(s) of Evidence: Professional Growth
Post-Observation Reflections
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
62
Component: 4F – Showing Professionalism
Source(s) of Evidence: Professional Involvement Log
Ineffective
Observation 1 I I+
Observation 2 I I+
Observation 3 I I+
Observation 4 I I+
Developing
Observation 1 D- D D+
Observation 2 D- D D+
Observation 3 D- D D+
Observation 4 D- D D+
Accomplished
Observation 1 A- A A+
Observation 2 A- A A+
Observation 3 A- A A+
Observation 4 A- A A+
Exemplary
Observation 1 E- E
Observation 2 E- E
Observation 3 E- E
Observation 4 E- E
Observation 1 Evidence
Observation 2 Evidence
Observation 3 Evidence
Observation 4 Evidence
63
OBSERVATION________
EVIDENCE TO SUPPORT RATINGS FOR DOMAINS 2 AND 3
RELATED
COMPONENTS
OBSERVER’S SIGNATURE __________________________________________________ DATE____________________
STUDENT TEACHER’S SIGNATURE _________________________________________ DATE____________________
64
OBSERVATION________
EVIDENCE TO SUPPORT RATINGS FOR DOMAINS 2 AND 3
RELATED
COMPONENTS
OBSERVER’S SIGNATURE __________________________________________________ DATE____________________
STUDENT TEACHER’S SIGNATURE _________________________________________ DATE____________________
65
OBSERVATION________
EVIDENCE TO SUPPORT RATINGS FOR DOMAINS 2 AND 3
RELATED
COMPONENTS
OBSERVER’S SIGNATURE __________________________________________________ DATE____________________
STUDENT TEACHER’S SIGNATURE _________________________________________ DATE____________________
66
OBSERVATION________
EVIDENCE TO SUPPORT RATINGS FOR DOMAINS 2 AND 3
RELATED
COMPONENTS
OBSERVER’S SIGNATURE __________________________________________________ DATE____________________
STUDENT TEACHER’S SIGNATURE _________________________________________ DATE____________________
67
STUDENT TEACHING MID-TERM PROGRESS REPORT Single Placement
Scoring Guide
A Student Teacher’s ratings are “Developing” or above on all components of the Kentucky Framework for Teaching. Most
Dispositions are at “Target” or “Above Standard”, with NO Dispositions below “Standard”.
B Student Teacher’s ratings are mostly “Developing” or above, with no more than three “Ineffective” on all components of the
Kentucky Framework for Teaching. Dispositions are equally at “Target” or “Above Standard,” with NO Disposition below
“Standard”.
C Student Teacher is “Developing”, with no more than six “Ineffective” on all components of the Kentucky Framework for
Teaching. Dispositions are more “At Standard” than “Above Standard” with NO Disposition below “At Standard”.
***NOTE: CANDIDATES SCORING BELOW THIS POINT CANNOT BE RECOMMENDED FOR TEACHER CERTIFICATION***
D Student Teacher is nearly equally “Developing” or “Ineffective” on all components of the Kentucky Framework for Teaching.
Dispositions are nearly all “At Standard” but some are “Below Standard”.
F Student Teacher is at “Ineffective” on most components of the Kentucky Framework for Teaching. Most Dispositions are
“Below Standard”.
Kentucky Framework for Teaching
With the cooperating teacher’s input, use the Kentucky Framework for Teaching
(http://education.ky.gov/teachers/pges/tpges/documents/kentucky%20framework%20for%20teaching.pdf)
to rate the student teacher’s performance on each component.
Standard /
Rating
Ineffective Developing Accomplished Exemplary
1A – Demonstrating Knowledge of Content and Pedagogy
1B - Demonstrating Knowledge of Students
1C – Selecting Instructional Outcomes
1D – Demonstrating Knowledge of Resources
1E – Designing Coherent Instruction
1F – Designing Student Assessment
2A – Creating an Environment of Respect and Rapport
2B - Establishing a Culture of Learning
2C – Managing Classroom Procedures
2D – Managing Student Behavior
2 E – Organizing Physical Space
Student Teacher WKU ID
Cooperating School Semester
Cooperating Teacher Subject/Grade
University Supervisor Dates (Inclusive)
68
3A – Communicating with Students
3B – Using Questioning and Discussion Techniques
3C – Engaging Students in Learning
3D – Using Assessment in Instruction
3E – Demonstrating Flexibility and Responsiveness
4A – Reflecting on Teaching
4B – Maintaining Accurate Records
4C – Communicating with Families
4D – Participating in a Professional Community
4E – Growing and Developing Professionally
4F – Demonstrating Professionalism
Dispositions Ratings
With the cooperating teacher’s input, rate the student teacher’s performance each indicator.
1 = Below Standard; 3 = At Standard; 5 = Target
(See Source of Evidence 9 for rating descriptions) 1 2 3 4 5
Values learning; Attendance
Values learning: Class participation
Values learning: Class preparation
Values learning: Communication
Values personal integrity: Emotional control
Values personal integrity: Ethical behavior
Values diversity
Values collaboration
Values professionalism: Respect for school rules, policies and norms
Values professionalism: Commitment to self-reflection and growth
Values professionalism: Professional development and involvement
Values professionalism: Professional responsibility
Area(s) of concern with supporting rationale:
69
REMEMBER TO SUBMIT A COPY OF ATTENDANCE REPORT (for students with absences)
Mid–Term Student Teaching Grade
SIGNATURES REQUIRED
Student Teacher Date
Cooperating Teacher Date
University Supervisor Date
70
STUDENT TEACHING FINAL EVALUATION Single Placement
Scoring Guide
A Student Teacher’s ratings are “Developing” or above on all components of the Kentucky Framework for Teaching. Most
Dispositions are at “Target” or “Above Standard”, with NO Dispositions below “Standard”.
B Student Teacher’s ratings are mostly “Developing” or above, with no more than three “Ineffective” on all components of the
Kentucky Framework for Teaching. Dispositions are equally at “Target” or “Above Standard”, with NO Disposition below
“Standard”.
C Student Teacher is “Developing”, with no more than six “Ineffective” on all components of the Kentucky Framework for
Teaching. Dispositions are more “At Standard” than “Above Standard” with NO Disposition below “At Standard”.
***NOTE: CANDIDATES SCORING BELOW THIS POINT CANNOT BE RECOMMENDED FOR TEACHER CERTIFICATION***
D Student Teacher is nearly equally “Developing” or “Ineffective” on all components of the Kentucky Framework for Teaching.
Dispositions are nearly all “At Standard” but some are “Below Standard”.
F Student Teacher is at “Ineffective” on most components of the Kentucky Framework for Teaching. Most Dispositions are
“Below Standard”.
Kentucky Framework for Teaching
With the cooperating teacher’s input, use the Kentucky Framework for Teaching
(http://education.ky.gov/teachers/pges/tpges/documents/kentucky%20framework%20for%20teaching.pdf)
to rate the student teacher’s performance on each component.
Standard /
Rating
Ineffective Developing Accomplished Exemplary
1A – Demonstrating Knowledge of Content and Pedagogy
1B - Demonstrating Knowledge of Students
1C – Selecting Instructional Outcomes
1D – Demonstrating Knowledge of Resources
1E – Designing Coherent Instruction
1F – Designing Student Assessment
2A – Creating an Environment of Respect and Rapport
2B - Establishing a Culture of Learning
2C – Managing Classroom Procedures
2D – Managing Student Behavior
2 E – Organizing Physical Space
Student Teacher WKU ID
Cooperating School Semester
Cooperating Teacher Subject/Grade
University Supervisor Dates (Inclusive)
71
3A – Communicating with Students
3B – Using Questioning and Discussion Techniques
3C – Engaging Students in Learning
3D – Using Assessment in Instruction
3E – Demonstrating Flexibility and Responsiveness
4A – Reflecting on Teaching
4B – Maintaining Accurate Records
4C – Communicating with Families
4D – Participating in a Professional Community
4E – Growing and Developing Professionally
4F – Demonstrating Professionalism
Dispositions Ratings
With the cooperating teacher’s input, rate the student teacher’s performance each indicator.
1 = Below Standard; 3 = At Standard; 5 = Target
(See Source of Evidence 9 for rating descriptions) 1 2 3 4 5
Values learning; Attendance
Values learning: Class participation
Values learning: Class preparation
Values learning: Communication
Values personal integrity: Emotional control
Values personal integrity: Ethical behavior
Values diversity
Values collaboration
Values professionalism: Respect for school rules, policies and norms
Values professionalism: Commitment to self-reflection and growth
Values professionalism: Professional development and involvement
Values professionalism: Professional responsibility
Area(s) of concern with supporting rationale:
72
REMEMBER TO SUBMIT A COPY OF ATTENDANCE REPORT (for students with absences)
Final Student Teaching Grade
SIGNATURES REQUIRED
Student Teacher Date
Cooperating Teacher Date
University Supervisor Date
73
STUDENT TEACHING FINAL EVALUATION First Placement (of Two)
Scoring Guide
A Student Teacher’s ratings are “Developing” or above on all components of the Kentucky Framework for Teaching. Most
Dispositions are at “Target” or “Above Standard”, with NO Dispositions below “Standard”.
B Student Teacher’s ratings are mostly “Developing” or above, with no more than three “Ineffective” on all components of the
Kentucky Framework for Teaching. Dispositions are equally at “Target” or “Above Standard”, with NO Disposition below
“Standard”.
C Student Teacher is “Developing”, with no more than six “Ineffective” on all components of the Kentucky Framework for
Teaching. Dispositions are more “At Standard” than “Above Standard” with NO Disposition below “At Standard”.
***NOTE: CANDIDATES SCORING BELOW THIS POINT CANNOT BE RECOMMENDED FOR TEACHER CERTIFICATION***
D Student Teacher is nearly equally “Developing” or “Ineffective” on all components of the Kentucky Framework for Teaching.
Dispositions are nearly all “At Standard” but some are “Below Standard”.
F Student Teacher is at “Ineffective” on most components of the Kentucky Framework for Teaching. Most Dispositions are
“Below Standard”.
Kentucky Framework for Teaching
With the cooperating teacher’s input, use the Kentucky Framework for Teaching
(http://education.ky.gov/teachers/pges/tpges/documents/kentucky%20framework%20for%20teaching.pdf)
to rate the student teacher’s performance on each component.
Standard /
Rating
Ineffective Developing Accomplished Exemplary
1A – Demonstrating Knowledge of Content and Pedagogy
1B - Demonstrating Knowledge of Students
1C – Selecting Instructional Outcomes
1D – Demonstrating Knowledge of Resources
1E – Designing Coherent Instruction
1F – Designing Student Assessment
2A – Creating an Environment of Respect and Rapport
2B - Establishing a Culture of Learning
2C – Managing Classroom Procedures
2D – Managing Student Behavior
2 E – Organizing Physical Space
Student Teacher WKU ID
Cooperating School Semester
Cooperating Teacher Subject/Grade
University Supervisor Dates (Inclusive)
74
3A – Communicating with Students
3B – Using Questioning and Discussion Techniques
3C – Engaging Students in Learning
3D – Using Assessment in Instruction
3E – Demonstrating Flexibility and Responsiveness
4A – Reflecting on Teaching
4B – Maintaining Accurate Records
4C – Communicating with Families
4D – Participating in a Professional Community
4E – Growing and Developing Professionally
4F – Demonstrating Professionalism
Dispositions Ratings
With the cooperating teacher’s input, rate the student teacher’s performance each indicator.
1 = Below Standard; 3 = At Standard; 5 = Target
(See Source of Evidence 9 for rating descriptions) 1 2 3 4 5
Values learning; Attendance
Values learning: Class participation
Values learning: Class preparation
Values learning: Communication
Values personal integrity: Emotional control
Values personal integrity: Ethical behavior
Values diversity
Values collaboration
Values professionalism: Respect for school rules, policies and norms
Values professionalism: Commitment to self-reflection and growth
Values professionalism: Professional development and involvement
Values professionalism: Professional responsibility
Area(s) of concern with supporting rationale:
75
REMEMBER TO SUBMIT A COPY OF ATTENDANCE REPORT (for students with absences)
Final Student Teaching Grade – First Placement
SIGNATURES REQUIRED
Student Teacher Date
Cooperating Teacher Date
University Supervisor Date
76
STUDENT TEACHING FINAL EVALUATION Second Placement (of Two)
Scoring Guide
A Student Teacher’s ratings are “Developing” or above on all components of the Kentucky Framework for Teaching. Most
Dispositions are at “Target” or “Above Standard”, with NO Dispositions below “Standard”.
B Student Teacher’s ratings are mostly “Developing” or above, with no more than three “Ineffective” on all components of the
Kentucky Framework for Teaching. Dispositions are equally at “Target” of “Above Standard”, with NO Disposition below
“Standard”.
C Student Teacher is “Developing”, with no more than six “Ineffective” on all components of the Kentucky Framework for
Teaching. Dispositions are more “At Standard” than “Above Standard” with NO Disposition below “At Standard”.
***NOTE: CANDIDATES SCORING BELOW THIS POINT CANNOT BE RECOMMENDED FOR TEACHER CERTIFICATION***
D Student Teacher is nearly equally “Developing” or “Ineffective” on all components of the Kentucky Framework for Teaching.
Dispositions are nearly all “At Standard” but some are “Below Standard”.
F Student Teacher is at “Ineffective” on most components of the Kentucky Framework for Teaching. Most Dispositions are
“Below Standard”.
Kentucky Framework for Teaching
With the cooperating teacher’s input, use the Kentucky Framework for Teaching
(http://education.ky.gov/teachers/pges/tpges/documents/kentucky%20framework%20for%20teaching.pdf)
to rate the student teacher’s performance on each component.
Standard /
Rating
Ineffective Developing Accomplished Exemplary
1A – Demonstrating Knowledge of Content and Pedagogy
1B - Demonstrating Knowledge of Students
1C – Selecting Instructional Outcomes
1D – Demonstrating Knowledge of Resources
1E – Designing Coherent Instruction
1F – Designing Student Assessment
2A – Creating an Environment of Respect and Rapport
2B - Establishing a Culture of Learning
2C – Managing Classroom Procedures
2D – Managing Student Behavior
2 E – Organizing Physical Space
Student Teacher WKU ID
Cooperating School Semester
Cooperating Teacher Subject/Grade
University Supervisor Dates (Inclusive)
77
3A – Communicating with Students
3B – Using Questioning and Discussion Techniques
3C – Engaging Students in Learning
3D – Using Assessment in Instruction
3E – Demonstrating Flexibility and Responsiveness
4A – Reflecting on Teaching
4B – Maintaining Accurate Records
4C – Communicating with Families
4D – Participating in a Professional Community
4E – Growing and Developing Professionally
4F – Demonstrating Professionalism
Dispositions Ratings
With the cooperating teacher’s input, rate the student teacher’s performance each indicator.
1 = Below Standard; 3 = At Standard; 5 = Target
(See Source of Evidence 9 for rating descriptions) 1 2 3 4 5
Values learning; Attendance
Values learning: Class participation
Values learning: Class preparation
Values learning: Communication
Values personal integrity: Emotional control
Values personal integrity: Ethical behavior
Values diversity
Values collaboration
Values professionalism: Respect for school rules, policies and norms
Values professionalism: Commitment to self-reflection and growth
Values professionalism: Professional development and involvement
Values professionalism: Professional responsibility
Area(s) of concern with supporting rationale:
78
REMEMBER TO SUBMIT A COPY OF ATTENDANCE REPORT (for students with absences)
Final Student Teaching Grade – Second Placement
SIGNATURES REQUIRED
Student Teacher Date
Cooperating Teacher Date
University Supervisor Date
79
Student Teacher Attendance Report
STUDENT
WKU ID
UNIVERSITY SUPERVISOR
SCHOOL 1
COOPERATING TEACHER 1
SCHOOL 2
COOPERATING TEACHER 2
PLEASE LIST ABSENCES:
DATE REASON
NUMBER OF MAKE-UP DAYS NEW ENDING DATE
OFFICE OF PROFESSIONAL EDUCATOR SERVICES HAS DETERMINED OFFICIAL ORIGINAL ENDING DATE
MINIMUM REQUIREMENT FOR CERTIFICATION: 70 CLASSROOM DAYS WITH CHILDREN ALL MAKE-UP DAYS WILL BE COMPLETED AT THE END OF STUDENT TEACHING – (DECEMBER AND MAY) ONLY FOR STUDENT TEACHERS WHO HAVE BEEN ABSENT FROM THE CLASSROOM: A COPY THIS FORM MUST BE COMPLETED AND RETURNED TO THE OFFICE OF PROFESSIONAL EDUCATOR SERVICES (GRH 2050) BY THE UNIVERSITY SUPERVISOR AT MID-TERM DATE AND BEFORE ORIGINAL ASSIGNED ENDING DATE.