Advanced Practicum Handbook - Hamline University€¦ · Being removed from an advanced practicum...

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Advanced Practicum Handbook Additional Licensure Program Teacher Education Department

Hamline University School of Education Office of Clinical Experience

1536 Hewitt Avenue | MS-A1720 Drew Residence Hall Suite 72 Saint Paul, MN 55104-1284

Main Line: 651-523-2600

e-mail General Inquiries to: [email protected]

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All candidates are also held to the policies outlined in the student handbook, Hamline University’s code of conduct, and the requirements set forth by hosting districts and schools.

Table of Contents A. Hamline University Contacts ............................................................................................................................ 6

1. Welcome........................................................................................................................................................... 7

2. About Hamline University ................................................................................................................................ 7

3. Additional Licensure Graduate Licensure Program .......................................................................................... 7

4. Conceptual Framework .................................................................................................................................... 7

5. Hamline University’s Anti‐Discrimination Policy .............................................................................................. 8

A. Roles and Responsibilities ..................................................................................................................................... 9

1. THE TEACHER CANDIDATE .............................................................................................................................. 10

1. Placement Procedures ............................................................................................................................... 10

2. Liability Insurance ...................................................................................................................................... 11

3. Background Checks .................................................................................................................................... 11

4. Length of Advanced Practicum Experience ................................................................................................ 11

5. Advanced Practicum Placement Length/Credits ........................................................................................ 11

6. ESL Advanced Practicum Seminar‐ ESL 0790 (ESL Candidates Only) .......................................................... 11

7. Lesson/Unit Plan Formats .......................................................................................................................... 12

8. Professionalism .......................................................................................................................................... 12

9. Confidentiality ............................................................................................................................................ 12

10. Substitute Teaching .................................................................................................................................... 12

11. Licensure .................................................................................................................................................... 12

2. THE COOPERATING/MENTOR TEACHER ......................................................................................................... 13

1. Initial Contact with Teacher Candidate ...................................................................................................... 13

2. Initial Meeting ............................................................................................................................................ 13

3. Observation and Feedback ......................................................................................................................... 13

4. Lesson Plan Review .................................................................................................................................... 13

5. Planning ...................................................................................................................................................... 13

6. Final Evaluation .......................................................................................................................................... 13

7. Encourage Confidentiality .......................................................................................................................... 14

8. Honorarium and Clock Hour Certificate ..................................................................................................... 14

9. Questions ................................................................................................................................................... 14

3. THE UNIVERSITY SUPERVISOR ........................................................................................................................ 15

1. Contact Your Teacher Candidate(s) ........................................................................................................... 15

2. Initial Meeting (supervisor, cooperating teacher, and teacher candidate) ............................................... 15

3. Schedule First Observation ........................................................................................................................ 15

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4. Observations .............................................................................................................................................. 15

5. Post‐Observation Conferences................................................................................................................... 15

6. Final Evaluations ........................................................................................................................................ 16

7. Exit Conference .......................................................................................................................................... 16

8. Feedback .................................................................................................................................................... 16

B. Policies and Procedures ...................................................................................................................................... 17

2. Appendix of Resources ....................................................................................................................................... 21

1. Initial Meeting Checklist ................................................................................................................................. 21

2. Hamline Lesson/Unit Design Frame/Template and Rubric ............................................................................ 21

3. Suggested 3‐6‐week and 8‐week Co‐Teaching Calendars .............................................................................. 21

4. Supervisor Observation Schedule ................................................................................................................... 21

5. Co‐Teaching .................................................................................................................................................... 21

6. 3‐2‐1 Feedback Form ...................................................................................................................................... 21

7. Supervisor Observation Form ......................................................................................................................... 21

8. Other Observation Suggestions ...................................................................................................................... 21

1. Checklist for Initial Meeting ....................................................................................................................... 22

2. 3‐6 week Advanced Practicum Calendar .................................................................................................... 23

2. Supervisor Observation Schedule – 3‐6 Week Placements ........................................................................ 25

3. Co‐Teaching ................................................................................................................................................ 26

4. 3‐2‐1 Cooperating Teacher Feedback Form ............................................................................................... 28

5. Observation Form for University Supervisors ............................................................................................ 33

6. Other Observation Suggestions ................................................................................................................. 29

8. Advanced Practicum Evaluation Form…………………………………………………………………………………….Error! Bookmark not defined.

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Overview of Handbook This handbook articulates the expectations and responsibilities of the advanced practicum for all additional licensure (ADLI) students. It also outlines the roles of the cooperating teachers and Hamline University supervisors. Please read through this document carefully- there is a table of contents that specifies pertinent information for the Hamline teacher candidate, cooperating teacher, and university supervisor. Please contact the Office of Clinical Experience if you have concerns or questions.

Frequently Asked Questions/FAQs

1. What is the advanced practicum? The advanced practicum is the final requirement for Hamline ADLI students who are finishing up licensure requirements. Eligible ADLI students have had their files audited to ensure that they have met all academic and professional-readiness standards to enter the advanced practicum. The advanced practicum is similar to the student-teaching experience for initial-licensure candidates, but has reduced hours because the Hamline teacher candidate already holds a valid teaching license. The Hamline teacher candidate completes a minimum of 3 weeks of co-teaching and teaching under the supervision of licensed classroom teacher who must hold licensure in the area that the Hamline teacher candidate is seeking (see chart below). The Hamline teacher candidate also is assigned to a university supervisor who will evaluate the candidate’s performance during the advanced practicum and also serve as a mentor.

2. What is each person’s responsibility?

Cooperating Teacher

•A licensed B‐21 or K‐12 teacher who evaluates, mentors, and works with a Hamline teacher candidate.

•Must be licensed in the area that the Hamline teacher candidate is seeking licensure.

Hamline Teacher Candidate

•A graduate student enrolled in a Hamline additional‐licensure program‐ earning a second or subsequent license.

•Has completed all coursework, and has had an audit of her/his file before being cleared to enter the advanced practicum.

University Supervisor

•A supervisor hired by Hamline University (must be a licensed teacher in same area) to evaluate and mentor the Hamline teacher candidate during the advanced practicum.

•Works collaboratively with the cooperating teacher and Hamline teacher candidate.

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3. What are the policies for Hamline teacher candidates being left alone in the classroom? As the semester progresses, the teacher candidate will assume more responsibilities in the classroom. We believe the teacher candidate will benefit from the cooperating teacher's occasional time away from the classroom. The actual amount of time the teacher candidate is left alone in the room depends on individual cases, taking into consideration what the cooperating teacher and teacher candidate are comfortable with and what the student is able to handle. When leaving the teacher candidate alone, however, the cooperating teacher needs to be close by and available in short notice in case the candidate needs assistance. The candidate must also know where the cooperating teacher is at all times and how to contact her/him.

Hamline teacher candidates’ authority in the classroom is limited. Because of this, the cooperating teacher is ultimately responsible for his or her students at all times. It is also important to note that the Hamline teacher candidate may not serve as a substitute teacher. This policy is intended to protect the cooperating school system and its students as well as the Hamline teacher candidate.

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A. Hamline University Contacts Our regular office hours are Monday-Friday from 8:30 a.m.-5:00 p.m. in Drew Residence Hall/School of Education Suite 72.

Hamline Contact Areas of Assistance Marcia Rockwood Curriculum Development Specialist Drew Residence Hall Suite 72 (office) [email protected] (e-mail) | 651-523-2938

Administratively oversees all aspects of clinical experience and placements

Contact to resolve conflict or concerns

Rachel Endo Department Chair Drew Residence Hall Room 196 (office) [email protected] (e-mail) | 651-523-2960

Discuss concerns about classes or faculty members if issues cannot be resolved 1:1

Contact with concerns or questions about faculty and staff

Alyssa Vaj Additional Licensure Adviser Drew Residence Hall 72-D (office) [email protected] (e-mail) | 651-523-2697

Audit files to make sure students are ready and register students for Advanced Practicum

Main contact for questions about procedures/processes related to the Advanced Practicum

Dana Coleman Clinical Experience Coordinator Drew Residence Hall Suite 72 (office) [email protected] (e-mail) | 651-523-2568

Primary point of contact between Hamline and school district representatives

Jesson Hunt Student Placement Coordinator Drew Residence Hall Suite 72 (office) [email protected] (e-mail) | 651-523-2683

Coordinates administrative logistics for teacher candidates, cooperating teachers, and supervisors

Bill Binkelman License Certification Officer Drew Residence Hall 118 (office) [email protected] (e-mail) | 651-523-2466

Facilitates licensure process Liaison to the Minnesota Department of

Education Main point of contact for questions about

MTLEs

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We have to reach their hearts, before we teach their minds. –Priscilla Vail

1. Welcome Hamline University would like to thank our cooperating teachers and university supervisors for the many hours spent supporting and offering ideas to assist our teacher candidates.

2. About Hamline University Hamline University, founded in 1854 as Minnesota’s first university, is a nationally ranked, private liberal arts institution with more than 3,000 degree-seeking students in the College of Liberal Arts, School of Law, School of Education, School of Business, Graduate School of Public Administration and Management and Graduate Liberal Studies Program. Future and continuing educators find several options to meet their needs, including the MAT first licensure program, the additional licensure program, continuing professional development for teachers, the Center for Excellence in Urban Teaching, the Center for Global Environmental Education, the Master of Arts in education, and the doctorate in educational leadership.

3. Additional Licensure Graduate Licensure Program The Additional Licensure program provides an opportunity for adult learners to obtain Minnesota teaching licensure through graduate-level coursework. In keeping with Hamline University’s vision, the program also strives to prepare teachers for life, leadership, and service in the 21st century.

4. Conceptual Framework The Hamline School of Education’s licensure programs are high-quality professional education programs derived from a conceptual framework that is knowledge-based, articulated, shared, coherent, and consistent with our institutional mission. The four areas of the conceptual framework are an integral part of the teacher candidates’ course work and ongoing professional development.

1. Promoting Equity in Schools and Society Understand the role education has played and plays in shaping society Value all children and youth regardless of race, class, gender, exceptionality, home

language, or other social, physical, or cultural characteristics Utilize social and cultural backgrounds and the variety of ways individuals learn to

enhance teaching and learning Act as change agents in their classroom and schools 2. Building Communities of Teachers and Learners Construct supportive communities with learners and colleagues Recognize teaching and learning is a social and cultural process Create physically and psychologically welcoming environments that foster positive self-worth

3. Constructing Knowledge Understand that bodies of knowledge are constructed and interpreted Transfer theoretical, foundational, and pedagogical knowledge to practice

intentionally Use best practice, including technology, in construction of learning

4. Practicing Thoughtful Inquiry and Reflection Reflect on practice to improve teaching and learning Research issues related to educational practice and theory Use practice as a basis for more in-depth study

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5. Hamline University’s Anti-Discrimination Policy All Hamline-affiliated representatives (faculty, staff, and supervisors), in addition to teacher candidates, are expected to follow Hamline University’s Anti-Discrimination Policy: “Description: Hamline University will not tolerate harassment, discrimination, or retaliation based on race; color; gender/sex; ethnic background; national origin; sexual orientation; gender presentation; marital, domestic partner or parental status; status with regard to public assistance; disability; religion; age; or veteran status in its employment or educational opportunities.” Any concerns should be immediately reported to the Office of Clinical Experience staff. The proper legal and university authorities may also be alerted in cases where there is an immediate risk and/or significant cause for concern. To view the full policy, visit: http://www.hamline.edu/Policy.aspx?id=2147488077

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A. Roles and Responsibilities 1. Teacher Candidate 2. Cooperating Teacher 3. University Supervisor

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1. THE TEACHER CANDIDATE

1. Placement Procedures The Office of Clinical Experience Coordinator facilitates all clinical and advanced practicum placements for candidates. All eligible candidates receive regular announcements and updates from the Additional Licensure Staff Adviser or Office of Clinical Experience about deadlines, procedures, and requirements for applying to the advanced practicum. Placements requested after communicated deadlines are not guaranteed.

Candidates may not contact schools independently to arrange a field experience/field placement. The candidate will be notified by e-mail when the appropriate placement(s) have been secured.

The Office of Clinical Experience Coordinator makes all efforts to place each candidate within reasonable proximity to her/his primary residence. Once you are placed, you are expected to honor your commitment with the assigned school(s). Hamline School of Education does not modify placements due to personal requests except under extraordinary circumstances that are approved by the Teacher Education Department. Candidates may not modify their placement arrangements without prior written approval from the Office of Clinical Experience.

Once a student receives official notification that she/he has been matched to a school for a clinical or from the Placement Office, the student has an obligation to complete all required hours at that site.

Being removed from an advanced practicum placement may lead to dismissal from Hamline University.

Steps for Getting Placed:

1. Two semesters prior to advanced practicum, all eligible students will fill out the “Intent to Begin” advanced practicum form and submit it along with their profile (i.e., resume and philosophy of teaching).

2. Prior to advanced practicum, the Office of Clinical Experience staff will audit each candidate’s file to ensure that she/he has met all academic standards including minimum GPA, completed all coursework (or is on track to complete by the start of advanced practicum), and has been approved by the faculty to continue to this stage.

3. The Office of Clinical Experience Coordinator keeps a master list of all candidates by licensure area and where they live. Placements are vetted 1-2 semesters prior to the semester that the candidate plans to conduct advanced practicum.

4. The Office of Clinical Experience Coordinator directly contacts district coordinators to place all Hamline candidates.

5. School district coordinators communicate with all of the schools in a particular district. The school coordinators look at elementary, middle, and high schools all at the same time. The license areas are B-21 (birth to age 21), K-6 (elementary), 5-8 (middle), 5-12 (secondary), or K-12 (elementary & secondary). Since there are not any specific licenses by grade level, each candidate must be flexible to teach any grade in the range of her/his licensure area.

6. The Office of Clinical Experience Coordinator works to place candidates in specialized or saturated (i.e., higher demand for placements) license areas in a timely manner. There are times when it is necessary to go further away from the candidate’s primary residence to find an appropriate placement.

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2. Liability Insurance In her/his placement, the candidate may be held legally responsible for injuries and other situations which could take place on school grounds. The candidate must obtain liability coverage through Education Minnesota before the start of advanced practicum; it will cover you for the full school year for up to $1 million. Applications for liability insurance are available online at www.educationminnesota.org. (Go to Who We Are, Student Members, Online application.) You may also enroll by U.S. mail. The cost of this coverage is minimal.

3. Background Checks Information about completing a background check for the school district to which a candidate has been assigned may be found at the Office of Clinical Experience website (www.hamline.edu/education/office-of-clinical-experience/). Background checks must be completed before the advanced practicum placement begins.

4. Length of Advanced Practicum Experience Advanced practicum usually consists of 3-6 weeks for non-ESL candidates and 3-10 weeks for K-12 ESL license seekers. Teacher candidates seeking a K-12 World Language license typically complete a 6 weeks advanced practicum (3 weeks at elementary and 3 weeks at secondary level). Teacher candidates seeking a B-21 Autism Spectrum Disorder license typically complete an 8-weeks advanced practicum (4 weeks at elementary, 2 weeks at middle, and 2 weeks at secondary level).

5. Advanced Practicum Placement Length/Credits

License Area Length of placement

Credits for Advanced Practicum

ADLI

Elementary K-6 3-6 weeks 2-3

Mathematics 5-12 3-6 weeks 2-3

Social Studies 5-12 3-6 weeks 2-3

Communication Arts/Literature 5-12 3-6 weeks 2-3 General Science 5-8, Mathematics 5-8, Social Studies 5-8, Communication Arts/Literature 5-8 4-6 weeks 2-3

Physics 9-12 3-6 weeks 2-3

Chemistry 9-12 3-6 weeks 2-3

Life Science 9-12 3-6 weeks 2-3

Dance/Theatre K-12 3-6 weeks 2-3

Autism Spectrum Disorders B-21 8 weeks 4

ESL K-12 3-10 weeks 2-6

World Languages K-12 6 weeks 3 6. ESL Advanced Practicum Seminar- ESL 0790 (ESL Candidates Only) The ESL 0790 seminar informs second-license teachers, prior to the supervised teaching experience, of expectations and procedures required for a successful practicum experience. The seminar also addresses the TESOL standards, portfolios, and models of ESL instruction. Contact Professor Ann Mabbott at [email protected] with questions. Otherwise, eligible candidates will receive updates about pertinent deadlines and requirements.

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7. Lesson/Unit Plan Formats Hamline teacher candidates are required to have a written lesson plan for every lesson taught throughout their experience. Lesson plans will be evaluated by the university supervisor. At the beginning, it is encouraged that whole lessons are scripted. As the placement progresses, detailed lesson plans may move to a more abbreviated format.

Ask your cooperating teacher if the district/school uses a specific lesson/unit format. Otherwise, use the Teacher Education Department common lesson/unit framework template (see Appendices).

8. Professionalism Teacher candidates are expected to be professional at all times. Being well-prepared, engaging actively, maintaining a positive attitude and a collaborative disposition, and showing respect and courtesy are the major elements of being a professional. Please familiarize yourself with the Code of Ethics for Minnesota Teachers (Rule 8700.7500): https://www.revisor.mn.gov/rules/?id=8700.7500.

Professional conduct also includes appropriate hygiene (e.g., clothing, hair, physical appearance, and not wearing heavy scents), being dressed appropriately (business casual or formal- ask your cooperating teacher for guidance), modeling appropriate language, arriving early, and demonstrating safe and sound judgment. Mandatory Reporting of Child Abuse or Neglect By law, teachers must report suspected abuse. If you know or have reason to believe that one of your students is the victim of child abuse or neglect, Minnesota law requires that you report it to the local social service agency. It is not sufficient to simply report it to the principal, although you should start there first. Report any suspicion you have right away, for the child’s protection and yours.

9. Confidentiality Information about students, parents, and families must be kept confidential, as well as what is learned in professional conversations about school policies and their application. Teacher candidates should disclose confidential information only when required to do so by law. Any questions regarding confidentiality should be addressed to the university supervisor or the cooperating teacher. Please keep confidentiality (and professionalism) in mind when making posts to your personal social media sites.

10. Substitute Teaching Teacher candidates must work under the supervision of certified personnel. Only in case of emergency on a short-term basis (i.e. until the substitute arrives) may the teacher candidate temporarily serve as substitute teacher. In this case, the principal assumes full responsibility for the candidate.

11. Licensure Candidates can begin the paper work process after advanced practicum is completed, but the paperwork will not be sent to the state until AFTER the university supervisor has submitted a grade (pass/fail) for advanced practicum and the Licensure Officer has verified that all necessary MTLE tests have been passed. After all the paperwork has been forwarded to the state, the license is issued in 3-10 weeks. If you need a letter stating that all license requirements have been fulfilled and you are in good standing (no holds on your transcript), the License Officer can write a letter to that effect for you.

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2. THE COOPERATING/MENTOR TEACHER

1. Initial Contact with Teacher Candidate The teacher candidate will contact you once he/she is placed. Please take the time to meet with the Hamline candidate to introduce yourself, communicate your expectations, and to begin your collaborative working relationship.

2. Initial Meeting The initial meeting will be conducted at the school site just prior to, or during, the first week of advanced practicum. The purpose of this meeting is to get to know the university supervisor, to establish a collaborative working relationship, and to clarify expectations for all parties involved in the advanced practicum placement.

3. Observation and Feedback Please provide your Hamline teacher candidate with honest and timely feedback throughout the semester while she/he is in your classroom. Concerns, suggested areas of improvement, and areas of growth need to be shared frequently so that our teacher candidates have the opportunity to grow in their teaching. Please contact the Office of Clinical Experience or the university supervisor with any major or minor concerns about the Hamline candidate. 4. Lesson Plan Review Teacher candidates are required to provide written lesson plans to demonstrate content-area knowledge and mastery of effective instruction. These plans should be prepared at least two days prior to the candidate teaching the lesson for your approval and review. Please look at each plan critically before the lesson is taught and provide feedback as needed. As your candidate becomes more experienced, he/she may switch to a lesson-plan format that is shorter in length. Additionally, as the teacher candidate becomes more experienced, you may decide together how far ahead of time lesson plans must be finished for your review. We ask Hamline candidates to use whatever forms/templates that the building or district requires or uses for lesson planning. However, Hamline University uses a template for lesson/unit planning that Hamline candidates should use in the absence of a required template at your district or school (see Appendices).

5. Planning Time should be set aside each day to connect with your teacher candidate. This might be before school hours, after school hours, during the lunch period or during a prep period. The time should be used for planning, answering questions, and working together to benefit your students.

6. Final Evaluation The teacher candidate, the cooperating teacher, and the Hamline University supervisor all complete a final evaluation that allows Hamline University to improve its programs and relationships with our partner schools. It is critical that our candidates receive professional feedback on the final evaluations. We expect the cooperating teacher to document specific strengths and areas for improvement in the evaluation forms.

The final evaluation forms may be found at the Office of Clinical Experience website (www.hamline.edu/education/office-of-clinical-experience/ -- Click on AdLi Additional Licensure, then Cooperating Teacher).

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7. Encourage Confidentiality Information about students, parents, and families must be kept confidential, as well as what is learned in professional conversations about school policies and their application. Confidential information should only be shared when required to do so by law. Please encourage your teacher candidates to practice these principles at all times. 8. Honorarium and Clock Hour Certificate Once the final evaluation of your Hamline teacher candidate has been received, a request for payment and W-9 form will be e-mailed to you. Receipt of these forms will be necessary to process the honorarium payment.

9. Questions or Concerns At any time you have concerns or questions about a candidate’s conduct or performance, please contact the Office of Clinical Experience.

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3. THE UNIVERSITY SUPERVISOR

1. Contact Your Teacher Candidate(s) Please contact your candidate(s) by phone within a few days of receiving your list of students.

2. Initial Meeting (supervisor, cooperating teacher, and teacher candidate) The meeting will be conducted at the school site just prior to, or during, the first week of advanced practicum. The purpose of this meeting is to get to know the teacher candidate and the cooperating teacher, to establish a collaborative working relationship, and to clarify expectations for all parties involved. The checklist of items to be covered is included in this handbook.

3. Schedule First Observation The first observation is to be completed within one week after the teacher candidate’s starting day with students. Getting an early start on observations is critical, in order to become familiar with the candidate’s strengths and struggles. 4. Observations In addition to the initial meeting, two observation visits are made during a 3-4 weeks experience. For K-12 teacher candidates, four observation visits (two during the elementary experience and two during the secondary) are made. For B-21 teacher candidates, six observation visits (two at elementary, two at middle and two at secondary level). It may be necessary to increase the number of visits for some teacher candidates. Before each observation, the teacher candidate should give the university supervisor the typed lesson plan, text(s), and any handouts or other materials for the lesson being observed. Additionally, the teacher candidate should provide the university supervisor with the lesson plans for the previous lessons in the unit (if the teacher candidate taught those lessons). These lessons may be provided ahead of time by e-mail or in a binder at the observation.

After the completion of each lesson, please evaluate the candidate’s lesson/teaching using the rubrics in the appendices. Should you have any significant concerns about a candidate’s performance or readiness to teach, please contact the Office of Clinical Experience. 5. Post-Observation Conferences Conferencing with the teacher candidate after each observation is critical to a supervisor’s evaluation of progress made. If it is not possible to confer immediately following the observation, an appointment should be made as soon after the observation as possible. During the conference, the supervisor will:

Reflect on the written lesson plan and the lesson delivered. Discuss the effect of the lesson on the class as a whole and on individual students. Review the strongest features of the lesson, weakest features of the lesson, and provide alternatives for improving the lesson.

Observation forms, lesson/unit templates/rubrics, and Post-Observation Conferencing can be found in the Appendix.

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6. Final Evaluations Final evaluations for each candidate are completed by the cooperating teacher and the university supervisor. These forms will be submitted online at the Office of Clinical Experience website (www.hamline.edu/education/office-of-clinical-experience/ -- Click on AdLi Additional Licensure, then Cooperating Teacher). 7. Exit Conference At the conclusion of the advanced practicum placement, an exit conference will take place between the supervisor and the teacher candidate. The purpose of the exit conference is to review assignments, discuss targeted growth areas and to put closure on the advanced practicum experience. After the exit conference, the supervisor will provide completed observation forms, the final evaluation, and the candidate’s letter of recommendation to the seminar instructor so that a grade may be submitted. 8. Feedback University supervisors are responsible for monitoring and giving feedback to their students on all assignments. See the appendices for lesson/unit plan templates/rubrics. The department will need all evaluation forms and rubrics submitted before final payments are processed.

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B. Policies and Procedures 1. Removal of a Teacher Candidate from a Placement

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1. Removal of a Teacher Candidate from Placement

Category 1: Placement-Related Issues There are rare occasions when a candidate may be removed from the placement due to factors outside of her/his control such as school closings or that the cooperating teacher is unable to continue to serve in the mentorship role. In such cases, the Office of Clinical Experience, in consultation with the appropriate Hamline University administrators, will find the candidate a new placement. While the intent would be to place the candidate in a new placement within the same semester, the timing is not guaranteed due to the demand of placements. In such a case, the candidate will receive an “Incomplete” grade if a new placement is found in the subsequent semester, will not have to reregister/repay tuition, and will, upon successfully completing all requirements, and pass the advanced practicum. Category 2: Failing Advanced Practicum due to Candidate Conduct and/or Performance Candidates who fail to meet one (1) or more advanced practicum requirements may be allowed one (1) additional opportunity to complete all expectations. Failure to pass the requirements during the second placement will be grounds for dismissal from the program with no opportunity for reentry. Candidates who are pulled from their placements in advance of the semester’s refund deadlines may be eligible for full or partial tuition refunds. However, the responsibility lies with the candidate to contact the Student Administrative Services Office to adhere to deadlines and requirements. When a candidate is pulled from a placement for issues pertaining to conduct, dispositions, and performance, then she/he, at the discretion of the Department Chair and Office of Clinical Experience staff, may be allowed to reenter at a later time or dismissed from the program entirely. If allowed reentry, the candidate may, at the discretion of the Teacher Education Department, need to wait a minimum of 6 months before she/he reapplies for advanced practicum. Example: Candidate is pulled from advanced practicum in fall 2010. She/he may re-register to the advanced practicum in spring 2011, and may be eligible to complete the advanced practicum in fall 2011. In such cases, the candidate will also be required to reregister for advanced practicum requirements, and will need to repay all credits at the current tuition rate when she/he is reenters advanced practicum. Procedures for Removing Candidates from Placements The Hamline University Teacher Education Department provides this policy to ensure appropriate action is taken if issues arise during a candidate’s placement(s) that are raised by the cooperating teacher, Hamline University supervisor, or any other party involved with the placement. A candidate may be removed from a placement due to but not limited to the following reasons:

Concerns about teaching abilities and skills. Concerns with interpersonal interactions that may impede the ability to effectively

communicate content, expectations, and other information to the K-12 learners. Inappropriate behaviors or interactions with parents, school personnel, or students

on or off of school grounds. Concerns with professional conduct, including illegal and/or unethical activities on or

off of school grounds.

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The cooperating teacher may, at any time, determine that she/he is unwilling to work with the candidate, which may result in immediate removal from the placement. The Office of Clinical Experience staff will determine whether another placement will be secured in the same or subsequent semester.

This section outlines some of the outcomes and procedures for removing candidates from their placements for cause. The appropriate Hamline administrators may use their professional judgment to proceed with any of the steps outlined below, including immediate removal without opportunity for replacement. A candidate who is allowed to reenter the program will be placed on a written development plan that will outline required action steps and a detailed plan for remediation. Initial Conversations: As soon as possible, a three-way conference with the candidate, the cooperating teacher, and the Hamline University supervisor should be scheduled; other Hamline administrators may be present if necessary. The person or persons reporting the difficulty must present documented evidence:

If applicable, the cooperating teacher, Hamline University supervisor, or other parties must present documented evidence that demonstrates the reason for his/her concern. Examples of this could be failure to establish a rapport with the students, performance deficiencies, and/or inappropriate behavior.

If applicable, the candidate must present evidence of his/her effort to complete his/her assignments in a professional and effective manner. Examples of this could be lesson plans, milestones realized, and/or any personal achievements.

Intervention Options If intervention is required as a result of the initial conference, the following options may occur. Option 1: Improvement Plan (Remain in Placement) The following steps will be taken and clearly documented: Step 1: Identify specific areas in need of improvement. Step 2: Outline a means for improving areas of concern. Input from all parties is preferred. Step 3: Establish a time-line for improvements to be realized. Clearly define success criteria. At the conclusion of the established time line, a second conference will be scheduled to evaluate the candidate’s performance. The outcome of this conference concludes the review process unless the candidate has not made satisfactory progress. In this case, options include permanent removal or temporary removal with the opportunity for replacement. Option 2: Removal (With Opportunity for Replacement) After gathering and reviewing the evidence pertaining to the concern(s), Hamline parties agree that the nature and scope of the reported difficulties warrant removal from the current assignment, reserving the opportunity for placement in a new assignment in the future. The candidate may (at the discretion of the Office of Clinical Experience) need to wait a minimum of 6 months before she/he reapplies to the advanced practicum. Example: Candidate is pulled from advanced practicum in fall 2010. She/he may reapply to complete the advanced practicum in spring 2011, and may be eligible to reenter the practicum in fall 2011. Complete documentation of the removal process must be filed with the Teacher Education Department and a copy placed in the candidate’s student file.

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Option 3: Removal (Without the Opportunity for Replacement) After gathering and reviewing the evidence pertaining to the concern(s), Hamline parties agree that the nature and scope of the reported difficulties warrant removal from the current assignment, and further recommend that the candidate not be permitted to pursue licensure through Hamline University. Appeals Candidates who disagree with the decision made by the Hamline Teacher Education Department parties may appeal their case to the Hamline School of Education’s Student Appeals Committee. The steps to submit an appeal are outlined below: 1. You must submit an appeal by e-mail to the Hamline School of Education’s Office of the

Dean within two (2) business weeks of receiving a written decision. Send an e-mail to [email protected]; the subject line should include your name and appeal (e.g., Jesson Hunt Appeal).

2. Write a professional letter of appeal, clearly explaining your concerns and request for an appeal. Clearly describe evidence indicating why you believe the department’s decision should be appealed. Clearly explain what outcomes you are asking for.

3. The committee usually meets the first Wednesday of every month with special meetings called on an as-needed basis. The committee reviews all evidence, may call in parties to gather additional information, and then will vote on a decision, which includes approved, approved with conditions, or denied. The decision will be communicated to students within two (2) business weeks.

4. If the Candidate disagrees with the committee’s decision, then she/he may appeal to the School of Education’s Dean. The Appeals Committee Chair will communicate the steps for the final level of appeal. The Dean’s decision will be binding and final.

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2. Appendix of Resources 1. Initial Meeting Checklist 2. Hamline Lesson/Unit Design Frame/Template and Rubric 3. Suggested 3-6-week and 8-week Co-Teaching Calendars 4. Supervisor Observation Schedule 5. Co-Teaching 6. 3-2-1 Feedback Form 7. Supervisor Observation Form 8. Other Observation Suggestions 9. Advanced Practicum Evaluation Form

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1. Checklist for Initial Meeting

□ Introductions— tell a bit about each person.

□ Review beginning and ending dates for experience.

□ Review arrival and departure times. Emphasize the requirement to keep full-time teaching hours. Give a copy of daily schedule to Hamline University supervisor.

□ Remind everyone that the teacher candidate follows the K-12 school calendar.

□ For illnesses and emergencies, call cooperating teacher immediately and leave a message for the university supervisor.

□ Provide teacher candidate with a copy of school policies. Learn fire drill policy immediately.

□ Review gradual building of candidate’s class load. The schedule should provide for the teacher candidate to assume the lead/solo teacher role. See suggested schedule for ideas.

□ Lesson plans. Teacher candidates will give their lesson plans to the cooperating teacher in advance for review (see appendix for Hamline’s lesson/unit design template). A copy of the plan should be available for the supervisor during their observations.

□ Grading/Assessment - what are the teacher candidates’ responsibilities?

□ Expect teacher candidate to be actively involved in school life whenever possible (e.g. extra duties, faculty meetings, parent-teacher conferences)

□ Hamline University supervisor’s visits include the initial meeting, several observations, and facilitation of a three-way conference.

□ Evaluations include: final evaluation by cooperating teacher, and final evaluation by the university supervisor. An example of the evaluation forms is included in this handbook; all evaluations are to be submitted online (www.hamline.edu/education/office-of-clinical-experience/ -- Click on AdLi Additional Licensure, then Cooperating Teacher).

□ Importance of Feedback: regular feedback between the cooperating teacher and the teacher candidate is important, as well as with the university supervisor.

Please contact the Hamline University supervisor with any concerns about the teacher candidate.

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2. 3-6 week Advanced Practicum Calendar

Each advanced practicum situation is unique. The following calendar is simply a guide. The cooperating teacher and the teacher candidate should work cooperatively in the planning,

teaching, and the assessing of their teaching.

CT = Cooperating Teacher TC = Teacher Candidate Week One

Co-Planning: CT takes lead and shares curricular pacing plan, content, and information on students. TC shares University requirements, personal strengths, SEPBT goals, etc.

Co-Teaching: Spend most of the week observing specific teaching practices of the CT and specific behaviors of the students (One Teach, One Observe). These observations should be purposeful and should aid in helping students achieve more. In addition, the TC should assist the cooperating teacher during instruction (One Teach, One Assist). Team-teaching or teaching part of a lesson or two is recommended as well.

Co-Assessing: TC can compile data and assess classroom work; both discuss class outcome and data.

Other: A specific time each day should be established for the TC and the CT to meet to plan, provide feedback, and to look at assessments.

Lead your TC on a tour of the building and introduce him/her to the principal and other faculty they will have the opportunity to work with.

Week Two

Co-Planning: CT leads discussion on what and how to teach the lesson. TC asks questions to ensure understanding.

Co-Teaching: TC begins planning and lead-teaching at least two lessons during the week as the lead teacher with CT assisting. Implementing Parallel Teaching may be a logical next step. TC should submit each lesson plan to CT in advance for approval and copies to show Hamline Supervisor.

Co-Assessing: Both review an example together, then assess their own groups and swap. Have a discussion about reliability.

Week Three

Co-Planning: CT leads discussion on what and how to teach lessons. TC gives feedback on plans.

Co-Teaching: TC should plan and lead-teach at least one lesson per day. Try implementing another co-teaching strategy (station teaching, supplemental, or alternative or differentiated teaching.

Co-Assessing: Continue to share in the assessment of students. TC assesses own lesson and shares outcomes with CT.

Week Four

Co-Planning: TC and CT begin sharing in the discussion on planning. Co-Teaching: TC should plan and lead-teach at least two lessons per day. Try

implementing another co-teaching strategy (station teaching, supplemental, or alternative or differentiated teaching.

Co-Assessing: Continue to share in the assessment of students. TC assesses own lessons and shares outcomes with CT.

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Week Five Co-Planning: CT and TC share lead in planning co-teaching lesson presentations.

Focus on one’s teaching strengths. Co-Teaching: TC should plan and lead-teach at least ½ of each day. Co-Assessing: CT and TC debrief on outcome of co-teaching instruction; divide

student work to grade and then discuss. Week Six - Nine

Co-Planning: TC assumes responsibility for planning under the guidance and mentorship of the CT.

Co-Teaching: TC writes daily lesson plans and lead teaches the entire program. Hamline recommends that the CT spend some time away from the classroom to give the TC the experience of teaching alone (see handbook page titled “Hamline Recommendations for In-Class Supervision).

Co-Assessing: TC assumes responsibility for assessing under the guidance and mentorship of the CT.

Adapted from the work of Wendy Murawski, California State University, Northridge: [email protected]

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2. Supervisor Observation Schedule – 3-6 Week Placements *Contact teacher candidate before the first week of placement. Week 1: Facilitate an initial meeting with teacher candidate and cooperating teacher Week 2: Schedule first observation. Week 3: Schedule second observation. Schedule a final meeting within 2 weeks after the end of the last observation. ** Please communicate any serious concerns about a teacher candidate in jeopardy of not being recommended for licensure during this meeting. This is done so that there is time to write and implement an improvement plan.

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3. Co-Teaching Co-Teaching is two teachers (cooperating teacher and teacher candidate) working together with groups of students who share in the planning, organization, delivery, and assessment of instruction, as well as the physical space. Hamline University is part of a Twin Cities Collaborative called TC2 that has adopted a co-teaching model implemented since the fall of 2012. We encourage our cooperating teachers to become familiar with these seven strategies and to begin implementing them with your candidate.

Co-Teaching Strategies & Examples

Strategy

Definition/Example

One Teach, One Observe

One Teacher has primary responsibility while the other gathers specific observational information on students of the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific behaviors. Example: One teacher can observe students for their understanding of directions while the other leads.

One Teach, One Assist

An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behavior, or corrects assignments. Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t understand or are having difficulties.

Station Teaching The co-teaching pair divides the instructional content into parts -each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station - often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change.

Parallel Teaching Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy.

Supplemental Teaching

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 may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment.

Alternative (Differentiated)

Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students; however, the avenue for getting there is different. Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story.

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Team Teaching 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 students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Example: Both instructors can share the reading of a story or text so that the students are hearing two voices.

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4. 3-2-1 Cooperating Teacher Feedback Form (Optional)

This form is one way to provide a structured format for providing feedback to the teacher candidate.

What are three strengths you observed in this lesson?

What are two suggestions you would give to improve this lesson?

What is one area in which you have seen improvement?

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5. Other Observation Suggestions

In addition to observing and providing feedback to the teacher candidate for areas of planning and preparation, classroom environment, instruction, and professional practice, pay attention to specific teacher candidate behaviors. These might include:

1. Incidences of students called on by gender or race or by seating placement

2. Frequency of attending to students or groups of students during work time

3. Asking questions when they don’t want an answer or the use of “okay?” at the end of a sentence Ex. “Will everyone sit down?” “We will begin now, okay?”

4. Use of wait time or pacing of the lesson

5. Write some questions at the bottom of the form to discuss during your post observation discussion, such as “How else might you have ‘hooked’ your students into the discussion?”

Post Observation Suggestions for Conferencing

Please incorporate the following recommendations as you supervise teacher candidates. If any concerns arise, please keep the Office of Clinical Experience informed. Ask candidates to begin by assessing themselves – for example, at least two things that went well and two things they might do differently next time.

1. Describe rather than judge. Describe your own reaction to the person’s behavior – not whether it was “good” or “bad.” Direct comments at behavior that the other person can do something about. Ask the teacher candidate for ideas on what else might be done. Then, give some suggestions based on your experience.

2. Be specific rather than general. Describe the exact words, looks, actions and circumstances that you are referencing.

3. Feedback is most useful when the receiver solicits it. Consider asking the teacher candidate to tell you specific areas in which s/he wants feedback.

4. Try to make sure you are not being misinterpreted by asking clarifying questions.

5. Conclude with something positive as well as establish goals or areas you want your teacher candidate to work on for your next observation. Put these goals in writing and share with the cooperating teacher as well so that you are working as a team.

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6. Hamline University Lesson/Unit Design Frame/Template (see next section for rubrics)

Directions for University Supervisors: 1. The Hamline teacher candidate will either use Hamline’s lesson/unit design

framework/template or one provided by the cooperating teacher or school to prepare your lesson plans.

2. If using Hamline’s template, direct the Hamline candidate to copy this section and use for each lesson in the sequence you are designing.

3. The Hamline candidate should contact her/his cooperating teacher and university supervisor to make arrangements for how the lesson/unit should be sent (including how far in advance).

4. Regardless of the format used, the university supervisor will evaluate each lesson/unit plan and teaching demonstration using the criteria in the final evaluation form.

5. Contact Alyssa Vaj with concerns or questions.

Teacher Candidate Name: Lesson Title:

(K‐12) Course name: Grade Level:

Topic: Day in Lesson Sequence: Today’s Date:

Lesson Rationale: What is the central focus of the lesson? What is the purpose for the content you will teach? How are

you helping students build conceptual understandings, procedural fluency (if relevant), and critical thinking skills in this lesson? How will students make connections to other course content and to their experiences? What requisite skills do students need in order to access the lesson and participate fully? Where does this lesson fall within a learning sequence (What would come before? What will happen after?)?

Type here

Content Standards: (Minnesota State, Common Core, and/or National Standards): Cite constellation of standards, using the numeric code reference as well as the text, that are the focus of this lesson. If addressing only a part of a standard, italicize that part.

Type here

Content Objectives: What do you want students to be able to do as a result of this lesson. Use one of the following

sentence frames: Given (learning activities or teaching strategies), the learner(s) will (assessable action) in order to demonstrate (connection to standards). or Students will be able to (assessable action) by (evidence) or Students will be able to (assessable action). Type here

Academic Language Objectives: What language do you want students to be able to produce to demonstrate what they have learned in this lesson?

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•Technical Vocabulary: What key vocabulary (“the bricks”) do you need to introduce/review with students and how will you engage students with that vocabulary in the lesson? Is this vocabulary being introduced, developed, or reviewed in this lesson?

o Type here • Academic language functions: What function is essential for students to engage in learning within your instructional purpose? (eg. analyze, compare/contrast, explain, interpret, argue, persuade, categorize, describe, predict, question, retell, summarize, justify with evidence )

o Type here • Language forms: What phrases and words (“the mortar,” language and phrases typically invisible to native speakers) do students need in order to engage with the content concepts?

o Type here • Interaction: What opportunities will you provide for students to interact with the new technical vocabulary, academic language function and language forms to develop fluency (written and/or oral)?

o Type here

Assessment & Feedback

• Prior Knowledge Assessment: How have/will you formally and/or informally assess what students already know, think,

or can do relative to each objective? What misconceptions, alternative conceptions, or common errors does research show you could expect students to demonstrate related to the objectives? How will you plan to reveal and address misconceptions and common errors during the learning sequence?

Type here

• Formative Assessment: In what ways will you informally and formally monitor student progress towards the objectives

during the lesson? How will those assessments inform your teaching decisions during the lesson and in planning subsequent instruction? How will your students be able to use self‐assessment and teacher feedback to deepen their understanding, refine their skills, and demonstrate subsequent growth?

Type here

• Summative Assessment: What culminating assessment(s) will students complete in the future that will allow you to

evaluate their final mastery of the objective(s)?

Type here

Provisions for Learning Differences: How does the design of instruction meet the needs of individual students and

groups of students with particular learning needs (English Language Learners, students with IEPs, students with 504 plans, underperforming students, students with gaps in academic knowledge, struggling readers, and gifted students in need of greater support or challenge)? What adaptations and modifications will you make for specific individuals or small groups of learners?

Type here

Materials: What materials will you need in order to teach this lesson? What materials will students need?

**ATTACH ANY HANDOUTS, SLIDES, READINGS, ETC. NECESSARY TO COMPLETE THE LESSON.**

Type here

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Learning Activities

Time Learning Activities For each section, clearly articulate:

What the teacher will be doing;

What students will be doing;

Directions that will be given (including time cues, getting materials, forming groups, determining roles, tasks to be completed, etc.)

Examples and/or information the teacher will provide;

Questions and prompts the teacher will pose before, during, and following completion of an activity to elicit student articulation of their learning;

Expected on and off‐target student responses; planned teacher interventions;

Any additional information that a principal, mentor teacher, or substitute teacher would need to observe or to carry out the lesson flawlessly

Rationale For each learning experience (there may be multiple learning experiences within each section), clearly articulate: • why you selected this instructional

strategy; • how individual and group learning needs

are met, • what learning you want to result from the

experience.

Lesson Launch How will you motivate your students? How will you connect to your students’ previous experiences/background knowledge? How will you help students transition from the previous lesson to this one?

Type here

Type here

Instructional Task(s) Sequence What learning experiences will you engage students in that will help them build the understandings and skills needed to meet the content and language objectives?

Type here

Type here

Lesson Summary and Closure How will key points of the lesson be articulated and summarized? By whom? How will you help students transition to the upcoming lessons on this topic?

Type here

Type here

Management and Safety Issues: Are there management and safety issues that need to be considered when teaching

this lesson? If so, list them. What will you do to prepare students for these issues?

Type here

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7. Observation Form for University Supervisors

Name of Hamline Candidate School

Cooperating Teacher Class/Subject

University Supervisor Date

Instructions for supervisors:

1. Please review the lesson/unit in advance of the Hamline candidate’s teaching demonstration. Part of the evaluation will involve your assessment of how well the Hamline teacher candidate planned for instruction.

2. During the teaching demonstration, refer to how the candidate performed in each of the categories below. Detailed and specific comments will be helpful.

3. This evaluation form should be returned to the Hamline candidate. 4. When you complete the final evaluation of the Hamline candidate, please refer back

to the evaluation forms that you completed for each observation. One area to comment on is whether or not growth and improvements were made throughout the Hamline candidate’s advanced practicum experience.

1-PROFESSIONAL READINESS Exceeds Meets Approaches Does not Meet Not

Expectations Expectations Expectations Expectations Observed

The teacher candidate… 1. started the class/lesson promptly 4 3 2 1 0

(dispositions)

2. presented self in a professional manner 4 3 2 1 0

(dispositions)

3. dressed appropriately (dispositions) 4 3 2 1 0

4. demonstrated a commitment to teaching (dispositions) 4 3 2 1 0

5. actively sought appropriate ways to be involved

in students’ learning 4 3 2 1 0

(dispositions)

6. interacted appropriately with the teacher(s) in the classroom 4 3 2 1 0

(Standard 10)

7. demonstrated ability to collaborate with others 4 3 2 1 0

(Standard 10)

8. communicated effectively with all students 4 3 2 1 0

(Standard 6)

9. established an appropriate rapport with all students 4 3 2 1 0

in the classroom

(Standard 5)

10 was confident and competent in subject matter 4 3 2 1 0

(Standard 1)

Comments:

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2- PLANNING Exceeds Meets Approaches Does not Meet Not

Expectations Expectations Expectations Expectation s Observed

The teacher candidate…

1. planned adequately for lessons 4 3 2 1 0

(Standard 7)

2. planned lesson content that is consistent with

curricular goals 4 3 2 1 0

(Standard 7)

3. plans appropriate content objectives 4 3 2 1 0

(Standard 7)

4. planned appropriate academic language objectives 4 3 2 1 0

(Standard 7)

5. planned appropriate language development objectives

(applicable to ESL candidates only) 4 3 2 1 0

(Standard 7)

6. planned for student‐to‐student dialogue around content

learning (Standard 2) 4 3 2 1 0

7. planned appropriately for student differences 4 3 2 1 0

(Standard 3)

8. planned appropriately for responsive instruction 4 3 2 1 0

(Standard 7)

Comments:

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3- INSTRUCTION Exceeds Meets Approaches Does not Meet Not



1. conveyed the content objectives to students 4 3 2 1 0

(Standard 6)

2. conveyed the academic language objectives to students 4 3 2 1 0

(Standard 6)

3. used materials and media appropriate to the interests and 4 3 2 1 0

skill levels of students (Standard 4)

4. adapted instruction within the lesson as necessary 4 3 2 1 0

(Standard 4)

5. exhibited an appropriate command of content 4 3 2 1 0

(Standard 3)

6. integrated academic language skills into content instruction 4 3 2 1 0

(Standard 2)

7. exhibited effective classroom management skills 4 3 2 1 0

(Standard 5)

8. effectively implemented planned lessons (Standard 4) 4 3 2 1 0

9. facilitated student to student dialogue around

content learning (Standard 2) 4 3 2 1 0

Comments:

4- ASSESSMENT Exceeds Meets Approaches Does not Meet Not



1. utilized formative assessment 4 3 2 1 0

(Standard 8)

2. utilized summative assessment 4 3 2 1 0

(Standard 8)

3. applied what was learned from assessing a lesson to 4 3 2 1 0

future lessons

(Standard 9)

4. aligned assessment with objectives and instruction 4 3 2 1 0

(Standard 8)

Comments:

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5- ANALYSIS OF TEACHING Exceeds Meets Approaches Does not Meet Not



1. demonstrates ability to receive feedback in a constructive 4 3 2 1 0

manner (Standard 9)

2. demonstrates reasoned responses to feedback 4 3 2 1 0

(Standard 9)

3. appropriately examines own practice (Standard 9) 4 3 2 1 0

4. responds to own reflection (Standard 9) 4 3 2 1 0

5. evaluated the strengths and weaknesses of a lesson 4 3 2 1 0

after having taught it

(Standard 9)

Comments:

6- FINAL SECTION: 1. Goals for next observation (include standards): 2. Other comments/feedback: _________________________________________________________________________ Hamline Supervisor’s Signature: Date:

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