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Elementary

Teacher Education Program (TEP)Field Handbook

2014-2015 Cohort

College of EducationUniversity of Washington211 Miller Hall, Box 353600Seattle WA 98195-3600(206) 543-1755; FAX (206) 221-3296

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Cover:Stained glass window above the northeast entrance to Miller Hall

Miller Hall – Who was W. Winlock Miller Jr.?

In 1954, the UW Regents renamed Education Hall in honor of their senior member, W. Winlock Miller. The son of a prominent jurist and political figure from the days of the

Washington Territory, Miller received his education as a lawyer but spent the greater portion of his life administering the family estate. He joined the Washington Board of

Regents in 1913.

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University of Washington Elementary Teacher Education Program 2014-15 Field Handbook

Table of ContentsOverviewUniversity Personnel Contact Information page 4Elementary TEP Active Partner Schools page 5ELTEP Program Vision page 6Conceptual Framework & Program Themes page 7-9TEP Timeline—By Quarter page 10-11CFP Strand page 12-13Professional Expectations & Policies page 14-19

Quarter Two—Autumn:2nd Quarter Autumn Field Requirements—by role page 20-211st Observation Information page 22Sample Letter Home to Families page 23Information for 2nd Qtr. Field Placement – Cooperating Teachers page 24Site Liaison/Coordinator Monthly Meetings page 25

Quarter Three—Winter:3rd Quarter Winter Field Requirements—by role page 26-28Winter Quarter Suggested Timeline page 29-30

Quarter Four—Spring:4th Quarter Spring Field Requirements—by role page 31-33

Resources for Co-Teachers and Teacher Candidates:Lesson Planning Elements and Guidelines page 34-36Menu of Co-Teaching Strategies & Examples page 37Observation resources:

*Sample UW formal observation form page 38*Indicators for UW formal observation form page 39-45

AppendixA- Table 1: Alignment with State & National Standards page 46-47B- Co-Teaching Worksheet page 48-49C- Video Waiver & Policy page 50-51D- Guide for Cooperating Teachers page 52E- Informal Observation Checklist #1 page 53F- Informal Observation Checklist #2 page 54G- Informal Observation Checklist #3 page 55H- Informal Observation Checklist #4 page 56I- ELPEP Site Coordinator Role at a Glance page 57J- Quarterly Assessment Overview & Rubric page 58-64

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University Personnel Contact Information

Office of Teacher Education (206) 543-1755

Kevin Shionalyn [email protected] Assistant

Michael Nielsen [email protected] Officer

Patrick Sexton [email protected] Director

Jill Heiney-Smith [email protected] Coach

Jen Lindsay [email protected]

Should you have any questions or comments, please contact:

Office of Teacher EducationUniversity of Washington

Miller Hall 211, Box 353600Seattle, WA 98195-3600

[email protected] (206) 543-1755; Fax (206) 221-3296

We will identify the best person to respond to your inquiry.

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mailto:[email protected]




Elementary TEP Active Partner SchoolsSchool Principal email Site Coord. Email Address

Arbor Heights Christy Collins

[email protected] Cate Simmers [email protected] 3701 SW 104th St. Seattle, WA 98146

Bryant Dan Sanger [email protected] Kevin Gallagher

[email protected] 3311 NE 60th St.Seattle, WA 98115

Jane Addams Debbie Nelsen [email protected] Laura Mah [email protected] 11051 34th Ave NESeattle, WA 98125

Lake Hills TBA [email protected] Clare Duffy [email protected] 14310 SE 12th StreetBellevue, WA 98007

Lowell Marion Smith [email protected] Toni O'Neal [email protected] 1058 E Mercer StreetSeattle, WA 98102

Parkwood Ann Torres [email protected] Carla Strom-Salmon

[email protected] 1815 N. 155th StreetShoreline, WA 98133

Rainier View Anitra Pinchback-Jones

[email protected] Julia Matthews [email protected] 11650 Beacon Ave SSeattle, WA 98178

Roxhill Sahnica Washington

[email protected] Chris Robert [email protected] 9430 30th Avenue SWSeattle, WA 98126

Sand Point Daniel Warren

[email protected] Molly Smith [email protected] 6208 60th Ave NESeattle, WA 98115

Sanislo Bruce Rhodes [email protected] John Apostol [email protected] 1812 SW Myrtle StreetSeattle, WA 98106

Sherwood Forest

Allison Deno [email protected] Carol Stern [email protected] 16411 NE 24th St, Bellevue, WA 98008

South Shore TBA [email protected] Kristin Nichols [email protected] 3528 S. Ferdinand St.Seattle, WA 98118

White Center Heights

Anne Reece [email protected] TBA 10015 6th Ave. SWSeattle, WA 98146

Wing Luke Davy Muth [email protected] Monica Sylver [email protected] 3701 S. Kenyon St., Seattle, WA 98118

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ELTEP Program Vision

ELTEP’s vision is to foster early career teachers’ capacity to integrate richly contextualized knowledge of culture, community, and identity with pedagogical and content knowledge and practice.

We acknowledge that education cannot be reduced to disciplinary parameters but must include attention to power, history, self-identity and the possibility of collective agency. As such, we take an alliance building approach with families, schools, and communities to collaboratively transform inequitable institutional practices.

Fostering early career teachers’ capacities and alliance building includes:

A social justice orientation which entails critical self-reflection and action to address inequities in communities, schools, and classrooms, shaped by race and socioeconomic status as well as by gender, sexual orientation, language, immigration status, (dis) ability, and religion.

Systems and structures that support the complex work of teaching through collaborative inquiry in partnership with schools, communities, and families.

Social, emotional as well as intellectual dimensions of equitable teaching and learning.

Developing and enacting this vision requires generous, deliberative, participatory on-going conversations that acknowledge and honor the multiplicity of expertise across boundaries.

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Conceptual Framework & Program ThemesTeacher Education Program

1(a) The Unit has a comprehensive set of learner expectations for each preparation program. Learner expectations reflect professional, state, and institutional standards.

The expectations for TEP teacher candidates are organized in terms of 5 program themes:

a) content knowledge, pedagogy and assessment,

All candidates are expected to demonstrate strong subject matter knowledge, a

comprehensive understanding of state curriculum frameworks, and a repertoire of

skills related to planning, teaching and evaluating student learning outcomes.

b) social relationships and classroom management,

Candidates are expected to understand principles of social development, and to be

able to plan, implement and evaluate strategies for creating a positive classroom

climate for learning.

c) student identity, language and culture,

Candidates are expected to understand the importance of (p-12) students’

individual, familial, and cultural values and experiences, and to be able to design

learning experiences that access personal and community resources for learning;

d) equity and inclusion,

Candidates are expected to understand the importance of equity and inclusion for

education in a democratic society, and to be able to design and evaluate learning

experiences which teach (p-12) students to play an active role in establishing

classroom norms and practices that support the active participation of all students

in valued roles, activities and settings.

e) inquiry, collaboration and professionalism.

Candidates are expected to understand the professional and ethical responsibilities

of public school teachers, and to appreciate the value of inquiry and collaboration as

tools for solving educational problems. They are expected to continuously evaluate

their own work in terms of its effects on their (p-12) students, and to actively seek,

and contribute, to the knowledge of their colleagues.

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We understand all of these expectations for candidate outcomes to operate in a highly

dynamic set of social contexts, including those related to the cultural values and practices

of diverse communities, as well as state and federal policy. Perhaps most fundamentally,

we interpret all of these programmatic themes to be centered ultimately on questions of

student learning—that is, we understand these, and other ideas we use to organize our

work, to function as tools for impacting the social, cognitive and academic development of

students in public school classrooms. Figure 1 depicts relationships among these five

program themes, and their joint focus on p-12 student learning:

Figure 1: Teacher Education Program Themes

Candidate expectations as organized by the conceptual framework above are linked

explicitly in Table1 (Appendix A) to relevant national standards (NTASC), and state

knowledge and skills standards (Standard V).

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TEP TIMELINE—By Quarter 2014-15 Elementary Cohort

SUMMER TERM Courses in Culturally and Linguistically Responsive Teaching, PE, Issues of Abuse,

Classroom Management, Social Foundations, Literacy and Social Studies methods, and Vision and Integration Seminar for Programmatic Support and CFP (Community, Family, Politics Strand).

School placement at Roxhill Elementary with rising first-fourth grades.

AUTUMN TERM Back to School Experience August 25 – September 19. Full time in schools Monday-Friday. Assist Cooperating Teacher with back to school duties and begin building

relationships with students and staff. Possible home visits (with cooperating teacher or designated school staff). As part of your CFP work, begin working to understand the community and families

that support the students in your assigned school. Complete assignments (for coursework0 in Math, Literacy, Classroom Management

and Teaching and Learning.September 22 – mid December

Teaching Candidates attend UW coursework Monday-Thursday on campus and in partner schools where some courses are taught.

TCs in schools on Fridays. UW coursework in Math and Literacy methods, Differentiated Instruction for Special

Education students, Teaching and Learning, Classroom Management and Vision and Integration Seminar for Programmatic Support and CFP. Assignments from these courses involving work with individual students and small groups.

Begin Action for Inquiry project.Mid-December - Last contracted day before Winter Break (at your placement school)

Work to understand where the students are in the curriculum. One observation by UW Coach with a small group. Planning and preparing to teach small groups more regularly starting in January.

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WINTER TERMJanuary – mid-March

UW courses in Math, Literacy and Science methods, Culturally and Linguistically Responsive Teaching, Classroom Management and Vision and Integration Seminar/CFP. Courses are two days per week with assignments beginning with small groups-moving toward whole class instruction.

TCs in schools three days per week and begin whole-class co-teaching, as CT and Coach deem appropriate.

3 formal observations by UW Coach, involving CT in at least one. TCs continue working on the Inquiry for Action project.

SPRING TERM—FULL TIME STUDENT TEACHINGMid-March to Last Contracted Day of Your District

TCs follow each school’s spring break schedule, not the UW’s schedule. TCs complete final credit of the Classroom Management course. Full time Co-Teaching—TCs are full-time on the teachers’ contracted schedule

Monday-Friday. At least 4 formal observations by Coach. Informal and formal observations by Coach

and CT. TCs become “Lead Teacher” in the co-teaching model, doing all planning and major

instruction throughout the day. CT assumes the role of teaching individuals and small groups, and also observes the TC to provide feedback.

TC continues and completes the Inquiry for Action project. Required edTPA (Teacher Performance Assessment) occurs well into April, based

on MSP, spring break and curricular demands in each classroom. *The exact schedule is to be negotiated between each TC/CT/Coach Triad.

TCs spend 2 days on campus to complete the edTPA—dates TBD. TC plans and presents the Inquiry project to demonstrate growth in one area

throughout the year and to prepare for the Professional Growth Plan. TCs begin conducting job searches. After passing all coursework, formal observations, edTPA and Inquiry

Presentations, TCs earn Residency Certificate and Master’s in Teaching.

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Community, Family, Politics (CFP) StrandWhat we are working towards:The goal of the CFP strand is to prepare effective teachers who:

see students as members of families and cultural communities; work to connect their classroom to community knowledge, community leaders, and

community organizations; recognize that schools are political institutions with a multitude of stakeholders; and are able to work with colleagues, families, communities, and other stakeholders to create

equitable and humane classrooms and school environments; see their role as teachers as part of the broader constellation of work in communities.

What informs this work:The CFP strand is primarily grounded in these two concepts:

“Community teachers”: “Community teachers draw on richly contextualized knowledge of culture, community, and identity in their professional work with children and families in diverse urban communities. Their competence is evidenced by effective pedagogy in diverse community settings, student achievement, and community affirmation and acknowledgement of their performance. Community teachers have a clear sense of their own cultural, political, and racial identities in relation to the children and families they hope to serve. This sense allows them to play a central role in the successful development and education of their students” (from Peter Murrell, Jr., 2001, p. 4).

“Teaching against the grain”: “Prospective teachers need to know from the start that they are a part of a larger struggle and that they have a responsibility to reform, not just replicate, standard school practices.” It is the responsibility of teacher education programs to support teachers to do this work. (from Marilyn Cochran-Smith, 1991, p. 280).

What we will ask of you, as teacher candidates and future teachers:Throughout the year, in the Field-Based Vision and Integration Seminar and in other courses, the CFP strand will push you to think and act beyond the walls of the classroom and into surrounding neighborhoods and communities of your placement school. The CFP strand stresses partnerships between your fellow teacher candidates, your UW instructors and faculty, parents and community members, other educators, and the students we teach. Through these relationships, we will work towards a better understanding of our role in creating positive change through collaboration and humility.

As referenced in the Murrell quotation, to “know thyself” is critically important in this work. We will ask you to engage in continuing to understand your identity and the role your experiences have had in shaping your conceptions of teaching and learning.

Additionally, we will use a set of questions to help guide our work. By focusing on the questions below, we will begin to develop our understanding of what it means to work as a community teacher.

1) What is a community teacher and why would I want to be one?2) How do I go about building networks to help me understand, engage, and respond to

students and the communities they are a part of and the politics that inform my practice?3) What can I take part in doing to further develop my understanding of the communities I

teach in?

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4) How can I sustain myself, and the practices that are part of being community teacher, during this program and in my own practice?

How we define community, family, and politicsCommunity consists of (but is not limited to) after-school programs; organizations serving particular racial, ethnic, linguistic, or religious groups; parent groups; neighborhood organizations; social and healthcare workers. Family consists of people who care for a particular child. For the purposes of the strand, politics refers to the institutions and interactions that have as their aim the crafting or changing policy and/or practice of schooling. ‘Politics’ might be found at the center of staff meetings concerning curriculum, of school board meetings related to school assignment, of public deliberations about ballot initiatives or elections.

How this work is manifested into your coursework and student teaching time (a brief quarter by quarter breakdown):In addition to what is described below, the CFP is also integrated into other courses and assignments in the Summer, Autumn and Winter Quarters.

Summer QuarterDuring the summer quarter you will engage in many opportunities to get to know the community surrounding Roxhill Elementary School. You will have an opportunity to meet with families, community members, and walk the streets and visit the parks where the students you work with live and play.

Autumn QuarterIn the September Experience, and through Autumn quarter, much of the work you engaged in with your fellow teacher candidates at Roxhill (e.g. community walks, talking with families, etc.) now happens in the surrounding neighborhood of your placement school and the school itself. You will work with your University of Washington coach and the other candidates placed at your school to not only get to know the community within the school, but the community that surrounds it, the people who contribute to it and the politics that inform it. This quarter culminates in a collaborative project amongst the candidates placed at one school. Candidates at a school site create a poster and share it during a ‘poster session’ with the rest of the cohort, instructors, coaches and faculty.

Winter QuarterAs you spend more time in your placement schools, you learn even more about the systems and structures that are in place. You will develop a project to inquire, act and reflect on issues, which might seem peripheral, compared to the center stage of teaching but are essential to building a responsive and reflective practice. This Inquiry and Action Project can encompass many topics. A few examples are: What can I do to build strong relationships with after school providers? How can I provide multiple and various opportunities to include families in our classroom? What are the politics that contribute to school policies or district agendas that also influence how and what I teach? Through a series of outlined steps, you will articulate an inquiry, develop a plan of action, and implement the plan during the rest of winter and into the spring quarter.

Spring QuarterBeing in your school placement every day lends itself to more opportunities to implement the work of being a community teacher. You will continue implementing your Inquiry and Action Project, culminating in a presentation to your peers, school and community members. We will recommend that any work you present should be a marriage between practice and elements of the CFP (e.g. utilize a school garden for subject integration between math, science in literacy while bringing in community pea patch participants to share their expertise and recruiting parents to come into the classroom to support the work and also share what they know about growing plants).

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Professional Expectations & PoliciesUniversity of Washington Masters in Teaching Program

Essential Professional Attributes and Responsibilities

The University of Washington College of Education teacher preparation leads to a Masters in Teaching and state certification. The education of a teacher requires assimilation, integration and application of complex knowledge and skills along with development of appropriate professional, behavioral, and social dispositions needed to become both an independent and collaborative teacher in any public or independent school in the State of Washington.

Essential attributes, as distinguished from academic standards, refer to those physical, cognitive and behavioral abilities required by the faculty for satisfactory completion of all aspects of the Master's in Teaching curriculum and for the development of professional dispositions. They are the intellectual, communication, social, emotional, behavioral and attitudinal aspects of the performance of a teacher. Essential attributes are prerequisites to acquiring, integrating and applying the knowledge and skills of a teacher and to meeting the performance expectations of the Master’s in Teaching program as described in the Teacher Education Handbook.

Students enrolled in the Masters in Teaching Program must have the ability to master, assimilate and apply complex information in the form

of lectures, small group work, written materials, and other applicable teaching formats. The student must be able to reason and make decisions appropriate for a classroom teacher and at a level determined by the faculty.

must be able to communicate effectively in written and oral English in order to communicate concepts, assignments, evaluations, and expectations with members of the learning community such as faculty, students, parents, and staff. Interpersonal, listening and responding skills must be at a level sufficient for the teacher education student to understand and respond appropriately to different perspectives represented in diverse university and school classrooms. A teacher education student must use appropriate communication skills enabling him/her to seek, receive and follow supervision in university coursework and in field experiences.

must have emotional stability and persistence required for full utilization of intellectual abilities. He/she must be dependable and be able to work calmly and flexibly under stress, e.g., work under time constraints, concentrate in distracting situations, make timely subjective judgments and ensure students’ safety at all times.

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must have the stamina to work a teacher's contracted day and perform extended additional duties of a classroom teacher such as parent conferences, Open Houses and other school related activities.

must be able to organize time and materials, prioritize tasks, perform and supervise several tasks at once, and adapt to changing situations in order to develop skills to assess and attend to the needs of all his/her students.

must act in a professional manner that demonstrates integrity, responsibility, tolerance and respect for self and others. He/she must treat all with compassion, dignity, and respect. The student must be able to work collaboratively with other students, school and university faculty, parents and the school community.

must be able to complete satisfactorily all required courses in the program at a level deemed appropriate by the faculty, as well as meet eligibility requirements for a teaching credential including a negative criminal background history as provided by state law.

These essential attributes identify the requirements for admission, retention and graduation of applicants and students in the Masters in Teaching program. Graduates are expected to qualify for a Master’s degree and certification in the state of Washington.

The University of Washington endeavors to select applicants who have the ability to become highly competent teachers. As an accredited teacher education program, the curriculum adheres to the standards and guidelines of pre-service program outlined in the Washington Administrative Code (WAC). Within these guidelines, the Teacher Education faculty has the freedom and ultimate responsibility for the selection and evaluation of its students; the design, implementation, and evaluations of its curriculum; and the determination of who should be recommended for a degree and state certification. Admission and retention decisions are based not only on prior satisfactory academic and performance achievement, but also on a range of factors that serve to ensure a candidate for degree can demonstrate the essential attributes required in the Masters in Teaching program.

As an aspiring teacher, you have accepted the responsibility to adhere to the highest ethical standards. A Washington State “Code of Conduct” and State Professional Standards guide your actions and you should familiarize yourself with them.

http://www.k12.wa.us/ProfPractices/CodeConduct.aspx

The following responsibilities should also guide you as you work with students, faculty and staff in the schools, with your peers in ELTEP, and with the faculty and staff of the program.

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The College of Education, as part of the University of Washington, is committed to the principle of equal opportunity. The College does not discriminate on the basis of race, color, creed, religion, national origin, gender, sexual orientation, age, marital status, disability, and disabled veteran or Vietnam era veteran status. The essential attributes have been developed in compliance with the American Disabilities Act (PL 101-336), and when requested, the university will provide reasonable accommodations to otherwise qualified students with disabilities.

Responsibilities to Students

As a teacher candidate in ELTEP you will be interacting with students in schools throughout your program. As you are learning to teach you will be exposed to information and situations in which there may be concern for the health, safety, privacy, or psychological wellbeing of these students. Your responsibilities to all the students you encounter, whether they are in your direct charge or not, include the following:

Treat all students with dignity.

All students must be treated with dignity and respect at all times regardless of their race, color, creed, gender, age, disability, sexual orientation, political or religious belief, or social, cultural, or linguistic status. Students, including those with disabilities, must be allowed to participate on an

equal basis in any program or activity for which they are qualified. Students must be free from harassment by teachers or other students. Students must have physical privacy - including freedom from unwanted or

punitive touching or physical restraint. If any student needs physical guidance or assistance in performing any activity, the assistance must be provided in the most dignified and private manner possible.

Students and their families have the right to be referred to in respectful terminology when discussing race, religion, disability, or any other social or physical characteristics.

Students should be corrected for academic or disciplinary problems in a respectful, non-punitive manner and not subjected to humiliation in front of peers or staff.

Maintain privacy and confidentiality.

All students and their families have the right to privacy and to confidentiality of all records, verbal and written information, or information from a third party. While you may need to know certain private information for the purpose of your own academic learning or in order to prepare appropriate instruction, this information is

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not to be shared with others outside the academic or school community except as required by law. When sharing information within the school community, make sure you are

doing so with the ultimate benefit of the students in mind. Gossip is never appropriate.

Written information should be shared only in the most limited distribution possible to attain your goal. Be especially cautious in using email or social media to convey information about students. Email, Twitter and Facebook are considered public media. Treat anything you write on email and social media as though it were publicly available.

Information shared with fellow teacher candidates and faculty through papers and classroom documents or discussions should avoid personal identifiers that might enable someone to connect the information with a specific student, family, teacher, or school.

Safeguard the physical and emotional safety of students.

Do not engage in any activity that could reasonably be thought to jeopardize the health, safety, or wellbeing of students. Check school policies on safety during field trips and investigations. If you have questions or concerns about a situation, ask your mentor teacher,

principal of the school, ELTEP Director or Program Manager. If you see or hear something which threatens the physical or emotional health or safety of a student OR if you witness an event that threatens the health or safety of a student you must report this to the proper authorities at once. In cases of imminent danger know and follow school emergency policies. Know and follow your school’s policy on the appropriate person to notify. Keep a record of when, how, and to whom you have talked about the situation. Examples of situations that may fall under this principle are:

o Suspected child abuse.o Weapons on campus.o Physical or sexual contact among students or between students and

adults. o Drugs, alcohol, or tobacco being offered to students by adults or other

juveniles or being consumed by minors on school premises. o Sexual harassment or harassment based on disability, sexual orientation,

race or religion.o Derogatory name-calling or other verbal or physical humiliation.

Students who threaten to do themselves or others bodily harm are always to be taken seriously and reported to the proper authorities immediately.

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Where a student’s health or safety is threatened, individual confidentiality cannot be respected.

You are obligated by law to report these matters to the proper authority. You should tell the student about your obligation if your knowledge of his or her situation has come about because they have confided in you.

Attendance Policy

Attendance - TEP students are expected to attend all University classes, field assignments, and collaborative connection sessions. If an emergency arises that necessitates missing any class, or field placement, the TEP student should immediately notify the persons involved: the Site Coordinator, Cooperating Teacher, University Supervisor, and Teacher Education Professor. Irregular attendance will have implications for program completion. Students’ work or coaching responsibilities cannot interfere with university class or field attendance.

Guidelines for Leave of Absence or Withdrawal from the College of Education

Students may request a leave of absence for personal, academic, or health related issues or as an intervention to allow time to manage an issue of concern. If a student’s application for a Leave of Absence is approved, the leave is granted for one year. In exceptional circumstances, a student may apply for a second, and final, leave. The Director of Teacher Education may set criteria related to the student’s return from the leave of absence. If no criteria are set, the student may return from the leave and is responsible for following registration timetables and for obtaining interviews for field placements with the Administrative Field Coordinator. If criteria have been set for return from a leave and they are not met, the Director may recommend that the student continue on leave, be advised to withdraw, or be dismissed from the program.

To withdraw from the College of Education and the Graduate School, inquire in the Office of Teacher Education where someone will lead you through the process. Withdrawals are most commonly related to a decision that teaching is not the best career path, inability to complete the program for personal reasons, or for unsatisfactory work in university or field coursework.

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Guidelines for Consideration for Reinstatement

Students who have been on leave and wish to be considered for reinstatement must submit a petition for readmission to the Director of Teacher Education at least one academic quarter prior to the beginning of the quarter for which readmission is requested. The student should also make an appointment with the Administrative Field Coordinator to arrange for up to two interviews for a field placement. The petition for readmission must address the issues that lead to the request for leave of absence. If the petition to return to the Teacher Education Program is approved, the Director of Teacher Education may set criteria related to reinstatement. In addition, students must check their status with the Office of Student Services to determine if they will need to reapply to the University. Upon approval of the petition and reinstatement of active status, add codes for the appropriate courses will be issued.

Guidelines For Participation in Social Media

Before your first day at any school or community-based site, each UW student should review his/her Facebook and Twitter accounts and remove anything that could be considered unprofessional. Do not “friend” or communicate with any student or parent using a social media tool.

Teacher Strikes or Walkouts

Any University of Washington student assigned to a school district where a teacher strike occurs shall not report to the student teaching assignment until the conclusion of the strike.

The University cannot and must not be responsible for assigning any student into a strike situation. This policy should not be considered either as support of, or opposition to, any strike activity.

If, as the result of strike activity, a student's field experience is substantially shortened, every reasonable effort will be made by the University to enable students to meet established course requirements for credit. Under these circumstances, it may be necessary to reduce the number of credits for the field experiences.

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2nd Quarter Field Requirements—by roleELTEP, Autumn Quarter begins August 25th

Each Teaching Candidate (TC) in the Teacher Education Program (TEP) will report to their assigned school site as early as August 25th. TCs will work in schools M-F during the “Back to School Experience” on the teachers’ contracted schedule.

Starting September 22, TCs will attend classes at school sites and on campus Monday-Thursday and report to their assigned field site on Fridays. TCs will begin their CFP work connected to the field placement.

TEP Student Responsibilities

During Back to School Experience:1. Assist CT with classroom set-up and projects to prepare for the students’ arrival.2. Attend staff meetings, trainings and planning sessions with your CT.3. Attend meetings with the Site Coordinator, UW cohort in your building, and UW

Coach.4. Along with CT, send a letter to parents/caregivers that introduces yourself and

your preparation for this work.5. Assist with assessments, as determined by your CT and Site Coordinator.6. Thoughtfully observe instruction, taking notes and reflecting on the teaching

practices you see modeled by your CT.7. Meet regularly with your CT to debrief and reflect on your learning and the

needs of your students. Discuss expectations for campus/field assignments with your CT in order to effectively complete them.

8. Complete field-based assignments from your university courses.9. Work with individuals and small groups (as determined by your CT) to support

student learning.10. Possible home visit with CT or other designated staff person.

End of September-December:1. Attend your school site on Fridays and continue working with individuals and

small groups.2. Begin building your lesson planning skills and demonstrate knowledge of the

Common Core Standards.3. Identify and begin to frame an Inquiry for Action project question.4. Attend university coursework on campus and at partner schools and complete

course assignments. 5. Arrange your first observation with your university coach. Prepare a lesson plan

and submit it to your coach in advance for feedback.6. Complete the Autumn quarter Formative Assessment to be provided to your

coach.7. Complete the Context for Learning form for the edTPA.

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Cooperating Teacher Responsibilities

1. Collaborate with the TC to set up your classroom, get to know your students and review assessment data.

2. Assist the TC in sending a letter home to families/caregivers that introduces him/her and how you will work together.

3. Meet regularly with the TC to reflect on your students and your teaching practice. Share lesson planning strategies, management ideas, curriculum goals, assessment tools, and information about students.

4. Arrange for him/her to work on a regular basis with small groups and individuals.

5. As part of your mentoring work with the TC, observe and offer feedback on his/her teaching. Provide encouragement and positive reinforcement as well as suggestions for improvement as needed.

6. Take time to confer briefly with the University Coach when s/he is in the building. If issues arise between visits from the Coach, make contact with him/her to discuss a resolution.

7. Keep in contact with the Site Coordinator in your building.8. Discuss the possibility of making a home visit with your TC. 9. Complete the Autumn quarter Formative Assessment, to be provided by your

coach.

Site Coordinator Responsibilities

1. Arrange meetings with building cohort of TEP students to reflect and share ideas on topics such as management, strategies for beginning class, assessment, working with building specialists and parents, etc.

2. Check on the professionalism and progress of each TC in his/her placement. Provide an opportunity for CTs to contribute input regarding their TCs.

3. Attend scheduled Site Coordinator meetings (on UW campus or a school site) and communicate any relevant information to the CTs.

University Coach Responsibilities

1. Meet with the CTs and TCs early in the quarter to discuss responsibilities and expectations for the quarter.

2. Provide resources to the TC to help guide their observations and work with students.

3. Provide CTs and Site Coordinators with university resources to support their work with the TC.

4. Maintain close communications with the CT, TCs and Site Coordinator. Help solve field-based problems and notify the TEP office when issues arise.

5. Complete the Autumn Quarter Formative Assessment.

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1st Observation InformationNovember/December 2014

To help prepare you for the observation process, we will have one “practice” observation this quarter. This observation will not be scored or graded, but will give you a chance to plan and teach a lesson and get feedback from your coach.

Observation guidelines:o Your lesson should be approximately 15-25 minutes. So that you can really

focus on pacing and classroom management, choose something that is not too content-rich.

o Plan your lesson around work with a small group or an individual student—not the whole class.

o You must submit your lesson plan to your CT and coach for feedback at least 24 hrs. in advance. There is not a required format, but you must include a rationale, lesson objective(s) tied to standards, assessment, instructional plan, and differentiation. Please let your coach know if you would like a template.

o Coaches will take notes to help guide the debriefing conference after the lesson. This first time, we will be looking for clear communication of the lesson objective, instruction that supports the learning of the objective, and classroom management.

o Following the observation, we’ll have a conference to discuss the lesson and any other questions or concerns about your field experience. Hopefully, your cooperating teacher will be able to attend the conference with us.

TCs and Coaches will work together to schedule the observation.

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Sample Letter Home to Families

Hi Families,

My name is Ralph Macchio. I will be the teaching intern with Mr. Gallagher this year. I’m sure many of you are excited as the school year starts and your child begins Kindergarten. It may be that you and your child are experiencing a similar mix of emotions as I am, excitement, nervousness, and wonder. I spent the last year teaching preschool. Knowing that I would spend this year working in Kindergarten, I couldn’t help but feel similar to the way the Pre-K kids felt. They were excited to meet new people, and to do new things, but they were anxious for the next big step and a strange new place. Still, I am sure this year will be great. It will be exhilarating to see these children grow throughout the year.

I will be here at MLK Elementary quite a bit during the first month of school. I am very excited to be co-teaching with Mr. Gallagher. During the latter part of fall I will spend more time at the University of Washington studying how to be a teacher. Much of the coursework involves learning educational techniques and theories in addition to things about school that one might not usually think about every day. During this time I will probably be visiting MLK once every week or two near the end of the school day. I am trying to think of creative ways to stay connected with the class while I will be away. I may record book readings and jokes to continue the co-teaching process with Mr. Gallagher. During December and January I will begin spending more time at MLK again to continue crafting my teaching practice. To complete the teacher certification process, I will spend much more time at MLK during the latter half of the school year.

You might like to know a little bit about my background. I grew up in Seattle and graduated from Western Washington University where I studied psychology. While teaching preschool, working in after school programs, summer camps, and coaching and refereeing youth sports I realized how rewarding it is to help children learn and develop. I’ve always enjoyed working with kids. They make me laugh, and their creative minds always keep me thinking.

I am grateful for this opportunity. I realize I have an important role to play in helping these children continue to grow into intelligent, creative, caring people. I feel fortunate to be part of such a great school and community.

Sincerely,Ralph Macchio

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Information for 2nd Qtr. Field Placement - Cooperating TeachersAutumn 2014

Thank you so much for your willingness to give your time and energy to help prepare new teachers!

We really hope that having a teaching candidate in your room will be a benefit to the many demands on you, so please put your student to work in whatever capacity you see fit! They are anxious to start working with students and will have MANY questions for you. Please schedule weekly meetings with your Teaching Candidate (TC) to make sure that you cover everything. Here’s what you can expect from your TC this quarter:

This is the first school/field experience for our TEP students. They have had one quarter of coursework. They’ve had very little lesson planning practice and are not prepared to teach whole class or content-rich lessons. Later in the quarter they will be required to plan and teach one lesson to an individual and/or small group, to be observed by the UW Coach. The TC will work with you to plan lessons that complement what you’re working on in the classroom.

Please help establish the TC as a co-teacher. They shouldn’t be sitting in the back observing all day long, but should interact with the students and assist you whenever possible. In addition:

The TCs will have quite a few projects for their UW classes, so they will need both time and access to students on a regular basis to complete this work. We understand how demanding the curriculum and schedule is, so please do what works for you and your students. Most of their assignments are due September 22.

For the formal observation: It is the responsibility of the TC to schedule a time that is convenient (and helpful) to you. After the lesson the University Coach will conference with the students for up to an hour. You are welcome (but not expected) to attend and provide feedback. The TC must provide a written lesson plan for each lesson s/he teaches, whether s/he is being observed or not. Plans must be submitted to you in advance for your feedback prior to teaching.

In December, TC and CT will each reflect on TC growth, using an End of Quarter Formative Assessment, to determine readiness to move on and assume more responsibility.

For your reference:Elementary TEP Honoraria 2014-15All honoraria are on a per student/per quarter basis

Quarter Cooperating Teacher Site Coordinator

Autumn Qtr. 2 $50 $25

Winter Qtr. 3 $175 $50

Spring Qtr. 4 $300 $50

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Site Liaison/Coordinator Monthly MeetingsAutumn 2014

During the autumn we ask that each building site coordinator bring the teacher candidates together for a monthly meeting. These meetings are a place where they can both reflect and share about their experiences in your building, as well as get valuable building-specific information and questions answered. The information below will serve as suggestions for how to conduct the autumn meetings. You may also have ideas you wish to share with other site coordinators and the UW.

Starting the meeting:Some site coordinators have found it helpful to start with a reflective question such as:“As you work to understand each student as a learner, can you identify some important information about an individual that has helped you be more successful in helping them learn?” Other site coordinators start their meetings with a “Wows and Wonders” kind of reflection. “Wow, I am so impressed by the subtle ways my CT turns negative behaviors around. I wonder how I will be able to do that when I am the lead teacher!”

Possible meeting topics:October/November/December

planning and conducting parent conferences classroom management plans in the building specific content curriculum adoptions human resources available in the building and at the district level

At your December meeting, you may wish to ask the TCs to brainstorm a list of topics that they would like to start discussing in January.

Staying in touch with the CTs in your building:Please stay in regular communication with the Cooperating Teachers with personal check-ins or via email weekly to ensure that appropriate progress is being made. Notify the coach if there is any concern expressed by the CT.

Thank you again for your time and energy in collaborating with the UW to develop the next generation of teachers.

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3rd Quarter Field Requirements—by roleELTEP, Winter Quarter

Each Teaching Candidate (TC) in the Teacher Education Program (TEP) will work Wednesday through Friday in his/her assigned building with the Cooperating Teacher from last quarter. When not at the school site, the TC will be attending campus courses and continuing their Action for Inquiry project. TCs will begin by working with small groups. As the quarter progresses, TCs will take on increasing co-teaching responsibility to demonstrate readiness for full-time co-teaching.


1. Work on a regular basis with small groups. As the quarter progresses, assume increasing responsibility for management of the whole class.

2. Plan and confer at a regularly scheduled time each week with the Cooperating Teacher. Discuss expectations for campus/field assignments with your CT in order to effectively complete them.

3. Continue to strengthen your lesson planning skills and demonstrate knowledge of the Common Core Standards. Submit all lesson plans to the CT at least one day prior to teaching, or as requested by your CT. Written plans are required for all lessons you teach.

4. Arrange for your University Coach to observe you three times this quarter. Prior to each observation, prepare a lesson plan and submit it to your Coach in advance for feedback.

5. Attend weekly meetings with the cohort in your building, as arranged by the Site Coordinator.

6. Keep a record of parent/guardian contacts using the Parent/Guardian contact form provided by your University Coach.

7. Keep current lesson plans and reflections in a notebook available at all times for your University Coach and CT.

8. Complete all campus/field assignments and attend all Field Based Seminars. Continue to accumulate a working collection of documents, student work and other artifacts that demonstrate your positive impact on student learning and professional growth. Follow school district policy in using student work.

9. In order to advance to full-time student co-teaching, all TCs must earn a “3” in the following three categories of the formal observation form: planning, instruction and assessment. If a student is not meeting expectations at the end of the quarter, a conference of university and school personnel will be held to review performance and to determine the appropriate course of action.

10. Complete the Quarterly Assessment and meet with your TC and Coach to identify “grows and glows.”

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1. Assist the TC in organizing a tentative co-teaching schedule for the quarter. Arrange for him/her to work on a regular basis with small and large groups.

2. Meet with your TC at a regularly scheduled time each week. Share lesson planning strategies, management ideas, curriculum goals, assessment tools, and information about students.

3. Review and provide feedback on all lesson plans in advance of the TC’s teaching. Assist the TC in developing his/her own style of teaching.

4. Allow the TC increasing responsibility, progressing to co-planning and co-teaching for two full consecutive days.

5. Evaluate your TC’s student progress through informal observations and at weekly conferences. (Please see the CT guide in this handbook for observation resources.) Provide encouragement and positive reinforcement as well as suggestions for improvement as needed.

6. Take time to confer briefly with the University Coach when s/he is in the building. Plan to attend at least one formal observation and conference with the Coach and TC. If issues arise between visits from the Coach, make contact with him/her to discuss a resolution.

7. Keep in contact with the Site Coordinator.8. Complete the 3rd Quarterly Assessment. Take part in the end of quarter

conference with the Coach and TC to ensure consensus on the student’s readiness for full-time co-teaching.


1. Arrange meetings with building cohort of TEP students to reflect and share ideas on topics such as management, strategies for beginning class, assessment, working with building specialists and parents, etc.

2. Check on the progress of each TC in his/her placement. Provide an opportunity for CTs to contribute input regarding their TCs.

3. When possible, informally observe the TEP students in your building to provide feedback and support. (Please see the CT guide in this handbook for observation resources.)



1. Meet with the CTs and TCs early in the quarter to discuss responsibilities and expectations. Give students copies of the Parent/Guardian Contact form.

2. Provide instruction and support in lesson planning. Review plans prior to each observation and give feedback.

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3. Maintain close communications with the CT, TCs and Site Coordinator. Try to have personal, written or telephone contact with the CT after each observation. Help solve field-based problems and notify the Elementary Program Coordinator when necessary.

4. Formally observe at least three lessons and schedule a conference as soon as possible following each lesson. One formal observation should be made with the CT. Explain your scoring on the formal observation form and work with TCs to meet expectations in planning, instruction and assessment in order to begin full-time co-teaching.

5. Provide suggestions for documents and artifacts that the TC may want to include in his/her working notebook.

6. Arrange and lead the 3 way conference with the CT and TC at the end of the quarter to review the Quarterly Formative Assessment and reach consensus about the student’s readiness to begin full-time co-teaching.

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Winter Quarter Suggested Timeline for Teaching Candidate on Assuming Teaching Responsibility

**This is a guide. Each TC progresses at his/her own pace and the CT, TC and Coach will work together to determine the best schedule for everyone.

Date % TC Should Be the Lead Co-TeacherEarly-mid January 1-3 lessons per week, graduating to whole

class. TC can start leading daily class routines.

Late January-Mid February In addition to routines, TC can take one subject to teach on Thursdays and Fridays, other lessons as agreed upon.

Mid to late February TC is lead co-teacher 50% of the day on Thurs and Fri.

Late February to Early March TC is lead teacher 50-75% of the day on Thurs and Fri.

Early March TC is lead teacher 50-100% of the day (or as agreed upon by CT, Coach and TC).

Minimum of Four Weeks in the Spring (not necessarily consecutive if testing, edTPA or breaks interfere)

TC is lead co-teacher for each full week. TC takes spring break with your school.

Mid-Late May TCs on campus for 2 days (TBD) week to work on edTPA.

Late May until the last contracted day in June for your district

CT and TC continue to co-teach.

Because TCs are not there Monday and Tuesday, it is understood that Wednesday could be more of a TRANSITION / catch-up day, and the TC might not teach as many lessons. Also, an important caveat is to remember that the TCs have many UW assignments THAT REQUIRE IN-CLASS TIME TO COMPLETE (e.g. WORKING WITH A STUDENT OR TAKING A MATH SURVEY WITH A GROUP) and won’t always be able to take on full responsibility in any given week. Please keep an open dialogue about the workload and make adjustments to the schedule above as needed._________________________________________________________________________________________________Suggestions for planning:

Communication between the TC and CT is critical for co-teaching. Make arrangements to have regular and ongoing co-planning conversations.

Start with outlines and move towards implementation.

CTs: PROVIDING the curricula for upcoming weeks to your TCs so they can begin planning WOULD HELP EXPEDITE THE PROCESS. They can make copies from the manuals and give them back to you.

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TCs should make lesson plan templates for routine lessons in the class. Those can then be simply added/adjusted on any given day.

_________________________________________________________________________________________________It might also be helpful to make a list of RESPONSIBILITIES / TASKS (jobs) in your classroom, and discuss how the TC will gradually take them over (with your support!). Here is an incomplete sample list (please add to it!):AttendanceTransitions (both taking students to specialists, recess, etc. and also transitions between subjects)Parent communication (newsletters, phone calls, handling questions, etc. in person)Team meetings (IEPs, etc.).

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4th Quarter Field Requirements—by roleELTEP, Spring Quarter

Each Teaching Candidate (TC) in the Teacher Education Program (TEP) will be in their full-time co-teaching position in their assigned buildings Monday-Friday on the teachers’ contracted schedule. TCs will begin their full-time co-teaching role as deemed appropriate by their UW coach and CT. The TC will assume the lead in the co-teaching responsibilities for planning and instruction. There will continue to be two teachers working in the classroom in a co-teaching model to benefit the K-6 students. TCs will take the spring break of their assigned school, not the UW’s spring break.


1. Assume the lead co-teaching responsibility for planning, instruction, classroom management and assessment. Assume as much responsibility for communicating with parents/guardians as is permitted by the school. For example: newsletters, calls home, arranging for volunteers, participating in conferences, etc. Discuss all parent/guardian contacts with your CT for approval before you make the contact. Continue to keep a record of your contacts in the form given to you by your UW Coach.

2. Plan and confer at a regularly scheduled time each week with the Cooperating Teacher. Share your lesson and unit plans in advance for approval and input as well as to discuss the co-teaching responsibilities. Keep weekly and daily unit and lesson plans in an organized file or notebook and make it available at any time for your UW Coach and the CT.

3. Arrange for your University Coach to observe you no fewer than three (in cases more Observations will be necessary, as determined by CT and Coach). Prior to each observation, prepare a lesson plan and submit it to your Coach in advance for feedback.

4. Attend meetings with the cohort in your building, as arranged by the Site Coordinator.

5. Continue to accumulate a working collection of documents, student work, and other artifacts that demonstrate your positive impact on student learning and professional growth. Follow school district policy in using student work and taking photos.

6. Toward the end of April, plan a 3-5 day teaching event in your assigned edTPA subject area. Consider your spring break, MSP dates, curricular demands, etc. to determine the best week to focus on your edTPA. Complete all planning, filming, and as much of the writing as you are able.

7. Attend two writing days (TBD) on campus to support you in the completion of your edTPA.

8. Continue to collaborate and communicate with your cohort and UW faculty as well as your CT, Coach and other building personnel for support and ideas, as you work to meet the needs of the students in your classroom.

9. Complete your Inquiry for Action project and Professional Growth Plan to demonstrate your growth in one area.

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1. Assist the TC in assuming the lead role in the co-teaching responsibility of planning, instructing and managing all aspects of the classroom. Determine units and lessons to be taught for the full-time responsibilities and help the TC determine which co-teaching strategies will most benefit the K-6 students.

2. Meet with your TC at a regularly scheduled time each week to approve plans, discuss management and curriculum goals and student assessments. Help guide the TC in making the parent/guardian contacts such as newsletters, phone calls, emails, conferences, etc.

3. Review and provide feedback on all lesson plans in advance of the TC’s teaching. Observe the TC’s instruction and provide written feedback as often as possible.

4. Take time to confer briefly with the University Coach when s/he is in the building. Plan to attend at least one formal observation and conference with the Coach and TC.

5. Keep in contact with the Site Coordinator. Notify the TEP office if you have concerns or questions that concern the program and/or your TC.

6. Write a final narrative that will serve as a recommendation for your TC. (Your UW Coach will provide information on how to construct the narrative.) Have a final conference with the UW Coach after full-time co-teaching to review your TC’s summative evaluation.


1. Arrange meetings with building cohort of TEP students to reflect and share ideas on topics such as management, planning, developing strategies for engaging students, analyzing student work and adjusting plans accordingly, etc. Guide the TCs in taking on all aspects of a faculty member in your building including meetings, conferences, activities, etc.

2. Check with each CT on the progress of all TCs in your building during full-time co-teaching. Inform the UW Coach and/or the Lead Coach Jill Smith at [email protected] if there are questions or concerns.

3. When possible, informally observe the TEP students in your building to provide feedback and support. This could also be a more formal written observation when you feel it is appropriate.

4. Help TCs arrange a formal interview with the building principal. It is also helpful toward the end of the term to an opportunity for mock interviews with a building administrator.


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1. Meet with the CTs and TCs early in the quarter to discuss responsibilities and expectations and to schedule observations.

2. Maintain close communications with the CT, TCs and Site Coordinator. Try to have personal, written or telephone contact with the CT after each observation. Help solve field-based problems and notify the Elementary Program Coordinator when necessary.

3. Formally observe three or more lessons and schedule a conference as soon as possible following each lesson. One formal observation should be made with the CT. Explain your scoring on the formal observation form and work with TCs to meet expectations in planning, instruction and assessment. After each observation, discuss student work for that (or a previous) lesson and assess the student’s ability to analyze student work for subsequent planning. Attach copies of student work with lesson plans and observation paperwork. Make one final observation after the full-time co-teaching experience.

4. Provide suggestions for documents and artifacts that the TC may want to include in his/her working notebook. Monitor the organization of daily and unit plans at each visit and give feedback.

5. Help the student plan a time for their 3-5 day edTPA teaching event.6. Write a final narrative at the end of the term for the TC. Give the CTs guidance in

writing their letters. These cannot be completed until the TC can be recommended for certification.

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Lesson Planning Elements and Guidelines

Required Lesson Plan Elements

For formal observations, we do not require you to use a particular format, but each plan must include the following elements:

Long Term Goals/Standards (include Common Core Standards) Immediate Lesson Objectives/Learning Targets/Teaching Point Kid-friendly Objectives Assessment—Formative and Summative Rationale & Student Descriptions Academic Language—Identify the Key Language Demand & Language Functions of

the Lesson Materials/Technology Needed Instructional Plan Accommodations, Modifications and Extensions

Elementary TEP Lesson Plan Guidelines

Lesson plans are critical to successful lessons. They guide instruction by helping you focus on essential learning outcomes and how you will judge if students have learned. All lesson plans, regardless of the format, have a set of common characteristics. Below are the parts of a lesson plan we want you to use, and examples of questions to ask yourself as you plan. Some instructors may add specificity under the main headings but all UW instructors and UW coaches will use these general headings.

Overall, as you plan your lesson, thinking carefully through the following questions will help you meet the needs of your students:

1. Who are the students I am going to teach?

2. What do they need to know or be able to do? i.e. What will I teach them?

3. What would be the best way to teach that to this particular child or group of children? i.e. How will I teach them and engage them in learning?

4. Are there any behavior or classroom management concerns I should address?

5. How will I know what was learned by whom?

6. What will I do next?

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Long Term ObjectiveIdentify the aligned Common Core Standards that will be addressed.

Lesson ObjectivesThink about what you want the student(s) to be able to do or to know at the end of the lesson. Focus on important skills, strategies, conceptual understandings, knowledge, etc. Be sure to state the objectives in behavioral terms: How will you know the students learned what you taught?

Kid-friendly objectives use the language that students will be able to access in order to participate in their own learning. Students should be able to explain what they learning target is (in their own words) when asked. When students have the opportunity to articulate their progress towards the learning targets, this is called “student voice.”

AssessmentAt the end of the lesson, what formal and informal indicators of student learning will you use that are aligned with your instructional objective/target? What will you hear and see students do that will let you know what students have understood and learned? How will you engage students in discussing and assessing their own learning?

RationaleWhy is this lesson important? How are the objectives/targets related to prior learning and/or future learning objectives?

Student DescriptionsWhat are these students’ strengths and funds of knowledge? What that the student already do well? What does the student already know? What is the student still learning to do? Where might more practice be necessary? What is important to consider about these students academically, socially, culturally, linguistically? How will this influence my planning and teaching?

Academic Language What is the key academic language demand of this lesson? What kinds of supports will you need to include so that all learners can access the lesson through language? Identify vocabulary and also the students’ strengths and needs in relation to the language demands.

Materials/Technology NeededWhat materials do I need? The students need? Are the materials appropriate for students’ different needs and for accomplishing the learning?

Instructional PlanWhat instructional strategies, activities, and interactions will you use to enable students to meet the learning goals? How will you introduce the lesson and engage students? What vocabulary and academic language do the students need to know to

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succeed in this lesson? How will you model, explain, coach, demonstrate? How will you make the abstract concrete and the implicit explicit? What will the students say and do? How will they practice? How will you engage them in thinking and talking about their understanding and learning? How will you monitor student learning and provide feedback during the lesson? How will you close the lesson? How will students assess their learning?

Accommodations and ModificationsHow have you adapted the lesson to meet learning needs of different students? Consider the needs of the whole class, individual learners with IEPs (and those without but with particular needs), ELL learners, and subgroups of learners that have been identified through your assessment analysis.

ReflectionHow did the lesson work? What do you think students learned or did not learn? How was the lesson you planned different from what you actually taught? What might you change next time you teach this lesson? What do you need to reteach? What might be next lessons/learning’s for these students?

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Menu of Co-teaching Strategies and Examples

STRATEGY DEFINITION/EXAMPLEOne teach, one observe

One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific behaviors. It is important to remember that either (teacher candidate or cooperating teacher) could take on both roles. EXAMPLE: One teacher can observe students for their understanding of directions while the other leads.

Solo Teaching Teacher candidate has primary instructional responsibility while the cooperating teacher might be working with individual/small group of students outside the classroom. The CT might also leave the classroom and return for debriefing afterwards (or at a convenient time). EXAMPLE: The teacher candidate leads the class and videotapes while the CT leaves the room to follow up on student concern; later debriefs with TC by viewing portions of the video.

One teach, one drift

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. Often lending a voice to students or groups who would hesitate to participate or add comments.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

Co-teaching pair divide 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 independent stations will be used along with the teacher led stations.EXAMPLE: One teacher might lead a station where the students play a money game and the other teacher could have a mock store where students purchase items and make change.

Parallel Teaching

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

Supplemental 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 extended or remediated.EXAMPLE: One teacher may work with students who need reteaching 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.

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; both instructors can engage in a debate; taking opposing sides.

The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the student in the classroom.

Adapted from OSPI Assessment Conference (2010)

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Appendix A

Table 1: Alignment of Candidate Expectations with State and National Standards

TEP Program Themes NTASC Standards Standard Va) content knowledge, pedagogy, assessment

The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. (Std 1)

The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. (Std 2)

The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. (Std 4)

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. (Std 7)The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. (Std 8)

Standard 5.1: Knowledge of Subject Matter and Curriculum Goals

A. Content driven. All students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology

B. Aligned with curriculum standards and outcomes. All students know the learning targets and their progress toward meeting them.

C. Integrated across content areas. All students learn subject matter content that integrates mathematical, scientific, and aesthetic reasoning.

Standard 5.2: Knowledge of Teaching

A. Informed by standards-based assessment. All students benefit from learning that is systematically analyzed using multiple formative, summative, and self-assessment strategies.

C. Influenced by multiple instructional strategies. All students benefit from personalized instruction that addresses their ability levels and cultural and linguistic backgrounds..

D. Informed by technology. All students benefit from instruction that utilizes effective technologies and is designed to create technologically proficient learners.

b) social relationships, and classroom management

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (Std 5)

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive

5.3 B. Classroom/School centered. Student learning is connected to communities within the classroom and the school, including knowledge and skills for working with others.

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interaction in the classroom. (Std 6)

c) student identity, language and culture

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. (Std 3)

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. (Std 10)

Standard 5.3: Knowledge of Learners and their Development in Social Contexts

A. Learner centered. All students engage in a variety of culturally responsive, developmentally, and age appropriate strategies.

B. Classroom/School centered. Student learning is connected to communities within the classroom and the school, including knowledge and skills for working with others.

C. Family/Neighborhood centered. Student learning is informed by collaboration with families and neighborhoods.

D. Contextual community centered. All students are prepared to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.

d) equity and inclusion The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. (Std 3)

(5.3)B. Classroom/School centered. Student learning is connected to communities within the classroom and the school, including knowledge and skills for working with others.

C.Family/Neighborhood centered. Student learning is informed by collaboration with families and neighborhoods.

D. Contextual community centered. All students are prepared to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.

e) inquiry, collaboration and professionalism

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally. (Std 9)

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. (Std 10)

Standard 5.4: Understanding Teaching as a Profession

A. Informed by professional responsibilities and policies. All students benefit from a collegial and professional school setting.

B. Enhanced by a reflective, collaborative, professional growth-centered practice. All students benefit from the professional growth of their teachers.

C. Informed by legal and ethical

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responsibilities. All students benefit from a safe and respectful learning environment.

Appendix B

CO-TEACHING WORKSHEETCritical conversations to empower the best possible working relationship

Discuss the preferred method of communication for both of you--calls home, calls to cell phone, email, text, etc. Make sure you have each other’s information.

o What works best for ongoing communication (co-planning, scheduling, etc.)? _______________

o What works best for last-minute notices such as illness? _______________

Discuss your parameters around the hours you work. Teaching Candidates are required to be at school during the CT’s contracted hours, and we have recommended that they follow each CT’s personal work hours. However, TCs do have a lot of coursework this quarter and teachers sometimes need time to catch up on work, so each pair will need to be in regular touch about the schedule.

o Parameters discussed:

If you haven’t set a regular meeting time each week to plan and/or check in and reflect, please do so now.

o DAY/TIME: _______________

Some CTs appreciate having a boundary around work time/quiet time in the classroom that is “interaction free.” Discuss and decide if this would be beneficial to you both.

o Check when discussed: ________

For each CT: Aside from work time, what is sacred in your classroom in terms of routines, physical spaces, organization, etc.?

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o Notes from your discussion:

For each CT: Regarding daily lesson planning, discuss: 1) how much detail you need to see in the plan (keep in mind that the TC is required to use the elements listed in the handbook), and 2) how far in advance do you want to see lesson plans?

o Notes from your discussion:

For each CT: If your TC wants to try a different instructional method or strategy, how does s/he go about it in your classroom? What are the boundaries within the curriculum and your own comfort level with this subject? Are there any “untouchables” in terms of revising the curriculum? Note: Faculty members and coaches will be at your table and can participate in this discussion.

o Notes from our discussion:

For each CT: How do I access IEPs and any other plans in place to serve specific students in our class?


For each TC and CT: What is the ideal way for you to receive feedback? Do you prefer written notes, setting an official feedback time, or casual conversation?


Follow Up Questions

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Appendix C

Video Waiver & Policy

The form on the next page is to be used to obtain parental permission for classroom video-taping during All Quarters.

During beginning Summer quarter, you will receive the UW COE policy on videotaping. Every candidate must read and sign a statement indicating that she or he has read and understands the policy. When you begin Autumn quarter you will re-do this form with a new set of children in a new school. If you have not received the written policy in Autumn, be sure to obtain it from the TEP office.

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UNIVERSITY OF WASHINGTONSEATTLE, WASHINGTON 98195-3600

Date ____________________

Dear Student and Family Members:This letter is to provide you notice that students at __________________ (name of school) may be photographed and/or videotaped by a University of Washington teacher candidate. The purpose of the photographs and videos is to support candidates’ learning and preparation to become certified teachers during the course of the 2012-2013 school year. Video may also be used for the education of future teacher candidates and to improve teacher preparation at the University of Washington. Video will also be used for the state-mandated Teacher Performance Assessment. All teachers certified in Washington after January 2013 must pass this national assessment. Video will be kept secure and only be accessible for assessment and learning purposes. If you do not want videotapes of your child participating in classroom activities to be used for candidate learning and candidate performance assessment purposes, please sign and return the form below. Sincerely,Patrick Sexton, Managing Director, Teacher EducationCollege of Education, University of WashingtonIf you do NOT want your child to be photographed or videotaped, please complete this form and return it to your child’s teacher.

Please do not photograph or videotape my child while participating in classroom activities even if the photograph or videotape is to be used for candidate learning purposes.

______________________________________________

PRINT Child’s full name

_______________________________________________

PRINT Parent/Guardian’s full name

_______________________________________________

Parent/Guardian’s signature

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Appendix DGuide for Cooperating Teachers

Autumn QuarterThings to make sure you model/discuss this quarter:

Planning—how you do it and how you’ll work with the TC to plan How you use and adapt the grade-level curriculum Make sure s/he knows the daily routines and how you transition from one to the

next, as well as how you adapt the routine when there are assemblies, holiday parties, etc.

Assessments: both formal and informal—your classroom systems as well as the building, district and state systems

Grading—how you actually determine grades/scores as well as how your own record-keeping system works

Contact w/ parents Working w/ parents and para-educators Working w/ specialists How you work w/ students on IEPs, ELL students Individual behavior modification plans/contracts, if any Teaching social skills in class/or working through individual social conflicts w/

students

Discussions to have:

How will the TC maintain or modify your classroom management system/style so that everyone is comfortable?

How do you decide how long to spend on a particular learning objective/concept before you move on?

Share practical tricks you’ve developed for adapting lessons and activities so that the range of all learning needs are being met.

How do you find balance and maintain your personal life while still being successful in this demanding job?

Later in the Quarter…Specific things to watch for as your TC teaches: (add to this!)

What habits might be developing—like calling the students “guys” (often the interns are unaware of these)

Style of communication with the students (for example: too positive/cheerleader, shaming, etc.)

PACING—how to know when to move on to the next segment of your lesson Clarity of instruction Good use of questioning skills Ability to adapt to student feedback and incorporate it into “teaching moments.” Classroom management—what works and what doesn’t. Pay particular attention to

targeting of certain students

Appendix E49

**The following checklists can be used by CTs, colleagues and administrators for informal observations. Feel free to use them in whatever way works for you!

Informal Observation Checklist #1Standard Short Form

Name Date

Class Observed Time

ExceedsExpectations

Meets Expectations

Needs Improvement

UnacceptableNot

Observed

Planning

Objectives are clear and obvious to students

Lesson aligned with standards

Intentionally planned for differentiation

Methods

Uses multiple instructional strategies

Employs other tools/ instructional aids

Engages all students

Manages classroom procedures

Teacher-Student Interaction

Solicits student input using varied questioning strategies

Involves a variety of students

Manages student behavior

Observer’s Signature _________________________________________Suggestions to improve the lesson and words of encouragement/praise on back.

Appendix F

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Informal Observation Checklist #2

Teacher Focus___________________________________________________________TEP Student ____________________________________ Date _________Lesson Subject: _____________________________ CT _______________Lesson Title: ______________________________________ (Attach lesson plan)

Professional Appearance 1 2 3 4

Voice Volume 1 2 3 4

Eye Contact 1 2 3 4

Clarity of Speech 1 2 3 4

Proximity/Movement to Students 1 2 3 4Questioning Skills 1 2 3 4

Monitoring Student Progress (during activity)

1 2 3 4

Knowledge of Lesson 1 2 3 4

Transitions/Pacing 1 2 3 4

Rapport with Students 1 2 3 4

Classroom ManagementDuring Lesson 1 2 3 4

During Work Time 1 2 3 4Overall presentation 1 2 3 4

Lesson PlanRationale & Alignment 1 2 3 4

Instructional Plan 1 2 3 4Assessment 1 2 3 4

Content Development 1 2 3 4

Observer’s Signature _________________________________________Suggestions to improve the lesson and words of encouragement/praise on back.

Appendix G

Please rate TEP student in the following areas:1= Needs Improvement 2= Emerging Skill 3= Meets Standard 4= Area of Excellence

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Informal Observation Checklist #3Student Focus

Subject: _______________Objective: __________________________________________________________________________________

Date: ________________________Time: ______________________

Yes No N/AA positive learning climate for all students.

Evidence of differentiation for all students.

Students work and collaborate in pairs or groups.

When asked, students can tell the purpose of what they are doing.

Hands-on materials, manipulatives used.

Evidence of higher level questioning is present.

All students are actively involved in the lesson.

Presentation was clear to all students.

Evidence of assessment/feedback is present.

Classroom management was effective.

TC responded to all students.

Observer’s Signature ________________________________________________

Suggestions to improve the lesson Words of encouragement/praise

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Appendix HInformal Observation Checklist # 4

General Overview

TEP Student: ____________________________________ CT _________________________

Date: _______________ Time: __________ Subject: ________________________________

I. Use of Instructional Time: ___Materials Ready ___Students on Task____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

II. Student Behavior/Classroom Management___Obvious Rules ___Clear procedures ____Frequent monitoring ___ Positive Climate____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

III. Instructional Presentation:__Review ___Lesson Goal ___Brisk pace ____ Relevant Examples/Questions ____ Closure____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. Instructional Monitoring:___Obvious standards ___Circulates to monitor tasks ____Assesses Progress and

Understanding ____Good Questions ___Questions all students____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

V. Instructional Feedback:____In-class work ____ out-of-class work ____ affirms correct answers ____sustaining feedback____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEP Student Signature:_______________________________________

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Mentor Signature:_____________________________________________

Appendix I

ELTEP Site Coordinator Role At A Glance

2 nd Quarter (Autumn) Site Coordinator Responsibilities:

a. Welcome TEP students and introduce them to other professionals in the building. b. Conduct a group meeting to orient students to your building and discuss the culture of your

school.c. Assist the CTs in matching each TC to an appropriate year-long placement.d. Meet regularly with the cohort of TCs at your school to discuss puzzles of practice, issues

and concerns and to offer support.e. Assist interested students in completing home visits with their CT or another professional

in the building.f. Communicate concerns regarding TEP student(s) to the Coach and/or the Lead Coach Jill

Smith at [email protected] rd Quarter (Winter) Site Coordinator Responsibilities

a. Arrange monthly meetings with building cohort of TEP students to reflect and share ideas on topics such as management, strategies for beginning class, assessment, working with building specialists and parents, etc.

b. Check on the progress of each TC in his/her placement. Provide an opportunity for CTs to contribute input regarding their TCs.

c. When possible, informally observe the TEP students in your building to provide feedback and support. (Please see the CT guide in this handbook for observation resources.)

4 th Quarter (Spring) Site Coordinator Responsibilities

a. Arrange monthly meetings with building cohort of TEP students to reflect and share ideas on topics such as management, planning, developing strategies for engaging students, analyzing student work and adjusting plans accordingly, etc. Guide the TCs in taking on all aspects of a faculty member in your building including meetings, conferences, activities, etc.

b. Check with each CT on the progress of all TCs in your building during full-time co-teaching. Inform the UW Coach and/or Jill Smith at [email protected] when there are questions or concerns.

c. When possible, informally observe the TEP students in your building to provide feedback and support. This could also be a more formal written observation when you feel it is appropriate.

d. Help TCs arrange a formal interview with the building principal. It is also helpful toward the end of the term to provide an opportunity for mock interviews with a building administrator. Please assist TCs in getting letters of recommendation from the principal and their CTs.

e. Attend scheduled meetings for site coordinators, and communicate any relevant information to the CT

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Appendix J

UNIVERSITY OF WASHINGTON TEACHER EDUCATION PROGRAM QUARTERLY ASSESSMENT OVERVIEW AND RUBRIC

OVERVIEW

The University of Washington College of Education teacher preparation leads to a Masters in Teaching and state certification. The education of a teacher requires assimilation, integration and application of complex knowledge and skills along with development of appropriate professional, behavioral, and social dispositions needed to become both an independent and collaborative teacher in any public or independent school in the State of Washington.

EVALUATING PRE-SERVICE TEACHER PRACTICE & PROFESSIONAL STANCEThis Rubric and Assessment Process serves as a frame for professional growth and demonstration of performance over the course of ELTEP. Specifically, this tool aims to:

Focus and frame evidence based discussion and analysis of teaching and learning. Guide reflection and written assessments (formative and summative) by Cooperating

Teachers, ELTEP faculty, Coaches and TCs for refining planning, instruction, assessment, and reflection around specific, goal oriented feedback.

All teachers, novice and expert alike, benefit from specific, goal oriented feedback, tied to observable evidence. The candidate’s growth and development rests significantly on the candid, professional, and clear evaluation - tied to evidence - and communication of her/his performance by all program supports.

The 1-4 Continuum below reflects expected growth in the teacher candidate’s practice and professionalism over the course of the ELTEP year. The ELTEP Standards for practice and professionalism are aligned with the Washington Teaching Standards-Based Benchmarks. We aim to describe a continuum of practice: from the performance of a novice teacher candidate during Summer and Fall (quarters 1 & 2), to the performance of a well prepared and highly skilled, yet still beginning teacher, ready for certification by the end the ELTEP year in the Spring (4th quarter).

We expect to see a range of ratings throughout the 4 quarters of ELTEP; however the overall expectations are as follows:

1. Every quarter: a. Professional Attribute Standards are met: You will see on the Assessment Rubric,

these standards are to be maintained throughout the year (so, there should be a preponderance of “Meeting” each quarter. You will set goals for professionalism specifically, as noted on the form below.

b. Candidate (TCs), Cooperating Teacher (CTs), and Coach are in agreement that adequate growth is evident across standards. You will identify strengths and growth areas each quarter.

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2. By the end of 3rd Quarter (Winter): Candidates must demonstrate “generally consistent and reliable performance” across the ELTEP Standards in order to assume to role of Lead Teacher in the ELTEP Co-Teaching Model (4th Quarter Full Time Student Teaching).

3. By the end of 4th Quarter/before earning certification: Candidate is predominately demonstrating consistent, purposeful, and well-timed performance for all standards with respect to all subject areas.

TIMEFRAME:Candidates (TCs), Cooperating Teachers (CTs), and ELTEP Coaches will use this Rubric in the following ways four times over the course of the ELTEP year. Timeframe/due date (a window within which to complete quarterly assessments) will be marked on the ELTEP Calendar for TC/CT/Coach. Coaches will remind CTs of due date.

1. 1st Quarter/Summer, TC Self Reflection: TCs begin to practice giving and receiving feedback to and from peers during the summer experience. They will also receive feedback throughout from Teacher Educators (Cooperating Teachers and Instructors).

a. TCs will reflect upon their professionalism (relevant attributes to summer). b. Choose one area where TC felt success or strength (a “glow”) to reflect upon from the

summer experience, citing examples and commentary.c. Choose one area of challenge (a “grow”) to reflect upon from the summer experience,

citing examples and commentary.

2. After the back-to-school experience: TC, CT, and Coach Reflections will guide debriefing conversation at the back-to-school experience at a mutually agreed upon time (not a 3-way meeting).

a. TC, CT, and Coach each will reflect upon TC Professionalism.b. TC/CT/Coach will use TC Summer Self Reflection in considering “grows” and “glows”.

3. In December: TC, CT, and Coach Reflections will guide debriefing conversation at the back-to-school experience at a mutually agreed upon time (not a 3-way meeting).

a. TC/CT/Coach each will reflect upon TC Professionalism.b. TC/CT/Coach will reflect on all aspects with regards to small group instruction, in

addition to Professionalism.

4. End of 3rd (Winter) Quarter/PRIOR TO full time co-teaching: 3 way meeting planned at a mutually agreed upon time, arranged by the TC.



5. End of 4th Quarter/Spring: Before earning certification: TC, CT, and Coach Reflections will guide debriefing conversation at a mutually agreed upon time (not a 3-way meeting).



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DESCRIPTION of the 1-4 SCALE OUTLINING A CONTINUUM OF GROWTH1/ BEGINNING STANDARDS: The novice teacher candidate’s performance shows signs of development. Yet, it is typically inconsistent and variable in achieving anticipated outcomes. Small segments of independent and successful practice are performed regularly. The candidate’s performance requires strong guidance and extensive support, and relies substantially on the cooperating teacher’s plans, assessment tools, practices and guidance.

2/ APPROACHING STANDARDS: The teacher candidate’s performance is steady and episodes of independent and successful practice are more frequent and longer in duration. The candidate’s performance may require regular guidance and support, and continues to rely on suggestions and feedback from the cooperating teacher and supervisor. The candidate’s practice may still be variable in achieving anticipated outcomes.

3/ MEETING 3rd Quarter (Winter) STANDARDS (READINESS FOR 4th QUARTER/Full Time Student Teaching): The candidate’s performance is generally consistent and reliable. Performance is more commonly linked to anticipated outcomes. The candidate successfully organizes multiple, related lessons. The candidate’s performance indicates readiness to assume increased responsibility for daily instruction with continued support from a cooperating teacher, university supervisor or mentor.

4/ MEETING 4th Quarter (Spring) STANDARDS (Ready to Graduate, Earn MIT and state Certification): The candidate’s performance is typically consistent, purposeful, and well-timed. The candidate successfully organizes series of related instructional segments over significant periods of times. Performance is more firmly linked to anticipated outcomes. The candidate’s performance indicates readiness to assume the regular, daily responsibilities as a teacher of record.

OTHER: List any concerns regarding this student, specifically if:(1) you have insufficient evidence to evaluate the candidate’s performance at this time, or(2) you have special concerns or questions about the candidate’s performance on this standard at this time.

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UNIVERSITY OF WASHINGTON TEACHER EDUCATION PROGRAM QUARTERLY ASSESSMENT RUBRIC

UW Teacher Candidate:______________________Cooperating Teacher:___________________________ Coach: ______________________School: ____________________________Grade Level:_________________________Quarter: ____________________________(1st/Summer; 2nd/Fall; 3rd/Winter; or 4th/ Spring)

Instructions: 1. Please rate each dimension, using the 1-4 Scale above and include evidence. 2. Then give an overall score that indicates the preponderance of evidence.

Planning1/Beginning 2/Approaching 3/Meeting in Winter 4/Meeting in Spring

Creates lesson plans that have aligned objectives, instruction, and assessmentCreates lesson plans that are appropriate for the students in their classroomUses knowledge of student(s) to intentionally plan strategies for differentiated instruction, which includes social, emotional, and academic strengths, cultural and linguistic differences, and classroom management supports.Plans for differentiated and equitable instruction based on varied strengths/needs within the classroom, as well as attention to students’ academic language needs and supports.Lesson plans demonstrate a solid understanding the content being taughtCreates lessons that build upon prior knowledge, learning, and cultural assets

Evidence/Comments:

Instruction1/Beginning 2/Approaching 3/Meeting in Winter 4/Meeting in Spring

Demonstrates relationship and rapport with studentsManages student behavior through positive and culturally responsive interactions.Utilizes multiple and appropriate instructional strategiesDemonstrates appropriate pacingDemonstrates appropriate content knowledgeProvides appropriate supports for every student during instruction, including academic language needs and supports, EIP, and extensions.Elicits and facilitates student responses that build and extend student learningInstruction demonstrates an incorporation of students’ prior knowledge, learning styles, cultural and linguistic needs are considered.Monitors student learning throughout the lesson taking into account cultural and linguistic needs of the diverse array of students/families in classroom context.

Evidence/Comments:

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Assessment1/Beginning 2/Approaching 3/Meeting in Winter 4/Meeting in Spring

Monitors student learning during and after instructionAnalyzes student work and proposes appropriate next stepsAble to define criteria used to assess student learningProvides opportunities for students to self-assessProvides feedback to students to guide future learningAssessment shows appropriate differentiation to include students’ individual needs.Written and Oral Reflection: Engages in constructive, on-going dialogue that demonstrates a desire to learn and grow in his/her practice.

Evidence/Comments:

Professionalism Essential AttributesEssential Attributes, as distinguished from academic standards, refer to those physical, cognitive and behavioral attributes required by the ELTEP for satisfactory completion of all aspects of the Master's in Teaching curriculum and for the development of professional dispositions. These are the intellectual, communication, social, emotional, behavioral and attitudinal aspects of the performance of a teacher. Essential attributes are prerequisites to acquiring, integrating and applying the knowledge and skills of a teacher.

Part 1: Quarterly Essential Attributes: The essential attributes outlined in the first table identify the requirements for admission, retention and graduation of applicants and students in the Masters in Teaching program. The expectation is that you are meeting the preponderance of these professional attributes each quarter. If you are not consistently and reliably meeting these professionalism attributes, a conference with the ELTEP Director and appropriate supports (UW Faculty, Coach, or CT, depending on issue) will take place to determine a plan of support.

Instructions for Part 1:

1. Highlight/Circle each dimension (1-9) that the TC is consistently and reliably meeting in the quarter you are in when assessing (as TC, this is a self assessment, or you are assessing as Coach or CT).

2. CT: you may put “N/A” if this attribute does not pertain to the field/your work.3. Highlight/Circle the overall rating (Ex.: “Meeting 1st Q/Summer” if the TC is meeting the

preponderance of the 9 dimensions below).

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Part 2: Essential Attributes on a Continuum: The essential attributes outlined in the second table identify attributes we expect you will improve upon over the course of the 4 quarters, with practice and feedback. These are to be rated, with evidence, with the expectation being that by the end of 3rd quarter, you are “meeting” for 3rd quarter, which connotes “generally consistent and reliable” performance. By the end of 4th quarter in Spring, the expectation is that you are “typically consistent.”

Instructions for Part 2: Similar to Standards of Planning, Instruction, and Assessment, please use the continuum scale of 1-4 above and include explanatory commentary with your rating.

Part 1: Quarterly Essential Attributes 1st Q/

Meeting Summer2nd Q/

Meeting Fall3Q/

Meeting in Winter4Q/

Meeting in Spring

Please Note: if TC is not meeting a particular dimension, be sure to provide specific evidence-based feedback in commentary, so TC can work towards improvement with clear guidance.

Meeting Professional

Essential Attributes1. Demonstrate reasoning and make decisions appropriate for a

classroom teacher and at a level determined by the faculty.2. Demonstrate the emotional stability and persistence required for

full utilization of intellectual abilities.3. Demonstrate capacity to work calmly and flexibly under stress

(e.g., work under time constraints, concentrate in distracting situations, make timely subjective judgments and ensure students’ safety at all times).

4. Demonstrates reflective, collaborative, and growth-centered practice: Interpersonal, listening and responding skills must be at a

level sufficient for the teacher education student to understand and respond appropriately to different perspectives represented in diverse university and school classrooms.

Receives and responds to feedback professionally (e.g. from a stance of openness and inquiry, non-defensive manner).

5. Act and present self in a professional manner that demonstrates integrity, responsibility, tolerance and respect for self and others (includes dress, timeliness, demeanor, etc.).

6. Collaborates with students, school and university faculty, parents and the school community in a pro-active and respectful manner.

7. Complete all required courses in the program at a level deemed appropriate by the faculty, as well as meet eligibility requirements for a teaching credential including a negative criminal background history as provided by state law.

8. Use appropriate communication skills enabling him/her to seek, receive and follow supervision in university coursework and in field experiences and resolves conflicts with direct, constructive communication, face to face with individual. See ELTEP Conflict Resolution Policy.

9. Treat all with compassion, dignity, and respect.Evidence/Comments:

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Part 2: Essential Attributes on a Continuum1/Beginning 2/Approaching 3/Meeting in Winter 4/Meeting in Spring

1. Demonstrate the ability to master, assimilate and apply complex information in the form of lectures, small group work, written materials, and other applicable teaching formats.

2. Demonstrate effective communication in written and oral English in order to communicate concepts, assignments, evaluations, and expectations with members of the learning community such as faculty, students, parents, and staff.

3. Demonstrate stamina, maturity, persistence, and flexibility required of a professional teacher throughout the teacher's contracted day as well as perform extended additional duties of a classroom teacher such as parent conferences, Open Houses and other school related activities.

4. Organize time and materials, prioritize tasks, perform and supervise several tasks at once, and adapt to changing situations in order to develop skills to assess and attend to the needs of all his/her students.

Evidence/Comments:

OVERALL PERFORMANCE

List 3-5 strengths relative to practice and professionalism the TC has demonstrated during this quarter:

List 1 to 2 areas for growth relative to practice and professionalism for which the TC will focus in the near term/next quarter:

OTHER: List any concerns regarding this student:

Use this assessment to guide the three-way conversation prior to advancing to Full Time Student Teaching in 4th Quarter. The time frame outlined above outlines other times when Coach and CT can use this assessment as a checkpoint to discuss progress, check in about goals and set new ones.

CT Signature: _____________________________ Date: ______________

TC Signature: _____________________________ Date: ______________

Coach Signature: _____________________________ Date: ______________

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