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Transcript of t-LG) rn · Sample Lesson format 28 8. Video Reflection Form 29 9. Evaluation Process 30 10....
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CONTACT INFORMATION
INTERNNAME__________________________ LEADTEACHER_________________________
CELL EMAIL._________
COLLEGE SUPERVISOR__________________
CELL EMAIL__________
EDUCATION DEPARTMENT MICHELLE PHAY: [email protected]
Office phone: 775-753-2177
TERESA STAUFFER: [email protected]
Office phone: 775-753-2359 (never leave messages)
Cell: 989-619-4207
BRIAN ZEISZLER: [email protected]
Office phone: 775-753-2214
Great Basin College 2016
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Acknowledgement of Handbook
I, , have read and understood the Student Teaching Internship Handbook.
I understand that during the fourth week of student teaching, an evaluation will be completed by the college supervisor. During this
evaluation, if the lead teacher, the college supervisor or I do not feel that I am prepared for this responsibility, the placement will be ended.
At this time, representatives from the college will meet with me and outline a plan to remediate my weaknesses. See page 12 of this
handbook.
Student Intern Date
Great Basin College 2016
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CONTENTS
Page 1. Conceptual Framework (brief) 4
2. Student Teaching Calendar (with assignments) 5-21
3. Four Week Placement Policy 22
4. Roles 23-25
5. Orientation Checklist 26
6. Lesson Plan Requirements (minimums) 27
7. Sample Lesson format 28
8. Video Reflection Form 29
9. Evaluation Process 30
10. Student Teaching Evaluation Rubric 31-40
11. Rubric Conversion Decision RulelPortfolio Evaluation 41
12. Portfolio Feedback form 42-43
13. Mid-Term & Summative Evaluation Form (Intern Copy) 44-48
14. Mid-Term & Summative Evaluation Form (Office Copy) 49-53
15. Appendix 54
a. Substitute Policies by District 55-57
b. Expanded InTASC Standards and Course Correlations 58-76
c. Teacher Education Conceptual Framework Expanded 77-79
Great Basin College 2016
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Conceptual Framework for
Teacher Education at Great Basin College
Learner-Centered Teaching The student is the center of teaching.
Understanding Knows content and content pedagogy
Understands how children learn
Performing Creates optimal learning environment
Utilizes effective instructional strategies
Respects and responds to diversity
Communicates effectively
Monitors student learning
Reflecting Values life-long learning
Believes in every child
Dedicated to making a difference
Reflects and revises on teaching practice
Committed to teaching profession and community
Great Basin College 2016
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August 21 - August 27
i=nda~ .,-----~~~
Monday
Tuesday
Wednesday
Thursday
Capstone Class 15t meeting: 9-5, 6-8 with lead teachers Capstone: Enrolling, Student Teaching Rubric and Calendar, concerns, questions, and expectations)
Friday Lead Teachers: meet interns, share contact information, schedule working times, questions concerns, - LEAD TEACHER PAPERWORK INTERNS DISMISSED.
Saturday
Great Basin College 2016
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August 28 - September 3
General Reminders
Week 1
Monday
Observe, leads routines, assume responsibility as ready (Traditional role)
151 Official day ofGBC Semester
Tuesday
Wednesday
Thursday
Friday
Saturday
Great Basin College 2016
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General
Reminders
Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
September 4 - September 10
Reflections (3 with lead teacher) - write brief notes in calendar **College supervisor visit-TBD Plan, collect, and write up (2) upload for feedback
Great Basin College 2016
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September 11 - September 17
Reflection with lead teacher #Video - Lead teacher and Intern view and reflect - determine specific standards toGeneral work on improving practice.
Reminders Collect Artifact (2) - upload for feedback
Week 3
Monday
Tuesday
Lead Teacher Class 9:30-10:45 a.m. (Discussion, Student teaching rubric Standards 1-5)
Wednesday
Capstone Class 4-5: 15 p.m.(reflection calendars, discussion, portfolio feedback)
Thursday
Friday
Saturday
Great Basin College 2016
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September 18 - September 24
General Reminders
Week 4
Monday
Reflect with Lead Teacher (3) write brief notes **Lead Teacher & College Supervisor - Final detennination of continuation -College supervisor Fonnal Observation Collect Artifacts (2)
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Wednesday
Thursday
Friday
Saturday
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Great Basin College 2016
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September 25 - October1
Reflections with Lead Teacher (3) brief notes #Video - optional for specific workGeneral Collect Artifacts (2) - transition into full-control of the classroom (if traditional route)
Reminders
WeekS
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Monday
~~~ ----
Tuesday
Wednesday
Thursday
Friday
Saturday
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October 2 - October 8
Reflections with Lead Teacher (3) **College Supervisor Fonnal Observation General Collect Artifacts (2) Upload for feedback ---Full control of the classroom (if traditional)
Reminders Week 6
f---~~~ ~ ~ ~ ~ ~~~-~~~ ~
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
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October 9 - October 15
Reflection with Lead Teacher (1) **MID-TERM EVALUATION (Lead Teacher, Intern, & College Supervisor) ~~~-
General Collect Artifacts (2) Reminders
Week 7 r-- ~~---~~
Columbus Day
Monday I
Tuesday
Lead Teacher Class 9:30-10:45 a.m. (discussion, Student Teacher Rubric Standards 6-\ 0)
Wednesday
Capstone Class 4-5: 15 P.M. (reflection calendars, video discussion, challenges, scheduling testing, artifact progress) ~~~-
Thursday
-~~--~~
Friday
Saturday
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October 16 - October 22
General Reminders
WeekS
Monday
Reflect with Lead Teacher #Video - Focus on weaker standards from Mid-Term Evaluation data Collect Artifacts (2)
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Tuesday
Wednesday
Thursday
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Friday
Saturday
Great Basin College 2016
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October 23 - October 29
15
General Reminders
Week 9
Reflections with Lead Teacher (3) **College Supervisor - Fonnal Observation Collect Artifacts (2)
Monday
f--~~~~~~
Tuesday
Wednesday
Thursday
Friday
Nevada Day NO GBC classes
Saturday
Great Basin College 2016
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October 30 - November 5
Reflections with Lead Teacher (3) # Video - Reflect with Lead Teacher, document progress in reflection notes General Collect Artifacts (2)
Reminders ** *Interns - schedule Praxis II test if not yet scheduled. Week 10
Halloween
Monday
Tuesday
Wednesday
Thursday
Friday
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Saturday
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November 6 - November 12 ,..---
Daylight Savings BeginsGeneral Reflections with Lead Teacher (3) **College Supervisor - Formal Observation
Reminders Collect Artifacts (2) Week 11
Monday
Election Day
Tuesday
Wednesday
Thursday
Veteran's Day No GBC classes
Friday
Saturday
Great Basin College 2016
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November 13 - November 19 ~----
Reflections with Lead Teacher (3) - Plan transition (if traditional)General Edit Artifacts, upload for feedback
Reminders
Week 12
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Monday
Tuesday
Lead Teacher Class 9:30-10:45 a.m.
Wednesday
Capstone Class 4-5: 15 p.m.
Thursday
Friday
Saturday
Great Basin College 2016
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November 20 - November 26 ,---------
General
Reminders
Week 13
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Reflect with Lead Teacher - #Video
**UPLOAD PORTFOLIOS"'''' DUE: TUESDAY, NOVEMBER 22,11:59 P.M. Sign-up for the standard for the Portfolio Celebration Presentation - submit to Teresa
Thanksgiving Day
Family Day - GBC no classes
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November 27 - December 3
Reflect with Lead Teacher **Video- Optional G tleral **Schedule Summative Evaluation (Lead Teacher, Intern, & College Supenrisor) Week 14 or 15
Reminders W ek 14
M Jnday
Tuesday
Wednesday
Thursday
Friday
Saturday
Great Basin College 2016
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December 4 - December 10
General Reminders Week 15
,----
Monday
Complete Summative Evaluation -- College supervisors submit Evaluation Form to the main office Observe in other classrooms (if traditional)
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Lead Teacher Class 9:30-10:45 a.m.
Capstone Class 4-5: 15 p.m. (Portfolio Presentation Dress Rehearsal)
Thursday
Regular GBC Instruction Ends
Friday
Saturday
Great Basin College 2016
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December 11 - December 17 ---------~,..------
u*Dress appropriately, be prepared, and be early to the presentations on Monday. General
Reminders
Week 16
Monday
Tuesday
Wednesday
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Thursday
Portfolio Celebration - 4-5: 15 p.m.
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Saturday
---i
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Four Week Evaluation of Placement
During the fourth week of student teaching, an assessment will be completed by the college supervisor to determine whether the intern is prepared to take over the teaching responsibilities of the classroom. The decision will be made in collaboration with the lead teacher.
If the lead teacher and supervisor believe there are issues with the intern's perfonnance or placement, a written contract of concern will include the following: outline of the concerns, time line for resolution, documentation needed to show concerns were alleviated, support to be provided by supervisor, consequences, if concerns are not met by timeline.
If it is decided the intern is not prepared to continue successfully, the intern will be withdrawn from the Student Teaching Internship that semester. The following items will have to be addressed before s/he will receive another placement:
1) The student will receive written notice explaining why the placement was terminated.
2) The student and the college supervisor will develop a plan of action to address the issues. Some possible solutions are included in the list below, but plans will vary depending upon the individual situation.
Successfully complete two credits of field experience, as detennined by the observations of a college instructor. Retake appropriate courses. Complete independent studies in the areas the student needs to improve. Work with a mentor.
3) When the plan has been completed to the student's and supervisor's satisfaction, the student will resubmit an application to student teach along with the plan that was outlined by the supervisor. It will also include how the issues were remedied. The supervisor will sign the application, showing that all of the items have been addressed sufficiently by the student.
4) A student whose teaching internship was tenninated by the Great Basin College Education Department or by the school district is not guaranteed a second placement. The determination of whether a student will be placed in a second internship will be made on a case-by-case basis after serious consideration by the Teacher Education Committee.
5) A student whose second teaching internship is terminated will probably not receive a third placement.
Great Basin College 2016
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Lead Teacher Role
Acts as a mentor for the intern.
Completes forms as requested by the college.
Attends initial orientation meeting for interns and lead teachers.
Provides planning time to the intern.
Introduces the intern to the field experience classroom, the school, other staff members, administrators, school personnel, and to the local community.
Provides curriculum materials and the school/district policy manuals to the intern for use in the semester.
Follows the schedule of involvement for the intern, completing the written evaluations as scheduled.
Assists intern in selecting curriculum from Nevada Curriculum Standards.
Reviews intern's lesson plans and provides feedback.
Monitors grades of students.
Provides feedback to the intern each day.
Consults with college supervisor.
Becomes familiar with the Interstate New Teacher Assessment and Support Consortium principles and standards.
Collaborates with the intern and college supervisor on the midtenn and summative evaluation.
Reviews the intern's management plan and informs the intern of school and district discipline policies.
Maintains confidentiality. Discusses the legal issues of education with the intern.
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College Supervisor Role
Confers with principal regarding the matches of interns and lead teachers.
Communicates expectations to the intern and the lead teacher.
Attends the initial orientation meeting for interns and lead teachers.
Monitors intern's progress and provides formative feedback.
Insures adequate supervision for the semester.
Maintains the schedule of visits and formal evaluations.
Maintains a collaborative relationship with the interns and lead teachers.
Collaborates with the lead teacher in determining the semester grade for the intern.
Intern
Provides a current copy of his/her Nevada substitute teaching license.
Signs and returns the Acknowledgement of Student Teaching Internship Handbook form with application.
Attends the initial orientation meeting for interns and lead teachers.
Allows time for planning, reviewing and reflecting with the lead teacher.
Works collaboratively with the lead teacher and college supervisor.
Submits written plans as required by the lead teacher and college supervisor.
Maintains a professional demeanor in all teaching internship relationships.
Great Basin College 2016
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Provides a copy of lesson plans to the lead teacher for prior approval the week before taught.
Communicates students' grades and progress to the lead teacher weekly.
Listens to and incorporates suggestions from the supervising team.
Ensures progress according to the schedule of involvement.
Provides log, documentary progress and other materials as indicated.
Participates in the midterm and summative evaluation, providing examples and documentation for the INT ASC principles and standards.
Develops lesson plans based upon the Nevada State Standards.
Becomes familiar with the facilities, personnel, environment, and political structure of the school.
Develops and articulates a classroom management plan.
Maintains confidentiality.
Great Basin College 2016
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Checklist for Orienting the Intern
Activity Date completed
Tour of school
School Calendar
Daily schedule with times for teaching staff to arrive and leave
Discussion of the diversity and cultures of the school community
Meeting the administrative staff and faculty
Review of policy handbook for faculty
Review of internship handbook
Review teacher's philosophy regarding management in the classroom
Review of curriculum guidelines and texts
Familiarization with Nevada Curriculum Standards for assigned grade level
Review ofgrading policies, report cards, permanent records
Survey of forms used in the school
Introduction to support staff and resources at the school
Overview of long range planning and daily/weekly planning model
Review of procedures for fire and other emergencies
Arrange for intern to log onto Power School
Lesson Plans: Students will submit their lesson plans to their lead teachers the week before they teach- Wednesday or Thursday. The lead teacher will need to approve the lesson plans before the intern uses them to guide their lessons.
Great Basin College 2016
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Curriculum Area
State Standards
Objectives
Assessment
Procedure
Differentiation
Accommodations
Time Frame
Materials
Required Minimum Lesson Plan Components
Utilize the standards provided by teacher
Student will.. ..
Be sure objectives are 1) student-oriented, 2) descriptive of an appropriate learning outcOO1e, 3) clear and understandable, and 4)
observable and measurable.
Did I preassess the students?
How will you know the students have learned the objective? Summative for a unit
List formative daily to direct your teaching-and provide evidence necessary for NEPF practices
Is building background included?
Be specific on strategies for arranging learning environment.
Do I need to teach any vocabulary words?
What procedures will need to be taught to maximize instruction time?
How is the best way for students to achieve objective?
Should I prepare questions in advance?
How shall I wrap up this lesson?
Should this lesson by differentiated? How? Content, product, process?
Do some students need to have accommodations?
How much time will the lesson take?
What do the students and the teacher need in order to complete the lesson?
Great Basin College 2016
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Name ______________________________________.
material: students need to know before this lesson . ~ 'L4-t'"t""""-""'-'
Topic: IGrade: --- .....
Standard (write out): ------
Lesson Objective(s) Formative Assessment(s) Know:
How: (with specifics) Do:
How: I Materials:
-----
Technology:
Model and Rationale: (Include data if possible, demographics about the class and or interests):
Hook: Engagement:
---
Time Model Procedures/Steps
Review:
Closure: ._.
Parent Connection/Involvement: ------
Interrelated - other subjects across the curriculum tied (if applicable) ~. ---- ...
Great Basin College 2016
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Video Reflection
Name ------------------------------- Date _______________
What was the objective of my lesson?
Did the students achieve the objective? How do you know?
Which engagement strategies did you plan to use? Were the students engaged accordingly?
At what point can you tell that the students understand the lesson (or don't)? What were the signs that indicated the understanding?
What do you think of the pacing? Does it appear, based on student reaction that the lesson was too long in places, too short, etc.?
What are your successes?
What are your challenges?
How will you alter your teaching based on what you saw in the video?
Great Basin College 2016
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Evaluation Process
Completing the Evaluation Rubric scores should be based on consistent, overall perfonnance and not on one specific incident. Fonnative evaluations should be ongoing. This rubric will be used fonnally mid-semester and again at the end of the semester. Specific examples should be provided to support the evaluation. The evaluation will be a collaboration of the lead teacher, the supervisor and the intern.
Levels of Performance Exceptional (3) The student intern has demonstrated an exemplary ability to create a community of learners that has students highly motivated and engaged. Students are assuming considerable responsibility for their own learning. The student intern has the potential to be an outstanding first-year teacher.
Proficient (2)
The student intern clearly understands the concepts underlying the principle and implements it well. This implementation is consistent and effective.
Sihe demonstrates the likelihood ofbecoming an excellent teacher with more experience and mentoring.
Emerging (1)
The student intern appears to understand the concepts underlying the principle and attempts to implement its elements. Implementation is intennittent
and/or not entirely successful. Additional reading, observation, and experience (supported by lead teacher and college supervisor) may enable the
teacher to become proficient in this area. The student teacher will need Significant guidance and ongoing skill development to be successful in the
classroom.
Unsatisfactory (0)
The student intern does not appear to understand the concepts underlying the principle. Work on the fundamental practices associated with the element
is required to enable growth in this area. Students at the unsatisfactory level in any area should receive intensive modeling and assistance until they
achieve an emerging level of competence. The intern will not pass student teaching.
Most student teachers will perform at the proficient and emerging levels. Outstanding student interns will perfonn at the exceptional level. The exceptional level should be reserved for perfonnance that is above and beyond basic requirements.
Great Basin College 2016
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STUDENT TEACHING EVALUATION RUBRIC Standard 1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard 1 includes the development of all domains (social, emotional, cognitive, moral, and physical), addresses student interests and teaching to each student's developmentalleve:::.l.___-,-_______
Cognitive Development
Flexible grouping
Differentiates instruction
ExceptioIlalO} Teacher has learners engaged in developmentally appropriate activities to stimulate their critical thinking and to promote maximum individual growth.
Teacher utilizes flexible grouping based upon student interests, learning profile, and readiness. Grouping is maximized to meet both student learning and curricular outcomes. Grouping is fluid.
Teacher appropriately implements a variety of respectful tasks to promote individual growth. Examples are curriculum compacting, orbital studies, individual contracts, student choice, tiered lessons, menus, tic-tactoe, and layered curriculum.
Proticient (2Lu Teacher de dgns developme ltally appropriate activities a Id assignments and teache in the zone of proximal d :velopment.
Teacher ut lizes flexible grouping b lsed upon student interests, Iearning profile, and readiness.
Teacher de igns a variety of respectful t isks to students on occasion. D ifferentiation is demonstrat d but not ongoing.
Emer ing(l) Teacher teaches at the lower end of proxinlal development.
Teacher utilizes whole group and small groups based upon readiness.
Teacher different tasks to specitic groups of students.
Unsatisfacto 0) Teacher teaches above or below zone of proximal development or is unaware of students' zone of proximal development.
Teacher teaches to the who e group.
Teacher assigns the same tasks to all students.
Great Basin College 2016
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Standard 2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard 2 includes respect for alliearners,awaren flearnmg -------_._--, ----diffi d th---- --._... _- ----d p ._._-_. __ f a diverse community of learners.
Proficient (2) Emerging (1 )iExcept!()~~l( 3) Accommodates instruction Teacher implemen s Teacher implements Teacher utilizes
for identified learners accommodations fi Ir accommodations for level content to i
inclusion of indivi lual inclusion of individual accommodatiom for students to learn gr:ade level students to learn grade level individual studer s. content with full in elusion content.
into the classroom culture.
Teacher utilizes nonlinguisticContent comprehensible Teacher utilizes nonlinguistic Teacher is awarf representations, Ie rning teaching strategi, strategies, purpose 'lI1
representations, learning strategies, purposeful attempts to plan or
interaction, varied interaction, varied individuallearne scaffolding, and b ilding scaffolding, and building limited success. background based lpon background based upon
individual learning curriculum and group
differences. dynamics.
Understanding your students Teacher seeks info mation Teacher is awarf about students' ba kgrounds
Teacher gathers information demographics ar
from a variety of s mrces, about students' backgrounds and utilizes information to students' backgr
including the stud nts and plan for instruction. does not plan im strategically plans for based upon the il
' addressing the uni lueness ofL each individual. ___J...-__......._...I
IUnsatisfacto.l)' (0) on-grade
mplement
of varied sand
rs with
of school d some unds, but ruction formation.
All students receive same delivery of instruction and assignments or teacher alienates students.
Teacher plans curriculum instruction without awareness of varied individual learners.
Teacher is unaware of students' backgrounds.
Great Basin College 2016
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Standard 3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard 3 includes promoting self-motivation, managing and organizing a classroom, creating a learning community, treating students in an equitable fashion, utilizing proactive management techniques, transitioning smoothly, anticipating potential problems, communicating expectations, and establishing procedures and routines
Exceptional (3) -
Proficient (2) Emerging (1) Unsatisfactory (0) Expectations Teacher welcomes all Teacher welcomes all Teacher pennits all students Teacher does not hold all
---
students. The teacher students. The teacher to be included in the students to the same believes all students will believes all students will classroom. The teacher standards. succeed socially and succeed academically. believes all students will academically. Collaborates achieve in some way. with learners, families, and colleagues in order to be responsive to students' needs.
Procedures and routines Students take ownership of Teacher has clear procedures Procedures and routines are No procedures and routines procedures and routines. and routines and consistently defined but used have been defined.
communicates and expects inconsistently. them to be followed.
Management ---
Teacher's monitoring is ---
Teacher is consistently alert Teacher is generally aware of Teacher is unaware of what subtle and preventive. to student behavior and uses students' behavior but may students are doing, and/or Students monitor their own redirection. Teacher miss the activities of some student behavior is not behavior in appropriate ways. anticipates potential students. Inconsistently monitored. "Withitness" consistently problems. addresses student behavior used with a high degree of and does not use redirection. expertise in whole class setting.
Motivation Teacher utilizes intrinsic Teacher transitions between Teacher utilizes extrinsic -
Teacher relies on rewards and -
motivation to promote student extrinsic and intrinsic motivators to promote student discipline to motivate responsibility and goals. motivators to promote student responsibility and goals. Istudents.
responsibility and goals.
Great Basin College 2016
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Nonverbal communication Teacher's body language has become a deliberate tool in enhancing instruction in a very strategic fashion. He/she is at "intuitive" level in reading/responding to students' body language in order to make instructional decisions.
Teacher utilizes body language as a consistent tool in enhancing instruction. He/she often uses students' body language as prompts for instructional decisionmaking.
Teacher utilizes body language inconsistently. He/she begins to identify and utilize students' body language as prompts for instructional decisionmaking.
Teacher does not utilize body language in order to enhance the quality of instruction. He/she seldom stops and identifies students' body language in order to monitor teaching and learning.
Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard 4 includes use of academic I -~~O--O'" b d d h d d' f . dd' _.. _- - -. - " 'fi ~ ~~~ ~~_A' r~----~' - ....~---~~-- .. - ..'"'''O ...... -- --- ~ ~ -- k ~
Content language -
Content knowledge
Misconceptions
Exceptional (3)
Teacher creates opportunities
for students to learn, practice,
and master academic
language in their content.
Teacher takes initiative to
locate and teach information
beyond traditional text. Seeks
to keep abreast of new ideas
and understandings in the
field. Effectively and
spontaneously responds to
content questions.
Teacher plans for and
recognizes sources of
misconceptions.
Proficient (2) Teacher's oral and written language are correct and expressive with well-chosen vocabulary that enriches the lesson.
Teacher displays solid content knowledge through provided texts.
Teacher recognizes and corrects misconceptions.
Emerging (1) Teacher's speech and written language are clear and correct. Vocabulary is correct, but limited or not appropriate to students' ages or backgrounds.
Teacher displays basic content knowledge.
Teacher recognizes students' misconceptions but does not address the misconceptions.
UnsatisfactoIY (0) Teacher's speech is inaudible or written language is illegible. Language may contain grammar, syntax, or spelling errors. Vocabulary may be inappropriate, vague, or used incorrectly.
Teacher makes content errors. Does not correct errors of students or self.
Teacher does not recognize errors as misconceptions.
Great Basin College 2016
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Standard 5: Application ofContent
The teacher understands how to connect concepts and use differing perspectives to engage learners in qitical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard 5 includes ability to convey content, enthusiasm towards content, selection of materials appropriate for learners, and the understanding that subject matter knowledge is ever evolving.
Exceptional{~) Proficient (2) Emerging (1) Unsatisfactory (0) Interdisciplinary connections Teacher incorporates Teacher incorporates Teacher displays limited Teacher does not attempt
interdisciplinary content interdisciplinary connections awareness of interdisciplinary interdisciplinary connections connections to teaching and to support literacy connections to teaching and to teaching and learning. learning on a regular basis to development across content learning; attempts to enhance relevance. areas. incorporate strategies with
limited success.
-----------
Supporting learner expression Teacher has students assume Teacher fosters collaboration Teacher dictates mode of -----------
Teacher does not encourage considerable responsibility and interaction through varied learner expression. students to express their and allows flexibility in the uses of learner expression. content ideas in a socially active communication used interactive setting in the for collaboration and classroom. interaction.
Inquiry -----------
Creates experiences that Engages learners in applying Methods of inquiry are Teacher does not attempt encourages learners to methods of inquiry and attempted with limited inquiry based learning with understand, question, and standards of evidence used in success. students. analyze ideas from diverse the discipline. Promotes perspectives so that they convergent thinking. master the content. Promotes divergent thinking.
Multi-media Interactive multi-media is Lessons consistently Multi-media used does not Teacher does not use multi-used to enhance conceptual incorporate multi-media to enhance the lesson. media as an instructional tool. understanding and/or add instructional impact and relevance.
-----------increase learning.
-----------
Great Basin College 2016
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Standard 6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Standard 6 includes designing and utilizing preassessment, formative assessment, and summative assessment, providing meaningful and timely feedback .
Fonnative assessment Exceptional (3) Learners are involved in the self-monitoring of their learning.
Proficient (2)_ Evidence of learning is collected in a variety of ways. Feedback is timely and includes qualitative comments. Results of formative assessments drive instruction.
Emerging (1) Feedback is timely but minimal. Fonnative assessments are not considered in next steps of instruction.
Unsatisfactory (Qt Feedback is not provided in a timely manner and/or minimal.
Preassessment ---
Preassessments are used to differentiate instruction.
----
Preassessments are used to detennine instructional plan. Preassessments are aligned with standards and objectives.
----
Preassessments are given b results are not driving instruction. Preassessment are not consistently alignec with standards and objecth
ut
s
es.
I Preassessments are not used or are not aligned with
I standards and objectives.
Summative assessment Summative assessments are created prior to lesson planning. Summative assessments are analyzed and adjusted to maintain balance among objectives.
Summative assessments are created prior to lesson planning. Summative assessments are aligned with standards and objectives. Feedback is timely and includes qualitative comments.
Summative assessments ar e created after lesson planniJ Summative assessments ar not consistently aligned Wi standards and objectives. Feedback is timely but minimal.
g. e h
Summative assessments are not created or are not aligned with standards and objectives. Feedback is not provided in a timely manner and/or minimal.
Data Analysis Teacher analyzes results of assessments and implements a plan ofaction for students based on those results.
Teacher analyzes results of assessments and reflects on those results.
Teacher keeps students' records up-to date.
Teacher does not keep consistent student records.
Great Basin College 2016
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Standard 7: Planning (or Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 7 includes creating lesson plans, utilizing standards and objectives, adjusting and adapting plans based upon learners' responses, recognizing long-term and lans. linkin2: learnin2: objectives and activities. and or2:anizin2: content for effi --- --- ---- ------} -------- - . - - ------- ~ ~ - -- ------ - - - -- .
Exceptional (3) Proficient (2) Emerging (1) Unsatisfactory (0) Global planning * May Curriculum maps are Unit plans are standards- Plans are standards-based, Plans are text book driven already include grade level or standards based and based and drive effective short-range, week-by-week and short-range subject area curriculum maps developed for all subject lesson progression. done by teams in the district areas, linked to unit plans that focus on unit plans for drive lesson progression. evaluating this category. Lesson Design Backwards design, planned Plans include all minimum Plans include all minimum Lessons not developed with
for higher order questions, components, plan components, but the all minimum components relevance components are aligned with components may not align to and/or on time.
one another, and lesson each other or with the execution aligns with plans. execution
Lesson adjustment Teacher immediately makes Teacher makes minor Teacher attempts to adjust a Teacher adheres rigidly to an necessary adjustments to adjustments to future plans lesson but with mixed results. instructional plan even when lesson to meet student needs, and the adjustments occur a change would clearly interests, and motivation. The smoothly. improve the lesson. adjustment improves the lesson.
Great Basin College 2016
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Standard 8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 8 includes student engagement, teaching techni rocesses.
Questioning techniques
Student engagement
Strategies and techniques
Pacing
i Exceptional (3) Teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question.) Wait time is used appropriately. Teacher scaffolds questions from learners' responses:~ Teacher plans for and utilizes student engagement strategies. The students are engaged the majority ofthe school day.
Teacher deliberately adds new and varied instructional techniques to promote metacognitivc processes. Students achieve the desired learning outcome. Lesson activities require students to be cognitively active and construct their knowledge. Teacher paces lesson to maximize instruction. Transition timcs are minimal.
__n Teacher's questions consistently reflect the goals of lesson. Challenges students to justifY response by probing for learner understanding. Helps students to articulate ideas. Asks varying levcls of questions in regards to Bloom's Taxonomy.
Teacher plans for student engagement strategies and utilizes them consistently.
Teacher designs a wide variety of instructional techniques. The techniques are useful in helping students achieve the desired learning outcome.
Teacher paces lesson as planned. Lessons begin and end on time. Transition times are minimal.
(1) nun Teacher attempts questioning techniques but has a difficult time implementing them effectively. Is aware of Bloom's Taxonomy but does not consistently utilize all levels of cognition.
Teacher is engaged in presenting lesson, and learners are disengaged the majority of the time.
Teacher attempts a variety of teaching techniques but teaching techniques do not help students achieve the desired learning outcome.
Teacher does not pace as planned. Lessons do not or end on time. Transition times are too long.
Teacher only utilizes the questions from the teacher's guide. Does not apply Bloom's Taxonomy to the classroom.
Total disengagement by teacher and learners.
Teacher relies heavily upon transmission models of instruction and does not help students achieve the desired learning outcome
Teacher is not able to plan for allotted time. Transition times are long and chaotic.
Great Basin College 2016
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Standard 9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard 9 includes accepting constructive feedback, implementing change, using a variety of professional resources, maintaining a positive attitude, knowing personal areas of strengths and weaknesses, and setting high expectations for self.
Proficient (2) Exceptional (3) Emerging (1) Unsatisfactory (0)1---------------------------
Teacher listens to Response to constructive Teacher seeks out Teacher listens to Teacher makes excuses for feedback constructive feedback and constructive feedback and constructive feedback but teaching perfonnance when
successfully implements tries to implement does not always follow given constructive criticism. suggestions into practice. suggestions into practice. through with
recommendations.
Teacher is able to critically Teacher can accurately Self-reflection Teacher's interpretation of Teacher does not know analyze a lesson for determine whether a lesson whether or not a lesson has whether or not a lesson was effectiveness and offer has met the stated goals. met the stated goal is not effective or whether or not it alternative actions complete Offers general suggestions for accurate. achieved its goals. with probable successes with improvement or is dependent Profoundly midjudges the different approaches. on supervisors for ideas. success of a lesson.
Perceptions are often inaccurate.
Peffonns in a professional Teacher participates in Teacher participates in Teacher's attire, mannerisms, manner professional development required professional communication or
beyond mandatory development. Teacher promptness lacks in some requirements. consistently demonstrates manner.
professionalism in appearance, manners and integrity.
Great Basin College 2016
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Standard 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Standard 10 includes communicating with parents and lead teacher, participating in collegial activities, and demonstrating involvement in learning activities outside of school. - ---------
Exceptional (3) Proficient (2) Emerging (1) Unsatisfactory (0) Communication between lead Teacher takes professional Teacher consistently engages Teacher begins to Teacher avoids and/or seldom teacher and student intern dialog with lead teacher to high in dialog with lead teacher generate specific participates in dialog with
levels of critical thinking. regarding occurrences of the questions regarding lead teacher. Communication Analyzes occurrences of the classroom day. occurrences of the is dysfunctional and/or very classroom day in partnership Communication pattern is a classroom day. limited. with lead teacher. mentor-mentee relationship. Communication pattern is Communication pattern is a professionally functional model of equality. but limited.
Collaborates with Teacher routinely requests and Teacher seeks opportunities to Teacher maintains Teacher has little interaction professional colleagues shares materials, resources, and work with colleagues to learn professional cordial with colleagues or
ideas with colleagues and is an and grow professionally. relationships with school relationships are negative or integral part of decision-making. staff and attends required unprofessional.
meetings.
Communicates with parents Teacher establishes respectful Teacher teams with the lead Teacher provides required Teacher is insensitive to and productive relationships teacher to communicate with information to parents. parent concerns about with parents. Actively seeks to parents about their child's Minimal contact is students. Does not make an include and communicate with progress on a regular basis and established. effort to get involved with families within the classroom. openly welcomes parents to parents.
the classroom.
Participates within greater Teacher seeks out and volunteers Teacher participates in Teacher avoids becoming school community to participate in school or school/district events when involved in school/district
community activities outside of specifically asked or required. projects and/or community school hours and makes Participates as much as events. substantial contributions. possible as a full faculty
member.
Great Basin College 2016
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Rubric Conversion
Decision Rule
This decision rule is a guideline for converting the summative evaluation rubric scores into the required letter grade for the student internship. These conversions coincide with the Levels of Performance narrative descriptions on page 21 of the Student Teaching Internship Handbook.
At least 40% of the ratings are 3s and the remaining ratings are 2s. 100% of the ratings are 2s or better.
A
B
r----------:---------------------------------------------------
At least 80% of the ratingsare)sorbetter and none is a O. Fewer than 80% of the ratings are 2s or better and none is a O. At least one rating is a O.
C D
F
Portfolio Evaluation
Each student intern is required to complete a showcase portfolio in which slhe provides evidence of meeting the InTASC standards as set forth in the Great Basin
College education program. Along with that primary purpose, the portfolio is a means for students to demonstrate competency in the education field as prospective
professionals seeking employment.
This portfolio will be created in Canvas, a web-based system, and will be evaluated by a team of GBC education department personnel. Each InT ASC
standard is given a score ranging from exceptional (3) to unsatisfactory The entire portfolio is also judged as a whole based upon a rubric including categories of
overall appearance and organization, rationale statements, conventions, grammar and spelling, showing versus telling, and presentation. Student will submit his/her
portfolio for formative feedback during student teaching. After qualitative feedback is provided, the student will rework and resubmit for a summative grade.
Completion of the portfolio is part of the grade earned in the capstone class, EDEL 491 or EDSC 491.
Great Basin College 2016
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Showcase Portfolio: Final Rubric InTASC Core Teaching Standards
Teacher Candidate
3 - Exceptional- Strong, convincing, and consistent evidence 2 - Proficient- Clear evidence I - Emerging- Limited evidence 0 - Unsatisfactory- No evidence
InTASC STANDARD Score Formative Comments I : Learner Development
2: Learning Differences
3: Learning Environments
4: Content Knowledge
5: Application of Content
------
6: Assessment
7: Planning for Instruction
-::-::-~~ ~~~ --------
8: Instructional Strategies
9: Professional Learning and Ethical Practice
\0: Leadership and Collaboration
TOTAL 30 points
Summative Comments
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Great Basin College 2016
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at _s trW"
Overall Portfolio
Score Comments 3-Exceptional 2-Proficient 1- Emerging O-Unsatisfactory Overall appearance Colorful, creative, Well-organized, easy Organization No personalization, content is and organization personalized, easy to
follow and comprehend; includes graphics, a balance between space and material
to follow, some personalization of material, suitable to share with employer
attempted, not suitable to share with employer
in disarray, difficult to follow and read
Rationale statements Well-written, explicit and concise rationale of artifacts; rationale is linked to standards and explains clearly the reason for meeting the standard
Rationale is linked to standards and explains clearly the reason for meeting the standard, but may contain part of the artifact or be too wordy
Rationale statements explain the artifacts but do not clearly link the artifact to the standard
Rationale statements do not explain the reason for the artifact and/or do not link to standards
Conventions-grammar and spelling
No grammatical or spelling errors
Limited errors (1-4) Limited crrors (1-4) that distract from overall portfolio
Contains many errors
Includes no pictures or Showing versus Includes pictures and Includes pictures and Includes pictures and telling
Presentation
------
samples of student work; docs more showing than telling
Brief, well-prepared, presentation; student communicates to the audience his/her professional efficacy as a teacher/leader; presents as a professional
samplcs of student work; does equal amounts of showing and telling
Brief, well-prepared presentation; strong public speaking skills; presents as a professional
samples of student work; does more telling than showing
Prepared presentation but lacks professionalism
--------
samples of student
Unprepared, -0" ito remedy noted errors, appropriate public sneakint> skills ~
m "-"nY'w
Great Basin College 2016
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Mid-Tenn & Summative Evaluation - Student Intern Mid-tenn date Summative date
Intern, lead teacher, and college supervisor complete the evaluation together at the mid-term mark and the end ofthe internship. 40% score of3s with no Is = A. (Intern Copy)
3=Exceptional 2=Proficient l=Emerging O=Unsatisfactory
STANDARD 1: LEARNER DEVELOPMENT COMMENTS: Mid-term: 3 2 1 0 Cognitive development 3 2 1 0 Flexible grouping 3 2 1 0 Differentiates instruction Summative: 3 2 1 0 Cognitive development 3 2 1 0 Flexible grouping 3 2 1 0 Differentiates instruction
STANDARD 2: LEARNING DIFFERENCES Mid-term: 3 2 1 0 Accommodates instruction for identified learners 3 2 1 0 Content comprehensible 3 2 1 0 Understanding your students Summative: 3 2 1 0 Accommodates instruction for identified learners 3 2 1 0 Content comprehensible 3 2 1 0 Understanding your students
Great Basin College 2016
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STANDARD 3: LEARNING ENVIRONMENTS
Mid-term: 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 Summative: 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0
Expectations Procedures and routines Management Motivation Nonverbal communication
Expectations Procedures and routines Management Motivation Nonverbal communication
STANDARD 4: CONTENT KNOWLEDGE Mid-term: 3 2 1 0 Content language 3 2 1 0 Content knowledge 3 2 1 0 Misconceptions Summative: 3 2 1 0 Content language 3 2 1 0 Content knowledge 3 2 1 0 Misconceptions
STANDARD 5: APPLICATION OF CONTENT Mid-term: 3 2 1 o Interdisciplinary connections 3 2 1 o Supporting learner expression 3 2 1 o Inquiry 3 2 1 o Multi-media
Great Basin College 2016
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Standard 5 continued ... COMMENTS: Summative: 3 2 1 0 Interdisciplinary connections 3 2 1 0 Supporting learner expression 3 2 1 0 Inquiry 3 2 1 0 Multi-media
STANDARD 6: ASSESSMENT Mid-term: 3 2 1 0 Formative assessment 3 2 1 0 Preassessment 3 2 1 0 Summative assessment 3 2 1 0 Data analysis Summative: 3 2 1 0 Formative assessment 3 2 1 0 Preassessment 3 2 1 0 Summative assessment 3 2 1 0 Data analysis
STANDARD 7: PLANNING FOR INSTRUCTION Mid-term: 3 2 1 0 Global planning 3 2 1 0 Lesson design 3 2 1 0 Lesson adjustment Summative: 3 2 1 0 Global planning 3 2 1 0 Lesson design 3 2 1 0 Lesson adjustment
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STANDARD 8: INSTRUCTIONAL STRATEGIES COMMENTS:
Mid-term: 3 2 1 0 Questioning techniques 3 2 1 0 Student engagement 3 2 1 0 Strategies and techniques 3 2 1 0 Pacing Summative: 3 2 1 0 Questioning techniques 3 2 1 0 Student engagement 3 2 1 0 Strategies and techniques 3 2 1 0 Pacing
STANDARD 9: PROFESSIONAL LEARNING AND ETHICAL PRACTICE Mid-term: 3 2 1 0 Response to constructive feedback 3 2 1 0 Self-reflection 3 2 1 0 Performs in a professional manner Summative: 3 2 1 0 Response to constructive feedback 3 2 1 0 Self-reflection 3 2 1 0 Performs in a professional manner
STANDARD 10: LEADERSHIP AND COLLABORATION Mid-term: 3 2 1 o Communication between lead teacher and intern 3 2 1 o Collaborates with professional colleagues 3 2 1 o Communicates with parents 3 2 1 o Participates within greater school community
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Standard 10 continued ... COMMENTS: Summative:
321 o Communication between lead teacher and intern
321 o Collaborates with professional colleagues
321 o Communicates with parents
321 o Participates within greater school community
Mid-term comments:
Initials:
Intern Lead Teacher College Supervisor _____
Summative comments:
Signatures: Teacher'______________
College Supervisor _______________
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Mid-Term & Summative Evaluation - Student Intern Mid-term date Summative date
Intern, lead teacher, and college supervisor complete the evaluation together at the mid-term mark and the end ofthe internship. 40% score of3s with no is = A. (Office Copy)
3=Exceptional 2=Proficient l=Emerging O=Unsatisfactory
STANDARD 1: LEARNER DEVELOPMENT COMMENTS: Mid-term: 3 2 o Cognitive development 3 2 o Flexible grouping 3 2 o Differentiates instruction Summative: 321 o Cognitive development 321 o Flexible grouping 321 o Differentiates instruction
STANDARD 2: LEARNING DIFFERENCES
Mid-term:
321 o Accommodates instruction for identified learners
321 o Content comprehensible
321 o Understanding your students
Summative:
3 2 1 o Accommodates instruction for identified learners
321 o Content comprehensible
321 o Understanding your students
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STANDARD 3: LEARNING ENVIRONMENTS COMMENTS: Mid-term: 3 2 1 0 Expectations 3 2 1 0 Procedures and routines 3 2 1 0 Management 3 2 1 0 Motivation 3 2 1 0 Nonverbal communication Summative: 3 2 1 0 Expectations 3 2 I 0 Procedures and routines 3 2 I 0 Management 3 2 I 0 Motivation 3 2 I 0 Nonverbal communication
STANDARD 4: CONTENT KNOWLEDGE Mid-term: 3 2 1 0 Content language 3 2 1 0 Content knowledge 3 2 1 0 Misconceptions Summative: 3 2 1 0 Content language 3 2 1 0 Content knowledge 3 2 1 0 Misconceptions
STANDARD 5: APPLICATION OF CONTENT Mid-term: 3 2 I o Interdisciplinary connections 3 2 1 o Supporting learner expression 3 2 1 o Inquiry 3 2 1 o Multi-media
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Standard 5 continued... Summative: 3 2 I 0 Interdisciplinary connections 3 2 I 0 Supporting learner expression 3 2 I 0 Inquiry 3 2 I 0 Multi-media
STANDARD 6: ASSESSMENT Mid-term: 3 2 1 0 Formative assessment 3 2 I 0 Preassessment 3 2 1 0 Summative assessment 3 2 I 0 Data analysis Summative: 3 2 1 0 Formative assessment 3 2 I 0 Preassessment 3 2 1 0 Summative assessment 3 2 1 0 Data analysis
STANDARD 7: PLANNING FOR INSTRUCTION Mid-term: 3 2 1 o Glo bal planning 3 2 1 o Lesson design 3 2 1 o Lesson adjustment Summative: 3 2 o Global planning 3 2 o Lesson design 3 2 o Lesson adjustment
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STANDARD 8: INSTRUCTIONAL STRATEGIES COMMENTS:
Mid-tenn: 3 2 1 0 Questioning techniques 3 2 1 0 Student engagement 3 2 1 0 Strategies and techniques 3 2 1 0 Pacing Summative: 3 2 1 0 Questioning techniques 3 2 1 0 Student engagement 3 2 1 0 Strategies and techniques 3 2 1 0 Pacing
STANDARD 9: PROFESSIONAL LEARNING AND ETHICAL PRACTICE Mid-tenn: 3 2 1 0 Response to constructive feedback 3 2 1 0 Self-reflection 3 2 1 0 Perfonns in a professional manner Summative: 3 2 1 0 Response to constructive feedback 3 2 1 0 Self-reflection 3 2 1 0 Perfonns in a professional manner
STANDARD 10: LEADERSHIP AND COLLABORATION Mid-tenn: 3 2 1 o Communication between lead teacher and intern 3 2 1 o Collaborates with professional colleagues 3 2 1 o Communicates with parents 3 2 1 o Participates within greater school community
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Standard 10 continued ... Summative: 321 o 321 o 321 o 321 o
Mid-term comments:
Communication between lead teacher and intern Collaborates with professional colleagues Communicates with parents Participates within greater school community
COMMENTS:
Initials:
Intern Lead Teacher College Supervisor _____
Summative comments:
Signatures:
College Supervisor ______________
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ADDITIONAL DOCUMENTS
APPENDIX
Substitute Policy by District
Expanded InTASC Standards and Course Correlations
Teacher Education Conceptual Framework Expanded
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SUBSTITUTE POLICY BY DISTRICT
Substituting Policy for Interns Elko County School District
Great Basin College and Elko County School District have developed the following policy regarding student teaching interns substituting on a short-tenn, emergency basis while completing their internships.
Student teaching interns will not be allowed to substitute except in the case ofan emergency and when the following conditions are met:
The cooperating teacher and the principal initiate the request for the intern to act as a substitute. The length of the substituting will be no more than two consecutive days, and no more than five days total during their internship semester. The interns are substituting in the cooperating teacher's classroom only. Another licensed teacher is available in the event of a classroom emergency. The intern has a valid substitute credential and is on the district substitute list. The intern will not be paid for this substituting; instead it will be considered part ofhislher teaching internship.
Substituting Policy for Interns Humboldt County School District
Great Basin College and Humboldt County School District have developed the following agreement regarding student teaching interns substituting on a shorttenn, emergency basis while completing their internships.
Student teaching interns will not be allowed to substitute except in the case ofan emergency and when the following conditions are met:
The cooperating teacher and the principal initiate the request for the intern to act as a substitute. The length of the substituting will be no more than two consecutive days and no more than five days total during their internship semester, unless
approved by Great Basin College and Humboldt County School District. The interns are substituting in the cooperating teacher's classroom only. Another licensed teacher is available in the event of a classroom emergency. The intern has a valid substitute credential and is on the district substitute/guest teacher list. The intern will not be paid for this substituting; instead it will be considered part of hislher teaching IIUo;;lll:5l11J).
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Substituting Policy for Interns
Lander County School District
Great Basin College and Lander County School District have developed the following policy regarding student teaching interns substituting on a short-term, emergency basis while completing their internships.
Student teaching interns will not be allowed to substitute except in the case of an emergency and when the following conditions are met:
The cooperating teacher and the principal initiate the request for the intern to act as a substitute. The length of the substituting will be no more than two consecutive days and no more than five days total during their internship semester, unless
approved by Great Basin College and Humboldt County School District. The interns are substituting in the cooperating teacher's classroom only. Another licensed teacher is available in the event of a classroom emergency. The intern has a valid substitute credential and is on the district substitute/guest teacher list. The intern will not be paid for this substituting; instead it will be considered part of hislher teaching internship.
Substituting Policy for Interns
Nye County School District
Great Basin College and Nye County School District have developed the following policy regarding student teaching interns substituting on a short-term, emergency basis while completing their internships.
Student teaching interns will not be allowed to substitute except in the case of an emergency and when the following conditions are met:
The cooperating teaching and the principal initiate the request for the intern to act as a substitute. The length of the substituting will be no more than two consecutive days, and no more than five days total during their internship semester. The interns are substituting in the cooperating teacher's classroom only. Another licensed teacher is available in the event of a classroom emergency. The intern has a valid substitute credential and is on the district's substitute list. The intern will not be paid for this substituting; instead it will be considered part ofhislher teaching internship, unless prior arrangements have been
made between Nye County School District and Great Basin College.
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Substituting Policy for Interns
White Pine County School District
Great Basin College and White Pine County School District have developed the following policy regarding student teaching interns substituting on a short-tenn, emergency basis while completing their internships.
Student teaching interns will not be allowed to substitute except in the case of an emergency and when the following conditions are met:
The cooperating teaching and the principal initiate the request for the intern to act as a substitute. The length of the substituting will be no more than two consecutive days, and no more than five days total their internship semester. The interns are substituting in the cooperating teacher's classroom only. Another licensed teacher is available in the event of a classroom emergency. The intern has a valid substitute credential and is on the district's substitute list. The intern will not be paid for this substituting; instead it will be considered part of hislher teaching internship, unless prior arrangements have been
made between White Pine County School District and Great Basin College.
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Standard 1: LEARNER DEVELOPMENT
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Performances: The teacher
l(a) regularly assesses individual and group perfonnance in order to design and modifY instruction to meet learners' needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
I(b) creates developmentally appropriate instruction that takes into account individual learners' strengths, interests, and needs and that enables each learner to advance and accelerate hislher learning.
l(c) collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
Essential Knowledge: The teacher
1 (d) understands how learning occurs-- how learners construct knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote student learning.
l(e) understands that each learner's cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners' strengths and needs.
I(f) identifies readiness for learning, and understands how development in anyone area may affect perfonnance in others.
1 (g) understands the role of language and culture in learning and knows how to modifY instruction to make language comprehensible and instruction relevant, accessible, and challenging.
Critical Dispositions: The teacher
respects learners' differing strengths and needs and is committed to using this infonnation to further each learner's development.
I(i) is committed to using learners' strengths as a basis for growth, and their misconceptions as opportunities for learning.
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1(;) takes responsibility for promoting learners' growth and development.
1(k) the teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each leamer's development.
Course Correlations - General Education and Endorsement Courses: EDEL 315, 433, 443,453,483,491 EDUC 323, EDRL 437, 442, 443 EDSC 315, 407, 453, 463, 473, 483, 491
EPY 330 ENG 250 MATH 122, 123 INT 339, 349, 359, 369.
Standard 2: LEARNING DIFFERENCES
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Performances: The teacher
2a) designs, adapts, and delivers instruction to address each student's diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
2(b) makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
2(c) designs instruction to build on learners' prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.
2(d) brings mUltiple perspectives to the discussion ofcontent, including attention to learners' personal, family, and community experiences and cultural norms.
2(e) incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.
2(t) accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.
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Essential Knowledge: The teacher
2(g) understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner's strengths to promote growth.
2(h) understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.
2G) understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.
2(k) knows how to access information about the values of diverse cultures and communities and how to incorporate learners' experiences, cultures, and community resources into instruction.
Critical Dispositions: The teacher
2(1) believes that allieamers can achieve at high levels and persists in helping each learner reach hislher full potentiaL
2(m) respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
2(n) makes learners feel valued and helps them learn to value each other.
2(0) values diverse languages and dialects and seeks to integrate them into hislher instructional practice to engage students in learning.
Course Correlations: EDEL 31 1,313,315,433,443,453,483,491 EDRL 437, 442, 443 EDSC 311, 313, 315,407,453,463,473,483,491 EDSP 301 EDUC 323, 406 EPY 330 HDFS 201 PSY 101. 233, 234.
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Standard 3: LEARNING ENVIRONMENTS
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Performances: The teacher
3(a) collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
3(b) develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people
locally and globally.
3( c) collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual
and group responsibility for quality work.
3(d) manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and
learners' attention.
3(e) uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.
3(f) communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing
perspectives learners bring to the learning environment.
3(g) promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.
3(h) intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.
Essential Knowledge: The teacher
3(i) understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner selfdirection and ownership of learning.
30) knows how to help learners work productively and cooperatively with each other to achieve learning goals.
3(k) knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations,
routines, and organizational structures.
3(1) understands how learner diversity can affect communication and knows how to communicate effectively in differing environments.
3(m) knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways
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Standard 4: CONTENT KNOWLEDGE
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Performances: The teacher
4(a) effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote
each leamer's achievement of content standards.
4(b) engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so
that they master the content.
4( c) engages learners in applying methods of inquiry and standards of evidence used in the discipline.
4(d) stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners' experiences.
4(e) recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build accurate conceptual understanding.
evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the and appropriateness for his/ her learners.
4(g) uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners.
4(h) creates opportunities for students to learn, practice, and master academic language in their content.
4(i) accesses school and/or district-based resources to evaluate the leamer's content knowledge in their primary language.
Essential Knowledge: The teacher
40) understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
4(k) understands common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.
4(1) teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.
4(m) knows how to integrate relevant content to build on learners' background knowledge.
has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches.
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Critical Dispositions: The teacher
4(0) realizes that content knowledge is not a fixed body offacts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.
4(p) appreciates mUltiple perspectives within the discipline and facilitates learners' critical analysis of these perspectives.
4(q) recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias.
4(r) is committed to work toward each learner's mastery of disciplinary content and skills.
Course Correlations: EDEL 311,313,315,433,443,453,483,491 EDRL 437, 442, 443 EDSe 311, 313, 315, 407,453,463,483,491 EDSP 301 EDU 214, 250 EDUe 323, 406 EPY 330
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5(n) the teacher understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learning.
5(0) understands creative processes and how to engage learners in producing work.
5(p) knows where and how to access resources to build global awareness and understanding, and how to integrate them into the curriculum.
Critical Dispositions: The teacher
5(q) is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.
5(r) values knowledge outside his/her own content area and how such knowledge enhances student learning.
5(s) values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.
Course Correlations: EDEL 311, 313, 315,433,443,453,483,491 EDRL 437, 442, 443 EDSC 311, 313, 315, 407, 453, 463, 483,491 EDUC 323, 406 EPY 330 ANTH 101, 102,20] SOC 10]
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Standard 6: ASSESSMENT
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Performances: The teacher
6(a) balances the use offonnative and summative assessment as appropriate to support, verity, and document learning.
6(b) designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
6(c} works independently and collaboratively to examine test and other perfonnance data to understand each learner's progress and to guide planning.
6( d) engages learners in understanding and identitying quality work and provides them with effective descriptive feedback to guide their progress toward that
work.
6(e) engages learners in multiple ways of