The Guide to Student Teaching - Nazareth College€¦ · beginning teacher. As teacher candidates...

The Guide to Student Teaching

Nazareth College Rochester, NY

The Guide to Student Teaching Nazareth College, Rochester, NY

Teacher Education at Nazareth College1

This Guide to the Student Teaching serves as a reference for information, policies, and procedures for teacher candidates, cooperating teachers, and college supervisors2. Our programs are designed to engage pre-service teacher candidates (hereafter called teacher candidates) in coursework and field experiences that deepen their understanding of education as a profession.

Effective partnerships are essential for the high quality clinical practices that are central

to the preparation of teacher candidates. High quality clinical practices allow teacher candidates to develop and apply the knowledge, skills, and professional acumen necessary to demonstrate positive impact on all P-12 students’ learning and development. Such an authentic application of coursework is where the college and local schools come together in a partnership that sustains our profession.

The landscape of our profession is changing. The standards and expectations of the

field of education have raised the achievement bar for P-12 levels of education. So too the standards and expectations have been raised for pre-service teacher education. No longer are our partners in public education referred to simply as Cooperating Teachers. In their essential role as School Based Teacher Educators (hereafter referred to as SBTE’s), the educators who host teacher candidates take on a leadership role—modeling and mentoring excellence in teaching and learning.

Student teaching benefits both the SBTE and the teacher candidate. Hosting a teacher

candidate allows SBTEs to pause and reflect on their own practice. With another invested educator dedicating time, skill, and energy to the success of the SBTE’s students, together the teacher candidate and SBTE can create collaborative partnerships, co-teaching opportunities, and the ability to conduct individualized diagnostic student evaluations that are typically constrained by time and resources.

A key to the successful student teaching partnership between Nazareth College and

School Based Teacher Educators is open and thoughtful communication amongst the triad of teacher candidate, SBTE, and college supervisor. When communication is honest and expectations are clear, relationships of trust emerge. Teacher candidates are asked to be flexible, responsive, and reflective. School Based Educators are asked to observe the teacher candidate and regularly offer collaboration and feedback. The College Supervisor works closely with the student teacher and the cooperating teacher through regular visits to observe, provide feedback,

1 An electronic copy of this guide is available on the Office of Field Placement Services webpage at www.naz.edu. 2 Nazareth College’s Teacher Education Programs and this Guide were developed in accordance with the Council for the Accreditation of Educator Preparation Standards and the New York State Education Department Guidelines for field experiences.


and assess the teacher candidate’s progress. Nazareth College is grateful to the teachers in our partnering schools who join us in our efforts to prepare excellent teachers.

All teacher candidates from Nazareth College engaged in student teaching have met the

pre-requisite coursework and extensive field placement requirements of their initial certification programs. They come ready to further enhance and gain competency in the skills required of a beginning teacher. As teacher candidates move from coursework to student teaching, they are challenged to examine the demands of the profession as well as their own commitments, skills, and fit for this career choice. With this in mind, we understand that student teaching is a personal and professional journey of reflection and self-discovery as well as socialization into the field of contemporary education. Teacher candidates are asked to assess the characteristics that make for successful teaching--psychological maturity, professionalism, content preparation, and pedagogical expertise--and are encouraged to think of themselves as emerging professionals.

Student teachers are evaluated using a variety of formative and summative assessment

methods such as observations, reflective discussion, and SBTE evaluation forms (for more information see Section V: Teacher Candidate Evaluation). One such performance based assessment that all teacher candidates in the state of New York complete the Education Teacher Performance Assessment (edTPA). The normal instructional cycle consisting of planning, teaching and assessment is embedded within the edTPA. The edTPA requires teacher candidates to document a before, during, and after reflection and theoretical framing of their pedagogy for one “learning segment” of 3-5 sequenced lessons. Teacher candidates must video their learning segments and extensively document and reflect upon all aspects of their interactions with students with the goal of identifying areas of strength and areas for improvement in their pedagogy in a “real time” application3. Teacher candidates receive guidance and support on the parameters and format of the edTPA from the College. Assistance from the SBTE takes the form of time to implement their learning segment, assistance with edTPA video consent forms, and assistance with the videotaping in the classroom, but the primary responsibility for completing edTPA falls upon the teacher candidate.

We understand that as mentors and leaders in their school communities School Based

Teacher Educators take an active role in their professional trajectories and we appreciate the time, effort, dedication, and skill it takes to help teacher candidates transition into the profession. From helping teacher candidates learn to make decisions in real time, to bringing to life curricular innovations and modeling teacher-student interaction, SBTEs provide pivotal vision and voice to the next generation of educators.

3 For a brief introduction to edTPA, please see Appendix B. For more thorough information, please see the College Supervisor with whom you are in collaboration.


In this guide, the following aspects of student teaching will discussed:

I Student Teaching Performance Areas II Expectation of Teacher Candidates, School Based Teacher Educators, and College Supervisors

III Policies IV Recommended Progression of Teacher Candidate Responsibilities V Teacher Candidate Evaluation

VI Frequently Asked Questions Appendix A Student Teaching Evaluation Rubric for Common Areas Appendix B edTPA Overview Appendix C Essential Functions of a Professional Educator


I. Student Teaching Performance Areas

Pre-service teacher candidates are evaluated on four major performance areas. These

areas are central to college supervisor observations, teacher candidate reflective writing, and inform teacher candidate assessments4.

Planning & Preparation: Teacher candidates with exemplary planning and preparation skills are able to incorporate knowledge of human growth and development, discipline specific concepts, tools of inquiry, and structures of the discipline, and technology into meaningful segments of learning that are aligned with student learning goals. Instruction and Environment: Teacher candidates with exemplary knowledge of instruction and environment are able to employ a variety of instructional and assessment strategies, classroom management skills, and knowledge of student behavior to successfully create positive learning environments and implement written curriculum in a meaningful way. Professional Practice: Teacher candidates that display exemplary professional practice engage in meaningful reflection, respect diversity in school environments, demonstrate strong oral and written communication skills, demonstrate initiative and responsibility, and are professional and courteous in their interaction with all members of the school community. Program Specific Criteria: Teacher candidates with exemplary content area practices will meet the expectations set out by their individual programs (please see program specific documentation for these categories).

4 Please see Appendix A for a copy of the Student Teaching Evaluation Rubric for the first three categories. For 4.Program Specific Criteria, please speak to your College Supervisor.


II. Expectations of Teacher Candidates, School Based Teacher Educators, and College Supervisors

Teacher Candidates

! Have a positive impact on their P-12 students by focusing on student learning and assessment by creating lesson plans, actively engaging student learning, recognizing student assets, evaluating student learning.

! Recognize that their primary focus during student teaching is the well being and learning of their students.

! Teacher candidates must communicate in advance anything that will potentially impact their attendance (e.g. athletic commitments, teacher recruitment day).

! Establish an atmosphere of respect and understanding with the students in the classroom. ! Participate in proactive and ongoing face-to-face and electronic communication with assigned College

Supervisor and SBTE about their pedagogy, progress, and concerns. ! Bring innovative ideas into the teaching space if warranted and appropriate. ! Value their role as learners who are new to the teaching profession. ! Demonstrate the Essential Functions of a professional educator5. ! Follow the policies, procedures, time schedules, and obligations of the host school. ! Acknowledge that they are guests in the school and act accordingly. ! Dress, act and conduct themselves professionally at all times. ! Maintain confidentiality regarding school, classroom, and student information at all times. ! Attend classes and maintain commitment to college coursework. ! Complete edTPA, if appropriate.

School Based Teacher Educators

! Orient teacher candidates to school policies, classroom materials, procedures, routines and behavior expectations for pupils.

! Support teacher candidates as an individuals with unique needs and potential ! Support teacher candidates as learners and understand that...

• Learning to teach is a developmental process. • Coursework and early field experiences alone cannot fully prepare candidates for the

challenges of teaching. • Teacher candidates’ success depends in part on their support, encouragement, feedback and

modeling. 5 For a copy of the Essential Functions of a Professional Educator, please see Appendix C


• Student teaching is not the final experience in teacher development. It is one step along the continuing journey of professional development.

! Help teacher candidates feel welcome in the school and classroom. The cooperating teacher will... • Introduce teacher candidates to pupils, other teachers, administrators, and office and custodial

staff. • Provide teacher candidates with a workspace.

! Participate in proactive and ongoing face-to-face and electronic communication the Teacher Candidate and the College Supervisor about teacher candidates’ progress.

! Orient teacher candidates to school policies and practices needed for the successful collection of edTPA consent forms if appropriate.

! Set aside time for regular dialogue with teacher candidates and invite teacher candidates to ask questions.

! Establish a timeline with teacher candidates to assume teaching responsibilities. For guidance, please see Section IV: “Recommended Progression of Teaching Responsibilities” below.

! Foster creativity in teacher candidate work by encouraging new ideas. ! Be mindful of teacher candidate’s need for scheduling flexibility in order to attend requirements of the

Professional Semester and athletic responsibilities ! Refer to this handbook or contact the college supervisor for questions relating to expectations,

teacher candidate performance, and assessment. ! Become familiar with teacher candidate assessments (see Section V: Teacher Candidate Evaluation

and Appendix A for more information). ! Complete and discuss teacher candidate assessments at the midpoint and at the end of the student

teaching experience. College Supervisors

! Provide teacher candidates with written feedback, suggestions and guidance following all formal observations.

! Assist teacher candidates in self-assessment and reflective practice. ! Assist teacher candidates in navigating the logistics of setting up and completing edTPA. ! Participate in proactive and ongoing face-to-face and electronic communication with the SBTE and

teacher candidates about teacher candidates’ progress. ! Respond to the information and needs of teacher candidates and the SBTEs through visitations,

observations, and reflective seminars. ! Communicate with school principals and other administrators as necessary and appropriate.


III. Policies

Academic Calendar During the student teaching experience, teacher candidates are expected to follow the calendar of the host school district and the individual school(s) to which they are assigned. Nazareth’s academic calendar is not followed (e.g. teacher candidates follow the district’s Spring Break rather than Nazareth’s). Attendance

Teacher candidates are required to be in attendance at the host school every day of the

student teaching placement in accordance with the host school’s academic calendar. However, if an absence is unavoidable due to illness or family emergency, the total number of days

missed cannot exceed three days for teacher candidates registered for six credit hours, two days for students registered for three credit hours.

When it is necessary for a teacher candidate to be absent from school, the candidate must contact the

SBTE and the college supervisor(s) prior to the start of the school day on the day of the absence. If the teacher candidate is absent more than the allotted days, the candidate will be expected to make

up the difference. This may result in the student teaching experience extending beyond the end of the academic semester. Potential consequences could include an Incomplete on the candidate’s academic transcript and an extension of the time needed to complete the candidate’s program. The college supervisor will contact the Program Director and the Office of Field Placement Services, and the Program Director will determine the processes for completing the student teaching experience. Transportation of Students Under no circumstances is a teacher candidate allowed to transport students.

Teacher Candidate Accidents While in the Field

1. Teacher candidates need to report an accident in the school to the chief administrative officer of the school/agency as soon as possible. (Please note: Auto accidents that occur while student teaching are the sole responsibility of the teacher candidate).

2. Candidates need to follow the procedures as established by the school district/agency, e.g. complete

an incident report.


3. Teacher candidates should seek medical services, if needed, as covered by their own insurance.

4. Within 24 hours, teacher candidates need to notify their College Supervisor, Program Director, and

the Field Placement Services Program Director to report the accident and any actions that were taken.

5. The Director of Field Placement Services will write a description of the events to be placed in the teacher candidate’s file in the Office of Field Placement Services.

Teacher Candidates and Substitute Teaching

In an emergency, a teacher candidate may assume the SBTE’s role as long as the district assigns a

certified professional staff member to be responsible for the classroom. However, if SBTEs know in advance that they are going to be absent, teacher candidates may not act as a substitute teacher. The district is required to make provisions for a substitute teacher in the classroom.

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Explanation of Recommended Teacher Progression Categories

Learning Routines

! Teacher candidate familiarizes with the teaching context and students skills and assets. ! Support individual students and small groups. ! Teach single lessons after observing SBTE. ! Co-teach/assist SBTE’s lessons.

Mini-Teaching

! Assume responsibility for single lessons. ! Lead transitions/classroom routines. ! Apply knowledge of student assets in one-on-one student interactions.

Initial Teaching

! Research and plan with the SBTE for additional lessons. ! Add 1 or 2 more content area grade levels/courses.

Sustained Teaching

! Teach continuing lessons and/or units with the collaboration of the SBTE. ! Co-teaching with the teacher candidate taking the lead.

Full Teaching Responsibilities

! Independently research, plan, and teach the entire teaching load of the SBTE. Phasing Out

! Gradually reduce the primary responsibilities of teaching in the classroom. ! Transition these responsibilities back to the SBTE. ! The teacher candidate remains an active part of the classroom.


Suggested Stages of edTPA Completion

*Please note: The edTPA learning segment is the sole responsibility of the teacher candidate; it is imperative that the SBTE not appear in any of the video footage.

Planning for edTPA Implementation

! Collaborate with SBTE to research and plan edTPA unit of study ! Identify which classes/grade levels will participate in candidate’s edTPA learning segment. Field test

edTPA video and auditory equipment., Send edTPA video permission slips. ! Complete Context for Learning and Task I

Starting Out

! Initiate edTPA learning segment. ! Collect edTPA video permission slips and begin videotaping learning segment ! Check sound and camera angles.

Teaching and Collecting Video Footage

! Continue teaching lessons for edTPA unit with all in the identified ! grade levels/course sections. ! Review footage periodically for segments appropriate to Task 2 and to confirm good sound6. ! Develop assessment for edTPA unit. ! Complete Task 2

Wrapping Up

! Complete edTPA learning segment and assessments ! Complete Task 3 (and Task 4 depending upon initial certification program)

6 Please note that if teacher student dialogue is not completely clear on edTPA video footage, the teacher candidate is required to transcribe the 20 minute submission.


V. Teacher Candidate Evaluation

As with all teaching and learning, assessment and feedback needs to take place on an ongoing basis. The SBTE and College Supervisor provide ongoing feedback to the teacher candidate. Formal evaluation of the teacher candidate takes place at the midpoint and the end of the placement. At these times, the teacher candidate and SBTE use the evaluation forms appropriate to the candidate’s program, as directed by the College Supervisor. Evaluation forms may be provided in either an electronic or a paper-based format.

Each member of the student teaching triad--teacher candidate, SBTE, and college supervisor plays an important role in the evaluation process. Teacher candidates read, understand, and reflect on the student teaching rubric (see Appendix A). The SBTE gives ongoing formative feedback to the teacher candidate while on site, as well as written midterm feedback about the teacher candidate’s strengths and areas for growth, and a final summative evaluation at the end of the placement. The college supervisor observes the teacher candidates’ teaching, engages in discussion and mentorship activities during a college-based reflective seminar, and in many cases completes a final summative evaluation form.

If for some reason, the teacher candidate is not performing at the level expected by the School Based Teacher Educator, it is imperative that SBTEs communicate with both the teacher candidate and the college supervisor about their concerns. A teacher candidate who is struggling may be asked to develop an action plan to support their professional growth.

The final summative evaluation of teacher candidates is an electronic rubric based on the three common performance areas (Planning and Preparation, Instruction and Environment, and Professional Practice) and an additional program-specific area. The common performance areas are listed in Section I and the evaluation rubric is included in Appendix A.

The standard for success in the placement is determined by the college supervisor in conjunction with the SBTE and is based on our realistically high expectations for beginning teacher candidates. By the final evaluation, we expect teacher candidates to achieve 4s and 3s (Exceeds Expectations and Meets Expectations) on the Student Teaching Rubric, with no more than two 2s (Developing) and no 1s (Not Yet Acceptable).

All assessment reports are reviewed and signed by the Nazareth college supervisor(s) and filed in the Office of Field Placement Services. Teacher candidates and SBTEs will receive copies of the evaluation7.

7 Depending upon program these may be paper or electronic.


VI. Frequently Asked Questions

Which calendar does the teacher candidate follow—Nazareth’s or the School District’s? During the student teaching experience, teacher candidates are expected to follow the calendar of the host school district and the individual school(s) to which they are assigned. Nazareth’s academic calendar is not followed (e.g. teacher candidates follow the district’s Spring Break rather than Nazareth’s). What do I do if a teacher candidate is struggling in my classroom? Every effort should be made to directly communicate any problem with the teacher candidate. If issues persist, the College Supervisor is available to help the teacher candidate and SBTE co-navigate strategies for improvement. We ask that SBTEs address issues early and up front if they sense that a problem is likely to be ongoing. Teacher candidates are beginning teachers still developing the skills necessary for success as professional educators, so addressing issues proactively helps set them on a trajectory for success. Does the teacher candidate have designated sick/leave days?

No. The expectation is that the teacher candidate will attend the entire student teaching experience without absences. However, in the case of an unavoidable absence, the teacher candidate should inform both the SBTE and the college supervisor prior to the start of the school day (see Section 3 Policies: Attendance for more information). Are teacher candidates taking any additional credits or coursework while student teaching?

Yes. Teacher candidates student teaching are participating in a Professional Semester of coursework which is comprised of Student Teaching as well as a Reflective Seminar and perhaps one other professional development course (see requirements of each program). These are designed to support the Student Teaching experience by providing dedicated time for reflection, documentation, portfolio work, and often edTPA preparation. Teacher candidates are thus required to come to campus periodically. While Nazareth makes every effort to avoid scheduling conflicts, some scheduling flexibility may be needed in order to accommodate this requirement. Teacher candidates are advised to plan for completion of their program in a way that does not require any additional coursework outside of the Professional Semester (e.g. an elective class). Teacher candidates should prioritize all commitments of the Professional Semester.


Are teacher candidates required to complete lesson plans?

Yes. Teacher candidates are required to submit lesson plans in advance of their teaching. This provides the SBTE the opportunity to review, discuss, and critique the teacher candidate’s instructional plans.

What documentation is required from the cooperating teacher and when is it due?

We ask SBTE to complete formal assessments of their teacher candidates. The cooperating teacher will receive electronic links and further instructions from the college about individual program assessment dates. The cooperating teacher should discuss the contents of the evaluation with the teacher candidate, preferably before it is submitted.

How are problems between the teacher candidate and the SBTE resolved?

Direct and honest communication between the cooperating teacher and the teacher candidate is an important first step. Specific examples help clarify issues. If the problem cannot be resolved, the college supervisor should then be contacted. The college supervisor may then schedule a meeting with all parties to develop a plan with specific strategies to remedy the situation. The college supervisor is responsible for monitoring the implementation of the plan. Are placements changed if problems cannot be resolved? A change of placement is a last resort. SBTE--a committee of college professionals (College Supervisor, Program Director, and Field Placement Services Program Director) will consult with the SBTE, evaluate the situation and decide whether a placement change is appropriate and warranted. This may result in the student teaching experience extending beyond the end of the academic semester. Potential consequences would include an Incomplete on the candidate’s academic transcript and an extension of the time needed to complete the candidate’s program. Are SBTEs required to complete letters of recommendation? No. Letters of recommendation are completed at the discretion of the cooperating teacher.

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to

inco

rpor

ate

tech

nolo

gy

into

inst

ruct

iona

l go

als/

obje

ctiv

es.

4. C

reat

es le

arni

ng

expe

rien

ces

that

mak

e th

e di

scip

line

acce

ssib

le a

nd

mea

ning

ful f

or le

arne

rs

[cen

tral

con

cept

s, to

ols

of

inqu

iry,

str

uctu

res

his/

her

disc

iplin

e(s)

] to

ass

ure

mas

tery

of t

he c

onte

nt.

Can

dida

te d

emon

stra

tes

know

ledg

e of

con

tent

by

crea

ting

less

on e

xper

ienc

es th

at m

ake

the

disc

iplin

e ac

cess

ible

and

mea

ning

ful f

or le

arne

rs' t

o en

sure

m

aste

ry o

f the

con

tent

(e.g

. mul

tiple

ent

ry p

oint

s,

acce

ssin

g pr

ior

know

ledg

e, d

isci

plin

e sp

ecifi

c st

ruct

ures

, etc

.)

Can

dida

te d

emon

stra

tes

know

ledg

e of

co

nten

t by

crea

ting

less

on e

xper

ienc

es th

at

mak

e th

e di

scip

line

acce

ssib

le fo

r le

arne

rs' f

or

acqu

isiti

on o

f con

tent

(e.g

. mul

tiple

ent

ry

poin

ts, a

cces

sing

prio

r kn

owle

dge,

dis

cipl

ine

spec

ific

stru

ctur

es, e

tc.)

Can

dida

te d

emon

stra

tes

limite

d kn

owle

dge

of c

onte

nt a

nd a

ttem

pts

to c

reat

e le

sson

exp

erie

nces

that

m

ake

the

disc

iplin

e ac

cess

ible

for

lear

ners

' for

acq

uisi

tion

of c

onte

nt

(e.g

. mul

tiple

ent

ry p

oint

s,

acce

ssin

g pr

ior

know

ledg

e,

disc

iplin

e sp

ecifi

c st

ruct

ures

, etc

.)

Can

dida

te la

cks

know

ledg

e of

con

tent

or

dem

onst

rate

s in

accu

rate

kn

owle

dge

of c

onte

nt in

he

r/hi

s at

tem

pt to

cre

ate

less

on e

xper

ienc

es.

The

Gui

de to

Stu

dent

Tea

chin


In

stru

ctio

n an

d En

viro

nmen

t

Exce

eds

Expe

ctat

ions

: 4

Mee

ts E

xpec

tatio

ns: 3

D

evel

opin

g: 2

N

ot Y

et

Acce

ptab

le

5. U

tiliz

es a

var

iety

of

appr

opri

ate

inst

ruct

iona

l st

rate

gies

to e

ncou

rage

le

arne

rs to

dev

elop

dee

p un

ders

tand

ing

of c

onte

nt

area

s an

d th

eir

conn

ecti

ons,

an

d to

bui

ld s

kills

to a

pply

kn

owle

dge

in m

eani

ngfu

l w

ays.

Can

dida

te c

onsi

sten

tly u

ses

a va

riety

of i

nstr

uctio

nal

stra

tegi

es to

sup

port

stu

dent

s in

dev

elop

ing

deep

un

ders

tand

ing

of c

onte

nt b

y m

akin

g co

nnec

tions

to

prio

r le

arni

ng, o

rgan

izin

g in

form

atio

n an

d/or

in

crea

sing

aut

omat

icity

and

pro

vidi

ng o

ppor

tuni

ty fo

r ap

plic

atio

n in

aut

hent

ic w

ays.

Can

dida

te p

rom

otes

st

uden

ts' s

elf-

mon

itorin

g an

d ev

alua

tion

of th

eir

own

lear

ning

.

Can

dida

te u

ses

inst

ruct

iona

l str

ateg

ies

to

supp

ort s

tude

nts

in d

evel

opin

g un

ders

tand

ing

by m

akin

g co

nnec

tions

to p

rior

lear

ning

, or

gani

zing

info

rmat

ion

and/

or in

crea

sing

au

tom

atic

ity a

nd p

rovi

ding

opp

ortu

nity

for

appl

icat

ion.

Can

dida

te s

omet

imes

use

s in

stru

ctio

nal s

trat

egie

s to

sup

port

st

uden

ts in

dev

elop

ing

unde

rsta

ndin

g by

mak

ing

conn

ectio

ns to

prio

r le

arni

ng,

orga

nizi

ng in

form

atio

n an

d/or

in

crea

sing

aut

omat

icity

that

oft

en

resu

lts in

a s

uper

ficia

l stu

dent

un

ders

tand

ing.

Can

dida

te u

ses

inst

ruct

iona

l str

ateg

ies

that

con

fuse

or

do n

ot

supp

ort s

tude

nts'

unde

rsta

ndin

g of

co

nten

t.

6. U

ses

mul

tipl

e m

etho

ds o

f as

sess

men

t, re

sear

ch a

nd

evid

ence

to g

uide

dec

isio

n-m

akin

g an

d un

ders

tand

ing

of th

eir

own

prof

essi

onal

pr

acti

ce a

nd s

tude

nts'

pr

ogre

ss.

Can

dida

te u

ses

mul

tiple

met

hods

of a

sses

smen

t and

re

sear

ch to

ana

lyze

evi

denc

e of

stu

dent

pro

gres

s,

guid

e fu

ture

inst

ruct

iona

l dec

isio

n-m

akin

g, a

nd

furt

her

her/

his

own

prof

essi

onal

pra

ctic

e.

Can

dida

te u

ses

mul

tiple

met

hods

of

asse

ssm

ent t

o an

alyz

e ev

iden

ce o

f stu

dent

pr

ogre

ss a

nd g

uide

futu

re in

stru

ctio

nal

deci

sion

-mak

ing.

Can

dida

te u

ses

limite

d m

etho

ds o

f as

sess

men

t and

/or

min

imal

ly

anal

yzes

evi

denc

e of

stu

dent

pr

ogre

ss to

gui

de fu

ture

in

stru

ctio

nal d

ecis

ion-

mak

ing.

Can

dida

te d

oes

not u

se

asse

ssm

ent t

o an

alyz

e st

uden

t pro

gres

s or

to

guid

e fu

ture

inst

ruct

iona

l de

cisi

on-m

akin

g.

7. U

tiliz

es m

anag

emen

t pr

oced

ures

and

app

roac

hes

that

faci

litat

e in

stru

ctio

n

Can

dida

te c

reat

es a

nd im

plem

ents

saf

e cl

assr

oom

cu

lture

by

supp

ortin

g ro

utin

es a

nd r

ules

; usi

ng

visu

als,

and

bot

h ve

rbal

and

non

-ver

bal c

ues

to

faci

litat

e tr

ansi

tions

, stu

dent

com

plet

ion

of le

arni

ng

task

s, a

nd c

olla

bora

tion.

Can

dida

te s

uppo

rts

safe

cla

ssro

om c

ultu

re b

y su

ppor

ting

pre-

exis

ting

rout

ines

and

rul

es;

usin

g vi

sual

s, a

nd b

oth

verb

al a

nd n

on-v

erba

l cu

es to

faci

litat

e tr

ansi

tions

and

stu

dent

co

mpl

etio

n of

lear

ning

task

s.

Can

dida

te in

effe

ctiv

ely

supp

orts

sa

fe c

lass

room

cul

ture

and

m

inim

ally

use

s pr

e-ex

istin

g ge

nera

l ro

utin

es, v

isua

ls, a

nd/o

r ve

rbal

and

no

n-ve

rbal

cue

s. C

andi

date

's in

effe

ctiv

e us

e lim

its o

r pr

even

ts

succ

essf

ul c

ompl

etio

n of

lear

ning

ta

sks.

Can

dida

te d

oes

not

supp

ort a

saf

e cl

assr

oom

cu

lture

and

doe

s no

t use

pr

e-ex

istin

g ge

nera

l ro

utin

es, v

isua

ls, a

nd

verb

al a

nd n

on-v

erba

l cu

es. L

ack

of u

se a

nd/o

r la

ck o

f aw

aren

ess

of

thes

e to

ols

prev

ent

succ

essf

ul c

ompl

etio

n of

le

arni

ng ta

sks

and

prev

ents

Can

dida

te

effe

ctiv

enes

s.

8. D

emon

stra

tes

awar

enes

s of

stu

dent

beh

avio

rs a

nd

resp

onse

s by

mon

itor

ing

stud

ents

pro

acti

vely

and

po

siti

vely

Can

dida

te is

pro

activ

e an

d ca

n an

ticip

ate

pote

ntia

l tr

igge

rs o

f dis

rupt

ion.

Sen

ses

and

adap

ts to

moo

d an

d en

ergy

of t

he c

lass

. A

ctiv

ely

scan

s, m

onito

rs, a

nd is

aw

are

of s

tude

nt b

ehav

ior

thro

ugho

ut th

e cl

ass

perio

d, g

ives

pos

itive

rei

nfor

cem

ent,

and

redi

rect

s in

appr

opria

te s

tude

nt b

ehav

iors

, whe

n en

gagi

ng w

ith

the

who

le c

lass

and

whi

le w

orki

ng o

ne-o

n-on

e in

a

patie

nt a

nd p

ositi

ve m

anne

r.

Can

dida

te is

res

pons

ive

to in

appr

opria

te

stud

ent b

ehav

iors

--C

andi

date

mon

itors

and

w

orks

to b

e aw

are

of s

tude

nt b

ehav

ior

thro

ugho

ut th

e cl

ass

perio

d an

d gi

ves

posi

tive

rein

forc

emen

t. R

espo

nds

to b

ehav

ior

prob

lem

s an

d re

dire

cts

inap

prop

riate

.

Can

dida

te is

rea

ctiv

e to

in

appr

opria

te b

ehav

iors

. Can

dida

te

atte

mpt

s to

mon

itor

stud

ent

beha

vior

but

mis

ses

and/

or

inef

fect

ivel

y ad

dres

ses

clas

sroo

m

disr

uptio

ns a

nd h

as tr

oubl

e m

onito

ring

the

who

le c

lass

.

Can

dida

te is

una

war

e of

in

appr

opria

te s

tude

nt

beha

vior

s. C

andi

date

do

es n

ot m

onito

r or

sc

an th

e cl

assr

oom

en

viro

nmen

t.

The

Gui

de to

Stu

dent

Tea

chin


Pr

ofes

sion

al P

ract

ice

Ex

ceed

s Ex

pect

atio

ns: 4

M

eets

Exp

ecta

tions

: 3

Dev

elop

ing:

2

Not

Yet

Acc

epta

ble

9. E

ngag

es in

mea

ning

ful

and

inte

nsiv

e pr

ofes

sion

al

lear

ning

and

sel

f-re

new

al b

y re

gula

rly

exam

inin

g pr

acti

ce, p

arti

cula

rly

the

effe

cts

of

his/

her

choi

ces

and

acti

ons

on o

ther

s, th

roug

h on

goin

g st

udy,

cri

tica

l sel

f-re

flect

ion,

an

d co

llabo

rati

on.

Can

dida

te in

depe

nden

tly e

ngag

es in

mea

ning

ful a

nd

inte

nsiv

e pr

ofes

sion

al le

arni

ng a

nd s

elf-

rene

wal

by

seek

ing

out a

nd u

sing

feed

back

to r

egul

arly

ex

amin

ing

prac

tice,

par

ticul

arly

the

effe

cts

of h

is/h

er

choi

ces

and

actio

ns o

n ot

hers

, thr

ough

ong

oing

st

udy,

crit

ical

sel

f-re

flect

ion,

and

col

labo

ratio

n.

Can

dida

te e

ngag

es in

pro

fess

iona

l le

arni

ng a

nd a

djus

tmen

t thr

ough

m

ento

red

inte

ract

ions

and

use

of

feed

back

to c

ritic

ally

exa

min

e pr

actic

e,

part

icul

arly

the

effe

cts

of h

is/h

er

choi

ces

and

actio

ns o

n ot

hers

.

Can

dida

te p

artic

ipat

es in

pr

ofes

sion

al le

arni

ng th

roug

h m

ento

red

inte

ract

ions

to e

xam

ine

prac

tice,

res

ultin

g in

min

imal

ad

just

men

ts to

pra

ctic

e. D

oes

not

effe

ctiv

ely

use

feed

back

.

Can

dida

te r

esis

ts

part

icip

atin

g in

pro

fess

iona

l le

arni

ng, r

esul

ting

in n

o ch

ange

in p

ract

ice.

Ign

ores

fe

edba

ck.

10.

Dem

onst

rate

s aw

aren

ess

and

appr

ecia

tion

for

broa

d de

fini

tion

of d

iver

sity

in

inte

ract

ions

wit

h st

uden

ts,

facu

lty a

nd s

taff

Can

dida

te's

wor

d ch

oice

s, a

ctio

ns, i

nstr

uctio

nal

choi

ces,

and

inte

ract

ions

with

stu

dent

s, fa

culty

, sta

ff,

fam

ilies

, and

sur

roun

ding

com

mun

ity, c

onsi

sten

tly

dem

onst

rate

aw

aren

ess,

res

pect

, sen

sitiv

ity, a

nd

appr

ecia

tion

for

a br

oad

defin

ition

of d

iver

sity

.

Can

dida

te's

wor

d ch

oice

s, a

ctio

ns,

inst

ruct

iona

l cho

ices

, and

inte

ract

ions

w

ith s

tude

nts,

facu

lty, a

nd s

taff

usu

ally

de

mon

stra

te a

war

enes

s an

d re

spec

t for

a

broa

d de

finiti

on o

f div

ersi

ty.

Can

dida

te's

wor

d ch

oice

s an

d in

tera

ctio

ns w

ith s

tude

nts,

facu

lty,

and

staf

f usu

ally

dem

onst

rate

aw

aren

ess

and

resp

ect f

or a

bro

ad

defin

ition

of d

iver

sity

.

Can

dida

te's

wor

d ch

oice

s an

d in

tera

ctio

ns d

o no

t de

mon

stra

te a

war

enes

s or

re

spec

t for

a b

road

de

finiti

on o

f div

ersi

ty.

11. D

emon

stra

tes

appr

opri

ate

wri

tten

co

mm

unic

atio

n sk

ills

Can

dida

te c

onsi

sten

tly a

pplie

s co

nven

tions

of w

ritin

g.

Writ

ing

is p

rofe

ssio

nal a

nd v

irtua

lly e

rror

free

. H

andw

ritin

g is

legi

ble.

Can

dida

te a

ccur

atel

y ap

plie

s co

nven

tions

of w

ritin

g. W

ritin

g co

ntai

ns fe

w e

rror

s. H

andw

ritin

g is

le

gibl

e.

Can

dida

te a

pplie

s m

ost c

onve

ntio

ns

of w

ritin

g, b

ut e

rror

s in

terf

ere

with

co

mm

unic

atio

n. H

andw

ritin

g is

ge

nera

lly le

gibl

e.

Can

dida

te's

writ

ing

inte

rfer

es w

ith

com

mun

icat

ion.

H

andw

ritin

g is

ille

gibl

e.

12. D

emon

stra

tes

appr

opri

ate

oral

co

mm

unic

atio

n sk

ills

Can

dida

te c

onsi

sten

tly m

odel

s er

ror

free

co

mm

unic

atio

n sk

ills.

Voi

ce is

aud

ible

and

cle

ar, a

nd

dem

onst

rate

s co

nfid

ence

. Can

dida

te d

emon

stra

tes

lang

uage

that

is s

ensi

tive

to s

tude

nts'

age

and

prof

icie

ncy.

Can

dida

te's

inst

ruct

ions

are

cle

ar to

st

uden

ts a

nd c

onta

in a

n ap

prop

riate

leve

l of d

etai

l an

d an

ticip

ate

poss

ible

stu

dent

mis

unde

rsta

ndin

g.

Can

dida

te g

ener

ally

mod

els

erro

r fr

ee

com

mun

icat

ion

skill

s. V

oice

is a

udib

le

and

clea

r. C

andi

date

dem

onst

rate

s la

ngua

ge th

at is

sen

sitiv

e to

stu

dent

s' ag

e an

d pr

ofic

ienc

y. C

andi

date

's in

stru

ctio

ns a

re u

sual

ly c

lear

to s

tude

nts

and

cont

ain

an a

ppro

pria

te le

vel o

f de

tail.

Can

dida

te o

ften

dem

onst

rate

s er

rors

in

com

mun

icat

ion

skill

s. V

oice

is

som

etim

es d

iffic

ult t

o he

ar o

r is

un

clea

r. C

andi

date

's vo

ice

lack

s co

nfid

ence

. C

andi

date

's in

stru

ctio

ns

are

som

etim

es c

onfu

sing

to s

tude

nts

and

cont

ain

an in

appr

opria

te le

vel o

f de

tail.

Can

dida

te d

emon

stra

tes

freq

uent

err

ors

in

com

mun

icat

ion

skill

s.

Voi

ce is

diff

icul

t to

hear

an

d is

unc

lear

. Can

dida

te's

voic

e la

cks

conf

iden

ce.

Can

dida

te's

inst

ruct

ions

are

co

nfus

ing

to s

tude

nts

and

cont

ain

an in

appr

opria

te

leve

l of d

etai

l. 13

. Dem

onst

rate

s in

itia

tive

an

d re

spon

sibi

lity.

Can

dida

te in

itiat

es p

rofe

ssio

nal t

asks

in a

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Teachers Who Support Teacher Candidates

Developed for educators by educators, edTPA® is the first nationally available, performance-based assessment for beginning teachers. This brochure offers information and guidance to P-12 teachers as they partner with preparation programs to support candidates completing edTPA® in their local contexts.

Appendix B: edTPA Overview

edTPA® thanks cooperating teachers for the essential role they play to support and mentor teacher candidates. These teachers are helping to ensure that all beginning teachers are prepared to teach effectively. In many states this work includes edTPA®, an assessment and support system that requires candidates to demonstrate what they can and will do in the classroom to help all students learn.

edTPA® is intended to be used at the end of an educator preparation program for program completion or teacher licensure and to support state or national program accreditation.

P–12 teachers who supervise or support teacher candidates in their clinical experiences will see how the edTPA® process encourages feedback and self-reflection that nurtures professional growth and preparation for classroom instruction. edTPA® also supports the school in which candidates teach. Teacher candidates will develop lesson plans to engage students in learning consistent with the host school’s standards and curricula.

Teachers Who Support Teacher Candidates

COLLABORATING TO PROMOTE EFFECTIVE INSTRUCTION

Teacher candidates preparing for edTPA® will document their classroom work by submitting a portfolio that includes lesson plans, student assignments, assessments, unedited video clips of the candidate teaching, and commentaries on student learning and how the candidate adjusted instruction to meet student needs.

“I love the fact that they video record and analyze what they are doing. The

commentaries require them to think about their work. They are forced to

teach in every sense of the word.” – Cooperating Teacher LaSaundra Colson Wade

Science Department Chair A. E. Beach High School, Savannah, GA

Evidence of Effective Practice

Inst

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Justifying Planning

Analyzing Teaching

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StudentLearning

PlanningBuilding Content Understanding

Supporting Learning NeedsUsing Knowledge of Students

Assessments to Monitor Student Learning

AssessmentAnalysis of Student Learning

Providing FeedbackSupporting Student Use

of Feedback

InstructionLearning Environment

Engagement in LearningDeepening Thinking

Subject-Speci�c Pedagogy

The edTPA® Teaching Cycle is Focused on Student Learning

Candidate Supports within the edTPA® ProcessAcceptable Supports

Unacceptable Supports

What You Can Expect

Cooperating teachers working with candidates going through edTPA® are encouraged to support candidates as they always would, though edTPA® offers unique opportunities for support:

Arrange technical assistance for the video portion of the assessment

Because edTPA® is a summative assessment typically tied to licensure or program completion, certain forms of support are not allowed, such as:

Discuss edTPA® tasks and scoring rubrics

Discuss support documents (such as Making Good Choices) about lessons or examples to use within the assessment

Discuss samples of previously completed edTPA® portfolio materials (with permissions granted)

Use rubric constructs or rubric language to evaluate and debrief observations made by cooperating teachers as part of the clinical supervision process

Ask probing questions about candidates’ draft edTPA® responses or video recordings, without directly editing the writing or providing specific answers to edTPA® prompts

Don’t edit a candidate’s official materials prior to submission

Don’t offer critiques of candidate responses that provide specific, alternative responses, prior to submission for official scoring

Don’t upload candidate edTPA® responses (written responses or videotape entries) on public access social media websites

Don’t instruct candidates on which video clips to select for submission

As a supervising teacher, your role will be the same as always—offering support for excellent teaching. Teacher candidates going through edTPA®, however, may need your input about the context and background of the students in your classroom early in the process so that they can learn to plan instruction based on specific student strengths and needs. Also, you may find that candidates want to spend more time reflecting on their instruction and lessons in preparation for the written commentaries they must submit.

Video recording may be a new requirement for teacher candidates. Candidates are expected to follow the cooperating school’s policies and protocols for obtaining the necessary parental/guardian permission or to place those students without permission off-camera. Teacher candidates are instructed to submit video clips that do not include the candidate’s name, the names of the cooperating teacher, school, district or the last names of students. During the edTPA® registration and submission process, candidates acknowledge and agree that the video can only be used according to the parameters of the release forms obtained for children and/or adults who appear in the video, and that public posting or sharing of videos is prohibited unless expressed permission has been received from those individuals appearing in the video.

For More InformationThe best way to get information about edTPA® in your community, to access edTPA® materials or to learn more about the role of cooperating teachers is to contact your educator preparation program. For more information on edTPA® in general, visit http://edtpa.aacte.org.

Scoring edTPA® portfolios is an engaging way to grow as a professional educator and better support teacher candidates. The experience also provides a common ground to discuss best practices with colleagues and learn from other educators around the nation.

Half of edTPA® scorers come from the P-12 community and many are National Board Certified Teachers. Scorers are compensated for training time and for portfolios scored.

SCALE, AACTE and the Evaluations Systems Group of Pearson invite you to join our professional learning community of committed professional educators who score edTPA®.

“As an edTPA® scorer, I work to forward the great cause that was the reason I became a teacher—that is, student learning—and I am able to sharpen my professional skills and knowledge in the process.” – Tracy Spesia, nationally trained edTPA® scorer

University of Saint Frances, Joliet, Illinois

Consider Becoming an edTPA® Scorer

edTPA® Scorer Qualifications

• Expertise in the subject matter or developmental level of theteaching field (degree and professional experience)

• Teaching experience in that field (or teaching methods orsupervising student teachers in that field)

• Experience mentoring or supervising beginning teachers oradministering programs that prepare them

Learn more at: http://scoreedtpa.pearson.com

edTPA® was developed under the leadership of the Stanford Center for Assessment, Learning and Equity (SCALE) in partnership with the American Association of Colleges for Teacher Education. The edTPA® process draws on experience gained from the 25-year development of performance-based assessments of teaching, including the National Board for Professional Teaching Standards and the Performance Assessment for California Teachers. Thousands of teacher educators and P–12 teachers collaborated to develop edTPA® to meet the need for a nationally available research- and standards-based assessment of candidate performance. Today, 700-plus campuses in some 40 states use edTPA®.

The edTPA® trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA® trademarks is permitted only pursuant to the terms of a written license agreement.

About edTPA®

http://edtpa.aacte.org

http://scoreedtpa.pearson.com


Appendix C: Essential Functions of a Professional Educator Performing successfully as a teacher candidate requires a broad array of knowledge, skills

and dispositions, including abilities in areas of judgment, integrity, character, professional attitude, and demeanor. Admission and retention decisions are based not only on satisfactory prior and on-going academic achievement, but also on non-academic factors that serve to ensure that the teacher candidate can complete the essential functions of the academic and field-based program components required for graduation. Essential functions, as distinguished from academic standards, refer to those cognitive, physical and behavioral abilities that are necessary for satisfactory completion of all aspects of the teacher education curriculum and the development of professional attributes. Upon graduation, students from this program are expected to deliver instruction in a safe, competent, and ethical manner. This document delineates the specific demands of this professional teacher education program so that students may compare their capabilities with these requirements.

Teacher candidates are expected to complete the tasks articulated in this document.

When a teacher candidate desires reasonable accommodation to assist in completing the field-based and non field-based coursework of this program, he or she must request this assistance from the Office for Students with Disabilities. This office, in consultation with the program director and other inclusive education faculty members, will decide whether the student will be able to perform the essential tasks. Providing reasonable accommodation does not imply that a student will be exempt from performing any tasks essential to completion of the program. There can be no exemption for performing tasks necessary and required during field placements, including practicum experiences and student teaching. Teacher educator programs at Nazareth assume that teacher candidates can complete the following:

Tasks Requiring Social Skills

! Exhibit the strength, vitality and alertness necessary to carry out the expected activities of planning, instructing, and maintaining a safe classroom environment.

! Demonstrate respect, appropriate affective behaviors and attitudes to all people, including students, faculty, staff and families without showing bias on the grounds of race, age, gender, gender identity, sexual orientation, language, abilities, class, disease, mental status, lifestyle, opinions or personal values.

! Exercise professional and ethical judgment appropriate to the context in which one finds oneself in all educational encounters.

! Establishing rapport, and maintaining effective relationships, with students, faculty, administrators and families as appropriate in diverse learning and working environments.

! Adapt to changing and demanding environments (which includes maintaining both professional demeanor and emotional health).

! Collaborate effectively with others.


Tasks Requiring Communication Skills

! Convey and receive information efficiently, effectively and professionally through written, oral, and electronic

(e.g., email, social networking sites) means with relevance and cultural sensitivity. ! Convey and receive verbal, non-verbal, and written information in a timely manner to and from: students,

faculty, administrators, and families as appropriate. ! Effectively interpret and assess verbal and non-verbal communication. ! Demonstrate respect for confidential matters. ! Exercise discretion in communication.

Tasks Requiring Cognitive Skills

! Comprehend, retain, integrate, synthesize, infer, evaluate and apply written and verbal information sufficient to meet curricular and field-based demands.

! Solve problems using the ability to evaluate, interpret, reason, analyze, integrate, prioritize and synthesize information.

! Recall previously presented information as well as retain and incorporate new information. ! Concretely demonstrate ability to apply theory to practice. ! Handle multiple assignments, conflicting demands, and/or priorities. ! Make appropriate multiple decisions in real-time. ! Plan complex sequences of actions. ! Navigate the daily routines and challenges, known and unknown, within a school environment. ! Summarize and interpret the communication of others. ! Identify limits of one’s own knowledge to others; accept constructive criticism, suggestions for behavior

and/or pedagogy changes by observable modifications.

Other Tasks

! Possess the emotional health required for demonstration of one’s intellectual and professional abilities, and be able to recognize emergency situations and take appropriate actions.

! Maintain professional appearance in dress and demeanor.

The Guide to Student Teaching - Nazareth College€¦ · beginning teacher. As teacher candidates...

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