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College of Education and Behavioral Sciences

Student Teaching Handbook

Western Kentucky University

Last Revised: February 5, 2018

Student Teaching Handbook Revision Committee

WKU Faculty:

ELED: Pamela Jukes & Lisa Murley & Janet Tassell & Nita Cole MGE/SEC: Erin Margarella SPED: Dusty Knotts & Sue Keesey SKYTeach/Ogden: Rico Tyler Arts/Humanities: Robyn Swanson CHHS: Beth Pyle University Supervisors: Denise Henry & Judy Campbell

Classroom Practitioners:

Elementary – Blair Hanes (Jody Richards Elementary) Middle Grades - Kelli Tinsley (Warren South Middle School) Secondary – Suzanne Harwood (Bowling Green High School) Special Education/ELL – Julie Grim (Parker-Bennett-Curry) IECE – Christina Sanders (Richpond Elementary) P-5/P-12 – Kandice Kilcoyne (Drakes Creek Middle School – Art) –

Table of

Contents

Overview 3

Developing the Sources of Evidence 4

General Objectives of Student Teaching 5

Responsibilities of the Student Teacher 7

Student Teacher Requirements 10

Tentative Suggested Student Teaching Timeline 12

Certification 15

Kentucky Framework for Teaching Aligned with KY Teacher Stds. 16

Co-Teaching Strategies and Examples 18

KY Professional Code of Ethics 19

Glossary 20

Appendix A – Templates for Sources of Evidence 24

Appendix B – Cooperating Teacher Resources/Forms 40

Appendix C – University Supervisor Resources/Forms 44

3

OVERVIEW

The student teaching semester is a capstone experience in all teacher preparation programs at

Western Kentucky University. This Student Teaching Handbook includes a focused collection of

guidance and forms, adapted from the Kentucky Teacher Internship Program (KTIP), in which

the student teacher can learn how to demonstrate performance on the components of the

Kentucky Framework for Teaching. As the student teaching experience is the semester

bridging the Western Kentucky University undergraduate experience to the first year of

teaching, much of the materials in this handbook are taken from KTIP documents. The KTIP

approach is grounded in a developmental view of teaching, recognizing that the complex,

demanding work of the profession is mastered over the course of several years of study,

consultation, and reflective practice. The purpose is to support beginning teachers in their

development and to focus this support through a process that aligns with the Kentucky

Framework for Teaching.

The student teaching evidence collection process is organized around the four formal

observations during the semester. During the semester, the committee (cooperating teacher and

university supervisor) formatively evaluates your performance and provides feedback to

reinforce your strengths and address selected areas for professional growth. While formative

assessments and feedback occur before the end of your placement(s), it is during the solo week

that your performance on each of the components of the Kentucky Framework for Teaching is

summatively evaluated to determine the feedback and grade.

In the Student Teaching process, there are nine Sources of Evidence that are specifically

designed to provide you with the opportunity to demonstrate your performance of the

Kentucky Framework for Teaching components and Kentucky Teacher Standards. The

Sources of Evidence are listed below.

Sources of Evidence (see Appendix A for templates)

1. KTIP Lesson Plans (one for each formal observation and the video lesson)

2. Post-Observation Reflection of Formal Observations

3. Professional Growth (Plan)

4. Professional Involvement Log

5. Family Communication Log

6. One (1) Videoed Lesson Reflection and Analysis

7. Observation of Teaching (Student Teaching Performance Record)

8. Weekly Projected Schedule of Responsibilities

9. Disposition Rating Form

http://www.kyepsb.net/internships/ktip.asp

https://education.ky.gov/teachers/PGES/TPGES/Documents/Kentucky%20Framework%20for%20Teaching.pdf


4

Developing the Sources of Evidence

The Contexts for Developing the Sources of Evidence:

Developing the nine Sources of Evidence will provide opportunities for you to demonstrate

and refine your teaching knowledge and skills in the context of the classroom. These skills

include identifying student strengths and learning needs, planning instruction that addresses

those needs, developing formative and summative assessments of student learning, analyzing

and reflecting on student performance data to improve the impact of instruction on student

learning, and collaborating with colleagues, families, and/or others who can contribute to

meeting the needs of your students. In addition, you will have the opportunity to demonstrate

and refine your teaching skills in the broader context of the school by becoming actively

involved in the life of your school's professional community to improve student learning and

the school environment. You will have the opportunity to identify your strengths and areas

for growth as a teacher relative to the four domains of the Kentucky Framework for Teaching.

Initially, while working with your cooperating teacher and university supervisor, you will

identify one or more areas for growth that, if addressed, would develop and/or refine your

teaching skills. You will then develop and implement a professional growth plan that

addresses the identified growth area(s) during your student teaching experience.

Templates for the Sources of Evidence:

As noted above, you will demonstrate your performance on the components of the

Kentucky Framework for Teaching with the Sources of Evidence. You will use the

templates (see Appendix A) to provide the nine Sources of Evidence. The component(s) of

the Kentucky Framework for Teaching addressed by each Source of Evidence is identified

on the template by a parenthetical notation (e.g. (Domain I, Component E). Each template

provides prompts and directions for its completion. This handbook provides paper copies of

the templates that are available online at:

https://www.wku.edu/educatorservices/student_teaching/documents/st_handbook.pdf.

The online templates are in Microsoft Word and can be downloaded as needed. It should be

noted that some Sources of Evidence will require that you provide evidence/artifacts of your

teaching, such as copies of your assessments. For this reason, it is essential that you read the

directions for each template carefully so that you provide what is needed. In addition, your

cooperating teacher and university supervisor may require that you provide additional

documentation for one or more of the Sources of Evidence.

https://www.wku.edu/educatorservices/student_teaching/documents/st_handbook.pdf

5

GENERAL OBJECTIVES OF STUDENT TEACHING

Adapted from: 16 KAR 5:040. Admission, placement, and supervision in student teaching (4) Beginning September 1, 2013, each educator preparation institution shall provide a full

professional semester to include a period of student teaching for a minimum of seventy (70) full

days, or its equivalent, in instructional settings that correspond to the grade levels and content

areas of the student teacher’s certification program.

All planned absences must be approved with a prior agreement through the cooperating teacher,

university supervisor and the Office of Professional Educator Services, approved by the Director

of Student Teaching.

Absences due to the required three Student Teaching Seminar dates do not count toward the 70

days.

All absences due to illness or emergency situations will be reported by the University Supervisor

to the Office of Professional Educator Services at midterm and one week prior to a student’s

original assigned ending date.

Any day absent from a student teaching experience must be made up at the end of the student

teaching assignment in December or May.

The teacher educator program shall support the student teacher in having a quality experience by:

(a) cooperating with the district in determining the specific placement of the student teacher;

(b) collaborating with the district to provide necessary program resources and expertise;

(c) using multiple performance assessments to document the student teacher’s ability to

support learning for all P-12 students;

(d) requiring the use of technology by the student teacher to:

1. enrich the learning of P-12 students; and

2. support the student teacher’s professional growth and communication; and

(e) providing opportunities for the student teacher to:

1. engage in extended co-teaching experiences with an experienced teacher;

2. engage in reflective self-assessment that informs practice;

3. maintain regular professional conversations with experienced teachers other than the

cooperating teacher;

4. participate in regular and extracurricular school activities;

5. participate in professional decision making; and

6. engage in collegial interaction and peer review with other student teachers.

Student teaching should develop the desirable understandings, attitudes, skills and techniques

involved in:

1. Teaching in the classrooms of public or private schools.

2. Cooperating with associates in planning an educational program appropriate to the needs of

those it serves. This would include working with university supervisors, principals,

cooperating teachers, student teachers, students and members of the community.

3. Using teaching and instructional aids appropriate to well-defined objectives.

4. Appraising students' interests, attitudes, potentialities and behavior, and devising

educational experiences that make for maximum development of each student.

5. Using a subject matter effectively in achieving the ends of educational processes.

6. Formulating an adequate concept of the role of a teacher in school-community life.

6

7. Becoming a professional. This includes knowledge and practice of a professional Code of

Ethics and knowledge of and compliance with the state and federal regulations.

8. Assessing beliefs about teaching in terms of the classroom encountered.

7

RESPONSIBILITIES OF THE STUDENT TEACHER

I. To become acquainted with the cooperating school, the student teacher should

accomplish the following during the first days of student teaching:

A. Learn the names of students and school personnel (as feasible).

B. Become familiar with policies of the school concerning the following:

1. Teacher's schedule 8. Permanent records

2. Attendance records 9. Textbooks

3. Emergency drills 10. Discipline/Management

4. Assemblies 11. Dismissal

5. Teacher responsibilities 12. Use of school facilities

6. Report cards 13. Testing programs

7. In-school accidents 14. Signing in/arrival time

C. Observe teacher-student relationships, noting in particular the various teaching and

learning styles that prevail in the school.

D. Become familiar with the school's process for reporting attendance to the state, and the

teacher's responsibilities related to that report.

II. To understand the activities, forces, and ideas operating within the cooperating school, the student

teacher should:

A. Develop an understanding of the students.

1. Give instructional support through intervention and/or enrichment to students.

2. Work with groups of students of varying abilities.

3. Work with cumulative records.

4. Participate in parent-teacher conferences.

5. Discuss students with the guidance counselor.

6. Discuss students’ problems with the cooperating teacher.

7. Observe students in various activities.

8. Observe the cooperating teacher and other teachers in other disciplines/grade levels.

B. Become familiar with classroom organization and management.

1. Distribute and collect materials.

2. Check roster and record attendance.

3. Discuss management policies with the cooperating teacher.

4. Keep record of homework and student grades.

C. Use instructional materials.

1. Prepare classroom materials.

2. Use available materials.

3. Bring in supplementary materials.

4. Locate visual, reference, and other teaching materials in library or other school

sources.

5. Learn to use educational equipment and appropriate uses of technology for

instruction.

6. Examine courses of study and textbooks.

7. Set up demonstrations.

D. Plan for class instruction.

1. Learn proper use of instructional materials.

8

2. Prepare an instructional unit.

3. Prepare daily lesson plans for all classes.

4. Plan activities with/for the class(es).

5. Instruct classes; guide class discussions.

6. Develop assignments.

7. Monitor classroom study.

8. Check notebooks, workbooks, and supplementary work.

9. Use a variety of appropriate teaching methods.

10. Utilize a variety of appropriate evaluative techniques.

11. Provide formative feedback to students.

E. Evaluate student progress.

1. Grade student work.

2. Make a student progress chart.

3. Assist with report cards.

4. Hold conferences with students.

5. Use data to inform instruction.

6. Design and implement the assessment cycle with pre/post assessment of content.

F. Engage in wider school activities.

1. Assist with extra-curricular and/or after-school activities.

2. Supervise school-day functions.

3. Learn school routines.

4. Attend faculty meetings.

5. Attend ARC meetings.

6. Attend PTA/PTO meetings.

7. Attend School-Based Decision Making (SBDM) Council meetings.

8. Eat lunch with other teachers.

9. Confer with cooperating teacher and university supervisor on a regular basis.

10. Work with faculty committees, if appropriate.

11. Attend selected school related athletic and cultural events

G. Develop professional characteristics.

1. Be punctual, dependable, cooperative, and professional.

2. If you are ill or have an emergency and cannot report to your assignment on that day,

call and advise your cooperating teacher and university supervisor by 7:00 AM.

(This time may vary based on instructions from the university supervisor and/or

school start time).

3. Be dressed appropriately and be well-groomed at all times.

4. Cultivate a pleasant voice with a command of the English language.

5. Become familiar with professional literature.

6. Project a positive disposition with a growth mindset during student teaching.

III. To help the student teacher identify his/her strengths and weaknesses as a potential teacher, the

student teacher should participate in cooperating teacher/student teacher conferences.

A. Make a definite and regular time should be established the student teacher and cooperating

teacher conferences. A proper place for conferences should be provided and arranged by the

cooperating school.

9

B. Both cooperating teacher and the student teacher should have notes to guide the conference

discussion.

C. The cooperating teacher should take a positive approach with the student teacher,

emphasizing the student teacher's assets as well as areas for growth.

D. Arrangements should be made for other staff members or teacher development personnel to

attend conferences when needed.

E. Objective reflection and self-analysis on the part of student teachers should be cultivated.

IV. The following statement issued in 1963 by the Attorney General of the Commonwealth of

Kentucky is quoted below to clarify classroom authority and responsibility of the student

teacher:

KRS Chapters 157 and 161 require the employment of competent certified teachers, but there

is no express or implied exclusion of an assistant or student teacher. The student teacher

cannot be employed by the local board of education, can receive no compensation from said

board or exercise any authority in the management or control of the class. While a student

teacher is working with the class, the regularly employed certified teacher must remain in a

supervisory capacity to see that the recitations are heard and instructions given according to

his/her own judgment and discretion. There can be no delegation of this authority and

responsibility.

The student teacher may be devoted to his/her pursuit of the art of teaching, but he/she is not

a teacher within the meaning of the law, which has undertaken to insure that school children

shall be taught only by those who have met, not by those seeking to attain, a certain standard

of proficiency.

Therefore, it is the opinion of this office that a student teacher may not legally take charge of a

classroom in the absence of the regular teacher.1

A January 1975 opinion of the Attorney General2 not only reaffirms this opinion but further

states that a student teacher is not authorized to teach except under the supervision of a

certified teacher.

In response to the Attorney General's statement, the following policy statements will guide

Western's university supervisors and student teachers.

1. A student teacher has no legal authority as a certified teacher either in or out of

the classroom. The student teacher may not be used as a substitute for his/her

supervising teacher or for another certified teacher.

2. A student teacher may not legally assume full or unassisted responsibility for any

activities (such as field trips, debate contests, etc.) that occur away from the

cooperating school.

3. Absence from the classroom on the part of the supervising teacher for any period of

time is governed by the policies of the local Board of Education

1Opinion of Attorney General of the Commonwealth of Kentucky, April 2, 1963. 63-269.

2IBID. January 27, 1975. 75-70

10

STUDENT TEACHING REQUIREMENTS

Common to All Student Teachers:

Complete a minimum of 70 instructional days of student teaching at the cooperating school

(The three Student Teaching Seminar class release days do not count as instructional days).

Assume responsibility, usually during the second week, starting with one class. Classes are then

added, one each week until the student teacher is teaching all of the classes of the cooperating

teacher. The full day teaching should last for a full week for each of the two 7-8 week placements

and two full weeks for a single placement.

Meet with the university supervisor a minimum of six (6) times; four (4) will be formal

observations, and two will be two seminars designed by the University Supervisor. .

All observations will be scheduled in advance and must include a pre and post observation

conference. Each lesson plan should be sent to the university supervisor two (2) to three (3) days

before the scheduled observation to allow for review and feedback.

Complete and reflect upon a minimum of one (1) video-taped lesson.

Create and implement a Professional Growth Plan with guidance from the cooperating teacher

and university supervisor.

Develop a Teacher Work Sample (TWS) in the Student Teaching Seminar class

(http://www.wku.edu/cebs/peu/documents/unit-wide_forms/tws_revised_prompt-and-

rubric.pdf) to be taught in the student teaching classroom. One lesson from the TWS must be

observed by the university supervisor OR cooperating teacher following the timeline of the

TWS development and the cooperating teacher’s schedule.

Participate in school events and projects making a substantial contribution.

Submit written lesson plans in advance to the cooperating teacher for review feedback.

Conference weekly with cooperating teacher.

Develop the following Sources of Evidence:

o KTIP Lesson Plans (one for each formal observation and the video lesson)

o Post-Observation Reflection of Formal Observations

o Professional Growth (Plan)

o Professional Involvement Log

o Family Communication Log

o Videoed Lesson Reflection and Analysis

o Observation of Teaching (Student Teaching Performance Record)

http://www.wku.edu/cebs/peu/documents/unit-wide_forms/tws_revised_prompt-and-rubric.pdf

http://www.wku.edu/cebs/peu/documents/unit-wide_forms/tws_revised_prompt-and-rubric.pdf

11

o Weekly Projected Schedule of Responsibilities

o Dispositions Form

o Sample daily and weekly evaluations from the cooperating teacher

o Documentation and reflections of six (6) outside classroom observations

o Optional evidence that supports demonstration of one or more components of the

Kentucky Framework for Teaching

Adhere to the due dates established by the University Supervisor.

Complete Student Teaching Survey (completed in the Student Teaching Seminar class).

Dress professionally.

o Most days will be “modest casual professional,” such as khakis, slacks or skirt with a

nice shirt or pullover, or a dress (note: all skirts/dresses must be no higher than two

inches above the knee).

o All clothing should be neat, clean, and free from rips, tears and wrinkles.

o Casual flip-flops, fleece sweatpants, warm-up, or jeans (all colors) are not appropriate

and will not be allowed in the school setting.

o Shorts may not be worn, even if they are knee length.

o Spaghetti straps and tank tops are not appropriate, unless covered.

o Clothing that is sheer, backless, low cut, and/or expose midriff are inappropriate and

should never be worn.

o Leggings may only be worn if covered by a dress no higher than two inches above the

knee.

o Body piercings (except ears) must be covered or removed, and no tattoos should be

obvious.

o If participating in school “Spirit Day”, only host school or WKU athletic apparel should

be worn.

o Exception: Physical Education teachers may dress appropriately for the day’s planned

activities, including knee length shorts, warm-up suits, and athletic shoes, but excluding

jeans. All other days, professional dress guidelines must be followed.

12

TENTATIVE STUDENT TEACHING TIMELINE

University

Supervisor

Visit

*One Full Semester Placement *Two Placements within the Semester

First visit Weeks 1-2

Complete general visit with university supervisor;

discuss concerns/questions to include the method

to be used for organizations of all documents.

Discuss grading procedures with cooperating

teacher and university supervisor.

Discuss use of daily and weekly evaluations.

Discuss timeline of the EDU 489 Teacher Work

Sample (TWS) – select date for observation of

one lesson from the TWS unit.

Discuss video-taping of lesson and select due

date for taped lesson.

Discuss Self-Assessment of Performance

RESULTS on the Professional Growth Plan

(PGP) with cooperating teacher and university

supervisor.

Complete the Weekly Projected Schedule of

Responsibilities and submit to the cooperating


Weeks 1-2: Begin First Placement

Complete general visit with university supervisor;

discuss concerns/questions to include the method to be

used for organization of all documents.

Discuss grading procedures with cooperating teacher



Discuss timeline of the EDU 489 Teacher Work

Sample (TWS) – select date for observation of one

lesson from the TWS unit.

Discuss Self-Assessment of Performance RESULTS

on the Professional Growth Plan (PGP) with

cooperating teacher and university supervisor.


Responsibilities and submit to the cooperating teacher


Second visit Weeks 3-4

Prepare/update Sources of Evidence

templates for review and evaluation by

university supervisor.

Complete observation and post-observation

conference with university supervisor

Submit Post-Observation Reflection (48

hours after observation)

Submit video-taped lesson and reflection for

analysis.

Discuss daily and weekly evaluations by

cooperating teacher with university

supervisor.

Discuss PGP and update as appropriate.

Participate in 3-way conference with



Responsibilities and submit to the

cooperating teacher and university

supervisor.

Weeks 3-5

Prepare/update Sources of Evidence templates for

review and evaluation by university supervisor.


conference with university supervisor.

Submit Post-Observation Reflection (48 hours after

observation)

Discuss daily and weekly evaluations by cooperating

teacher with university supervisor.

Discuss PGP and updates as appropriate.

Participate in 3-way conference with cooperating teacher





13

Third visit Weeks 5-7

Review reflection of video.


review by university supervisor.


Discuss daily and weekly evaluations.



supervisor.

Complete the Weekly Projected

Schedule of Responsibilities and submit

to the cooperating teacher and


Weeks 6-7


review and evaluation by university supervisor.

Complete observation and post-observation conference

with university supervisor.

Submit Post-Observation Reflection (48 hours

after observation)


cooperating teacher with university supervisor.

Discuss PGP and update as appropriate



supervisor.

Discuss Final Evaluation from both


supervisor.




Fourth visit Weeks 8-9

Prepare/update Sources of Evidence

templates for review and evaluation by





hours after observation

Discuss PGP and updates as appropriate.



supervisor.






supervisor.

Weeks 8-9: Begin Second Placement

Complete second general visit with university

supervisor; discuss concerns/questions.

Discuss grading procedures with cooperating teacher



Discuss video-taping of lesson and select due date for

taped lesson.

Select date for formal observation.

Discuss the Professional Growth Plan with the new





.

FifthVisit

Weeks 10-11

Prepare/update Sources of Evidence for

review and evaluation by university

supervisor.


Weeks 10-12

Prepare/update Sources of Evidence for review and

evaluation by university supervisor.



14



hours after observation)

Discuss PGP and update as appropriate



supervisor..






supervisor.

.

Submit Post-Observation Reflection (48 hours after

observation)

Submit video-taped lesson and reflection for analysis.


Discuss daily and weekly evaluations by cooperating

teacher with university supervisor.






Sixth visit Weeks 12-14

Prepare/update Sources of Evidence for final

review and evaluation by university

supervisor.



Submit Post-Observation Reflection

Discuss PGP final results.



Discuss Final Evaluations from both


supervisor.




supervisor.

.

Weeks 13-14

Prepare/update Sources of Evidence for review and

evaluation by university supervisor.



Submit Post-Observation Reflection

Review reflection of videotape.

Discuss PGP final results.



Discuss Final Evaluations from both cooperating teacher





*NOTES:

The designated week structure may vary slightly depending on the 70 days of structure.

International Student Teaching will impact this schedule. Work with the university supervisor and Student Teaching

Seminar instructor/professor to adapt this schedule to allow successful completion of the student teaching experience.

When the student teacher is ready to begin teaching, usually during the second week, she/he should start with one

class. Classes are then added, one each week is suggested, until the student teacher is teaching all of the classes of the

cooperating teacher.

Near the end of the student teaching period, the student teacher should be relieved of all or nearly all teaching

responsibilities to allow time for additional observation for each placement.

The student teacher must attend all seminars scheduled by the Office of Professional Educator Services, EDU 489

instructor, and/or the student teacher’s university supervisor. These are state and university requirements. Absence

from a seminar must be made up with additional teaching days.

15

CERTIFICATION

A student teacher desiring certification for teaching or other school positions or rank changes

must file an application in the Office of Professional Educator Services, Gary Ransdell Hall, sixty

days prior to the date of anticipated graduation. A delay in filing could mean a delay in the student

receiving his/her statement of eligibility or other certification. This application may be obtained in

the Office of Professional Educator Services in Gary Ransdell Hall. The certification officer, upon

verification of successful completion of requirements (i.e., degree requirements, appropriate test

scores), will make the proper recommendation.

Student teachers who wish to teach in another state should write the Division of Teacher

Education and Certification, State Department of Education, in the capital city of that state,

requesting the appropriate procedures for obtaining a certificate. Since Kentucky has reciprocal

certification agreements with a majority of states, the student teacher should also check with the

state in which they desire to teach outside of Kentucky to verify that they are a reciprocal state

and will accept Kentucky certification.

16

KENTUCKY FRAMEWORK FOR TEACHING ALIGNED WITH KENTUCKY TEACHER STANDARDS

KY FRAMEWORK FOR

TEACHING

KY TEACHER STANDARDS

lA - Knowledge of Content and

Pedagogy

1.3 Demonstrates instructional strategies that are appropriate for content

and contribute to student learning.

1.5 Identified and addresses students' misconceptions of content.

4.5 Implements and manages instruction in ways that facilitate higher order

thinking.

lB - Demonstrating Knowledge of

Students

1.2 Connects content to life experiences of students.

2.2 Uses contextual data to design instruction relevant to students.

3.3 Values and supports student diversity and addresses individual

needs.

4.2 Implements instruction based on diverse student needs and

assessment data.

8.1 Identifies students whose learning could be enhanced by

collaboration.

1C - Setting Instructional Outcomes 2.1 Develops significant objectives aligned with standards.

2.5 Plans instructional strategies and activities that facilitate multiple

levels of learning.

ID-Demonstrating Knowledge of

Resources

6.1 Uses available technology to design and plan instruction.

6.3 Integrates student use of technology into instruction.

6.4 Uses available technology to assess and communicate student

learning.

lE - Designing Coherent Instruction 2.4 Plans instructional strategies and activities that address learning

objectives for all students.

6.2 Uses available technology to design and plan instruction

8.2 Designs a plan to enhance student learning that includes all parties in

the collaborative effort.

lF - Designing Student Assessments 2.3 Plans assessments to guide instruction and measure learning

objectives.

5.4 Describes, analyzes, and evaluates student performance data.

2A - Creating an Environment of

Respect and Rapport

3.4 Fosters mutual respect between teacher and students and

among students.

2B - Establishing a Culture for Learning 3.2 Establishes a positive learning environment.

2C - Managing Classroom Procedures 4.3 Uses time effectively.

2D - Managing Student Behavior 3.4 Fosters mutual respect between teacher and students and among

students.

2E- Organizing Physical Space 3.5 Provides a safe environment for learning.

4.4 Uses space and materials effectively.


17

3A- Communicating with Students 1.1 Communicates concepts, processes, and knowledge.

3.1 Communicates high expectations.

5.5 Communicates learning results to students and parents.

3B - Questioning and Discussion

Techniques

1.4 Guides students to understand content from various perspectives.

3C - Engaging Students in Learning 4.1 Uses a variety of instructional strategies that align with learning

objectives and actively engage students.

8.3 Implements planned activities that enhance student learning and engage

all parties.

3D- Using Assessment in Instruction 5.1 Uses pre-assessments.

5.2 Uses formative assessments.

5.3 Uses summative assessments.

5.6 Allows opportunity for student self-assessment.

3E - Demonstrating Flexibility and

Responsiveness

4.1 Uses a variety of instructional strategies that align with learning

objectives and actively engage students.

4A - Reflecting on Teaching 5.4 Describes, analyzes, and evaluates student performance data.

7.2 Uses data to reflect on and evaluate instructional practice.

7.3 Uses data to reflect on and identify areas of professional growth.

9.1 Self assesses performance relative to Kentucky's Teacher

Standards.

4B -Maintaining Accurate Records 5.4 Describes, analyzes, and evaluates student performance data.

7.1 Uses data to reflect on and evaluate student learning.

4C - Communicating with Families 5.5 Communicates learning results to students and parents.

4D - Participating in a Professional

Learning Community

8.4 Analyzes data to evaluate the outcomes of collaborative efforts.

4E - Growing and

Developing

Professionally

9.3 Designs a professional growth plan that addresses identified

priorities.

9.4 Shows evidence of professional growth and reflection on the

identified priority areas and impact on instructional effectiveness and

student learning.

10.2 Develops a plan for engaging in leadership activities.

10.3 Implements a plan for engaging in leadership activities.

4F - Showing Professionalism 6.5 Demonstrates ethical and legal use of technology.

9.2 Identifies priorities for professional development based on data from

self-assessment, student performance and feedback from colleagues.

10.1 Identifies leadership opportunities that enhance student learning

and/or professional environment of the school.

10.4 Analyzes data to evaluate the results of planned and executed

leadership efforts.

18

CO-TEACHING STRATEGIES AND EXAMPLES

(2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher Quality Enhancement Grant)

One Teach,

One Observe

Definition: One teacher has primary responsibility while the other gathers specific

observational information on students or the instructing teacher. The key to this

strategy is to have a focus for observation.

Example: one teacher observes students to determine how well they understand

directions while the other leads instruction.

One Teach,

One Assist

Definition: This strategy is an extension of One Teach, One Observe. One teacher

has primary instructional responsibility, while the other assists students with their

work, monitors behaviors, or corrects assignments.

Example: While one teacher has the instructional lead, the teacher assisting is a

“voice” for the students when they do not understand or are experiencing

difficulties.

Station

Teaching

Definition: The co-teaching pair divides the instructional content into parts and the

students into groups. Groups spend a designated amount of time at each station.

Often an independent station will be used along with the two teacher led stations.

Example: One teacher leads a station where the students play a money math game,

while the other teacher runs a mock store where the students purchase items and

make change.

Parallel

Teaching

Definition: Each teacher instructs half the students. The two teachers address the

same instructional material and present material using the same strategy. The

greatest benefit to this approach is reduction of the student-to-teacher ratio.

Example: Both teacher lead a question and answer discussion on specific current

events and the impact they have on our economy.

Supplemental

Teaching

Definition: This strategy allows one teacher to work with students at their expected

grade level while the other teacher works with those students who need the

information and/or materials re-taught, extended, or remediated.

Example: One teacher works with students who need a concept re-taught while the

other teacher extends the concept for remaining students.

Alternative

Teaching

Definition: Alternative teaching strategies provide students with different

approaches to learning the same information. The learning outcome is the same for

all students; however, the instructional methodology is different.

Example: One teacher leads a group in predicting the plot of a story by looking at

the book cover and illustrations; the other teacher leads a group in predicting the

plot by pulling specific items and/or story clues from a bag.

Team

Teaching

Definition: Well-planned, team taught lessons exhibit an invisible flow of

instruction with no prescribed division of authority. Using a team-teaching

strategy, both teachers are actively involved in the lesson. From a student

perspective, there is no clearly defined leader, as both teachers share the

instruction, freely interject information, assist students, and answer questions.

Example: Both teachers share the reading of a story/text so that students are

hearing two voices.

19

KENTUCKY PROFESSIONAL CODE OF ETHICS

20

GLOSSARY

This section provides definitions of terminology specific to the student teaching experience.

Student Teaching Seminar (3 hours credit)

A course taken during the student teaching semester in which students analyze the connection between teaching theory and actual practice

by developing and implementing a Teacher Work Sample (TWS) in the student teaching classroom. Other course requirements and

guidelines are included on the EDU 489 course syllabus.

EDU 490 Student Teaching (5-10 hours credit)

Supervised assignment in approved school setting. Must complete a minimum of 70 days in one or two placements depending on

certification requirements. Students follow the academic calendar of the school district in which they are placed and are responsible for

providing their own transportation to assigned site(s). Other course requirements and guidelines are included on the EDU 490 course

syllabus.

EDU 490 International Student Teaching (1 credit hour)

All professional education courses must be completed including the 3credit hour Student Teaching Seminar (EDU 489) and

10 credit hours of student teaching; A minimum overall GPA of 3.0; A completed and submitted Study Abroad application

with a letter of interest, two letters of recommendation from WKU faculty members to the Director of Professional Educator

Services; and

This course is part of the professional semester and is an elective taken during the senior year after successfully completing 12

weeks of stateside student teaching. Students will teach classes as assigned, serve as teacher assistants, observe, and teach

English as appropriate in various international classrooms for up to (4) weeks.

Cooperating Teacher

A teacher employed in a public school or a nonpublic school which meets the state performance standards as established

in KRS 156.160 or which has been accredited by a regional or national accrediting association who is contracting with an

educator preparation institution to supervise a student teacher for the purpose of fulfilling the student teaching requirement

of the approved educator preparation program.

Instructional Day

A day that the student teacher is performing regular student teaching responsibilities in an instructional setting with students present

and does not include any absence, excused or unexcused, from the student teaching placement.

International Student Teaching

Students will successfully complete 12 weeks of student teaching in Kentucky, complete their Teacher Work Sample, and then complete up

to 4 weeks of student teaching at a K-12 school in a foreign country. Students stay with a host family or in university dormitories, work with

the local school teachers, and learn about the language, culture and educational system of the country. Cultural field trips may be included in

this experience. Upon return to campus, students will be required to debrief with the Director of Professional Educator Services.

Observation Visits

The university supervisor will observe the student teacher teaching a minimum of four (4) different times using the KTIP observation

form. Two (2) additional visits are required for a total of six (6) visits with the student teacher by the university supervisor.

Student Teacher

A university student who meets the requirements for admission to student teaching and after acceptance will teach under the

supervision of a certified teacher (i.e., cooperating teacher) to qualify for a degree in education. The student teacher will adhere to the

guidelines for student teaching as required by the Office of Professional Educator Services.

Student Teaching

The culminating field experience for all teacher education programs that prepare candidates for initial certification and is an opportunity for

student teachers to practice teaching in a clinical setting. During this experience, student teachers work in one or more school settings all day,

every day for a minimum of 70 days under the supervision of cooperating classroom teachers and university faculty. The Office of

Professional Educator Services is responsible for verifying that students are qualified to student teach, making school placements, choosing

appropriate personnel to supervise the student teachers, and for maintaining accurate records.

21

Teacher Work Sample (TWS)

A unit of study used to measure student teachers’ ability to impact P-12 student learning and meet state and national teaching standards. The

TWS is a key assessment in the EDU 489 Student Teaching Seminar course and is implemented in the student teaching classroom.

University Supervisor

A qualified and experienced person in the profession who (a) is available to the student teacher for guidance, assistance, and feedback

through visits and scheduled observations; (b) is responsible for the evaluation of the student teacher; and (c) in cooperation with the

Director of Professional Educator Services assigns the student teacher’s letter grade for the student teaching experience.

This section provides definitions for frequently used terminology in the teaching and learning process.

Accommodations

Practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during

instruction and assessments for students with disabilities.

Alignment

The consistency among objectives, pre-assessments, instruction, formative assessments, and summative assessments.

Analysis of Data

Includes collecting and compiling a variety of student performances that can be used to make inferences about the level of st udent

understanding as compared with standards.

Assessment

The formal or informal process of collecting, analyzing, and evaluating evidence about what student know and can do. There are

multiple forms of formal and informal assessments. Formal assessments may include, but are not limited to, classroom tests,

performance assessments, and standardized tests. Informal assessments may include, but are not limited to, observations,

checklists, and anecdotal records (NBPTS, 2012).

Collaborating

Exchanging information, altering activities, sharing resources and enhancing each other's capacity for mutual benefit and to achieve

a common goal. Collaborating means that individuals share risks, responsibilities, and rewards. It requires a substantial t ime

commitment, very high level of trust, and turf sharing.

Co-Teaching

Co-teaching is defined as two teachers working together with groups of students and sharing the planning,

organization, delivery and assessment of instruction and physical space (See Appendix for Co-Teaching Strategies).

Developmentally Appropriate

The use of content, instruction, and assessment that meet the students' ability to reason, interpret, focus, communicate, and interact,

both socially and academically.

Differentiation

The practice of giving students multiple options for taking in information, making sense of ideas, and expressing what they l earn. It

provides different avenues to acquire content, to process or make sense of ideas, and to develop products.

Diverse Student Needs

Various learning styles (visual, interpersonal, mathematical), various interest levels, and/or achievement levels (gap groups ) which

require teachers to provide a diverse learning environment to meet the needs of all students.

ELL English Language Learners; sometimes used synonymously with ESL, English as a Second Language.

Formative Assessment

All those strategies undertaken by teachers and by students assessing themselves which provide information to be used as feed back

to modify the teaching and learning activities in which they are engaged. Such assessments become formative when the evidence is

used to adapt the teaching to meet student needs.

22

GSSP

Gifted Student Services Plan; sometimes given another acronym in districts.

Higher-order Thinking

Analyzing, synthesizing, evaluating, and creating knowledge by the classroom strategies that go beyond dissemination of factu al

information.

IEP Individualized Education Program designed to meet the unique educational needs of a child who may have a disability, as defined by

federal regulations.

Intervention

An educational practice, strategy, curriculum, or program to enhance learning for students.

Instructional Materials

Any print, non-print, or electronic medium of instruction designed to assist students in achieving the academic expectations.


http://education. ky.gov/teachers/PGES/TPGES/Pages/Kentucky-Framework-for-Teaching.aspx

Kentucky Teacher Standards

http://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.pdf

Learning Outcomes

Educational aims or end products which encompass all goals and objectives.

Learning Targets

Educational aims or end products which encompass all goals and objectives. These are sometimes referred to as "I can" stateme nts.

Misconceptions

Student responses which indicate inaccurate understanding of content.

Modifications

Practices that change, raise, or reduce learning expectations. Modifications can decrease the

gap between the achievement of students with disabilities and expectations for proficiency at a particular grade

level.

Objectives

The goals to be achieved by a lesson or unit. Objectives describe a clear expectation from the student; as in "By the end of this lesson,

the student will be able to identify and describe eight major causes of the Civil War."

Performance-based Assessment

An assessment that includes what a student or teacher is able to do (performance) rather than simply a written explanation of student

knowledge.

Pre-assessment

Strategy or test used to reveal understanding of a topic prior to beginning formal instruction that may inform differentiated practice.

Professional Development

The means and activities teachers use to achieve professional growth. It may include specific training in growth areas, observation,

planning, etc. (i.e. It is an answer to the question: How can I turn those teaching growth areas into teaching strengths?)

Professional Growth Plan (PGP)

The plan teachers use to become more proficient. The process involves self-assessment, reflection, and a written plan for addressing

and improving in the identified areas of growth.

http://www.kyepsb.net/internships/ktip.asp

http://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.pdff

http://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.pdff

23

Professional Learning Standards

http://education.ky.gov/teachers/pd/pages/professional-development-standards.aspx Reflection

The reporting and analyzing of teaching philosophies, practices, and experiences. A vital part of a performance-based product is the

reflection required of the teacher to understand why a lesson was productive or unproductive.

Rubric/Scoring Guide

At the classroom level, a set of scoring guidelines to be used in assigning and evaluating student work. Rubrics are similarly used

for evaluating levels of teacher performance. They define criteria to meet the expected teaching standard of performance.

Self-Assessment

A student's evaluation of his or her own work.

Student Voice

This is a classroom-level reporting system used to provide feedback and evidence of effectiveness to classroom teachers and

administrators.

Student-centered

Strategies built on the natural interests and motivation of the students. Activities place the responsibility to provide evidence of

understanding on students.

Summative Assessment

Evaluation of the effectiveness of instructional programs and services at the end of an academic unit or at a pre -determined time. The

goal of summative assessments is to make a judgment of student competency after an instructional phase is complete .

Technology

Materials, devices, computers, and software that allow a teacher to demonstrate proficiency in Standard 6. Examples of appropriate

technology might include but are not limited to word processing products, student data systems, white boards or presentation formats, Web

quests, LCD projectors, computer labs, software packages that assist student learning, and email.

References

Education Professional Standards Board (2016). Kentucky Teacher Internship Program (KTIP) Handbook. Frankfort, KY:

Author. Retrieved from http://www.kyepsb.net/documents/KTIP_KPIP/KTIP%202016/KTIP_Handbook.pdf

National Board for Professional Teaching Standards (2012). NBCT Certification Review. Retrieved from

http://www.nbpts.org/sites /default/files/documents/certificates/Renewal/PPG_2013__Final.pdf St. Cloud University, 2017, http://www.stcloudstate.edu/soe/coteaching).

http://education.ky.gov/teachers/pd/pages/professional-development-standards.aspx

http://education.ky.gov/teachers/pd/pages/professional-development-standards.aspx

http://www.nbpts.org/sites%20/default/files/documents/certificates/Renewal/PPG_2013__Final.pdf

http://www.stcloudstate.edu/soe/coteaching

24

APPENDIX A

25

Source of Evidence 1: KTIP Lesson Plan (1A, 1B, 1C, 1D, 1E, 1F)

Name ______________________________ Date of Observation __________

Ages/Grades of Students___________ # Number of Students in Class ________

# of Students having IEP/504 _____ # of Gifted Student _____ # of Students having LEP _____

Lesson Title: ___________________________________________________________

1. Context: Describe the Students for which this Lesson is Designed (1B).

Identify your students’ backgrounds, special needs, cultural differences, interests, and language

proficiencies. Use student initials for specific information about students in terms of learning strategies, behavior

strategies. Give examples of what you know about students’ interests, outside activities, etc., which could be

incorporated into lesson plan. Also, be specific about student skills and knowledge. Describe racial, economic

diversity in class.

2. Learning Target(s)/Objectives (1C)

a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state

curriculum/content area standards.)

b. Current lesson’s learning target(s)/objective(s) (Connect each target/objective to the appropriate state

curriculum/content area standards)

c. Next lesson’s learning targets/objectives. (Connect each target/objective to the appropriate state

curriculum/content area standards)

3. Students’ Baseline Knowledge and Skills (1B, 1F)

Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for

this lesson.

4. Formative Assessment (1F)

Describe and include the formative assessment(s) to be used to measure student progress during this

lesson.

5. Resources (1D)

Identify the resources and assistance available to support your instruction and facilitate students’

learning. This includes links to technology, homework, exit or bell ringer slips, readings, etc. Be specific

if there is an aide in the classroom and their role.

26

6. Lesson Procedures (1A, 1E)

Describe the sequence of strategies/activities and/or assessments will be used to scaffold instruction,

engage your students. facilitate attainment of the lesson objective(s), and promote higher order thinking.

Within this sequence, be sure to describe how the instruction will be differentiated to meet your students’

needs, interests, and abilities.

7. Watch for -----

Identify anything that you would like specifically observed during this lesson.

27

Source of Evidence 2: Post-Observation Reflection of Formal Observation (3E, 4A)

Name:

This Source of Evidence must be completed within 48 hours after each observed lesson.

1. Use the formative assessment data for the lesson objective to sort the students’ performances into three

categories:

Objective/Learning Target 1 Objective/Learning Target 2

Below criteria ______ # of students Below criteria ______ # of students

Meets criteria ______ # of students Meets criteria ______ # of students

Exceeds criteria ______ # of students Exceeds criteria ______ # of students

Attach a copy of the formative assessment with the criteria or rubric used to determine students’ performance on each

of the lesson’s learning targets/objectives.

2. Based on the formative assessment data, how successful was the lesson? What commonalities did you identify

from this data? Did the students achieve the learning target(s)? What will you do for those students who did

not achieve the learning target criteria? For those students who exceeded the criteria? (4A)

3. In addition to the student work witnessed by the observer, identify any other student work samples, evidence

or artifacts that assisted you in making your determination regarding student achievement. (4A)

4. To what extent did classroom procedures, student conduct, and/or physical space contribute to or hinder

student learning? (4A)

28

5. Did you depart from your plan? If so, how and why? (3E)

6. What changes would you make if you were to teach this lesson again? What evidence informed the changes?

(4A)

7. What do you see as the next step(s) in your professional growth for addressing the needs you have identified

through personal reflection? (4A) (4E)

29

Name:

Source of Evidence 3: Professional Growth (4A, 4E)

I. Self-Assessment of Performance

Rating Scale to be use: (I) Ineffective, (D) Developing, (A) Accomplished, (E) Exemplary

DO

MA

IN 1

Pla

nn

ing

and

Pre

par

atio

n

Component Initial Final

I D A E I D A E

1A – Demonstrating Knowledge of

Content and Pedagogy

1B - Demonstrating Knowledge of

Students

1C – Selecting Instructional Outcomes

1D – Demonstrating Knowledge of

Resources

1E – Designing Coherent Instruction

1F – Designing Student Assessment

DO

MA

IN 2

Cla

ssro

om

En

vir

on

men

t 2A – Creating an Environment of Respect

and Rapport

2B - Establishing a Culture of Learning

2C – Managing Classroom Procedures

2D – Managing Student Behavior

2 E – Organizing Physical Space

DO

MA

IN 3

Inst

ruct

ion

3A – Communicating with Students

3B – Using Questioning and Discussion

Techniques

3C – Engaging Students in Learning

3D – Using Assessment in Instruction

3E – Demonstrating Flexibility and

Responsiveness

DO

MA

IN 4

Pro

fess

ion

al R

esp

on

sib

ilit

ies

4A – Reflecting on Teaching

4B – Maintaining Accurate Records

4C – Communicating with Families

4D – Participating in a Professional

Community

4E – Growing and Developing

Professionally

4F – Demonstrating Professionalism

30

2. Possible Professional Growth Priority Components

Domain 1: Planning and Preparation

1A 1B 1C 1D 1E 1F

Domain 2: Classroom Environment

2A 2B 2C 2D 2E

Domain 3: Instruction

3A 3B 3C 3D 3E

Domain 4: Professional Responsibility

4A 4B 4C 4D 4E 4F

3: Priority Component(s) for Professional Growth Plan Development with Rationale

Current Level of Performance : I D A E

4: Professional Growth Plan (4E)

Name: Date:

a. Professional Growth Goal:

b. Professional Growth

Activities

c. Needed Resources/Support d. Anticipated Completion

Date

e. How will you assess your progress/success in addressing the Professional Growth Goal?

f. What is the expected impact on student learning of your professional learning activities?

31

5: Midterm Progress Update (4E)

6. Final Report

a. Analysis of Self-Assessment: (4E)

b. Analysis of Professional Growth: (4E)

c. Summative Reflection: (4A)

32

Source of Evidence 4: Professional Involvement Log (4D, 4E, 4F) Name:

This log should be updated during each observational cycle.

Your updated Professional Involvement Log should be updated regularly and available for review before each meeting with

your university supervisor.

Date Activity Description of Your Contributions/Involvement

Reflection (4F)

Reflect on how activities listed above provided professional leadership within the school, community, and

education profession to improve student learning and well-being. Your discussion should include specific

activities and their impact.

33

Source of Evidence 5: Records and Family Communication Log (4B, 4C) Name:

Part I: Records (4B)Briefly describe and show evidence of each of the following:

a. Routine classroom events (e.g. attendance, completion of assignments, etc.)

b. Individual student learning/progress

c. Non-instructional matters (e.g. permission slips, picture money, equipment inventories, etc.)

Part II: Family Communication.

Document the types, purposes and outcomes of your and/or your cooperating teacher’s communication with families.

This log should be updated during each observational cycle. Your updated Family Communication Log should be

available for review before each meeting with your university supervisor.

Date Communication

Type

Purpose Outcome

35

Source of Evidence 6: Video Lesson Reflection and Analysis (4A)

Name: Date:

1. Classroom Management Identify and describe two specific instances that you effectively managed classroom procedures, student behavior

and/or physical space to contribute to student learning.

Identify and describe two examples of how you could have more effectively managed classroom procedures, student

behavior and/or physical space to enhance student learning.

2. Presentation

Self-assess on two or more of the following:

Energy level, pacing, vocal quality, spoken grammar, enthusiasm, and humor.

3. Communication

Evaluate the effectiveness of your communication with students. Address each of the following elements

in your discussion:

Expectations for learning

Directions and procedures

Explanation of content

Use of oral and written language

4. Student Engagement

Discuss how you engaged student in the learning process.

36

5. Assessment

Describe the assessment criteria. Evaluate your monitoring of student learning and quality and quantity of

feedback provided.

6. Reflection

Reflect on the instructional effectiveness of your lesson for all students. Discuss next steps for those who

did not achieve mastery in this lesson.

7. Next Steps

Relate how you will use this experience to inform and improve your practice for future lessons.

8. Other

37

Source of Evidence 7: Student Teacher Performance Record [adapted from the KTIP Intern Performance Record (IPR)]

(See Appendix C for this document)

38

Source of Evidence 8: Weekly Projected Schedule of Responsibilities (1A, 1B, 1C, 1D, 1E, 1F)

Week of:

Student Teacher Cooperating Teacher University Supervisor

TIME OF CLASS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1st Period

Time

Room

2nd Period

Time

Room

3rd Period

Time

Room

4th Period

Time

Room

5th Period

Time

Room

6th Period

Time

Room

7th Period

Time

Room

39

Source of Evidence 9 Dipositions Rating Form

The current Dispositions Rating Form is found out the following link:

http://www.wku.edu/cebs/peu/documents/unit-wide_forms/wku_dispositions_form_081.pdf

http://www.wku.edu/cebs/peu/documents/unit-wide_forms/wku_dispositions_form_081.pdf

40

APPENDIX B

41

RESPONSIBILITIES OF THE COOPERATING TEACHER

Cooperating Teacher: A teacher employed in a public school or a nonpublic school which meets the state

performance standards as established in KRS 156.160 or which has been accredited by a regional or

national accrediting association who is contracting with an educator preparation institution to supervise a

student teacher for the purpose of fulfilling the student teaching requirement of the approved educator

preparation program.

A. The cooperating teacher is an important part of a successful student teaching experience. As a mentor, your

preparation, knowledge, and guidance become the model for the student teacher.

B. To facilitate a successful experience, the supervising teacher will be responsible for:

1. preparing the class for the student teacher and making the student teacher feel at home in your school.

2. providing the student teacher with materials, resources, schedules, class rolls, policy and procedures,

and curriculum guides.

3. organizing a work and planning space in the classroom for the student teacher.

4. guiding the student teacher to video a minimum of one lesson. The video is to be used for Source of

Evidence 6: Videoed Lesson Reflection and Analysis.

5. discussing the sources Self-Assessment of Performance document during the first week of the first

placement.

6. discussing the following Sources of Evidence on a weekly basis:

Weekly Projected Schedule of Responsibilities

Professional Growth Plan

Family Communication Log

Professional Involvement Log

7. explaining methods of maintaining attendance, grades, cumulative records, communication with families,

and other necessary records.

8. evaluating the student teacher frequently on an informal evaluation using:

• Cooperating Teacher—written Weekly Feedback Form

• Cooperating Teacher—written Lesson Feedback Form 9. working collaboratively with the university supervisor to assess the student teacher's progress, both

informally and formally using:

• Mid-term Progress Report

• Student Teaching Final Evaluation

10. informing the principal and the university supervisor immediately should the student teacher begin to

encounter serious problems.

42

COOPERATING TEACHER – LESSON FEEDBACK FORM

STUDENT TEACHER: __________________________________

DATE:

LESSON TAUGHT (observe 2-3 lessons per week):

High Points of Lesson:

(check)

Areas Which Could Improve:

(check)

Planning Planning

Presentation Presentation

Materials Used Materials Used

Pupil / Teacher Rapport Pupil / Teacher Rapport

Evaluation of Lesson Evaluation of Lesson

Control Control

Cooperating Teacher Comments:

Student Teacher Comments:

Student Teacher Signature Cooperating Teacher Signature

43

COOPERATING TEACHER – WEEKLY FEEDBACK FORM

STUDENT TEACHER: __________________________________ DATE: ___________________

Assessment of Performance

Rating Scale to be use: (I) Ineffective, (D) Developing, (A)

Accomplished, (E) Exemplary, (NA) Not Applicable

Cooperating Teacher Comments

DO

MA

IN 1

Pla

nn

ing a

nd P

rep

arat

ion

Component Feedback

I D A E NA

1A – Demonstrating

Knowledge of Content and

Pedagogy

1B - Demonstrating

Knowledge of Students

1C – Selecting Instructional

Outcomes

1D – Demonstrating

Knowledge of Resources

1E – Designing Coherent

Instruction

1F – Designing Student

Assessment

DO

MA

IN 2

Cla

ssro

om

Env

iron

men

t

2A – Creating an

Environment of Respect and

Rapport

2B - Establishing a Culture of

Learning

2C – Managing Classroom

Procedures

2D – Managing Student

Behavior

2 E – Organizing Physical

Space

DO

MA

IN 3

Inst

ruct

ion

3A – Communicating with

Students

3B – Using Questioning and

Discussion Techniques

3C – Engaging Students in

Learning

3D – Using Assessment in

Instruction

3E – Demonstrating

Flexibility and

Responsiveness

DO

MA

IN 4

Pro

fess

ion

al R

espo

nsi

bil

itie

s


4B – Maintaining Accurate

Records

4C – Communicating with

Families

4D – Participating in a

Professional Community

4E – Growing and Developing

Professionally

4F – Demonstrating

Professionalism

44

APPENDIX C

45

RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR

University Supervisor: A qualified and experienced person in the profession who (a) is available to the

student teacher for guidance, assistance, and feedback through visits and scheduled observations; (b) is

responsible for the evaluation of the student teacher; and (c) in cooperation with the Director of Student

Teaching assigns the student teacher’s letter grade for the student teaching experience.

A. The university supervisor is responsible to WKU for the ultimate success of the student teaching experience and

for assigning the final grade.

B. To facilitate a successful experience, the university supervisor will be responsible for:

1. maintaining open communication and rapport with the student teacher, the cooperating teacher, and the

principal.

2. using the Student Teaching Handbook to explain the expectations for the student teacher and the

cooperating teacher.

3. maintaining regular communication with the cooperating teacher to discuss and assess the student teacher’s

progress.

4. assisting the cooperating teacher in developing a Professional Growth Plan (PGP) for the student teacher.

5. observing the student teacher in teaching situations and keeping informed of the student’s progress through

conferences with the student teacher and the cooperating teacher. The university supervisor will observe the

student teacher teaching a minimum of four (4) different times using the Student

Teaching Performance Record. Two (2) additional visits are required for a total of six

(6) visits with the student teacher by the university supervisor.

Initial visit

Two (2) KTIP evaluations each eight weeks followed by a post-observation conference

Additional scheduled or drop in evaluations as needed

Final visit. At minimum, the University Supervisor and Cooperating Teacher will conference. If possible, conduct a 3-way

conference with student teacher and Cooperating Teacher

6. discussing and evaluating the following Sources of Evidence upon each visit (as appropriate):

KTIP Lesson Plan

Post-Observation Reflection

Professional Growth Plan

Professional Involvement Log

Family Communication Log

Video-Lesson Reflection and Analysis

Student Teaching Performance Record

Weekly Projected Schedule of Responsibilities

Disposition Form 7. reviewing/inquiring about the type and frequency of feedback the student teacher is getting from the

Cooperating Teacher, including:

Cooperating Teacher—Weekly Feedback Form

Cooperating Teacher—Lesson Feedback Form

8. working collaboratively with the cooperating teacher to assess the student teacher's progress, both

informally and formally using:

Mid-term Progress Report

46

Student Teaching Final Evaluation

9. conducting two field seminars with student teachers. University supervisors will be responsible for

reporting seminar topics to Office of Professional Educator Services.

10. serving as an arbitrator between the student teacher and the cooperating teacher should difficulties/conflicts

arise. (The Director of Professional Educator Services should be contacted as needed.) 11. submitting the final grade electronically and the Student Teacher Final Evaluation (for each placement) to

the Office of Professional Educator Services during the final week of the student teaching assignment. 12. submitting the Student Teacher Performance Record at end of first placement/mid-term and second

placement/final visit to the Office of Professional Educator Services

47

Source of Evidence 7: Observation of Teaching: Student Teacher Performance Record [adapted from the KTIP Intern Performance Record (IPR)]

Observation Evidence and Ratings for Domains 1, 2, 3, AND 4

Student Teacher __________________________________________________________________________________

800# ____________________________________

School __________________________________________ District _______________________________________

Observer Name _________________________________________________________________________________

Observation 1

Date of Observation _________________

Subject Area Observed _____________________________________ Type of Classroom ___________________

Ages/Grades Number of Number of Number of Number of

of Students in Students Students Students

Students ________ Class ________ having IEP ________ having GSSP ________ having LEP ________

The signatures below verify that the rating and related evidence for each Component have been discussed with the

student teacher.

Observer's Signature ___________________________________________________________________________

Student Teacher's Signature ______________________________________________________________________

Observation 2


Subject Area Observed _______________________________________ Type of Classroom ___________________





student teacher.

Observer's Signature ___________________________________777________________________________________


48

Observation 3







student teacher.



Observation 4







student teacher.



49

STUDENT TEACHER PERFORMANCE RECORD (STPR)

1. Recording Evidence and Ratings

Each Component on the STPR identifies the Source or Sources of Evidence to be used to establish the level

of performance for the Component. The Sources of Evidence for the Components of Domain 1 and

Domain 4 require written documentation by the student teacher. The Source of Evidence for the

Components of Domain 2 and Domain 3 is the performance observed in the classroom during a

scheduled observation.

a. Recording Evidence and Ratings for Domains 1 and 4

Using the student teacher’s responses to the appropriate Sources of Evidence, record the evidence for the

Components of Domains 1 and 4. Once you have finished recording the evidence, compare the

evidence for each Component with the indicators for the four levels of performance for the

Component and assign a performance-level rating for the Component. Enter the rating on the STPR.

b. Recording Evidence and Ratings for Domains 2 and 3

During a scheduled observation of your student teacher, record what the student teacher and students say

and do during the lesson. When the observation is completed, match each piece of evidence to a

Component of Domain 2 or 3, recording the Component number [e.g. (2A)] in the “Related

Components” column. When the matching of the evidence and Components is completed, compare

the evidence for each Component with the indicators for the four levels of performance for the

Component and assign a performance-level rating for the Component. Enter the rating on the STPR.

2. Sharing the Completed STPR

The Component ratings and the supporting evidence on completed STPR should be discussed with the

student teacher during the post-observation conference. The student teacher and committee member

should sign the front page of the STPR and sign and date each evidence page. If the STPR has been

completed on a laptop, the committee member should print a copy of the STPR so that the required

signatures can be placed on the hard copy.

The student teacher should be given a copy of each committee member’s completed STPR at the end of each observation.

50

DOMAIN 1: PLANNING AND PREPARATION

Component: 1A – Demonstrating Knowledge of Content and Pedagogy

Source(s) of Evidence: Lesson Plan

Observations of Teaching

Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing

Observation 1 D- D D+




Accomplished

Observation 1 A- A A+




Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

Observation 1 Evidence




Component: 1B – Demonstrating Knowledge of Students


Observation of Teaching

Student Voice

Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E


51




Component: 1C – Setting Instructional Outcomes


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E





52

Component: 1D – Demonstrating Knowledge of Resources


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E





Component: 1E – Designing Coherent Instruction


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E


53




Component: 1F – Designing Student Assessments


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E





54

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component: 2A – Creating an Environment of Respect and Rapport

Source(s) of Evidence: Observations of Teaching

Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

Component: 2B – Establishing a Culture for Learning


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

Component: 2C – Managing Classroom Procedures


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

Component: 2D – Managing Student Behavior


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

55

Component: 2E – Organizing Physical Space


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

56

DOMAIN 3: INSTRUCTION

Component: 3A – Communicating with Students


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

Component: 3B – Questioning and Discussion Techniques


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

Component: 3C – Engaging Students in Learning


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

Component: 3D – Using Assessment in Instruction


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

57

Component: 3E – Demonstrating Flexibility and Responsiveness


Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

58

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component: 4A – Reflecting on Teaching

Source(s) of Evidence: Post-Observation Reflections

Professional Growth

Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E





Component: 4B – Maintaining Accurate Records

Source(s) of Evidence: Records and Communication

Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E

59





60


Component: 4C – Communicating with Families

Source(s) of Evidence: Records and Communication

Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E





Component: 4D – Participating in a Professional Community

Source(s) of Evidence: Professional Involvement Log

Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E


61





Component: 4E – Growing and Developing Professionally

Source(s) of Evidence: Professional Growth

Post-Observation Reflections

Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E





62

Component: 4F – Showing Professionalism

Source(s) of Evidence: Professional Involvement Log

Ineffective

Observation 1 I I+

Observation 2 I I+

Observation 3 I I+

Observation 4 I I+

Developing





Accomplished





Exemplary

Observation 1 E- E

Observation 2 E- E

Observation 3 E- E

Observation 4 E- E





63

OBSERVATION________

EVIDENCE TO SUPPORT RATINGS FOR DOMAINS 2 AND 3

RELATED

COMPONENTS

OBSERVER’S SIGNATURE __________________________________________________ DATE____________________

STUDENT TEACHER’S SIGNATURE _________________________________________ DATE____________________

64

OBSERVATION________


RELATED

COMPONENTS



65

OBSERVATION________


RELATED

COMPONENTS



66

OBSERVATION________


RELATED

COMPONENTS



67

STUDENT TEACHING MID-TERM PROGRESS REPORT Single Placement

Scoring Guide

A Student Teacher’s ratings are “Developing” or above on all components of the Kentucky Framework for Teaching. Most

Dispositions are at “Target” or “Above Standard”, with NO Dispositions below “Standard”.

B Student Teacher’s ratings are mostly “Developing” or above, with no more than three “Ineffective” on all components of the

Kentucky Framework for Teaching. Dispositions are equally at “Target” or “Above Standard,” with NO Disposition below

“Standard”.

C Student Teacher is “Developing”, with no more than six “Ineffective” on all components of the Kentucky Framework for

Teaching. Dispositions are more “At Standard” than “Above Standard” with NO Disposition below “At Standard”.

***NOTE: CANDIDATES SCORING BELOW THIS POINT CANNOT BE RECOMMENDED FOR TEACHER CERTIFICATION***

D Student Teacher is nearly equally “Developing” or “Ineffective” on all components of the Kentucky Framework for Teaching.

Dispositions are nearly all “At Standard” but some are “Below Standard”.

F Student Teacher is at “Ineffective” on most components of the Kentucky Framework for Teaching. Most Dispositions are

“Below Standard”.


With the cooperating teacher’s input, use the Kentucky Framework for Teaching

(http://education.ky.gov/teachers/pges/tpges/documents/kentucky%20framework%20for%20teaching.pdf)

to rate the student teacher’s performance on each component.

Standard /

Rating

Ineffective Developing Accomplished Exemplary

1A – Demonstrating Knowledge of Content and Pedagogy

1B - Demonstrating Knowledge of Students


1D – Demonstrating Knowledge of Resources



2A – Creating an Environment of Respect and Rapport





Student Teacher WKU ID

Cooperating School Semester

Cooperating Teacher Subject/Grade

University Supervisor Dates (Inclusive)

http://education.ky.gov/teachers/pges/tpges/documents/kentucky%20framework%20for%20teaching.pdf

68


3B – Using Questioning and Discussion Techniques



3E – Demonstrating Flexibility and Responsiveness




4D – Participating in a Professional Community

4E – Growing and Developing Professionally


Dispositions Ratings

With the cooperating teacher’s input, rate the student teacher’s performance each indicator.

1 = Below Standard; 3 = At Standard; 5 = Target

(See Source of Evidence 9 for rating descriptions) 1 2 3 4 5

Values learning; Attendance

Values learning: Class participation

Values learning: Class preparation

Values learning: Communication

Values personal integrity: Emotional control

Values personal integrity: Ethical behavior

Values diversity

Values collaboration

Values professionalism: Respect for school rules, policies and norms

Values professionalism: Commitment to self-reflection and growth

Values professionalism: Professional development and involvement

Values professionalism: Professional responsibility

Area(s) of concern with supporting rationale:

69

REMEMBER TO SUBMIT A COPY OF ATTENDANCE REPORT (for students with absences)

Mid–Term Student Teaching Grade

SIGNATURES REQUIRED

Student Teacher Date

Cooperating Teacher Date

University Supervisor Date

70

STUDENT TEACHING FINAL EVALUATION Single Placement

Scoring Guide




Kentucky Framework for Teaching. Dispositions are equally at “Target” or “Above Standard”, with NO Disposition below

“Standard”.












Standard /

Rating


















71






















Values diversity







72


Final Student Teaching Grade

SIGNATURES REQUIRED




73

STUDENT TEACHING FINAL EVALUATION First Placement (of Two)

Scoring Guide




Kentucky Framework for Teaching. Dispositions are equally at “Target” or “Above Standard”, with NO Disposition below

“Standard”.












Standard /

Rating


















74






















Values diversity







75


Final Student Teaching Grade – First Placement

SIGNATURES REQUIRED




76

STUDENT TEACHING FINAL EVALUATION Second Placement (of Two)

Scoring Guide




Kentucky Framework for Teaching. Dispositions are equally at “Target” of “Above Standard”, with NO Disposition below

“Standard”.












Standard /

Rating


















77






















Values diversity







78


Final Student Teaching Grade – Second Placement

SIGNATURES REQUIRED




79

Student Teacher Attendance Report

STUDENT

WKU ID

UNIVERSITY SUPERVISOR

SCHOOL 1

COOPERATING TEACHER 1

SCHOOL 2

COOPERATING TEACHER 2

PLEASE LIST ABSENCES:

DATE REASON

NUMBER OF MAKE-UP DAYS NEW ENDING DATE

OFFICE OF PROFESSIONAL EDUCATOR SERVICES HAS DETERMINED OFFICIAL ORIGINAL ENDING DATE

MINIMUM REQUIREMENT FOR CERTIFICATION: 70 CLASSROOM DAYS WITH CHILDREN ALL MAKE-UP DAYS WILL BE COMPLETED AT THE END OF STUDENT TEACHING – (DECEMBER AND MAY) ONLY FOR STUDENT TEACHERS WHO HAVE BEEN ABSENT FROM THE CLASSROOM: A COPY THIS FORM MUST BE COMPLETED AND RETURNED TO THE OFFICE OF PROFESSIONAL EDUCATOR SERVICES (GRH 2050) BY THE UNIVERSITY SUPERVISOR AT MID-TERM DATE AND BEFORE ORIGINAL ASSIGNED ENDING DATE.

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