Policy Studies Department in Language and Cross-Cultural Education

Cooperating Teacher Teaching Handbook Multiple Subjects BILINGUAL Credential Page A Word of Appreciation...2 Introduction...2 Contact Information...2 Teaching Standards, Expectations and

Multiple Subjects BILINGUAL CREDENTIAL

Cooperating Teacher Handbook

Policy Studies Department in Language and

Cross-Cultural Education

San Diego State University

College of Education

5500 Campanile Drive San Diego, CA 92182-1152

619-594-5155 619-594-1183 fax

(revised 8/23/11)

Cooperating Teacher Teaching Handbook Multiple Subjects BILINGUAL Credential

Page

A Word of Appreciation 2

Introduction 2

Contact Information 2

Teaching Standards, Expectations and Assessments 3

Performance Assessment for California Teachers (PACT) 3

PACT Protocol 4

What level of assistance is appropriate for PACT? 4

Letter of Introduction 5

Guidelines for Classroom Involvement – 2011-2012* 5

Stipends 5

GENERAL GUIDELINES FOR STUDENT TEACHING 6

I COMMUNICATION 6

II TRANSITION SCHEDULE 6

III STUDENT TEACHERS 7

IV COOPERATING TEACHERS 7

V ADMINISTRATION 8

VI SUPERVISION 8

VII BLOCK COORDINATOR 9

VIII LESSON PLANS AND WEEKLY PLANS 9

IX EVALUATIONS 9

X PROTOCOL 9

XI STUDENT TEACHING CALENDAR 10

Classroom Involvement for 1st Student Teaching Placement 11

Classroom Involvement for 2nd Student Teaching Placement 11

Definition of Terms: 12

APPENDICES 14

Appendix A: Instructions for Student Teacher Evaluation 14

Appendix B: Rubric for Use with the Student Teacher Evaluation 15

Appendix C: Bilingual Student Teaching Evaluation Instrument, PLC Dept SDSU 23

Appendix D: Lesson Plans 27

Appendix E: Teacher Performance Expectations 32

A Word of Appreciation

The role of the elementary school, cooperating teacher, and administrative staff isextremely important in any training program for those aspiring to be credentialed in theteaching profession Practical school experience is a critical segment of the teachertraining program The faculty of the Policy Studies in Language and Cross-CulturalEducation Department (PLC) appreciate the time and effort that teachers andadministrators expend in providing the setting and most valued assistance to our studentteachers

Introduction

This handbook describes the student teaching assignments and lists the responsibilities ofCooperating Teachers, University Supervisors, School Administrators and the PolicyStudies Department at San Diego State University It contains critical information forCooperating Teachers such as the protocols, evaluation forms, and guidelines forclassroom involvement

Contact Information

The PLC Department is located in BA 248 Office hours are Monday through Thursdayfrom 10 am to 4:30pm When requesting documents, please give us a 24 hour advancenotice The office is closed for lunch from 12pm to 1pm You can call to leave a messageat: 619-594-5155 or e-mail ramire4@mail.sdsu.edu Should you have any questions,please do not hesitate to contact:

_, Block Coordinator

(Tape block coordinator’s business card here.)

_

Policy Studies in Language and Cross-Cultural Education Dept

BILINGUAL Teaching Credential Program

San Diego State University

5500 Campanile Dr., San Diego, CA 92182-1152

TEL: (619) 594-5155 or FAX: (619) 594-1183

Website: http://coe.sdsu.edu/plc/index.php

Teaching Standards, Expectations and Assessments

Given the new educational reform under SB 2042 that became effective July 2002,this handbook provides an overview of the required six teaching domains of theCalifornia Standards for the Teaching Profession (CSTPs), an additional seventhstandard of the department, and the SB 2042 Teacher Performance Expectations (TPEs).Senate Bill 2042 (Chapter 548, Statutes of 1998), signed by the governor in 1998,requires all multiple and single subject preliminary credential candidates attending fifthyear, intern, or blended teacher preparation programs in California to pass a TeachingPerformance Assessment (TPA) This assessment is designed to provide you withinsights as to what student teachers need to develop, refine, and demonstrate in terms oftheir teaching knowledge, skills, and abilities during their teacher preparation program.The TPA’s are imbedded in coursework and/or submitted separately (e.g via thePerformance Assessment for California Teachers [PACT]) They are designed to beformative (guiding) and summative (evaluative) in their usage The TPA’s are alsolinked to the California state-adopted academic content standards for students, theCalifornia Standards for the Teaching Profession, and the California Frameworks TheTPA is part of a three-year preparation cycle of growth and development for teachers.Please be prepared to assist your student teachers as they work to meet thesedevelopmental goals We invite you to visit the following web sites: www.cde.ca.gov(click on Professional Development, and then Standards), www.ctc.ca.gov (enter TPE orTPA into the search box) and www.pacttpa.org to explore the teacher performanceand assessment requirements The TPEs and CSTPs are also listed in Appendix E

Performance Assessment for California Teachers (PACT)

The Performance Assessment for California Teachers or PACT is a comprehensivestate assessment that student teachers will usually complete in their spring semester ofstudent teaching It takes the place of the state TPA and includes both embeddedassignments and a teaching event The embedded assignments consist of “signatureassignments” within each university course These signature assignments are entered on

an on-line subscription service, TaskStream, and evaluated in terms of the TPEs

The teaching event portion of the PACT became a credential requirement in 2008 ThePACT website defines “the Teaching Event [as] an extended documentation of a segment

of student teaching It is intended to be a capstone performance that integrates thelearning throughout the teacher preparation program It concentrates on 3-5 lessons orhours of teaching [and] is structured in sections corresponding to context for learners,planning, teaching, assessing, and reflecting,” (PACT Teaching Event Brochure, 2007:http://www.pacttpa.org)

After developing, completing and analyzing the teaching event, student teacherssubmit the cover pages, the plans for the developmental sequence of 3-5 lessons(equivalent to five hours of instruction) that they have used in their student teachingassignment, video clips taken from the teaching event (if appropriate to the placement,one in English and one in Spanish), and a series of essays based on their experience withthe lessons in the classroom The essays cover the context for learners, planning,teaching, assessing, and reflecting For further details, and the writing prompts to be used,see the PACT website at www.pacttpa.org (note that the bilingual prompts differ slightlyfrom others)

PACT Protocol

The teaching event takes place at the school site and should be directed entirely by the student teacher The university supervisor or a peer will assist in videotaping a portion of the sequence of lessons for submission (Parent permission is required prior to videotaping Student teachers should follow district and site policies.) The lesson plans and assessments may be original or taken from existing sources The cooperating teacher has final say over which lessons are used

What level of assistance is appropriate for PACT?

The Teaching Event should document the work of candidates and theirstudents in their classrooms; educators offering support shoulddiscourage any attempts to fabricate evidence or plagiarize work.However, professional conversations about teaching and learning arenot only appropriate, but desirable The Teaching Event can andshould allow candidates to draw upon these conversations as theycreate their own understandings of teaching and learning and applythem in the teaching decisions that they make Educators shouldavoid telling candidates what to say in the Teaching Event Supportproviders should ensure that the teaching decisions and thinkingreflected in the Teaching Event are an authentic representation of thecandidate’s work

Acceptable forms of support for constructing the Teaching Event

include:

 Explaining the general design of curriculum materials or

instructional and assessment strategies, leaving it to candidates

to make selections and/or adaptations based on perceptions of their students’ strengths and needs and on the content to be taught

 Making referrals to curriculum materials, professional and

research articles on issues the candidate is thinking about,

experienced teachers, and PACT support documents Many, if not most, candidates will use or adapt curriculum materials developed by others; they should just cite the source, including materials from experienced teachers It is up to each candidate

to explain how the materials are appropriate for their students and the relevant learning objectives and standards

 Asking probing or clarifying questions that encourage candidates

to deepen their analysis of and reflection on the artifacts,

commentary prompts, and/or their responses and to

communicate these analyses and reflections more clearly

Unacceptable forms of support for constructing the Teaching Event include:

 Making choices of curriculum materials or instructional strategies(other than those required by the cooperating

teacher/school/district) for the candidate

 Providing your own analysis of the candidate’s students or

artifacts or offering alternative responses to commentary

prompts

 Suggesting specific changes to be made in a draft Teaching Event rather than asking questions aimed at helping candidates reflect on a draft and reach their own conclusions about needed changes

 Providing intensive coaching for candidates perceived to be weakthat is aimed at helping them pass the Teaching Event rather than at improving their teaching competence, e.g., extensive focused feedback on repeated drafts leading to the final

submission

 Editing the commentaries or providing video editing services

such as fade outs

Letter of Introduction

Dear Cooperating Teacher:

Thank you for agreeing to participate as a Cooperating Teacher in our Multiple Subject BILINGUAL Credential Program Your involvement is of critical importance to our student teachers and the success of the program Under our current model, students are concurrently enrolled in methods courses and student teaching Please be aware that first semester student teachers may have no previous experience with skills, such as lesson planning, that you may take for granted In order to build up their skills, first semester students attend university courses Monday – Wednesday and are at their student teaching placements on Thursdays and Fridays Second semester students follow a traditional teaching schedule In both cases, the student teacher assigned to your classroom will begin observing and assisting with direction from you, assuming increasing responsibilities for planning, preparation and instruction, while transitioning toward full responsibility in the last weeks This timeline serves as a guideline:

Guidelines for Classroom Involvement – 2011-2012*

* Check with Coordinator to verify model in use for your year.

Second teaching assignment

Mondays, Thursdays & Fridays only Monday -Friday

Note: Where you see a “+”, the actual time span may be longer

A university supervisor will contact you to discuss this placement, the university calendar, and the transition to full classroom responsibility You will also be provided information on the program, evaluations, and supervision Evaluation forms, accompanying rubrics, and instructions for their use can be found in appendices A-C & at the Policy Studies Website: http://coe.sdsu.edu/ plc/resources/index.php (under “Resources”).

To facilitate communication with you and their supervisors, student teachers are required to maintain a Dialogue (or Interactive) Journal to document observations, record their activities, take notes, and ask questions as well as receive feedback and recommendations They will be paying particular attention to classroom management techniques, teacher-student relationships, teaching strategies, use of instructional materials, planning, and organization Thank you again for your service and support in this cooperative effort Please do not hesitate to contact us should you have any questions or concerns.

Payable) The last day of fall semester is in early January The last day of spring

semester is in late May This means that fall stipends may not show up until the followingMay and spring stipends may not show up until September In some districts the stipends are held at the district office available for pick-up In other districts, they are added onto the regular paycheck If you are not sure of the procedure in your district, ask at Payroll

or Human Resources Remember, this process takes about 3-4 months after the semester

is over so wait at least that long before calling

GENERAL GUIDELINES FOR STUDENT TEACHING

These general guidelines are designed to provide concise information on the proceduresand practices of all participants in the student teaching experience Participants mostdirectly involved include Student Teachers, Cooperating Teachers, Administrators,University Supervisors, and Program Block Coordinators

I COMMUNICATION

To facilitate communication, Student Teachers will

 Use e-mail for communication with supervisors and the block coordinator.Student teachers should check e-mail daily and respond promptly

 Exchange phone numbers with cooperating teacher and supervisor

 Provide office staff and site administrator with contact information

 In the case of an emergency or absence, contact 1st ) cooperating teacher,

2nd ) school office, and 3rd ) supervisor

 Provide classroom schedule to supervisors, indicating routine activitiesand assisting with lessons planned by the cooperating teacher

 Check school calendar for conferences, modified days, testing, holidays,etc Check Fridays for special events & changes the following week

 Clarify uncertainties promptly with cooperating teacher and/or supervisor

 Maintain a Dialogue (or Interactive) Journal with cooperating teacher andsupervisor, to include observations, notes, questions, feedback, comments,etc Comments and concerns are followed up by phone, e-mail, orscheduled conferences as needed Dialogue Journals will also be used todocument weekly planning sessions with cooperating teacher and thesupervisor’s observation schedule

 Cooperating Teachers and Administrators may contact Supervisors atanytime Block Coordinators will also provide contact information

 See Protocol for addressing concerns that might arise

II TRANSITION SCHEDULE

 For the first three weeks, student teachers will primarily observe & assist

small groups while learning about the school, classroom culture, routines,schedule, and establishing rapport with students and staff Assisting will

be limited to small group lessons planned by the cooperating teacher

Transition to full responsibility can be accelerated for the second student teaching assignment.

 Student Teachers, Cooperating Teachers and Supervisors will consult theGuidelines for Classroom Involvement for increasing time for assistingand teaching toward assuming full responsibility Adjustments will bemade according to student teacher performance and needs in MidtermEvaluations

 Weeks 4-7, student teachers will start to prepare and plan some lessons,and implement instruction for small group and whole class, addingresponsibilities each week as documented in their Dialogue Journal

 During transition (week 7 or later), student teachers will have increasedresponsibilities under the guidance and direction of the cooperatingteacher and supervisor Lesson Plans should be available for allobservations

 For the last two weeks (or more), student teachers will assume fullresponsibility for preparing, planning & implementing instruction, inconsultation with the cooperating teacher

 Once the student teachers have assumed full responsibility, they willprovide weekly plans to the cooperating teacher, supervisor and the schoolprincipal the Friday before each week begins

III STUDENT TEACHERS

To be successful, Student Teachers will

 Review and follow the Student Teacher Handbook for detailed guidelines

regarding dress code, professionalism, roles and responsibilities

 Take the initiative and assume responsibility for their own professionaldevelopment by availing themselves of the opportunities and resourcesprovided during both student teaching assignments Among other things,this means reading your handbook, introducing yourself to schoolpersonnel, and attending site meetings or trainings when possible

 Sign in at the school office each morning and report to class to prepare for

the day 15 - 30 minutes before students arrive.

 Coordinate daily schedule with Cooperating Teacher and observationschedule with Supervisor

 Develop a rapport with students, staff and other members of the schoolcommunity

 Work closely with the Cooperating Teacher on classroom managementtechniques and follow through on suggestions and recommendations

 Prepare, plan, and implement instruction in accordance with the guidelinesfor classroom involvement, course requirements and supervisionguidelines

 Attend courses and complete course & program requirements as expected

IV COOPERATING TEACHERS

To support placement, Cooperating Teachers

 Have a minimum of three years teaching experience and a CLAD, CTEL,BCLAD or Bilingual authorization Cooperating teachers are selectedthrough District Human Resources and receive a stipend from theUniversity about four months after the end of the semester

 Are provided updated program information and will meet with programcoordinator & supervisor to review student teacher responsibilities

 Schedule a regular weekly conference time with student teachers forplanning, preparation, and documenting increasing responsibilities

 Review and participate in the student teacher’s Dialogue/InteractiveJournal used to document ongoing communication and responsibilities

 Prepare and assist with midterm and final evaluations in cooperation withsupervisor and student teacher

 Address concerns with student teachers and contact supervisors as needed

*More detailed information is available in the student teaching handbook online athttp://coe.sdsu.edu/plc/resources/index.php Student teachers purchase their owncopies and will be happy to share the information

V ADMINISTRATION

To support placement, School Administrators will

 Assist with selection of Cooperating Teachers who have the time to workwith student teachers and guide their professional development

 Help orient student teachers to school policies, facilities and community

 Facilitate as needed in the remediation of any concerns that might arise

VI SUPERVISION

University Supervisors will:

 Provide appropriate add codes & schedule numbers to their assignedcandidates, once cleared for student teaching

 Schedule at least five and up to ten 30-45 minute observations withstudent teachers depending on number of units assigned Student teacherswill confirm observations and advise cooperating teachers Whilesupervisors can visit any time, observations are scheduled in advance for

lessons that student teachers, in conference with cooperating teachers, areresponsible for planning, preparing and implementing

 Request a classroom location with lesson plans and journal available

 Advise of changes or cancellations as soon as possible Student Teachersare asked to do the same

 Monitor transition into increasing responsibilities

 Reflect a variety of subject area knowledge and pedagogical strategies

 Document student teaching achievements per TPAs & TPEs Studentteachers are to make note and follow through on suggestions andrecommended changes from cooperating teachers and supervisors

 Provide direction in the lesson plan format to be used for the last three tofour observation lessons (See Appendix D.)

 Provide constructive feedback and follow up observations as needed,either immediately or by phone or email, or scheduled conference time

 Deliver PACT information and help mediate discussions about PACTimplementation

 Schedule the midterm evaluation at the midpoint and final evaluations inthe last month Submit signed forms to Program Coordinator

VII BLOCK COORDINATOR

The role of Block Coordinator includes:

 Working with district personnel on placement of student teachers

 Assigning supervisors and monitoring progress of student teachers

 Initiating communication with Administrators and Cooperating Teachers

 Meeting regularly with student teachers (usually in Seminar) to reviewroles and responsibilities while further developing professional skills andmeeting program requirements

 Mediating concerns as they arise and participating or intervening asneeded

VIII LESSON PLANS AND WEEKLY PLANS

 Lesson plan formats vary but should contain content standards, learningobjectives, time frame, prior knowledge, instruction, guided andindependent practice, SDAIE or 2nd Language Acquisition strategies, andassessment used to check for understanding See formats in Appendix D

 Lesson plans are REQUIRED for the last three to four observations butrecommended at every observation for professional development

 Weekly Plans are required for the last two to four weeks demonstrating

100% responsibility for planning, preparation & instruction They should

be submitted to the cooperating teacher and supervisor the Friday beforeeach week begins Many principals request weekly plans from studentteachers at this time

 Lesson plans and Dialogue/Interactive Journals are to be available forSupervisors and lessons implemented on time even if supervisor runs late

IX EVALUATIONS

 Supervisors, Cooperating Teachers & Student Teachers participate in theevaluation process and meet in a triad conference for midterm and finalevaluations

 Decisions concerning adjustments to student teaching transition schedule,such as acceleration or extension of time needed, are made during themidterm

 Cooperating teachers complete evaluation forms to document progress andidentify areas for future growth Forms are available in appendices A-Cand at http://coe.sdsu.edu/plc/resources/index.php

 Final evaluations are held the last week and should demonstrate progress

in all areas Successful completion of student teaching is determined atthis time Expectations are tailored to placements Students in firstsemester, partial placements establish a foundation that they will build on

in the full placements second semester

 Student teachers are to be at school 15-30 minutes before students &check in with classroom teacher before leaving

 Student Protocol: Should concerns arise, student teachers should

o First, discuss them with the classroom teacher, and then

o Second, contact their supervisor If the situation does not improveafter a reasonable amount of time, and the supervisor’sintervention has not been effective,

o If the situation does not improve after a reasonable amount of time,student teachers should then contact their block coordinator

It is important that student teachers have a professional and positiveattitude Document concerns and keep records of communication in theDialogue/Interactive Journal

 Cooperating Teacher Protocol: Should concerns arise,

o First, talk with student teachers,

o Second, consult site administrator, and

o Third, contact the university supervisor

All interventions and results should be documented. If the situation does notimprove after a reasonable amount of time, and the supervisor’sintervention has not been effective, cooperating teachers should thencontact the block coordinator

 Supervisor Protocol: In case of concerns, supervisors will talk to the

student teacher then contact 1st) cooperating teachers and 2nd)administrators, as needed

 If concerns persist, the Block Coordinator is to be contacted who will thenmeet with participants to mediate concerns

 Department Chair is contacted ONLY AFTER student teachers havecommunicated concerns with cooperating teachers, supervisor andcoordinator.

 When possible, and it does not conflict with BILINGUAL CREDENTIALprogram requirements, student teachers should be prepared professionally

to attend staff meetings, in-services, open house, parent conferences, etc

It is recommended that student teachers list in the Dialogue/InteractiveJournal all activities attended, such as after-school programs, communityprograms, parent involvement, etc

XI STUDENT TEACHING CALENDAR

Student teachers start with observation then gradually assume responsibility for teachinguntil they are in full control of the classroom, with the second placement moreaccelerated in terms of responsibility The California Commission on TeacherCredentialing (CCTC) requires that the student teacher be in full control for a minimum

of four weeks of all day, full-time student teaching over the course of the year Transitionshould generally follow the schedule outlined under “Classroom Involvement.” Theuniversity supervisor will provide you with additional guidance as needed Studentteaching placements conform to the SDSU academic calendar Fall semester placementstypically extend from the end of August to early December Spring semester placementsextend from late January to late April (current as of 2007-2008 but subject to change aslegislation changes)

Classroom Involvement for 1 st Student Teaching Placement

(*Check with the program coordinator to verify the model currently in use.)

Three-day Model – 6 to 8 units (used Fall 2011)

Minimum Expected Student Teacher

Observe routines and procedures Interact with individual

students Learn names, anticipate classroom/teacher needs,

and display initiative in working with students.

Observe 75%

Assist 25%

4-7 Above plus: Interact with groups of students and teach at

least one class session each week, possibly team teaching

with cooperating teacher Plan with cooperating teacher at

least two times a week Discuss behavior management

strategies and long-range goals.

Observe 50 - 60% Assist 30 - 40% Teach 5 - 20%

8-? Continue increasing teaching responsibilities Cooperating

Teachers should model some lessons to offer opportunities

for reflection on planning, implementation and assessment

of lessons and student learning.

Observe 10-20%

Assist 30-40% Teach 40-60%

Last 2

weeks

Teach all subjects Actively engage in curricular planning

with Cooperating Teacher With Cooperating Teacher,

reflect on planning, teaching, and outcomes

Teach 100%

Classroom Involvement for 2nd Student Teaching Placement

Minimum Expected Student Teacher

Observe routines and procedures Interact with individual

students Learn names Participate in planning sessions

with Cooperating Teacher Discuss behavior management

strategies and long-range goals May begin team teaching

some lessons with the Cooperating Teacher.

Observe 50 Assist 50

4-7 Gradually increase teaching responsibilities Cooperating

Teachers continue to model some lessons Plan with

cooperating teacher at least two times a week Attend

meetings, such as staff development, faculty, and

departmental Participate in appropriate committee work.

Observe 10-30 Assist 20-50 Teach 20-70

8-?

(open

ended)

Above, plus teach all subjects and take full responsibility

for instruction, management, and assessment Actively

engage in curricular planning with Cooperating Teacher

or independently as appropriate, reflect on planning,

teaching and outcomes

Teach 100

Definition of Terms:

Classroom Involvement

Assisting: The Student Teacher is assisting the Cooperating Teacher in presentation of a

lesson or in the supervision of student work, but the Cooperating Teacher has overall responsibility for the planning and execution of the lesson or activity

Observing: The Student Teacher is specifically observing the Cooperating Teacher as

she/he teaches a lesson, often with specific purpose in mind, i.e., modeling of teaching behaviors and management techniques prior to assumption of teaching responsibilities in that curricular area or when problems in an area of teaching have been noted and a refocusing on effective teaching is needed

Teaching: The Student Teacher is in charge of the lesson for the whole class or group;

has prepared a plan in advance and the plan has been reviewed with the

Cooperating Teacher

Other

Academic Language: Academic language is the language needed by students

to understand and communicate in the academic disciplines Academic language includes such things as specialized vocabulary, conventional text structures within a field (e.g., essays, lab reports) and other language-related activities typical of classrooms, (e.g., expressing disagreement, discussing an issue, asking for clarification) Academic language includes both productive and receptive modalities (see below).

Assessment: Evidence teachers collect of student prior knowledge, thinking,

or learning in order to evaluate what students understand and how they are thinking Informal assessments include such things as student questions and responses during instruction and teacher observations of students as they work Formal assessments may include such things as quizzes, homework assignments, lab reports, papers, journals, and projects.

Central focus: The target of the student learning that the standards, learning objectives, instructional tasks, and assessments within a learning segment are intended to produce A central focus can be expressed by a theme, overarching concept, or essential question

Curriculum content: The student learning that is expected to occur, including various areas of knowledge, e.g., facts, concepts, procedures, methods of inquiry and making judgments.

English Language Development standards: The standards in the English-Language

Development Standards for California Public Schools (California Department of Education)

This document organizes standards for English Learners in reading, writing, speaking, and listening in English according to sequential stages of development of English proficiency It is

intended to identify what English Learners must know and be able to do as they move toward full fluency in English.

Language Demands: In the context of learning in classrooms, language demands are descriptions of the language students need to effectively participate in classroom tasks This includes demands related to listening, speaking, reading, writing, and shifting between those modalities The degree of language demand varies with the complexity of the content, a student’s current language development, relevant knowledge and experience, and the context in which the language demand occurs (e.g., participating in a discussion with or without notes) Teachers can draw upon students’ language strengths (including language abilities in an other language or context) and supply scaffolds to enable students to understand

or produce language beyond their current level of mastery.

Learning Objectives: Student learning outcomes to be achieved by the end of the lesson.

Learning Segment: A set of lessons that build one upon another toward a central purpose, with a clearly defined beginning and end.

Learning Tasks: Purposefully designed activities in which students engage (not just participate – see Engagement in Learning) to meet the learning objectives for the lesson.

PACT: Performance Assessment for California Teachers.

Productive modalities: Ways that students communicate to others, e.g., speaking, writing, drawing Assessment of productive modalities focuses on student communication of their own understanding or interpretation Examples of students’ demonstration of productive abilities with respect to understanding curriculum content are writing an analysis, drawing and labeling a scale model, sculpting a figure from clay.

Receptive modalities: Ways that students receive communications from others, e.g., listening, reading, viewing Assessment of receptive modalities focuses on student communication of their understanding of the meaning of communications from others Because this is done through a productive modality, assessment of students’ skills and abilities with respect to receptive modalities is not as straightforward as that of productive modalities Examples of students’ demonstration of receptive abilities with respect to curriculum content are using tonal qualities of voice to help convey meaning from a passage read aloud, restating a classmate’s comment, describing how the key and tempo of a piece of music set a mood.

Redesignated English Learners: Students whose primary language is other than English and who have been reclassified from English Learners to Fluent English Proficient (FEP) by meeting district criteria for English proficiency.

Scaffolding: A special type of instructional support to allow students to do a task that they cannot yet do independently Like scaffolding for buildings

under construction, the support is designed to be temporary and to be removed or gradually reduced as students learn to do the task by themselves.

Student academic content standards: A set of knowledge, skills, and abilities that students are to learn by the end of a particular grade, grade level, or course California’s student academic content standards are published by the California Department of Education They guide curriculum and instruction in California public schools.

Text Types: Text types can be oral (e.g., formal presentations, role play

activities, arguments during a debate, partner or group discussions) and/or written (e.g., timelines, graphs and charts, interpretations of historical

events, primary documents).

Appendix A: Instructions for Student Teacher Evaluation

This evaluation form encourages the use of narrative and description that can provide more precise feedback to the student teacher It is intended to frame

assessment of student teachers in a developmental context It is not intended to compare student teacher performance to experienced teachers This format is very similar to one used by BTSA (Beginning Teacher Support & Assessment) First, BTSA mentoring is based on the premise that learning to teach is a developmental process, and feedback from mentors is organized along a continuum that describes teaching behaviors in a developmental style Second, once our candidates are hired to work in any California school, they will participate in BTSA Induction Programs, and we believe it will helpful to have some consistency in master teacher and supervisor feedback they receive during their pre-service classroom experience, mentor

feedback they receive in their first two years as teachers, and last but not least, alignment with elements in teaching evaluations conducted by their site

administrators

Therefore, this evaluation form and rubric uses element statements describing

the California Teaching Standards These are found in the booklet California

Standards for the Teaching Profession: Resources for Professional Practice, published

by the California Department of Education in 1999.

For example, Standard Two is “Creating and Maintaining Effective

Environments for Student Learning.” Six elements describe what this standard looks like in the classroom, and these elements are numbered:

 2.1, “Creating a physical environment that engages all students”

 2.2 “Establishing a climate that promotes fairness and respect”

 2.3, “Promoting social development and group responsibility“

Etc.

How the Evaluation Is Organized

The evaluation uses the standards and their numbered elements as prompts for the master teachers and supervisors The elements are arranged to describe teacher performance at three stages of teaching skills development ranging from:

 Practice not consistent with standard expectations, to

 Developing beginning practice, to

 Maturing beginning practice.

It must be noted that in the CSTP booklet, four developmental stages are

described, beginning with “Experienced practice that exemplifies the standard “(what

an accomplished teacher would attain on a consistent basis, or Ideal), to “Not

consistent with standard expectations.” But because we are looking at student

teacher performance, we are not using the descriptors used for “Experienced

practice that exemplifies the standard” simply because this pertains to experienced and seasoned teachers Instead, we use the three categories (listed above) most likely to describe the development of student teachers’ practice Many first semester student teachers’ mid-term evaluations will range between the least developed (Practice not consistent with standard expectations) through the third category,

“Developing Beginning Practice” depending upon which standard is being addressed.

Especially for the mid-term evaluation, the halfway point in the formal student teaching assignment, this format can serve as a strong tool for formative

assessment; that is, a concrete description of the student teacher’s teaching

behaviors and evidence such as lesson plans and teaching units that will assist the

student teacher by reinforcing good practices and re-shaping practices that need strengthening.

A final evaluation after at least eight weeks of formal observations has the potential to show growth, and to indicate areas that need to show continued effort in order to be successful in second semester student teaching or first year induction.

Appendix B: Rubric for Use with the Student Teacher Evaluation

On the following pages, the six California Teaching Standards and the seventh Standard that is

unique to the SDSU BCLAD Credential Programs are arranged according to the order in which

they appear on the evaluation form Where areas overlap, standards are combined.

Please refer to the Anchor Statements that are organized starting with “Practice

Not Consistent with Standard Expectations” through “Maturing Beginning

Practice.” Use these statements as a basis for your assessment and possible

narrative statements you wish to make in the boxes provided for each Standard You

do not need to repeat or copy these anchor statements in the boxes, unless there are

particular elements you wish to emphasize to your student teacher.

It is quite possible that you will find your student teacher’s practices

might range from one developmental category to another

depending on the particular element: their performance will

probably not fit neatly under one developmental category across all

the standards However, for each standard, there will probably be a

category that describes the level of performance overall

If your student teacher’s performance varies from element to element, you are

encouraged to note exceptions For instance in Standard Two: Creating and

Maintaining Effective Environments for Student Learning, a student teacher may not

demonstrate a strong understanding of adolescent social development and issues of

self-esteem (element 2.3), but does a commendable job in establishing and

maintaining standards for student behavior (element 2.4) You can mention and

reinforce elements in which student teacher shows more development in comparison

to the other elements under that standard.

Generally, the easiest way to use this rubric description is to start reading the

anchor statements under Developing Beginning Practice and then move to the

anchor statements for the next level lower or higher as appropriate Once you decide

on the appropriate level, write it in on the evaluation form (across the bottom of each

section) and add some commentary or examples in the space above, linked to

specific TPEs or in the general comments section If you mark any area as Practice

Not Consistent with Standards, please include a concrete growth plan describing

exactly what needs to be done for improvement (strategies to use, steps to follow,

due dates for any material the student teacher should submit) If you have

questions, don’t hesitate to contact the University Supervisor.

RUBRIC FOR MID- AND FINAL EVALUATION

STANDARD 2: Creating and Maintaining Effective Environments for Student Learning

 2.1, “Creating a physical environment that engages all students”

 2.2 “Establishing a climate that promotes fairness and respect”

 2.3, “Promoting social development and group responsibility“

 2.4, “Establishing and maintaining standards for student

behavior”

 2.5, “Planning and implementing classroom procedures and routines that support student learning”

 2.6, “Using instructional time effectively”

 Practices Not Consistent with Standard Expectations

 2.1-Physical environment does not support student learning One or more safety hazards, materials are difficult to access when needed.

 2.2-Classroom climate is characterized by unfairness or disrespect—teacher to student, or student to student Students unwilling to take risks Teacher response to inappropriate behavior is unfair or inequitable.

 2.3-Students’ social development, self-esteem, & diversity are not supported; students have no sense of responsibility for each other.

 2.4-No standards for behavior appear to have been established; students are confused about what standards are.

 2.5-Classroom procedures & routines not established or enforced

 2.6-Learning activities often rushed or too long, transitions are rough or confusing Loss of instructional time.

 Developing Beginning Practice

 2.1-Physical environment arranged for safety & accessibility, and facilitates individual student engagement in learning.

 2.2-Climate of fairness, caring, & respect is established by teacher for most students, but few students take risks and teacher does little to encourage them; teacher response to inappropriate behavior is for the most part fair & equitable.

 2.3-Students respect each other’s differences most of time work together moderately well Teacher provides limited opportunities for student to

 Maturing Beginning Practice

 2.1-Physical environment ensures safety & accessibility; most students work well individually or together as they participate in learning activities.

 2.2-Climate of fairness, caring, & respect is maintained by teacher, & students are encouraged to take risks, to be creative Pattern of teacher responses to inappropriate behavior is fair and equitable.

 2.3-Students respect each other’s differences & work independently &

collaboratively, taking responsibility for themselves & their peers.

 2.4-Standards for behavior are established, are clear for all students, & are maintained by teacher; teacher’s response to student behavior is appropriate.

 2.5-Procedures & routines work smoothly, with no loss of instructional time.

 2.6-Pacing of lesson is appropriate to activities & enables all students to engage successfully with the content Transitions are smooth.

STANDARD 4: Planning Instruction and Designing Learning Experiences for All Students

 4.1, “Drawing on and valuing students’ backgrounds, interests, and developmental learning needs”

 4.2, “Establishing and articulating goals for student learning”

 4.3, “Developing and sequencing instructional activities and materials for student learning”