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MAT Handbook 2008 2009 by 64b5SWe

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									                University of Alaska Anchorage
                     College of Education
              Department of Teaching and Learning




    Master of Arts in Teaching
        Program (MAT)

                     Handbook


                        2008-2009


August 2008
                                    Master of Arts in Teaching (MAT)
                                               Handbook
                                            Table of Contents




I.     Introduction and Overview                                                                                             Page
       Welcome from the Dean ......................................................................................................4
       COE Conceptual Framework ...............................................................................................5
       COE Core Values and Program Outcomes ..........................................................................6
       MAT Program Outcomes .....................................................................................................8

II.    Standards and Intern Expectations
       State of Alaska Beginning Teacher Standards .....................................................................9
       Standards for Culturally Responsive Teachers ..................................................................12
       Technology Standards (NETS 2008) .................................................................................16
       State of Alaska Code of Ethics of the Education Profession .............................................18
       Professional Conduct .........................................................................................................22
       Professional Ethics for District and State Testing .............................................................24

III.   MAT Coursework
       Required Classes (all endorsement areas except Music & Physical Education) ...............25
       Required Classes (Music & Physical Education only) ......................................................26
       Summary of MAT Courses by Semester ...........................................................................27
       Standards-Based Assessments and Reflective Essays Summary.......................................28

IV.    The Internship
       Roles
           Intern ............................................................................................................................29
           Mentor Teacher ............................................................................................................30
           Clinical Faculty ............................................................................................................31
           Principal .......................................................................................................................32
           Teachers .......................................................................................................................33
       Intern Attendance Policy....................................................................................................34
       Intern Substituting Policy ..................................................................................................36
       Suggested Internship Timeline ..........................................................................................37
       Guidelines and Procedures for Evaluating Interns.............................................................40
       Assessment Criteria for Intern Performance on Teacher Intern Standards........................42
       Additional Internship Information .....................................................................................44
       Intern Improvement Plan ...................................................................................................46
       The Continuum (rubric) .....................................................................................................48

V.     Forms
       MAT Lesson Plan Template ..............................................................................................62
       MAT Lesson Plan Template (with descriptors) .................................................................63


2008-2009 MAT Handbook                                         2                                                         Table of Contents
       Informal Lesson Observation .............................................................................................64
       Formal Classroom Observation .........................................................................................65
       Observation Conference.....................................................................................................67
       Intern Formative & Summative Evaluation Summary ......................................................68
       Intern Continuous Assessment of Progress........................................................................70
       Intern Continuous Assessment of Progress (Social Studies) .............................................77
       Summary of Thematic Standards (Social Studies only) ....................................................84
       Intern Continuous Assessment of Progress (Science) .......................................................85
       30-day Review ...................................................................................................................92
       Intern Responsibility Contract ..........................................................................................93

VI.    Appendices
       State of Alaska Certification Requirements .......................................................................94
       COE Computer Lab ...........................................................................................................95
       Kappa Delta Pi ...................................................................................................................96
       Mentor Teacher Training ...................................................................................................97
       MAT Program Calendar ....................................................................................................98
       Anchorage School District Calendar ...............................................................................104
       Matanuska-Susitna Borough School District Calendar ...................................................105
       Kodiak Island Borough School District Calendar ...........................................................106
       College of Education Contact Information ......................................................................107




2008-2009 MAT Handbook                                       3                                                       Table of Contents
                             University of Alaska Anchorage
                                  College of Education



August 1, 2008


Dear MAT Student,

On behalf of the staff and faculty, it is my pleasure to welcome you to the College of Education
(COE). As one of the members of the 2008-2009 MAT cohort, you will be participating in a
dynamic and exciting professional program. I congratulate you on the excellent academic and
professional accomplishments that you have demonstrated in order to qualify for admission.

The 34-credit Master of Arts in Teaching program (MAT) begins with 9 credits of foundations
courses followed by an intensive 2 semesters of course work, seminars, and a yearlong
internship. The design of the MAT program involved a comprehensive effort with educators
from around the State. The result is a teacher education program that is research based and
reflective of state and national standards and best educational practices. The College of
Education’s partnerships with the UAA College of Arts and Sciences and school districts
throughout Alaska are particularly critical to the instructional program. In addition to receiving
an excellent preparation for their teaching career, MAT graduates meet all of the criteria for
―highly qualified‖ as defined by the No Child Left Behind Act of 2002.

I wish you well as you engage in the professional education opportunities afforded through the
Master of Arts in Teaching programs. The COE Office of Student Services and Teacher
Certification, the faculty and staff, and the Office of the Dean are here to serve and support you.


Sincerely,

Mary L. Snyder

Mary L. Snyder, Ph. D.
Dean
College of Education




2008-2009 MAT Handbook                       4                                          Dean‟s Letter
                             University of Alaska Anchorage
                                  College of Education
                                Conceptual Framework

College of Education Motto: Preparing Educators to Transform Lives

College of Education Vision:
We are a community of educators dedicated to improving the quality of education and preparing
educators to transform lives. Through innovative teaching, research, service, and leadership we
will

   •   Provide direction that inspires learning, informs the state’s educational policy and
       research agendas, and addresses the challenges of Alaska;

   •   Call upon diverse cultural knowledge, values, and ways of learning and viewing the
       world, especially those of Alaska Natives, in order to promote the intellectual, creative,
       social, emotional, and physical development of educators, learners, families, and
       communities;

   •   Contribute to educators’ understanding of development and learning from childhood
       through maturity and respond to the challenges of providing learning across the lifespan;

   •   Transform the beliefs and practices of educators, families, and communities in order to
       address the wide spectrum of human abilities in compassionate and innovative ways;

   •   Prepare educators with appropriate knowledge, skills, and dispositions in the judicious
       use of technology to enhance learning;

   •   Focus relentlessly on student learning; and

   •   Engage in dynamic partnerships with University, community groups, and urban and rural
       educators to improve the quality of education in Alaska.

College of Education Mission:
We prepare educators and support the lifelong learning of professionals to embrace diversity and
to be intellectually and ethically strong, resilient, and passionate in their work with Alaska's
learners, families, and communities.




2008-2009 MAT Handbook                       5                            COE Conceptual Framework
                            University of Alaska Anchorage
                                 College of Education
                          Core Values and Program Outcomes

College of Education programs emphasize the power of learning to prepare educators to
transform the lives of learners. Across the university, faculty members teach professional
educators to work in diverse settings, to form and sustain learning partnerships, and to provide
learning across the life span. We are confident that this preparation will result in educators’
significant contributions to society.


We believe that learning must be designed, delivered, and evaluated within the contexts of the
following core values and program outcomes. Consequently, College of Education promotes the
core values in their collegial interactions to ensure that program graduates exhibit

Intellectual Vitality: Professional educators examine diverse perspectives, engage in research
and scholarship, and apply innovations in technology.

 Dispositions: College of Education graduates
  • engage in ongoing professional development in order to maintain currency regarding new
      ideas and understandings in the field.
  • examine their own work and sources of professional knowledge with a questioning
      attitude.
  • apply content, pedagogical, and professional knowledge into learning experience for
      students.
  • help students to question systematically, think critically, and seek valid answers for
      themselves.
  • use technology when meaningful, functional, and relevant and teach students to use it
      judiciously and productively.
  • value traditional lessons learned as part of reshaping education to ensure equity for all
      students.
  • accept personal responsibility for and apply cultural values and traditions to new
      learning.
  • contribute to and advance knowledge through novel inquiry and research
  • engage in collaborative intellectual work across discipline and institutional boundaries.


Collaborative Spirit: Professional educators generate, welcome, and support collaborative
relationships that enrich people’s lives.

 Dispositions: College of Education graduates
  • value people for themselves and their potential and help them to appreciate and develop
      respect for others.
  • contribute to and establish environments that incorporate diverse voices and perspectives
      and encourage positive social interactions, active learning, and self-motivation.



2008-2009 MAT Handbook                       6                                     COE Core Values
   •   value and foster positive, collaborative professional relationships.


Inclusiveness and Equity: Professional educators create learning communities that advance
knowledge and ensure the development, support, and inclusion of peoples’ abilities, values,
ideas, languages, and expressions.

 Dispositions: College of Education graduates
  • respect others’ multiple talents, abilities, and perspectives to ensure their attainment of
      individual excellence.
  • value and respond positively to human diversity among learners, colleagues, families, and
      communities.
  • communicate caring, respect, and empathy for others.
  • foster culturally competent communication.
  • advocate for positive changes in institutional structures to ensure inclusion of all voices,
      educational equity, and social justice.


Leadership: Professional educators are committed to the highest standards of ethical behavior in
their roles, using professional expertise to improve the communities in which they live and work,
and demonstrating the ability to translate theory into practice.

 Dispositions: College of Education graduates
  • recognize their professional responsibility to engage in and support ethical practices for
      themselves and colleagues.
  • model moral and ethical behavior expected of colleagues and learners in educational
      settings.
  • make decisions based on accurate information, honesty, and integrity.
  • examine ethical issues and societal concerns to inform and improve educational quality
      and services.
  • improve practice by examining their professional decisions and actions in light of
      feedback from learners, colleagues, families, and communities.
  • lead efforts for strategic, collaborative partnerships that create environments to facilitate
      positive change.
  • ensure that learners have a voice in their educational settings.
  • advocate for learners and learning resources.
  • ensure that leadership is a distributed, shared responsibility among professionals in the
      building.
  • address their work with moral purpose.
  • exhibit courage in their advocacy roles and willingness to confront issues and challenges
      to ensure positive change.




2008-2009 MAT Handbook                       7                                     COE Core Values
                                MAT Program Outcomes


       1. Demonstrate and examine how the MAT student's educational philosophy affects his
             or her teaching in the classroom.

       2. Demonstrate application of learning theory, effective instructional planning and
             practice, and assessment processes for all students.

       3. Demonstrate knowledge of the individual and cultural diversity in Alaskan
             communities and schools and apply that knowledge in educational practice.

       4. Demonstrate content and pedagogical knowledge in the endorsement area as specified
             by the appropriate Specialized Professional Association (SPA) - NCTM, NSTA,
             NCSS, NCTE, ACTFL, TESOL, NASM, NASPE, etc.

       5. Demonstrate technological knowledge and proficiency to enhance instructional
             practice.

       6. Demonstrate an appropriate learning environment including effective classroom
             management.

       7. Demonstrate participation in and contribution to the profession by maintaining high
             professional standards, including collaboration and communication (both oral and
             written), with all stakeholders in the university and school community.

       8. Complete the MAT program and receive an Institutional Recommendation for initial
             licensure.




       Source:
       UAA Program Outcomes Assessment Plan
       http://www.uaa.alaska.edu/assessment/assessmentmaterialsbyprogram.cfm


2008-2009 MAT Handbook                      8                              MAT Program Outcomes
             Alaska Department of Education and Early Development
                         Beginning Teacher Standards
The following content and performance standards apply to a beginning teacher:

Standard 1 -- Philosophy A beginning teacher can describe the teacher’s philosophy of
   education and demonstrate its relationship to the teacher’s practice.
   Performances that reflect attainment of this standard include
     a. stating a personal philosophy of education supported by research, professional literature,
        and experience with students;
     b. identifying teaching practices that are consistent or inconsistent with the teacher’s
        personal philosophy of education; and
     c. demonstrating teaching practices that represent the teacher’s philosophy of education.

Standard 2 -- Learning Theory A beginning teacher understands how students learn and
   develop and applies that knowledge in the teacher’s practice.
   Performances that reflect attainment of this standard include
     a. identifying the abilities of students based on a developmental continuum through formal
        and informal assessment (e.g., observation, documentation, Alaska Developmental
        Profile, standards based assessments);
     b. providing instructional opportunities to meet the needs of students based on
               i. theories of learning and motivation; and
               ii. the individual and special needs of students (e.g., learning styles, stages of
                    development, students with disabilities, English language learners, gifted
                    students).

Standard 3 -- Diversity A beginning teacher teaches students with respect for their individual
   and cultural characteristics.
   Performances that reflect attainment of this standard include
     a. making connections with local cultures and with the individual and cultural
        characteristics of the students to promote learning;
     b. using resources and information about the community and Alaska in planning and
        delivery of instruction;
     c. recognizing and minimizing bias in instructional materials and practice;
     d. using culturally appropriate communication and instructional strategies, ways of
        knowing, and knowledge of the Alaska Cultural Standards in practice; and
     e. identifying and using instructional strategies and resources that are appropriate to the
        individual and special needs of students.

Standard 4 -- Content A beginning teacher knows the teacher’s content area and how to teach
   it.
   Performances that reflect attainment of this standard include
       a. identifying the connections in instructional plans to
                 i. Alaska’s Performance Standards (Grade Level Expectations) where
                      developed,
                 ii. Alaska’s State Content Standards, and
                 iii. district curriculum,
       b. developing and teaching lessons/units that demonstrate
2008-2009 MAT Handbook                       9                     Alaska Beginning Teacher Standards
              i. accurate and current knowledge of the content,
              ii. instructional strategies that are suited to teaching the content area, integrating
                   technology where appropriate,
              iii. consideration of students’ developmental stages of content mastery using an
                   analysis of various assessment data (qualitative and quantitative),
              iv. a variety of teaching strategies that encourage students’ development of
                   critical thinking, problem solving, creativity, and performance skills, and
              v. connections across disciplines that enable students to apply their content
                   knowledge and process skills to real world situations.

Standard 5 -- Instruction and Assessment A beginning teacher facilitates, monitors, and
   assesses student learning.
   Performances that reflect attainment of this standard include
     a. teaching lessons based on
               i. the Alaska Performance Standards (Grade Level Expectations) where
                    developed;
               ii. Alaska Content Standards;
               iii. district curriculum; and
               iv. individual and special needs of students;
     b. selecting appropriate assessments that measure what students know, understand, and are
        able to do;
     c. analyzing and using data from formative, interim, and summative assessments to guide
        instruction and planning;
     d. identifying and using a variety of instructional strategies and resources that are
        appropriate to the individual and special needs of students, including students with
        disabilities, English language learners, gifted students;
     e. assisting students to reflect on their own progress using assessment data;
     f. using a record keeping system to monitor and report student progress and attendance;
        and
     g. communicating ongoing student progress in a timely manner to students, parents,
        administrators, and other appropriate audiences.

Standard 6 -- Learning Environment A beginning teacher creates and maintains a learning
   environment in which all students are actively engaged and contributing members.
   Performances that reflect attainment of this standard include
     a. creating and maintaining a learning environment that is physically, emotionally, and
        intellectually safe;
     b. establishing a culture of learning for all students by
               i. setting clear expectations of high standards for student performance;
               ii. promoting pride in student accomplishments;
               iii. teaching students to be responsible for their individual and collaborative
                    learning and decision-making; and
               iv. promoting respect for individual differences, and responding appropriately to
                    student behavior;
     c. implementing a classroom management plan (e.g., routines, procedures, scheduling,
        classroom physical arrangement) that establishes an environment in which
               i. students are actively engaged, contributing members;

2008-2009 MAT Handbook                      10                      Alaska Beginning Teacher Standards
                  ii. time is managed for maximum learning (e.g., transitions, pacing,
                       administrative procedures); and
                  iii. the discipline plan incorporates district, school, and classroom standards of
                       behavior.

Standard 7 -- Family and Community Environment A beginning teacher works as a partner
   with parents, families, and the community.
   Performances that reflect attainment of this standard include
     a. promoting regular communication between the classroom and students’ families;
     b. participating in school wide efforts, where available, that involve families and the public
        in the school community;
     c. using instructional strategies that connect classroom activities with students’ cultures,
        families, and the local community, for example, relating curriculum to local lifestyles,
        culturally relevant lesson plans, local experts, local artists, and field trips; and
     d. providing parents and families the opportunity to set and monitor student learning goals.

Standard 8 -- Professionalism A beginning teacher participates in and contributes to the
   teaching profession.
   Performances that reflect attainment of this standard include
     a. adhering to the Alaska Code of Ethics and Teaching Standards (20 AAC 10.020) and
        explain how it impacts decision-making;
     b. committing to continuous professional growth by
               i. setting professional goals based on identified strengths, weaknesses, and
                    feedback from colleagues, supervisors, administrators, mentors, and other
                    professionals;
               ii. reflecting upon own teaching practices including progress towards goals; and
               iii. pursuing professional development opportunities (e.g., certification
                    advancement, professional organization affiliation, district in-services);
     c. working cooperatively with colleagues, supervisors, administrators, mentors, and other
        professionals;
     d. demonstrating compliance with the federal, state, district, and school laws, regulations,
        policies, procedures, and schedules; and
     e. considering feedback from colleagues, supervisors, administrators, mentors, and other
        professionals.




Note: All indicators for all 8 Standards must be met in order for the College of Education to give you an
Institutional Recommendation (IR).




Source:
Standards for Alaska’s Teachers
Alaska Department of Education and Early Development
801 West 10th Street
Juneau, AK 99801-1894
http://www.eed.state.ak.us/standard

2008-2009 MAT Handbook                              11                          Alaska Beginning Teacher Standards
                      Standards for Culturally Responsive Teachers
      The following guidelines address issues of concern in the preparation of teachers who will be
      expected to teach students from diverse backgrounds in a culturally responsive and
      educationally healthy way. Special attention is given to the preparation of Native and non-
      Native teachers for small rural schools in Alaska. The guidelines are presented as they relate
      to each of the Alaska Teacher Standards, taking into consideration the Alaska Standards for
      Culturally Responsive Schools and the Alaska Student Content Standards. It is intended that
      teachers in Alaska be prepared in such a way that they are able to demonstrate a high level of
      proficiency in all of these standards, and that programs preparing educators in Alaska
      incorporate these guidelines as indicators in their planning and implementation.


I.       Philosophy: Teachers can describe their philosophy of education and demonstrate its
         relationship to their practice.
         Culturally responsive teachers who meet this standard will:
         a) Develop a philosophy of education that is able to accommodate multiple worldviews,
             values and belief systems, including attention to the interconnectedness of the human,
             natural and spiritual worlds as reflected in Alaska Native societies.
         b) Incorporate locally appropriate cultural values in all aspects of their teaching, drawing
             upon the formal statement of values adopted by people in the surrounding region.
         c) Gain first-hand experience in alternative ways of knowing and learning under the
             guidance of personnel who are themselves grounded in ways of knowing that are
             different from those based on a literate tradition (i.e., schooling), including the
             experientially-based oral tradition of Alaska Native societies.
         d) Incorporate alternative ways of knowing in their teaching practice and understand the
             similarities and differences between them, particularly with regard to the
             intermingling of Alaska Native and Western traditions.
         e) Demonstrate their understanding of alternative worldviews in contexts where they can
             be judged by practitioners of those worldviews.

II.      Learning Theory & Practice: Teachers understand how students learn and develop and
         apply that knowledge in their practice.
         Culturally responsive teachers who meet this standard will:
         a) Incorporate and build upon the prior knowledge and experiences of the students in
            their care and reinforce the positive parenting and child-rearing practices from the
            community in all aspects of their teaching.
         b) Exhibit a thorough understanding of the role of naturalistic intelligence in indigenous
            societies and will demonstrate their ability to draw upon multiple forms of
            intelligence in their teaching practice.
         c) Acquire and apply a full repertoire of skills for the appropriate use of experiential
            approaches to learning in their teaching practice.
         d) Demonstrate the ability to work with mixed-age/grade groupings in their classroom
            and utilize the range of abilities and experiences in such a situation to instructional
            advantage.



2008-2009 MAT Handbook                        12             Culturally Responsive Standards for Teachers
       e) Approach the developmental potential of their students in a way that recognizes that
          all children develop at their own rate and in their own way.
       f) Engage in extended experiences that involve the development of observation and
          listening skills associated with the traditional learning ways of Native people.

III.   Diversity: Teachers teach students with respect for their individual and cultural
       characteristics.
       Culturally responsive teachers who meet this standard will:
       a) Acquire and apply the skills needed to learn about the local language(s) and culture(s)
          of the community in which they are situated.
       b) Draw upon the traditional teaching roles and practices in the community to enhance
          the educational experiences of their students.
       c) Participate in an Elders-in-Residence program and implement such a program in their
          own school and classroom.
       d) Understand the significance of the role of cultural identity in providing a strong
          foundation for all social, emotional, intellectual and spiritual development and
          demonstrate the ability to build on that understanding in their teaching.
       e) Acquire a comprehensive understanding of all aspects of the local, regional and
          statewide context in which their students live and be able to pass on that
          understanding in their teaching, particularly as it relates to the well-being and survival
          of small societies.
       f) Help their students to understand and compare different notions of cultural diversity
          from within and beyond their own community and cultural region, including factors
          that come into play within culturally mixed and blended families.
       g) Serve as adult role models by actively contributing to the local lifeways and traditions
          as practiced in the community in which they teach.

IV.    Content: Teachers know their content area and how to teach it.
       Culturally responsive teachers who meet this standard will:
       a) Pursue interdisciplinary studies across multiple subject areas that are applicable to the
          curriculum content they will be called upon to teach as it relates to the real-world
          context in which their students are situated.
       b) Demonstrate an extensive repertoire of skills for the application of the content
          knowledge they teach in guiding students toward the development of local solutions
          to everyday problems in the world around them.
       c) Demonstrate the ability to acquire an in-depth understanding of the knowledge
          system indigenous to the place in which they are teaching and apply that
          understanding in their practice.
       d) Demonstrate a recognition that many and various cultural traditions from throughout
          the world, including Alaska Native, have contributed to the knowledge base reflected
          in the Alaska Content Standards.
       e) Demonstrate the ability to align all subject matter with the Alaska Standards for
          Culturally Responsive Schools and to develop curriculum models that are based on
          the local cultural and environmental experiences of their students.




2008-2009 MAT Handbook                      13              Culturally Responsive Standards for Teachers
       f) Recognize the importance of cultural and intellectual property rights in their teaching
          practice and honor such rights in all aspects of their selection and utilization of
          curriculum resources.

V.     Instruction & Assessment: Teachers facilitate, monitor and assess student learning.
       Culturally responsive teachers who meet this standard will:
       a) Utilize multiple instructional strategies and apply those strategies appropriately and
           flexibly in response to the cultural and instructional environment in which they are
           situated.
       b) Incorporate and build upon locally identified cultural values and beliefs in all aspects
           of their teaching and assessment practices.
       c) Construct and teach to alternative curriculum frameworks, including those grounded
           in Alaska Native worldviews and knowledge systems.
       d) Utilize alternative instructional strategies grounded in ways of teaching and learning
           traditional to the local community and engage community members in helping to
           assess their effectiveness in achieving student learning.
       e) Demonstrate the ability to utilize a broad assortment of assessment skills and tools in
           their teaching that maximize the opportunities for students to demonstrate their
           competence in a variety of ways applicable to local circumstances, including the
           involvement of local Elders to pass judgment on knowledge and skills associated with
           traditional cultural practices.
       f) Demonstrate a thorough understanding of the cultural implications of standardized
           and norm-referenced tests and be able to make appropriate decisions regarding their
           use for educational and accountability purposes.
       g) Consider all forms of intelligence and problem-solving skills in the assessment of the
           learning potential of students in their care and provide appropriate opportunities for
           the educational advancement of all students.
       h) Possess the skills to utilize technology as a tool to enhance educational opportunities
           and to facilitate appropriate documentation and communication of local cultural
           knowledge while honoring cultural and intellectual property rights.

VI.    Learning Environment: Teachers create and maintain a learning environment in which all
       students are actively engaged and contributing members.
       Culturally responsive teachers who meet this standard will:
       a) Construct learning environments in the classroom context that are modeled on natural
           learning environments in the community.
       b) Effectively utilize the local community as an extension of the classroom learning
           environment.
       c) Successfully prepare for, organize and implement extended camps and other seasonal
           everyday-life experiences to ground student learning naturally in the surrounding
           environment.
       d) Utilize natural structures and models to construct learning environments that are
           compatible with the cultural and ecological context in which students are situated.




2008-2009 MAT Handbook                     14              Culturally Responsive Standards for Teachers
VII.    Family & Community Involvement: Teachers work as partners with parents, families and
        with the community.
        Culturally responsive teachers who meet this standard will:
        a) Effectively identify and utilize the resources and expertise in the surrounding
           community to enhance the learning opportunities of the students.
        b) Develop partnerships with parents, Elders, school board members and other
           community representatives as co-teachers in all aspects of their curricular and
           instructional planning and implementation, and arrange for appropriate recognition
           for such contributions.
        c) Understand the role and responsibility of the school as a significant factor in the
           social, economic and political make-up of the surrounding community and as a major
           contributor to the community’s health and well-being.
        d) Assume culturally appropriate and constructive roles in the community in which they
           teach and respect the roles and contributions of other members of the community.

VIII.   Professional Growth: Teachers participate in and contribute to the teaching profession.
        Culturally responsive teachers who meet this standard will:
        a) Draw upon the regional Native Educator Associations along with state and district
           resources for their own educational improvement and professional growth.
        b) Engage in critical self-assessment and participatory research to ascertain the extent to
           which their teaching practices are effectively grounded in the traditional ways of
           transmitting the culture of the surrounding community.
        c) Prepare and maintain a comprehensive portfolio documenting the strengths and
           weaknesses they bring to their role as a teacher.
        d) Demonstrate their willingness and ability to contribute to a supportive collegial
           environment that promotes professional growth of all participants on behalf of the
           educational and cultural well-being of the students in their care.
        e) Participate in, contribute to and learn from local community events and activities in
           culturally appropriate ways.


Source:
Guidelines for Preparing Culturally Responsive Teachers for Alaska’s Schools
Alaska Native Knowledge Network
University of Alaska Fairbanks
PO Box 756730
Fairbanks, AK 99775-6730
http://www.ankn.uaf.edu/standards




2008-2009 MAT Handbook                            15                Culturally Responsive Standards for Teachers
    NATIONAL EDUCATIONAL TECHNOLOGYSTANDARDS (NETS)
                   FOR TEACHERS 2008
I. Facilitate and Inspire Student Learning and Creativity
    Teachers use their knowledge of subject matter, teaching and learning, and technology to
    facilitate experiences that advance student learning, creativity, and innovation in both face-
    to-face and virtual environments. Teachers:

      a. promote, support, and model creative and innovative thinking and inventiveness.
      b. engage students in exploring real-world issues and solving authentic problems using
         digital tools and resources.
      c. promote student reflection using collaborative tools to reveal and clarify students'
         conceptual understanding and thinking, planning, and creative processes.
      d. model collaborative knowledge construction by engaging in learning with students,
         colleagues, and others in face-to-face and virtual environments.

II. Design and Develop Digital-Age Learning Experiences and Assessments
    Teachers design, develop, and evaluate authentic learning experiences and assessment
    incorporating contemporary tools and resources to maximize content learning in context and
    to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
      a. design or adapt relevant learning experiences that incorporate digital tools and resources
         to promote student learning and creativity.
      b. develop technology-enriched learning environments that enable all students to pursue
         their individual curiosities and become active participants in setting their own
         educational goals, managing their own learning, and assessing their own progress.
      c. customize and personalize learning activities to address students' diverse learning styles,
         working strategies, and abilities using digital tools and resources.
      d. provide students with multiple and varied formative and summative assessments aligned
         with content and technology standards and use resulting data to inform learning and
         teaching.

III. Model Digital-Age Work and Learning
    Teachers exhibit knowledge, skills, and work processes representative of an innovative
    professional in a global and digital society. Teachers:

      a. demonstrate fluency in technology systems and the transfer of current knowledge to new
         technologies and situations.
      b. collaborate with students, peers, parents, and community members using digital tools
         and resources to support student success and innovation
      c. communicate relevant information and ideas effectively to students, parents, and peers
         using a variety of digital-age media and formats.



2008-2009 MAT Handbook                       16                                  Technology Standards
      d. model and facilitate effective use of current and emerging digital tools to locate,
         analyze, evaluate, and use information resources to support research and learning.

IV. Promote and Model Digital Citizenship and Responsibility
    Teachers understand local and global societal issues and responsibilities in an evolving
    digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
      a. advocate, model, and teach safe, legal, and ethical use of digital information and
         technology, including respect for copyright, intellectual property, and the appropriate
         documentation of sources.
      b. address the diverse needs of all learners by using learner-centered strategies providing
         equitable access to appropriate digital tools and resources.
      c. promote and model digital etiquette and responsible social interactions related to the use
         of technology and information.
      d. develop and model cultural understanding and global awareness by engaging with
         colleagues and students of other cultures using digital-age communication and
         collaboration tools.

V. Engage in Professional Growth and Leadership
   Teachers continuously improve their professional practice, model lifelong learning, and
   exhibit leadership in their school and professional community by promoting and
   demonstrating the effective use of digital tools and resources. Teachers:

      a. participate in local and global learning communities to explore creative applications of
         technology to improve student learning.
      b. exhibit leadership by demonstrating a vision of technology infusion, participating in
         shared decision making and community building, and developing the leadership and
         technology skills of others.
      c. evaluate and reflect on current research and professional practice on a regular basis to
         make effective use of existing and emerging digital tools and resources in support of
         student learning.
      d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and
         of their school and community.




Source:
International Society for Technology in Education (ISTE)
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm




2008-2009 MAT Handbook                        17                                   Technology Standards
                                   State of Alaska
                      Code of Ethics of the Education Profession


UAA College of Education students are expected to abide by the following code of ethics and
professional teaching standards. Please see an advisor if you have any questions regarding the
code.

20 AAC 10.010. COVERAGE. All members of the teaching profession (as defined in AS
14.20.370) are obligated to abide by the code of ethics and the professional teaching standards
adopted by the Professional Teaching Practices Commission. (Repealed 01/30/75)
Authority: AS 14.20.480

20 AAC 10.020. CODE OF ETHICS AND TEACHING STANDARDS.
(a) The following code of ethical and professional standards governs all members of the
teaching profession. A violation of this section is grounds for discipline as provided in AS
14.20.030.

(b) In fulfilling obligations to students, an educator
        (1) repealed 10/25/2000;
        (2) may not deliberately distort, suppress, or deny access to curricular materials or
            educational information in order to promote the personal view, interest, or goal of the
            educator;
        (3) shall make reasonable effort to protect the student from conditions harmful to
            learning or to health and safety;
        (4) may not engage in physical abuse of a student or sexual conduct with a student and
            shall report to the commission knowledge of such an act by an educator;
        (5) may not expose a student to unnecessary embarrassment or disparagement;
        (6) may not harass, discriminate against, or grant a discriminatory advantage to a student
            on the grounds of race, color, creed, sex, national origin, marital status, political or
            religious beliefs, physical or mental conditions, family, social, or cultural
            background, or sexual orientation; shall make reasonable effort to assure that a
            student is protected from harassment or discrimination on these grounds; and may not
            engage in a course of conduct that would encourage a reasonable student to develop a
            prejudice on these grounds;
        (7) may not use professional relationships with students for private advantage or gain;
        (8) shall keep in confidence information that has been obtained in the course of
            professional service, unless disclosure serves a compelling professional purposes or is
            required by law;
        (9) shall accord just and equitable treatment to all students as they exercise their
            educational rights and responsibilities.

(c) In fulfilling obligations to the public, an educator
        (1) repealed 10/25/2000;




2008-2009 MAT Handbook                       18                                        Code of Ethics
   (2) shall take reasonable precautions to distinguish between the educator's personal views
   and those of any educational institutional or organization with which the educator is
   affiliated;
   (3) shall cooperate in the statewide student assessment system established under 4 AAC
   06.710 – 4 AAC 06.790 by safeguarding and maintaining the confidentiality of test materials
   and information;
   (4) repealed 10/25/2000;
   (5) may not use institutional privileges for private gain, to promote political candidates, or for
   partisan political activities;
   (6) may not accept a gratuity, gift or favor that might influence or appear to influence
   professional judgment, nor offer a gratuity, gift, or favor to obtain special advantage.
   (7) may not knowingly withhold or misrepresent material information in communicating with
   the school board regarding a matter before the board for its decision; and
   (8) may no use or allow the use of district resources for private purposes not related to the
   district programs and operation.

(d) In fulfilling obligations to the profession, an educator
    (1) may not, on the basis of race, color, creed, sex, age, national origin, marital status,
    political or religious beliefs, physical conditions, family, social or cultural background, or
    sexual orientation, deny to a colleague a professional benefit, advantage, or participation in
    an professional organization, and may no discriminate in employment practice, assignment,
    or personnel evaluation;
    (2) shall accord just and equitable treatment to all members of the profession in the exercise
    of their professional rights and responsibilities;
    (3) may not use coercive means or promise special treatment in order to influence
    professional decisions of colleagues;
    (4) may not sexually harass a fellow employee;
    (5) shall withhold and safeguard information acquired about colleagues in the course of
    employment, unless disclosure serves a compelling professional purpose;
    (6) shall provide upon the request of the affected party, a written statement of specific
    reasons for recommendations that led to the denial of increments, significant changes in
    employment, or termination of employment;
    (7) may not deliberately misrepresent the educator's or another's professional qualifications;
    (8) repealed 10/25/2000;
    (9) may not falsify a document, or make a misrepresentation on a matter related to licensure,
    employment evaluation, test results, or professional duties;
    (10) may not intentionally make a false or malicious statement about a colleague's
    professional performance or conduct;
    (11) may not intentionally file a false or malicious complaint with the commission;
    (12) may not seek reprisal against any individual who has filed a complaint, provided
    testimony, or given other assistance in support of a complaint filed with the commission;
    (13) shall cooperate fully and honestly in investigations and hearings of the commission;
    (14) repealed 10/25/2000;
    (15) may not unlawfully breach a professional employment contract;
    (16) shall conduct professional business through appropriate channels;
    (17) may not assign tasks to unqualified personnel;



2008-2009 MAT Handbook                       19                                         Code of Ethics
   (18) may not continue in or seek professional employment while unfit due to:
           (A) use of drugs or alcohol that impairs the educator's competence or the safety of
               students or colleagues;
           (B) physical or mental disability that impairs the educator's competence or the safety
               of students or colleagues.
   (19) may not interfere with a colleague‟s exercise of political or citizenship rights and
   responsibilities.
Authority: AS 14.20.030 (a); AS 14.20.370; AS 14.20.450; AS 14.20.460; AS 14.20.480

20 AAC 10.030. MORAL TURPITUDE. For the purpose of AS 14.20.030(a)(2).
      (1) “moral turpitude” means conduct that is wrong in itself even if no statute were to
      prohibit the conduct; and
      (2) a crime involving moral turpitude includes
              (A)    homicide;
              (B)    manslaughter;
              (C)    assault;
              (D)    stalking;
              (E)    kidnapping;
              (F)    sexual assault;
              (G)    sexual abuse of a minor;
              (H)    unlawful exploitation of a minor;
              (I)    robbery;
              (J)    extortion;
              (K)    coercion;
              (L)    theft;
              (M) burglary;
              (N)    arson;
              (O)    criminal mischief;
              (P)    forgery;
              (Q)    criminal mischief;
              (R)    forgery;
              (S)    criminal impersonation;
              (T)    bribery;
              (U)    perjury;
              (V)    unsworn falsification;
              (W) jury tampering;
              (X)    terroristic threatening;
              (Y)    possession or distribution of child pornography;
              (Z)    unlawful distribution or possession for distribution or possession for
                     distribution of a controlled substance;
              (AA) unlawfully furnishing alcohol to a minor.
                     (Eff. 4/8/99, Register 150)
              (BB) felony possession of a controlled substance.
                     (History: Eff. 4/8/99, Register 150; am 12/25/2005, Register 176)
   Authority AS 14.20.030; AS 14.20.450; AS 14.20.460




2008-2009 MAT Handbook                      20                                        Code of Ethics
20 AAC 10.900. DEFINITIONS: In this chapter,
     (1) “sexual conduct” includes solicitations for sex; explicit sexual jokes and stories;
     discussion of the educator‟s sexual feelings or activities; discussion, outside of a
     professional teaching or counseling context, of a student‟s sexual feelings or activities;
     and „sexual penetration‟ and „sexual contact‟ as those terms are defined in AS 11.81.900.

        (2) “physical abuse” is an action beyond reasonable discipline that results in an adverse
        physical effect upon a student.

PTPC Regs (Eff. 10/25/00)

Revised May 2000

Source:
Professional Teaching Practices Commission
Patricia Truman, Executive Director
344 West Third Avenue, Suite 127
Anchorage, Alaska 99501
phone: 269-6579
http://www.eed.state.ak.us/ptpc




2008-2009 MAT Handbook                       21                                       Code of Ethics
                                    Professional Conduct
        As you embark on your new teaching career, it is important to establish and maintain
daily behaviors that identify you as a professional. This is expected from your colleagues and
supervisors, appreciated by your students, and is a sign to all that you give and deserve respect.
Prospective employers will want to know how you performed as a professional during your
internship. Take care to adhere to the following characteristics of professionalism:

   Be prompt and reliable. If you are late to a class or meeting or fail to do something
    expected of you, you are inconveniencing others who are depending upon you. Those
    involved with you need to be able to count on you. If you ever have to be late, be sure to call
    and leave a message for your mentor teacher. If you fail to accomplish a task on time, make
    it up as quickly as possible.

   Dress professionally. Your job while you are in your internship is that of a teacher, not a
    student at the University. Your appearance often determines the degree of acceptance you
    receive. Dress accordingly, remembering that appearances do count in the example and tone
    we are setting for children and colleagues, and when one is pursuing a teaching position.

   Avoid gossip. While it is natural and desirable to share your experiences in schools, be sure
    to be professional as you do so. Do not use names of teachers or students or disparage the
    school or any individual. Remember, too, that you may be exposed to confidential
    information about children with whom you are working. In order to protect students,
    schools, and the relationship the University has with schools, it is important to keep
    confidential information confidential. (See also Professional Code of Ethics, pages 18-21).

   Treat each student with respect and interest. Learn all of the students’ names and
    personalities as soon as possible and maintain an interest in each student. Be sure not to
    show favoritism, and, instead, look for ways to invite all students to participate in the
    learning process. Respect students’ backgrounds and cultures. As a teacher, you are
    expected to be equitable and provide all students access to learning. This means distributing
    your attention fairly and responding to individuals without bias. In addition, knowing your
    students well and treating them fairly are keys to effective classroom management.

   Allow students to see you as a real person. The students are interested in you as a person.
    Be real and not just an authority figure. At the same time, remember that you are a teacher
    and not a peer of the students. There is a balance that you must establish between being
    friendly and open and being in charge.

   Keep a positive attitude. Attitudes are important. When schooling is fun and rewarding,
    share the good feelings with others. And when schooling is difficult and frustrating, as can
    sometimes happen, be mindful not to complain or burden others with a negative attitude.
    Difficulties should be discussed with your mentor teacher in order to seek positive solutions.
    A sense of humor, enthusiasm, and a spirit of problem solving are essential to successful




2008-2009 MAT Handbook                       22                                   Professional Conduct
    teaching. They will help you to enjoy your work and to maintain healthy relationships with
    others. Enjoy!

   Accept feedback. There will be times that a mentor teacher, university faculty, principal or
    others may offer constructive critiques of your work. This is meant to improve your work as
    a teacher. Accept feedback in a receptive and professional manner.

   Show initiative. It may take a little while to feel part of your school, but don’t wait to be
    asked to do things. Become part of the life of the classroom, school, and community as soon
    as possible. See what needs to be done and offer to help. Begin to ask for responsibility
    early and to look for ways that will improve student learning and the functioning of the
    school, as well as advance your capacity to teach.

   Cooperate with other adults. You are not alone in this work. In schools, there are many
    adults -- educators, classified staff, volunteers -- working with each other and with the
    students. Be a team player.

   Seek continuous improvement. Any time you try to learn something new, you are not
    immediately good at it. Understand that you will be imperfect and make mistakes as you
    begin your teaching practice. This is natural. At the same time, constantly seek to improve
    your work, learn from your mistakes, study your subject matter and pedagogy, and honing
    your understanding of the developmental needs of your students. This disposition will be as
    important to you as an experienced teacher as it is for you as a beginner. Being a successful
    teacher entails being a lifelong learner.




2008-2009 MAT Handbook                      23                                  Professional Conduct
                       Professional Teaching Practice Commission
                               Statewide Testing Statement


Professional Teaching Practices Commission Statement Regarding Ethical Conduct of Educators
with Regard to Testing

Statewide testing programs must be administered equitably and ethically, including
security, preparation, and administration. It is the responsibility of certificated individuals
who handle the tests, who administer tests, and/or who use the results of the test to follow
test security regulations and procedures. Certificated individuals are required to comply
with:

       20 AAC 10.020 (Code of Ethics of the Education Profession)
             (c) In fulfilling obligations to the public, an educator
             (3) shall cooperate in the statewide student assessment system
             established under 4 AAC 06.710 – 4 AAC 06.790 by safeguarding
             and maintaining the confidentiality of test materials and information;

       4 AAC 06.765
             (f) School and district personnel responsible for test administration shall annually
             execute an agreement, on a form provided by the department, affirming that they
             will follow the test procedures required under this section.



Testing code of ethics: http://www.eed.state.ak.us/tls/assessment/testsecurity/TestEthics.pdf




Source:
Professional Teaching Practices Commission
344 West Third Avenue, Suite 127
Anchorage, Alaska 99501
phone: 269-6579
http://www.eed.state.ak.us/ptpc


2008-2009 MAT Handbook                       24                           Statewide Testing Statement
                Master of Arts in Teaching Program Course Work
Secondary Education (7-12) with a teaching endorsement in English as a Second Language
(ESL), English/Language Arts, General Science, Mathematics, Social Studies, Career and
Technical Education (Vocational Education), or World Languages (for a specific language)

1. Required Foundations Courses                                          9
   EDFN A478 Issues in Alaska Native Education, K-12                     3
   EDFN A601 Foundations: Philosophy of Education                        2
   EDFN A602 Foundations: Educational Psychology                         2
   EDFN A603 Foundations: Educational History and Sociology              2
   Note: Minimum grade of B required in EDFN A478.

2. Required Core Courses                                              11
   EDSY A630 Language, Culture, and Teaching in Secondary Schools      2
   EDSE A637 Inclusive Teaching and Learning in Secondary Schools      2
   EDSY A644 Developing a Community of Learners in Middle/High School 3
   EDFN A647 Developing Literacies Across the K-12 Continuum           1
   EDSY A648 Developing Literacies in the Secondary Content Areas      1
   EDFN A649 Capstone Seminar: Inquiry in Teaching and Learning        2
   Note: Minimum grade of B required in EDFN A649.

3. Required Methods Classes (Choose appropriate 2 course sequence)     5
   EDSY A663A Middle/High School English/Language Arts Methods I (3)
   EDSY A663B Middle/High School English/Language Arts Methods II (2)
      OR
   EDSY A664A Middle/High School Social Studies Methods I (3)
   EDSY A664B Middle/High School Social Studies Methods II (2)
      OR
   EDSY A665A Middle/High School Mathematics Methods I (3)
   EDSY A665B Middle/High School Mathematics Methods II (2)
      OR
   EDSY A669A Middle/High School Science Methods I (3)
   EDSY A669B Middle/High School Science Methods II (2)
      OR
   EDSY/LANG A667A Middle/High School Second Language Teaching I (3)
   EDSY/LANG A667B Middle/High School Second Language Teaching II (2)
      OR
   EDSY/LANG A667A Middle/High School Second Language Teaching I (3)
   EDSY/LANG A667C Middle/High School Methods for Teaching English as a Second
      Language (2)
      OR
   CTE A643A Middle/High School CTE Methods I (3)
   CTE A643B Middle/High School CTE Methods II (2)




2008-2009 MAT Handbook                 25                                 MAT Coursework
4. Required Field Experiences                                            9
   EDFN A695A Internship I                                               3
   EDFN A695B Internship II                                              6
   (Career and Technical Education candidates take CTE A695A & CTE A695B)

5. Total credits for degree:                                                 34

6. Candidates must successfully complete a comprehensive portfolio demonstrating that they
   have met all of the applicable standards.


K-12 with a teaching endorsement in Music or Physical Education
1. Required Foundations Courses                                               9
   EDFN A478 Issues in Alaska Native Education, K-12                          3
   EDFN A601 Foundations: Philosophy of Education                             2
   EDFN A602 Foundations: Educational Psychology                              2
   EDFN A603 Foundations: Educational History and Sociology                   2
   Note: Minimum grade of B required in EDFN A478.

2. Required Core Courses                                              12
   EDFN A444 Positive Learning Communities in K-6 Classrooms           1
   EDSE A482 Inclusive Classrooms for All Children                     3
   EDSY A630 Language, Culture, and Teaching in Secondary Schools      2
   EDSY A644 Developing a Community of Learners in Middle/High School 3
   EDFN A647 Developing Literacies Across the K-12 Continuum           1
   EDFN A649 Capstone Seminar: Inquiry in Teaching and Learning        2
   Note: Minimum grade of B required in EDFN A444, A649 and EDSE A482

3. Required Methods Classes (Choose appropriate 2 course sequence)            6
   MUS A668A Methods for Teaching Music I, K-12 (3)
   MUS A668B Methods for Teaching Music II, K-12 (3)
       OR
   PEP A645 Methods in Elementary Physical Education (3)
   PEP A646 Methods in Secondary Physical Education (3)

4. Required Field Experiences                                                12
   EDFN A695C Internship: Secondary                                           6
   EDFN A695D Internship: Elementary                                          6

5. Total credits for degree:                                                 39

6. Candidates must successfully complete a comprehensive portfolio demonstrating that they
  have met all of the applicable standards.




2008-2009 MAT Handbook                    26                                   MAT Coursework
Course descriptions are available in the current UAA Catalog or online at
http://www.uaa.alaska.edu/enrollmentservices/0506_uaa_catalog.cfm


Summary of MAT Credits by Semester (all endorsement areas except Music and Physical
Education)

         Semester I               Semester II                Semester III
     Spring or Summer                 Fall                     Spring
   EDFN 478 (3)              EDSY 630 (2)               EDFN 647 (1)
   EDFN 601 (2)              EDSE 637 (2)               EDSY 648 (1)
   EDFN 602 (2)              EDSY 644 (3)               EDFN 649 (2)
   EDFN 603 (2)              EDSY 66XA (3)              EDSY 66XB (2)
                             (methods)                  (methods)
                             EDFN 695 A (3)             EDFN 695 B (6)
   9 credits                 13 credits                 12 credits


Summary of MAT Credits by Semester (Music and Physical Education)

         Semester I              Semester II                Semester III
     Spring or Summer                Fall                      Spring
   EDFN 478 (3)              EDSE 482 (3)               EDFN 647 (1)
   EDFN 601 (2)              EDSY 630 (2)               EDFN 444 (1)
   EDFN 602 (2)              EDSY 644 (3)               EDFN 649 (2)
   EDFN 603 (2)              MUS 668A or                MUS 668B or
                               PEP 645 (3)                PEP 646 (3)
                             EDFN 695C (6)              EDFN 695D (6)
   9 credits                 17 credits                 13 credits



Grade Requirements
MAT students must maintain a minimum cumulative GPA of 3.0 with no individual course grade
lower than a ―C‖, or ―B‖ where specified. EDFN 478, EDFN 649, EDFN 444 (music and
physical education), and EDSE 482 (music and physical education) each require a minimum
grade of ―B‖. EDFN 695A & B (Internship) and EDFN 695C & D (for Music and Physical
Education interns) are graded ―pass/no pass.‖ Students must pass EDFN 695A or C (fall
semester) in order to continue with the MAT program in the spring.

Information in the MAT Handbook is intended to summarize and highlight MAT program and
University requirements. However, the University of Alaska Anchorage Course Catalog in
effect when you were officially admitted is the ultimate and comprehensive source for program
and graduation requirements. http://www.uaa.alaska.edu/records/catalogs/catalogs.cfm



2008-2009 MAT Handbook                     27                                   MAT Coursework
               Summary of Standards Based Assessments and Reflective Essays
                                2008-2009 MAT Program

Required Element to be posted on           Class Connection                             Time Frame
TaskStream
SBA #1 Philosophy Statement
       A. Initial                          a. EDFN 601 (Foundations)                    a. Spring or Summer
       B. Final (after Teaching Res.)      b. EDSY 66X (Content Methods)                b. Spring 2009

SBA #2 Lesson Plan
      Taught during Internship I           EDSY 66X (Content Methods)                   Fall

SBA #3 School/Community Study
      A. First Part                        a. EDFN 603 (Foundations)                    a. Spring or Summer
      B. Second Part                       b. EDSY 644 (Learning Communities)           b. Fall

SBA #4 Class Profile                       EDSY 644 (Learning Communities)              Fall

SBA #5 Curriculum and/or Textbook          EDSY 66X (Content Methods)                   Fall
Analysis

SBA #6 Classroom Management Plan           EDSY 644 (Learning Communities)              Fall

SBA #7 Individual Case Study               EDSE 637 (Inclusive Teaching)                Fall

SBA #8 Student Work Sample                 EDSY 66X (Content Methods)                   Spring
Analysis
SBA #9 Integrated Instructional Unit       EDSY 66X (Content Methods)                   Spring

SBA #10 Multicultural Experience           EDSY 630 (Language, Culture and              Fall
                                           Teaching)
Reflective Essay #1                        Internship                                   Fall (October)
       Who am I?                           Clinical Faculty to Evaluate
Reflective Essay #2 (will be taken from    Internship                                   Fall (December)
SBA #6)                                    Clinical Faculty to Evaluate
       Where am I?
Reflective Essay #3                        Internship                                   Spring (February)
       How do I teach?                     Clinical Faculty to Evaluate
Reflective Essay #4                        Internship                                   Spring (April)
       Return and Reflect                  Clinical Faculty to Evaluate
(includes artifacts for all 8 standards)

       Note: See each item on TaskStream for specific instructions as to whom to submit your work for
       evaluation and/or review. Instructors will provide specific requirements and rubrics. That
       information may also be posted on TaskStream. Individual instructors and clinical faculty will
       establish due dates. Schedule may vary a little for music and physical education interns and alt.
       cert. students.


       2008-2009 MAT Handbook                         28                                   SBA Summary
                           Roles, Responsibilities & Expectations
Intern
1. Join the life and work of the school
    Maintain professional conduct and adhere to code of ethics.
    Attend faculty meetings and school functions and help with teacher responsibilities from
       the beginning to the end of the school year.
    Communicate on a regular basis with principal, teachers, parents, and students.
    Participate in professional development activities.
    Visit other classrooms in the school.
    Assist with co-curricular and extra-curricular student activities.
    Attend an IEP meeting.
    Attend out-of-classroom experiences such as sports activities, drama productions, student
       government events, dances, etc.
    Develop skills with all school equipment (e.g., overhead projector, video camera, VCR,
       computer projector, etc).
    Become proficient in the use of the media center and computer lab.
    Seek to understand and take part in the school’s community culture.
    Participate in parent-teacher conferences.

2. Work closely with Mentor Teacher
    Observe teacher and students carefully.
    Take initiative in asking questions, searching out resources, inviting feedback, and
     creating opportunities to learn.
    Reflect on teaching and learning through discussions and assignments.
    Study and participate in the development of a classroom learning community.
    Co-plan and co-teach lessons and activities moving toward independent planning and
     teaching as the year progresses.
    Accept, reflect upon, and respond to feedback in a professional, receptive manner.

3. Work with Clinical Faculty
    Actively learn from intern classroom observations, including pre- and post-conferences.
    Take initiative in asking questions, searching out resources, inviting feedback, and
     creating opportunities to learn.
    Reflect on teaching and learning through discussions and assignments.
    Accept, reflect upon, and respond to feedback in a professional, receptive manner.
    Seek assistance and guidance as needed.
    Prepare and submit electronic portfolio for periodic review and feedback at mid-term and
     end of semester.
    Become thoroughly familiar with MAT standards-based assessments and their
     requirements/due dates.
    Become proficient in using TaskStream to post required standards-based assessments and
     reflective essays.
    Attend periodic small group meetings (approximately once per month) with Clinical
     Faculty (site based seminars).


2008-2009 MAT Handbook                        29                                         Roles
      Attend and participate in all ―large group‖ internship seminars including follow-up
       activities.
      Maintain an attendance and activity log keeping detailed records of all absences or
       tardiness and reasons for them.
      Continuously monitor all MAT program communications (e.g. email, voice mail) for
       changes in dates or requirements.

4. Work with Principal
    Communicate with the Principal and Assistant Principal(s) on a regular basis.
    Learn the role(s) and responsibilities of the principalship.
    Cooperate with directions and requests.
    Seek assistance and guidance as needed.
    Accept, reflect upon, and respond to feedback in a professional, receptive manner.


Mentor Teacher
1. Work closely with Intern
    Orient Intern to classroom and school:
          Daily/weekly schedule of class and specialists
          Yearly calendar
          Expected time of arrival and departure
          Dress Code and other school norms
          Curriculum
          Instructional Strategies
          Classroom management techniques and discipline policies
          Methods of assessment and reporting
          School and district policies (including reporting suspected drugs, firearms, abuse,
          etc.)
          Special education arrangements
          Crisis strategies (e.g., fire drill, earthquake drill, strangers in the building)
          Parent communication
          Expectations for attendance at in-services and other professional development
          opportunities.
    Talk through and explain the process of curriculum development in yearly, weekly, and
      daily plans, including unit development.
    Talk with Intern regarding questions about classroom practice.
    Be receptive to new classroom strategies introduced by the Intern.
    In conjunction with Clinical Faculty, facilitate intern observations in other classrooms or
      special areas within the school.
    With Intern and Clinical Faculty, set a schedule and goals for moving the Intern toward
      ―full-time‖ teaching activities within your classroom.
    Conduct systematic observations each semester using program observation tools and
      provide written formative feedback to Intern.
    Engage in reflective conversations following each lesson taught by intern, focusing on
      strengths and areas for improvement.



2008-2009 MAT Handbook                         30                                            Roles
      Review completed lesson plans prepared by Intern prior to observations by Clinical
       Faculty and Principal.
      Hold weekly debriefings with Intern based on informal and formal observations, program
       assessments, and course task requirements.
      Become thoroughly familiar with MAT standards based assessments and their
       requirements/due dates.
      Provide support and feedback on the intern’s development of an electronic portfolio.
      Provide intern a designated space with table or desk in the classroom.

2. Serve on Intern Mentoring Team
    Assume the primary role in mentoring Intern into the teaching profession.
    Meet biweekly (approximately) with other Clinical Faculty and/or Mentor Teachers to
       discuss Interns’ progress.
    Participate in the intern’s 30-day review, mid-term progress reports, and semester
       summative evaluations.
    Meet individually with the Clinical Faculty to discuss Intern’s progress (as needed).

 3. Mentor Professional Development and Support
    Attend summer mentor training or ASD basic mentoring class (first time mentors only).
    Attend Saturday 3-hour mentor training sessions (first time mentors only).
    Attend program orientation in the fall with intern.
    Attend Collaborative Workdays in fall and spring.

 4. University Involvement
    Collaborate with UAA methods instructors regarding course content, including attending
     occasional meetings with instructors and other Mentor Teachers, as possible.
    Support and contribute to the renewal of the UAA Teacher Education program.
    Collaborate with Clinical Faculty or other university faculty in school-based inquiry and
     research.


Clinical Faculty
1. Work with Interns
    Conduct formative and summative classroom observations, including pre- and post-
       observation conferences.
    Meet biweekly with Interns to discuss Interns’ progress as well as other concerns and
       issues.
    Conduct site-based seminars monthly (approximately) as is feasible.
    Support and track progress on the Intern’s electronic portfolio.
    Become familiar with and use TaskStream.
    Serve as a communications link between methods faculty, Interns, and Mentor Teachers.
    Become thoroughly familiar with MAT standards-based assessment and their
       requirements/due dates.
    Collaborate with Mentor Teachers and Principals to schedule out-of-classroom
       experiences and out-of-school experiences.


2008-2009 MAT Handbook                       31                                          Roles
      Monitor Interns’ attendance in the internship.

2. Serve as Chair of the Intern Mentoring Team
    Meet biweekly with Mentor Teachers to discuss progress of Interns.
    Lead the Intern’s 30-day review, mid-term progress reports, and semester summative
       evaluation conferences.
    Assign and submit the internship grade.
    Hold individual meetings with Mentor Teachers, as needed.

Other activities might include:
    Collaborate with Principal on professional development issues.
    Share in decision-making related to mentor teachers and other intern related issues.
    Participate in or provide professional development.
    Facilitate study groups.
    Assist with curriculum development/planning.
    Suggest resources.
    Support school-based inquiry and research.
    Support and contribute to the renewal of the UAA Teacher Education program.


Principal
1. Work with Interns
    Facilitate full participation of Interns in the life of the school.
          Meet with Interns at the beginning of the year and periodically through the school
          year – at least twice a semester
          Share the demographics and philosophy of your school
          Introduce them to faculty at first faculty meeting
          Supply them with school handbook and planning book
          Give them regular opportunities to be part of the school culture.
    Conduct classroom observations, including formative pre- and post-observation
       conferences, at least one per semester.
    Provide guidance and support to Interns as needed.

2. Serve on Intern Mentoring Team
    Periodically attend biweekly meetings of Clinical and Mentor Teachers to discuss progress
       of interns.
    Participate, as possible, in the committee for the intern’s 30-day review, formative
       evaluation, and semester summative evaluations.

3. Provide Leadership for Professional Development
    Seek to cultivate a school climate of renewal that includes norms of continuous
       improvement, collegiality, and school-based inquiry and research.
    Include Clinical Faculty in an ongoing way in working on teacher education issues,
       developing the professional development focus and activities for the school, and
       attending faculty meetings, as appropriate.


2008-2009 MAT Handbook                         32                                           Roles
      Support Mentor Teachers as needed within the school.
      Assist Clinical Faculty, Mentor Teachers, and Interns in communicating and connecting
       with parents and community.
      Support and contribute to the renewal of the UAA Teacher Education program.


Teachers
1. Work with Interns
    Invite Interns to observe in your classroom.
    Include Interns in faculty meetings and discussions.
    Help Interns fit into the school and community.

   Other activities might include:
    Invite Interns to assist in your classroom/team with a special project.
    Share resources or materials with Interns.
    Lead/participate in Internship Seminar on a specific topic or area of expertise.
    Observe an Intern’s lesson and provide feedback.

2. Support Professional Development
    Collaborate with Principal, Clinical Faculty, and Mentor Teachers, to continuously renew
      yourself as a professional, support school-based inquiry and research, and contribute to the
      teaching profession.
    Support Mentor Teachers as needed within the school.

   Other activities might include:
    Provide professional development session for colleagues and interns.
    Participate in a Study Group.
    Participate in AEIN Professional Development opportunities.
    Participate in Summer Institutes.




2008-2009 MAT Handbook                         33                                           Roles
                         Department of Teaching and Learning
                               Intern Attendance Policy
        The guiding principle behind the Intern Attendance Policy is to reflect as much as
possible how a practicing professional (teacher) would deal with attendance issues. Interns are
to follow the school district calendar and are expected to be present all the days certificated
teachers attend including in-service days. (Excusable are those few days where the university
schedule conflicts with the district calendar.) Like teachers, interns will be expected to complete
a leave slip and submit it to their clinical faculty for approval. Punctuality and attendance are an
integral part of the Alaska Teaching Standard #8 on Professionalism.

In the event of sudden illness:
        1. Contact your mentor teacher and your clinical faculty as soon as possible and
        notify them that you will be absent.
        2. Submit your leave slip to your mentor teacher and clinical faculty for
        signature immediately upon return to your school.
        3. Illness will invariably happen and is, of course, an acceptable reason for
        absence. However, that doesn’t excuse you from notifying the appropriate
        person in advance about your absence and/or also completing the work
        associated with the class.
        4. Illness that extends beyond three days may require a physician’s note.
        5. If you are absent during your Teaching Residency, it is expected that you will
        have substitute lesson plans available. Your residency time may be extended
        in order to make up days missed.

       Since a major part of the internship is “participation” with the students, excessive
absences and/or tardies (i.e., interruption of participation) in the internship may result in
an incomplete grade and/or an extended internship. Excessive unexplained absences
and/or tardies are grounds for dismissal from the program. Teachers earn 1.3 days per
month of sick leave for a total of 12 days per year. The College will use the same
guidelines.


Other absences:
       1. Acceptable absences, besides illness, are ―once in a lifetime events and/or family
       emergencies.‖ An intern is allowed two ―personal‖ days per year for lifetime events.

       2. An application for personal leave must be made in advance, be approved by
       the clinical faculty, and conform to the teacher attendance policies of the
       District. The Director of Clinical Services must approve a request for an
       absence that extends beyond two personal days. The absence will only be
       approved for extreme hardship and/or family emergencies.




2008-2009 MAT Handbook                       34                                     Attendance Policy
University Classes:
       1. Attendance policies for university classes that run simultaneously with the
       internship are at the discretion of the professor. Interns are expected to follow
       the course guidelines. Interns are expected to attend all university classes as
       well as fulfill the required hours of the internship.

       2. Sometimes emergency situations arise suddenly where advance notification
       can’t be given. In these rare situations, please notify the instructor or mentor
       as soon as possible. University instructors, as well as your mentor, will be
       willing to work with you if you have extenuating circumstances.




2008-2009 MAT Handbook                       35                                     Attendance Policy
                                 Intern Substituting Policy
1. Substituting will be for the mentor teacher only, or in the case of middle school, any teacher
    on the same team as the mentor teacher.
2. Substituting will be discussed and agreed upon in advance by the mentoring committee
    (Clinical faculty, mentor teacher, principal, intern)
3. Substituting will not occur before the 30-day review (September 22, 2008).
4. Substituting will be limited to 5 days per semester (use school district semesters) up to a
    maximum of 10 days total through the end of the Teaching Residency. If some of the days
    are not used in the first semester, they may be ―banked‖ and used during the second semester.
5. After successful completion of the Teaching Residency, interns can sub for up to 7 additional
    days for their mentor teacher, any teacher on their team (middle school), or any teacher in
    their department (high school). Interns may not add any unused days from the 10 day
    allotment given before the Teaching Residency to days after completion of the Teaching
    Residency.
6. Substituting can not take precedence over attending university classes. Interns may not be
    late to university classes because of substituting.
7. An intern may substitute for the mentor teacher during the Teaching Residency. However,
    those days will count as part of the 10 day allotment. They will count as part of the 30 day
    Teaching Residency.
8. Interns will not be required to substitute.
9. Interns need to go through the school district process to be placed on the substitute list with
    their particular school site as the only school available.
10. Interns must meet the requirements of the school district to be eligible to substitute.

Rationale
    Interns are in a teacher preparation program that requires a supervision component. It is
       not just a matter of ―getting experience‖ by substituting.
    In the fall semester the hour requirement for the internship component of this teacher
       education program is 18-20 hours per week. Those are ―supervised‖ hours. Interns
       would not be able to meet that requirement if they had a lot of ―unsupervised‖
       substituting days. In addition, the internship is to encompass all 5 days of the week. This
       would be virtually impossible in the spring when interns are to be in their internship ―full
       time‖.
    The 10 days of subbing (along with the 7 additional days after successful completion of
       the Teaching Residency) was seen as a compromise between the schools that recognize
       the intern’s ability to be a quality substitute, the university that needs to meet State of
       Alaska regulations regarding the intern having a supervised internship, and the intern
       who often times would benefit from additional money that could be earned.




2008-2009 MAT Handbook                      36                                    Substituting Policy
                                Suggested Timeline for MAT Internship

   Note: These are guidelines; decisions about individual timelines must be made by the intern‟s mentoring team.

August          MAT Intensive Classes August 11, 2008.
                Orientation on August 12 for MatSu interns and mentors 9:00 a.m. – 1:00 p.m.
                Orientation on August 13 for ASD interns and mentors 9:00 a.m. – 12:00 noon.

                Start in school on 1st day of school district contract (may occur earlier).
                Meet with mentor and work on designing and understanding of courses to be taught,
                timelines, school and class procedures, policies, etc. Interns should be active in helping
                to set up the classroom, establishing a relationship with students, staff and parents, and
                participating in classroom activities.

                Full time internship August 18 – 22.
                Part-time (18-20 hours per week) internship August 25 – December 19.

September       Intern integrates him/herself into the classroom.
                     Observe & assist mentor teacher.
                     Perform support tasks.
                     Begin developing classroom management skills.
                     Assist in whole class lessons.
                     Work with individual students or small groups.
                     Begin to take lead in teaching some lessons (minimal design work/co-design with
                        mentor).
                     Visit other classrooms and/or contexts in School.
                Clinical faculty will continue informal observations and begin formal observations.

October         Intern continues to integrate self into the classroom.
                     Assist in whole class lessons.
                     Continue to take lead in teaching some lessons.
                     Begin to plan some of your own lessons. Work in collaboration with your
                        mentor. Teach and reflect on the lessons taught.
                     Visit other classrooms and/or contexts in School.

                Formative Evaluation (by October 17, 2008).
                Submit required work to TaskStream.

                Before Halloween – Lead Teach several days (2-3) in a row in one class.

November        Intern continues to integrate self into the classroom.
                     Continue to assist in teaching whole class lessons.
                     Take the lead with more lessons – design small lessons/ mentor leads.
                     Visit other classrooms and/or contexts in School.
                     Prepare for the mini-residency.


 2008-2009 MAT Handbook                            37                               Suggested Internship Timeline
November      November 17 – 26: Mini Teaching Residency - Lead Teach 5 days in a row with at least
(continued)   two full days of teaching all (4) classes periods and teaching at least 2 periods on the
              other days. Lesson design may be combination of work from intern and/or mentor.
              Mentors will have a one-day workshop with UAA faculty during the mini-residency
              (tentative: Nov. 19). Mini-residency will provide the opportunity to be on your own and
              begin to experience what the 30-day Teaching Residency will be like.

              Clinical faculty will do formal observations and begin to assess readiness for the
              Teaching Residency.

December      Intern continues to integrate self into the classroom.
                   Take the lead with more lessons – medium design work – review with mentor.
                   Continue to assist in teaching whole class lessons.
                   Assume some full time lead teaching under careful observation from mentor – set
                      the stage for 30-day Teaching Residency.

              Submit required work to TaskStream by December 5, 2008.
              Summative evaluation (by December 12, 2008).
              Clinical faculty completes formal evaluation and conference with intern and mentor.
              Recommendation is made about readiness for Teaching Residency. Decision is made in
              collaboration with intern, mentor, clinical faculty and Director of Clinical Services.

              Set start date for 30-day Teaching Residency.
              December 1 – December 12: Two week rural visit (fall option).

January       Begin Teaching Residency; full responsibility of classes (planning, delivery and
              assessment of instruction) - 4 periods a day for 30 days (this is the minimum; TR may be
              extended by mentoring team).
              Teaching Residency Window: January 5 – March 6 (shorter time block if going on rural
              visit in late February).

February      Continue Teaching Residency.
              Formative Evaluation (by February 6, 2009). Recommendation made regarding
              completion of residency. Additional time may be required if satisfactory progress is not
              being made in all areas of the continuum.
              Submit work to TaskStream.
              February 23 – March 6: Two week rural visit (spring option).


March         Conclusion of Teaching Residency and Two-week rural visit.
              Continue internship, with reduced teaching responsibility. Phase back to co-teaching
              with mentor teacher.
              Participate in parent conferences at the end of March. Intern should be the primary lead
              for the conferences.




 2008-2009 MAT Handbook                      38                            Suggested Internship Timeline
April         First week in April: Participate in State Mandated Testing.
              April 13 – 24: Two week middle/high school exchange.
              Final summative evaluation (by April 10, 2009).
              Recommendation made regarding completion of residency. Additional time may be
              required if satisfactory progress is not made on all areas of the continuum.
              Submit work to TaskStream.
              University coursework, including Internship, is over on Friday, April 24.
              April 27 forward: Internship complete. Interns on their own to substitute in any school
              (optional).

May           Interns on their own to substitute in any school (optional). While not required, interns
June          may wish to voluntarily return to the host school to help close out the school year.
              Bringing closure with the students and helping the mentor teacher pack up for the
              summer is recommended.
              Institutional Recommendation (IR) submitted for certification to the state that you intend
              to teach in. Keep in mind that the IR cannot be issued until your degrees are posted by
              Enrollment Services. This can be 6-8 weeks after graduation.




 2008-2009 MAT Handbook                      39                            Suggested Internship Timeline
                 Guidelines and Procedures for Evaluating Interns

Documentation for Intern Evaluation will be completed four times throughout the school year:
Fall midterm and end-of-semester, and Spring mid-term and end-of-semester. Midterm
evaluations are formative in nature; end-of semester evaluations are summative and will result in
a grade for the internship. Grades for internship are pass/no pass. The evaluation at the end of
the Internship (Spring Summative) will establish that the Intern has met all Eight Alaska
Beginning Teacher Standards and is eligible for an Institutional Recommendation for an Alaska
Initial Teacher License (assuming all other program and university graduation requirements have
been met).

For each of the first four evaluations the Intern will provide his/her Clinical Faculty (CF) and
specified UAA faculty access to his/her online Learning Portfolio (TaskStream) at least one
week prior to the dates specified below. For each evaluation, the Clinical Faculty will review
each Intern’s Learning Portfolio and other evidence from the Mentoring Team that documents
progress towards meeting the standards. The Clinical Faculty will use the Intern Continuous
Assessment Form for data collection. Members of the Mentoring Team are the Mentor Teacher,
Clinical Faculty, and Principal.

During the semester, members of the Mentoring Team will conduct classroom observations,
using either the Informal Lesson Observation Form (page 64) or the Formal Classroom
Observation Form (Pages 65-66) for data collection. The Clinical Faculty is to complete at least
two Formal Observations per semester.

After each member of the Mentoring Team has collected and documented data, reviewed the
Intern’s Learning Portfolio, and on or before the established deadline for evaluation as stated
below, the Clinical Faculty, who serves as chair of this Team, will convene a conference with the
Mentoring Team and the Intern.

The Intern Evaluation Conference will be conducted as outlined below:
   Pre-conference:
       1) Intern provides Mentoring Team with access to his/her online Learning Portfolio.
           Due dates are on MAT calendar.
       2) Mentoring Team completes Intern Continuous Assessment of Progress Form (Social
           Studies and Science use a slightly different version of this form.)

   Conference:
      1) Prior to meeting with Intern, the Mentoring Team discusses Interns’ Learning
          Portfolio and other documentation to reach consensus about the Intern’s performance.
      2) The Mentoring Team meets with Intern to discuss performance on each standard
          including areas of strengths, areas for improvement, and action plan for continued
          growth.




2008-2009 MAT Handbook                         40                             Evaluation Procedures
   Post-Conference:
      1) Clinical Faculty completes Intern Continuous Assessment of Progress Form (Pages
          70-76, or appropriate form for Science or Social Studies interns) and Intern
          Formative & Summative Evaluation Summary Form (Page 68).
      2) Clinical Faculty submits forms to Intern.
      3) Intern obtains required signatures on each form.
      4) Intern makes copies of the forms and provides copies to each member of the
          Mentoring Team.
      5) Intern returns original signed forms to Clinical Faculty who in turn submits form to
          Director of Clinical Services. After reviewing forms, the Director of Clinical
          Services will file forms in intern’s COE file.

At the Clinical Faculty’s discretion and/or as time permits during the evaluation conference,
Steps 1-3 may be completed during the Evaluation Conference.


Evaluation Deadlines:

                         Drafts (reflective essays & self-   Final work to Clinical Faculty
                         assessment) to Clinical Faculty     and posted on TaskStream
Fall Formative           October 10, 2008                    October 17, 2008
Fall Summative           December 5, 2008                    December 12, 2008
Spring Formative         January 30, 2009                    February 6, 2009
Spring Summative         April 3, 2009                       April 10, 2009


In April, during the Capstone class (EDFN 649), interns will present a portion of their portfolio
demonstrating that they have met the standards. In addition, the final postings on TaskStream
will include artifacts addressing each of the 8 Beginning Teacher Standards. Interns need to
meet all 8 Beginning Teacher Standards, along with all other program requirements, in order to
receive an Institutional Recommendation (IR) from the College of Education. Note: An IR is
needed in order to obtain a Teaching Certificate from the Alaska Department of Education and
Early Development.




2008-2009 MAT Handbook                          41                              Evaluation Procedures
Assessment Criteria for Intern Performance on Teacher Intern Standards
Intern progress is evaluated at each of the four assessment points in the program – fall mid-term
(October), fall end-of-term (December), spring mid-term (February), and spring end-of-term
(April). Note that at the spring end-of-term assessment point, an intern must demonstrate that
they have met all 8 Alaska Beginning Teacher Standards in order to be recommended for
certification (i.e. must be MS – meets standard). For determining an intern’s progress toward
meeting the program standards, the following criteria will be used to evaluate the intern’s
performance in relation to the indicators listed for each standard. See also the explanation of the
Continuum on the next page.

MS (Spring Summative Only): Meets Standard
Intern shows adequate performance appropriate for a beginning, first-year teacher in relation to
the knowledge, skills, and dispositions reflected in the indicators for this standard. This level of
performance indicates that intern is prepared to assume responsibility of a classroom in this area
next fall.

SP: Satisfactory Progress
Intern shows adequate and consistent development in his/her performance in relation to the
knowledge, skills, and dispositions reflected in the majority of the indicators for this standard.
Intern’s actions in the classroom are positively supporting 7-12 student learning.

AN: Attention Needed
Intern shows appropriate development in his/her performance in relation to the knowledge, skills,
and dispositions reflected in only a few of the indicators for this standard. Intern’s actions in the
classroom are generally positive and supportive of 7-12 student learning. Intern shows
fundamental abilities in this area, but needs to give more attention to the development of his/her
performance related to other indicators in this standard in order to make adequate developmental
progress in the internship.

IN: Improvement Needed
Intern shows minimal development in his/her performance related to the knowledge, skills, and
dispositions reflected in the indicators for this standard. Some of the intern’s actions in the
classroom may not be positively supporting 7-12 student learning. Intern needs specific coaching
by mentoring team in this area in order to resume making appropriate progress in the internship.
In fall semester, ―IN‖ may indicate the eventual need to delay the start of residency and
assumption of ―full-time‖ lead teaching. In the spring, this notation may indicate the need for an
extension of the residency. (―IN‖ is a stronger indication of deficiencies than ―AN‖.)

NS: Not Satisfactory
Intern shows no discernable development in his/her performance related to the knowledge, skills,
and dispositions reflected in the indicators for this standard. Generally the intern’s actions in the
classroom are having a negative effect on 7-12 student learning. Intern has not productively
responded to explicit coaching or recommendations for improvement made by the mentoring
team. Continuation in the internship is in question if immediate changes are not made in intern
performance.



2008-2009 MAT Handbook                           42                                 Assessment Criteria
Internship Extension
An internship may be extended in order to provide an intern with additional time to demonstrate
the level of competency required to meet the standards. If an extension is recommended, the
mentoring team must stipulate the length of time of the extension and the specific actions and
performances that the intern must complete to demonstrate attainment of the standards. This
information must be documented on the Intern Continuous Assessment Form that is completed at
the spring end-of-term mentoring team meeting. At the end of the extension period, the
mentoring team must hold another meeting to document and determine intern performance. The
team must complete another Intern Continuous Assessment Form at this meeting.

The Continuum
―The Continuum‖ is the rubric for determining Intern’s progress in the 8 Alaska Beginning
Teacher Standards. This document breaks down each standard into the individual indicators to
show a typical progression that the interns will move through in the course of the internship year.

Generally speaking, interns should be at the beginning level at the end of the Foundations Class
and during the early part of the internship in the fall. By the fall summative in December interns
should be substantially into the emerging level. At the end of Internship II after the Teaching
Residency interns should be well into the applying column with perhaps some indicators in the
integrating column. The applying column is general indication of the level needed in order for
an intern to receive the Institutional Recommendation.




2008-2009 MAT Handbook                          43                                Assessment Criteria
                            Additional Internship Information


                    Procedures That Apply to Documenting Intern Progress
It is important for clinical faculty (CF) to document student intern progress. Clinical faculty will
keep a supervisor’s log to record topics that have been discussed and suggestions that have been
made. Students will receive a copy of informal and formal observations with conference
summary notes attached. Clinical faculty will maintain copies of e-mails, records or phone
conversations and other interactions with the intern and mentor teacher related to the intern’s
progress. If the student intern is not responding appropriately or in a timely manner, the CF will
inform the Director of Clinical Services. The mentor teacher and principal will be included in the
discussion whenever possible.


              Procedures for Withdrawal and Termination from the Internship
COE does have a policy for withdrawal and termination from student internship. Students should
refer to the UAA Student Handbook: Academic Dispute Resolution Procedures for UAA
protocols.


                   Procedures for Placement of an Intern for a Second Time
30 day review: A student or mentor teacher can request a change of placement within the first
thirty days. The person requesting the change notifies the appropriate clinical faculty. The CF
immediately notifies the Director of Clinical Services of the request and the reasons for the
request. The clinical faculty will supervise the transition. First, the mentoring team and student
must meet and discuss the request so there is clear understanding of the reasons for the request.
Include the principal in the discussion whenever possible. If the decision is to honor the request,
the meeting will also determine when the intern’s last day in the school/classroom will be and
how closure with the students will be handled. The Director of Clinical Services will attempt to
secure a second placement ASAP. However, placements are difficult to secure after the start of
the semester and there is not a guarantee that a second placement can be provided.

Change of placements after the 30 day window: Placement changes after the probationary 30
days are not granted unless recommended by the CF to the Director of Clinical Services. Second
placements may be granted for unusual circumstances that are not reflective of the intern’s
ability to be a successful teacher. Placement changes are not made because an intern is struggling
in the mentor teacher’s classroom. If a new placement in granted, CF will facilitate the transition
as described preciously.

The school principal or mentor teacher may request that the internship in their school/classroom
be terminated at any time. If the request is for cause, a second placement may not be granted. If
the circumstances are not a direct result of intern performance, an effort to find another
placement will be granted the intern. However, again, second placements are hard to secure
during the school year and cannot be guaranteed.




2008-2009 MAT Handbook                           44                    Additional Internship Information
If withdrawal or termination occurs and the student wishes to be granted a second chance to
enroll in an internship, the student will need to appear before an appeals committee. The student
will be expected to demonstrate how his/her situation has changed. The committee will need to
know that it is likely the intern can be successful in another internship. See UAA Student
Handbook: Procedures for Resolving Disputes Regarding Denial of Admission to or Dismissal
from a Program of Study for Academic Reason.


                               A Five-Day Improvement Plan
An improvement plan is created for those interns who are operating at levels of ―unsatisfactory‖
on any of the AK Teacher Standards and are in danger of failing the student internship - after
being given much guidance and time for improvement. The plan is to be approved by the
Director of Clinical Services.

It is the CF’s responsibility to formulate the plan. The mentor teacher and principal should be
involved in deciding the contents of the plan. The requirements need to be stated in measurable
terms and directly connected to one (or more, if applicable) of the eight Alaska Beginning
Teacher Standards. The plan should be reviewed with the student intern and mentor teacher. The
intern should sign the plan and receive a copy.

Successful fulfillment of the five-day plan means the student met all the requirements of the plan
satisfactorily. Occasionally, the student intern is able to meet the requirements and then falls
back to old behaviors. Because of this, CF will include a statement indicating that termination
may occur at any time subsequent to the five days upon agreement of all parties (principal,
mentor teacher, CF).

Sometimes a student intern will review the plan and make the decision to withdraw rather than
continue under the circumstances. If this happens, the student must write a letter of explanation
to the Director of Clinical Services. The student should also contact Enrollment Services to
officially withdraw. It is critical that the student take these steps immediately.

If a student is unsuccessful, steps to terminate the internship will transpire. Students may appeal
the decision by following the procedures described in the UAA Student Handbook: Procedures
for Resolving Disputes Regarding Denial of Admission to or Dismissal from a Program of Study
for Academic Reason.

I acknowledge receipt of the Procedures for Internship Documentation of Progress, Withdrawal,
Second Placements and the Five Day Improvement Plan.


Signed                                                       Date


Printed Name




2008-2009 MAT Handbook                          45                    Additional Internship Information
                                Intern Improvement Plan
Student name                                Evaluator


The Improvement Plan is to be completed as part of the internship. Failure to successfully meet
any of the Alaska Standards will result in a No Pass for Internship. (Specific time frame for
completion inserted here plus any other conditions needed)

Sample Only


Standard I: Philosophy

Performance        Identified          Expected            Observation –       Standard met or
indicator          problem area        outcome             Intern Action       improvement
                                                           observed            needed

Standard II: Learning Theory and Practice

Performance        Identified          Expected            Intern              Standard met or
indicator          problem area        outcome             performance         improvement
                                                                               needed


Standard III: Diversity

Performance        Identified          Expected            Intern              Standard met or
indicator          problem area        outcome             performance         improvement
                                                                               needed


Standard IV: Knows content and how to teach it

Performance        Identified          Expected            Intern              Meets
indicator          problem area        outcome             performance         Standard/
                                                                               Improvement
                                                                               Needed

Standard V: Instruction and assessment

Performance        Identified          Expected            Intern              Meets
indicator          problem area        outcome             performance         Standard/
                                                                               Improvement
                                                                               Needed



2008-2009 MAT Handbook                         46                          Sample Improvement Plan
Standard VI: Learning environment
Performance     Identified        Expected        Intern            Meets
indicator       problem area      outcome         performance       Standard/
                                                                    Improvement
                                                                    Needed


Standard VII: Family and Community involvement
Performance     Identified      Expected          Intern            Meets
indicator       problem area    outcome           performance       Standard/
                                                                    Improvement
                                                                    Needed


Standard VIII: Professionalism
Performance      Identified      Expected         Intern            Meets
indicator        problem area    outcome          performance       Standard/
                                                                    Improvement
                                                                    Needed




___________________________________          _______________________
Intern Signature                             Date

___________________________________          ________________________
Clinical faculty Signature                   Date

___________________________________          _________________________
Mentor Teacher Signature                     Date




2008-2009 MAT Handbook                  47                      Sample Improvement Plan
                              THE CONTINUUM Standard I: Philosophy
                  A beginning teacher can describe the teacher’s philosophy of education
                        and demonstrates its relationship to the teacher’s practice.


                               Initial                Emerging                 Applying                 Integrating

Develops a personal    Identifies and            Compares personal        Establishes relevancy    Focuses on
philosophy of          understands elements      beliefs/values to        of educational           educational
education that is      of major                  major philosophical      philosophies for         philosophy as a
supported by           philosophical             theories in education.   her/his practice.        continuous process
research,              theories. Develops an                                                       that integrates
                                                 Begins to reflect on     Develops a personal
professional           initial response to the                                                     content.
                                                 his/her initial          statement of Goals,
literature and         six questions that
                                                 response in light of     Purpose, Beliefs, and    Articulates his/her
experience with        guide a statement of
                                                 further discussion and   Values related to        vision into a
students.              philosophy. What is
                                                 classroom experience.    teaching and learning.   professional
                       real? What is truth?
                                                                                                   philosophy statement
                       How are values,
                                                                                                   that can continue to
                       ethics, and aesthetics
                                                                                                   be refined.
                       determined? How do
                       humans think? What
                       is the purpose of
                       education/ schooling?
                       What is the role of the
                       teacher?

Shows a consistency    Identifies the            Begins to develop        Reflects on his/her      Develops,
between                influence of major        instructional plans      implementation of        implements, and
beliefs/vision/goals   philosophies in           that demonstrate an      instructional plans to   critiques a curriculum
and teaching           examples of practice.     ability to connect       establish consistency    plan that is consistent
practices.                                       beliefs/values/goals     with                     with her/his
                                                 with practice.           beliefs/values/goals.    educational
                                                                                                   philosophy.

Demonstrates           Discusses own             Collaborates with        Engages in thoughtful    Engages in thoughtful
teaching practices     beliefs/vision/goals/     others to critically     examination of           examination of
that represent the     values in an open,        examine beliefs/         his/her philosophy       his/her philosophy
intern’s philosophy    receptive manner.         vision/goals/values in   and practice with        and practice through
of education.                                    education.               mentors and teacher      interaction with
                                                                          education program        colleagues, and
                                                                          faculty.                 members of the
                                                                                                   school community.




2008-2009 MAT Handbook                                       48                                     Standard I – Philosophy
             THE CONTINUUM Standard II: Learning Theory and Practice
             A beginning teacher understands how students learn and develop
                   and applies that knowledge in the teacher’s practice.



                          Initial             Emerging              Applying              Integrating

Identifies and      Recognizes            Demonstrates          Tailors questions     Building upon
teaches to the      knowledge of          awareness of          and activities to     existing
developmental       average               diversity in          address varying       curriculum, creates
abilities of        developmental         students’ skill and   skill and             multiple teaching
students through    profile of grade      developmental         experience levels     strategies in
formal and          level taught and      levels through the    of students.          response to
informal            selects appropriate   use of a variety of   Increasingly able     specific needs and
assessment.         assessment tools.     assessments.          to adjust             interests of
                                                                instruction when      students. Uses data
                                                                necessary through     to drive
                                                                the use of            instructional
                                                                assessment tools.     decisions.

Diversifies         Identifies the        Beginning to adapt    Selects and           Assesses student
instruction to      influence of major    lessons in response   modifies              needs and plans
address students’   learning and          to students’          instructional         for a variety of
differences in      motivational          multiple means of     strategies            learning
learning style,     theories in           processing            considering           experiences,
intelligence,       examples of           information and       students’ multiple    attempting to meet
motivation and      practice              new concepts.         means of              educational needs
dispositions.                                                   processing            of individual
                    Able to identify
                                                                information and       students. Reflects
                    instruction that
                                                                new concepts.         on student
                    addresses diverse
                                                                                      progress to change
                    learning needs.
                                                                                      and adapt teaching
                                                                                      practice.

Diversifies         Recognizes the        Increasingly aware    Checks for prior      Uses students’
instruction to      value of including    of learning needs     knowledge and         prior knowledge as
meet individual     students’ prior       of individual         experience of         starting place
and special needs   knowledge and life    students. Begins      students through      when planning
of students         experience in         to use students’      questioning.          lessons and
(special            lesson design.        interests and prior   Consistently          designing
education,                                knowledge to          connects student      instruction. Invites
English language                          create relevance      input with new        students to
learners, gifted                          for learning new      concepts.             contribute as a
students).                                material.                                   resource for
                                                                                      others.




2008-2009 MAT Handbook                              49           Standard II – Learning Theory and Practice
                              THE CONTINUUM Standard III: Diversity
                       A beginning teacher teaches students with respect for their
                                individual and cultural characteristics.


                         Initial                Emerging                  Applying                Integrating

Demonstrates             Understands how        Develops, gathers         Consistently uses       Engages the
belief that all          expectations impact    and begins to use         instructional           students with a
students can learn       every student’s        instructional and         resources and           variety of
by having high           achievement.           assessment                assessments             instructional
expectations for                                resources                 (including authentic    resources and
each learner and                                (including authentic      assessments*) to        assessments that
using instructional                             assessments*)             foster continuous       encourages
strategies and                                  designed to foster        student progress        maximum progress.
resources                                       continuous student        and enthusiasm.
appropriate to                                  progress and
individual and                                  enthusiasm.
special needs of
students.

Uses resources           Identifies             Begins to vary            Elicits student         Consistently uses
and information          instructional and      instruction to            participation           an unbiased
about the                assessment             increase student          through a variety of    repertoire of
community and            resources with         participation.            instructional           strategies and
Alaska in planning       respect for            Selects unbiased          strategies. Seeks to    resources. Seeks to
and delivery of          students’ individual   strategies, resources     engage students in      provide learning
instruction;             and cultural           and visuals with          the construction of     opportunities that
recognizing and          characteristics.       consideration for         new knowledge and       acquaint students
minimizing bias in       Reviews materials      individual and            understanding that      with the world
instructional            for bias. Builds on    cultural                  contributes to an       beyond their
materials and            local cultural         characteristics.          ever-expanding          communities in
practice                 foundations.                                     view of the world.      ways that expand
                                                                          (AK cultural            horizons while
                                                                          standards)              strengthening
                                                                                                  identities. (AK
                                                                                                  cultural standards)

Shows consistent         Builds caring,         Connects students’        Recognizes cultural     Conveys to students
sensitivity to and       friendly rapport       interests and abilities   attributes as a         that every culture
instructional            with students.         to each other and         positive foundation     and community
support for              Models equitable       standards-based           on which to build       contributes to and
individual               and respectful         curriculum.               appropriate             simultaneously
physical, social,        relationships.         Encourages students       educational             receives from the
cultural and             Responds               to assume                 experiences.            global knowledge
linguistic diversity     appropriately to       responsibility for        Expands students’       base (AK cultural
                                                their role in relation    knowledge of and
as well as               unfairness and                                                           standards)
                                                to the well being of      educational
connections with         disrespect. Makes
                                                the cultural              connections with the
local cultures,          students aware of
                                                community and their       full range of
building on              learning               life-long obligations     experiential
community                opportunities in the   as a community            educational
characteristics.         community.             member.                   resources in the
                                                                          community. (AK
                                                                          cultural standards)

2008-2009 MAT Handbook                                     50                                    Standard III – Diversity
                        THE CONTINUUM Standard IV: Content
          A beginning teacher knows the teacher’s content area and how to teach it.


                      Initial               Emerging                Applying              Integrating

Demonstrates an       Is familiar with      Connects key            Facilitates student   Organizes and
understanding of      national and state    subject concepts to     understandings        sequences subject
Alaska content        standards and the     standards and           that reflect          matter clearly to
and performance       local district        curriculum guides.      standards and         coordinate core
standards,            curriculum guides;    Implements              curriculum guides.    curriculum with
national              references            instruction that        Standards based       content and
standards, and        standards reflected   guides student          instructional         performance
local district        in lesson plans.      learning relative to    practices are         standards within
curriculum                                  standards.              embedded within       and across subject
guidelines and                                                      student learning      matter.
connects to                                                         activities.
instructional
plans.

Organize lessons      The intern can        Attempts to use         Selects key           Examines how key
that represent        identify the          knowledge of            concepts and skills   concepts and skills
key concepts of       important concepts    subject matter to       and uses them to      rely upon and
the academic          of their academic     promote students’       construct lessons     further develop
discipline(s),        discipline and        understanding of        within                concepts and skills
Demonstrates          articulate the        key concepts,           units/themes.         across the
accurate and          relationships         skills, and                                   curriculum.
current content       among them.           standards.
knowledge,
makes
connections
across disciplines.

Establish             Recognizes how        Begins to use           Selects and adapts    Selects, adapts, and
relevancy by          available             materials,              appropriate and       creates a wide
making                instructional         resources, and          relevant              range of relevant
connections           materials, teaching   technologies that       instructional and     materials, resources
between students’     strategies,           reflect students’       assessment            and technologies to
lives and key         assessments and       linguistic, cultural,   materials. Designs    enrich learning.
concepts, skills,     technologies          and learning            projects that have    Smoothly integrates
and differing         support student       method diversity.       real world            projects that have
perspectives          understanding and     Can articulate the      applications of the   real world
                                                                                          applications and
within and            connections with      value of projects       content area.
                                                                                          attempts learning
among the             their daily lives.    that have real
                                                                                          experiences that
disciplines using                           world applications                            respond to real
an analysis of                              of the content area.                          world needs.
various
assessment data.




2008-2009 MAT Handbook                                51                          Standard IV – Content (Part 1)
                  THE CONTINUUM Standard IV: Content (continued)
          A beginning teacher knows the teacher’s content area and how to teach it.


                     Initial              Emerging              Applying               Integrating

Incorporates a       Identifies the       Beginning to adapt    Selects and            Assesses student
variety of           influence of major   lessons in response   modifies               needs and plans
teaching             higher order         to students’          instructional          for a variety of
strategies that      thinking skills in   multiple means of     strategies. Includes   learning
encourage            examples of          processing            questioning            experiences to
students’            practice.            information and       strategies that        meet educational
development of                            new concepts.         promote students’      needs of individual
critical thinking,                                              multiple means of      students. Includes
problem solving,                                                processing             performance skills
creativity, and                                                 information and        as part of
performance                                                     new concepts.          assessment.
skills.




2008-2009 MAT Handbook                             52                         Standard IV – Content (Part 2)
               THE CONTINUUM Standard V: Instruction and Assessment
           A beginning teacher facilitates, monitors, and assesses student learning.


                    Initial              Emerging              Applying               Integrating

Teaches lessons     Is familiar with     Identifies            Makes connections      Lessons clearly
based on:           appropriate Alaska   appropriate state     between standards,     identify state
                    performance,         performance and       district and school    standards being
Alaska
                    content standards    content standards     goals, and             addressed and tie
Performance
                    and district         associated with       individual student     them into district
Standards
                    curriculum goals.    district curriculum   needs. Begins to       curricular goals
Alaska Content                           goals.                plan accordingly.      and specific needs
Standards                                                                             of students.
District
Curriculum
Individual and
special needs of
students.

Selects             Assists with         Creates or selects    Assessments are        Assessments are
appropriate         organizing,          appropriate           appropriate and        appropriate and
assessments that    selecting,           assessment of         often measure          consistently and
measure what        appropriate          learning goals as     what students are      accurately measure
students know,      assessment of        described in lesson   expected to            what students are
understand and      student learning.    and unit plans.       understand, and be     expected to know,
are able to do.                                                able to do.            understand, and be
                                                                                      able to do.

Analyzes and        Assists with         Modifies a lesson     Analyzes data          Lesson planning
uses data from      analyzing data       based on data from    from formative,        and instruction
formative,          from formative,      a formative,          interim, or            clearly reflects the
interim, and        interim, and         interim, or           summative              use of data from
summative           summative            summative             assessments and        formative, interim,
assessments to      assessments.         assessments.          uses that              and summative
guide instruction                                              information to         assessments.
and planning.                                                  modify lesson
                                                               plans and
                                                               instructional
                                                               practice.




2008-2009 MAT Handbook                            53       Standard V – Instruction and Assessment (Part 1)
          THE CONTINUUM Standard V: Instruction and Assessment (continued)
           A beginning teacher facilitates, monitors, and assesses student learning.


                      Initial                Emerging               Applying               Integrating

Identifies and        Identifies a variety   Makes connections      Uses multiple          Evaluates and
uses a variety of     of instructional       between theory         strategies and         modifies multiple
instructional         strategies and         and instructional      resources during       strategies and
strategies and        evaluates available    practices, e.g.,       instruction.           resources for
resources that are    resources.             recognizes the                                instruction based
                                                                    Groups students in
appropriate to                               connection                                    on individual
                                                                    flexible ways
the individual                               between student                               student strengths,
                                                                    based on
and special needs                            learning and                                  needs, and
                                                                    individual student
of students,                                 grouping                                      interests.
                                                                    strengths, needs,
including                                    strategies. Begins
                                                                    and interests.
students with                                to plan
disabilities,                                accordingly.
English language
learners, and
gifted students.

Assists students      Assists by             Assists students       Consistently           Articulates a plan
to reflect on their   providing students     with reflecting on     provides students      for engaging all
own progress          with feedback on       and assessing their    opportunities to       students in self-
using assessment      work in progress       own work, e.g.,        reflect on their       assessment and in
data.                 as well as             rubrics, self-         learning, e.g.,        monitoring their
                      completed tasks.       evaluation tools.      journals, student-     progress and goals
                                                                    led conferences.       over time.

Uses a record         Assists with           Accurately records     Accurately records     Utilizes an
keeping system to     recording of           student attendance.    student attendance     accurate,
monitor and           student data.                                 and scores.            systematic method
report student                                                                             to monitor and
progress and                                                                               report student
attendance.                                                                                progress and
                                                                                           attendance.

Communicates          Assists in             Effectively            Effectively            Effectively
ongoing student       communicating          communicates           communicates           communicates
progress in a         ongoing student        ongoing student        ongoing student        ongoing student
timely manner to      progress.              progress in a          progress in a          progress in a
students, parents,                           timely manner to       timely manner to       timely manner to
administrators,                              students and           students, parents,     students, parents,
and other                                    mentor.                and mentor.            administrators, and
appropriate                                                                                other appropriate
audiences.                                                                                 audiences.




2008-2009 MAT Handbook                                54        Standard V – Instruction and Assessment (Part 2)
                  THE CONTINUUM Standard VI: Learning Environment
             A beginning teacher creates and maintains a learning environment in which
                    all students are actively engaged and contributing members.


                       Initial               Emerging                  Applying              Integrating

Creates and            Understands and       Identifies                Interacts with        Develops a
maintains a            identifies theories   community                 individual students   classroom
learning               related to            building teacher          and small groups in   community plan
environment that       development of        behaviors and             positive and          demonstrating a
is physically,         community             activities, e.g., rule-   respectful ways,      belief that all
emotionally, and       building in a         making and                reinforcing           students can learn,
intellectually safe.   classroom,            establishment of          classroom             have a place in the
                       including the         routines with             agreements            classroom and
                       physical              students for              regarding rules and   incorporates family
                       environment.          classroom                 routines.             and community.
                                             organization.

Establishes a      Understands the           Consistently              Supports and          Evaluates own
culture of learningrelationship              explains clear            monitors students’    practice and
for all students   between learning          learning goals for        autonomy and          articulates a goal
by:                outcomes and a            all students of each      choice:               of:
                   standards-based           activity or lesson.
Setting clear                                                          • Helps students    •Creating
                   curriculum.               Encourages
expectations of                                                        make decisions      challenging
                   Provides                  students to describe
high standards for                                                     about managing      learning
                   opportunities for         their own learning
student                                                                time and materials. experiences for all
                   students to think         processes and
performance.                                                                               students in an
                   about, discuss,           progress.                 • Promotes positive
                                                                                           environment that
Promoting pride    interact with,                                      interactions among
                                                                                           promotes
in student         reflect on, and                                     all students.
                                                                                           autonomy,
accomplishments. evaluate content.
                                                                       • Makes explicit    interaction, and
Teaching students                                                      learning goals.     choice.
to be responsible
                                                                                             • Connecting
for their
                                                                                             standards-based
individual and
                                                                                             curriculum to every
collaborative
                                                                                             day life.
learning and
decision-making.                                                                             • Assisting all
                                                                                             students to become
Promoting respect
                                                                                             self-directed
for individual
                                                                                             learners who are
differences, and
                                                                                             able to
responding
                                                                                             demonstrate,
appropriately to
                                                                                             articulate and
student behavior.
                                                                                             evaluate what




2008-2009 MAT Handbook                                  55             Standard VI – Learning Environment (Part 1)
           THE CONTINUUM Standard VI: Learning Environment (continued)
           A beginning teacher creates and maintains a learning environment in which
                  all students are actively engaged and contributing members.


                    Initial                Emerging               Applying                Integrating

Implements a        Understands and        Identifies several     During instruction      Recognizes the
classroom           identifies theories    effective              demonstrates            uniqueness of
management plan     related to effective   classroom-             flexibility in using    student needs and
(e.g., routines     classroom              management             strategies to guide     can identify
procedures,         management             strategies including   student choices.        appropriate
scheduling,         approaches.            design of physical     Incorporates            strategies for
classroom           Identifies             environment.           mentor teacher          individual students.
physical            advantages and                                strategies.             Articulates a plan
                                           Identifies teacher
arrangement) that   disadvantages of a                                                    inclusive of the
                                           behaviors that         Articulates and
establishes an      variety of                                                            school community.
                                           fosters/impede an      demonstrates
environment in      classroom and
                                           equitable classroom    strategies that build   Demonstrates and
which:              school-wide
                                           environment.           a stimulating,          maintains a
                    models.
All students are                                                  inclusive and safe      stimulating,
actively engaged,   Identifies theories                           learning                inclusive and safe
contributing        related to equity                             community.              learning
members.            systems in a                                                          community.
                    classroom.
Time is managed
for maximum
learning (e.g.,
transitions,
pacing,
administrative
procedures).
The discipline
plan incorporates
district, school,
and classroom
standards of
behavior.




2008-2009 MAT Handbook                               56           Standard VI – Learning Environment (Part 2)
        THE CONTINUUM Standard VII: Family and Community Involvement
    A beginning teacher works as a partner with parents, families, and the community.


                            Initial             Emerging               Applying             Integrating

Promotes regular      Communicates          Initiates ongoing      Uses a variety of     Develops
communication         with families at      contact with           communication         welcoming
between               reporting periods     family members to      techniques to build   strategies toward
classroom and         and school events.    build support for      meaningful            families,
students’ families.                         students’ academic     relationships with    recognizing it is
                                            and social success.    students’ families.   the school’s
                                                                                         responsibility to
                                                                                         lead this endeavor.
                                                                                         Assists families in
                                                                                         learning about
                                                                                         schools and school
                                                                                         culture.
                                                                                         Recognizes that
                                                                                         both teachers and
                                                                                         family members
                                                                                         need to adapt and
                                                                                         respond to each
                                                                                         other’s interests,
                                                                                         concerns, and
                                                                                         goals.

Participating in      Understands the       Identifies speakers    Encourages            Provides
school wide           school and district   and/or field trips     families to           opportunities for
efforts, where        system for            for an instructional   contribute to the     families to actively
available, that       requesting            plan. Completes        classroom and         participate in the
involve families      community             required request       school:               classroom and
and the public in     speakers and field    forms with mentor                            school:
                                                                   phone calls
the school            trips.                support.
                                                                                         resource for
community.                                                         personal
                                                                                         classroom
                                                                   invitations
                                                                                         assignments
                                                                   newsletter
                                                                                         chaperone for
                                                                   student written       fieldtrips
                                                                   invitations.
                                                                                         guest speaker
                                                                                         volunteer tutoring.




2008-2009 MAT Handbook                                57     Standard VII – Family and Community Involvement (Part 1)
   THE CONTINUUM Standard VII: Family and Community Involvement (continued)
    A beginning teacher works as a partner with parents, families, and the community.


                            Initial              Emerging              Applying              Integrating

Uses instructional    Recognizes the         Encourages            Instructional          Engages students
strategies that       role of families in    students to connect   planning               in development of
connect               the student’s social   school                consistently           instructional plans
classroom             and academic           assignments with      includes students’     that incorporate
activities with       success.               their interests,      interests, cultures,   their interests,
students’                                    cultures, and         and family             cultures, and
cultures, families,                          family traditions.    traditions.            family traditions.
and the local
community.


Provides parents      Uses available         Feedback is           Provides students      Engages students
and families the      resources to           provided to           with information       and families in
opportunity to set    develop learning       students and their    about their current    regular discussions
and monitor           goals. Checks,         families related to   progress and how       regarding student
student learning      monitors, and          their work in         to improve their       progress and goals.
goals.                communicates           progress toward       work. Establishes      Ongoing
                      student progress       learning goals.       regular                information is
                      using school or        Feedback is sought    communication          provided via a
                      mentor teacher         from the student’s    with families.         variety of sources,
                      procedures.            family.                                      which may include
                                                                                          progress reports,
                                                                                          phone
                                                                                          conversations,
                                                                                          conferences, and
                                                                                          portfolio-shares.




2008-2009 MAT Handbook                               58    Standard VII – Family and Community Involvement (Part 2)
                   THE CONTINUUM Standard VIII: Professionalism
       A beginning teacher participates in and contributes to the teaching profession.


                      Initial                Emerging               Applying              Integrating

Engages in            Consistently takes     Begins to provide      Establishes           Engages in school-
relevant school       advantage of           opportunities for      regular, frequent     and district-level
and district          available              learning and using     opportunities to      opportunities for
professional          opportunities to       various tools and      receive feedback      individual and
development           learn about            techniques for self-   about their           collegial
activities.           existing research      reflection and         teaching and to       examination of and
                      and experiential       collegial              understand analyze    reflection on
                      knowledge              reflection, such as    and apply that        classroom and
                      resources.             peer coaching and      feedback to           institutional
                                             journals.              improve their         practice.
                                                                    practice.

Articulates a         Understands the        Selects when           Recognizes the        Articulates a
professional          need to know           possible a variety     developmental         professional
development plan      his/her current        of professional        nature of teacher     development plan
to improve            knowledge base as      development            professional          that ensures
effectiveness and     a starting point for   activities that        growth and            integration and
expand teaching       continuous             include theory and     determines            coordination of
repertoire.           professional           practice in school     individual needs      varied
                      development.           settings.              for growth.           opportunities so
                                                                                          that understanding
                                                                                          and ability can be
                                                                                          built over time,
                                                                                          reinforced
                                                                                          continuously, and
                                                                                          practiced in a
                                                                                          variety of
                                                                                          situations.

Adheres to the        Is aware of the        Can articulate the     Demonstrates the      Integrates the Alaska
Alaska Code of        Alaska Code of         need for adhering to   importance of the     Code of Ethics and
Ethics and            Ethics and Teaching    the Alaska Code of     Alaska Code of        Teaching Standards
Teaching              Standards (20 AAC      Ethics and Teaching    Ethics and Teaching   (20 AAC 10.020)
Standards (20 AAC     10.020).               Standards (20 AAC      Standards (20 AAC     into professional
10.020) and explain                          10.020).               10.020) by modeling   practice and can
how it impacts                                                      the professional      explain how it
decision making.                                                    behaviors in the      impacts her or his
                                                                    classroom.            decision making.




2008-2009 MAT Handbook                                 59                Standard VIII – Professionalism (Part 1)
              THE CONTINUUM Standard VIII: Professionalism (continued)
        A beginning teacher participates in and contributes to the teaching profession.

                        Initial                Emerging              Applying                Integrating

Commits to              Identifies potential   Establishes           Establishes             Establishes
continuous              professional goals     professional goals    professional goals      professional goals
professional            based on feedback      based on identified   based on identified     based on identified
growth by:              from colleagues,       strengths,            strengths,              strengths,
                        supervisors,           weaknesses, and       weaknesses, and         weaknesses, and
Setting
                        administrators,        feedback from         feedback from           feedback from
professional goals
                        mentors and other      colleagues,           colleagues,             colleagues,
based on
                        professionals.         supervisors,          supervisors,            supervisors,
identified
                                               administrators,       administrators,         administrators,
strengths,
                                               mentors and other     mentors and other       mentors and other
weaknesses, and
                                               professionals.        professionals, and      professionals.
feedback from
colleagues,                                                          reflects on own         Reflects on own
supervisors,                                                         teaching practices      teaching practices
administrators,                                                      including progress      including progress
mentors and                                                          towards goals, or       towards goals.
other
                                                                     participates in         Participates in
professionals.
                                                                     professional            professional
Reflecting on own                                                    development             development
teaching practices                                                   opportunities (e.g.,    opportunities (e.g.,
including                                                            certification           certification
progress towards                                                     advancement,            advancement,
goals.                                                               professional            professional
                                                                     organization            organization
Pursuing
                                                                     affiliation, district   affiliation, district
professional
                                                                     in-services).           in-services).
development
opportunities
(e.g., certification
advancement,
professional
organization
affiliation, district
in-services).




2008-2009 MAT Handbook                                  60                Standard VIII – Professionalism (Part 2)
              THE CONTINUUM Standard VIII: Professionalism (continued)
        A beginning teacher participates in and contributes to the teaching profession.


                       Initial                 Emerging                Applying                 Integrating

Demonstrates           Understands basic       Displays ethical        Is a reflective          Conveys price in
compliance with        national, state,        responsibility to the   practitioner who         entering the teaching
the federal, state,    district, and school    education profession    continually evaluates    profession by
district, and school   codes of conduct.       and an                  the effects of his/her   conveying clear
laws, regulations,     Shows respect for       understanding that      choices and actions      respect for the
policies,              and supports            his/her behavior as a   on others (students,     perspectives and
procedures, and        authority, even if      representative of       parents, and others      expertise of all
schedules.             he/she does not         UAA, the district       in the learning          educational
                       agree with the          and the school is a     community).              community
                       philosophy or           reflection on those                              members.
                       interpretation.         institutions.

Considers feedback     Demonstrates an         Consistently            Values and conveys       Articulates a plan for
from colleagues,       understanding of the    demonstrates            respect for the          sustaining a
supervisors,           relationship between    positive                competency,              mentoring
administrators,        openness and trust in   interpersonal skills:   knowledge, and           relationship for
mentors, and other     sustaining dialogue.    active listening,       wisdom of others in      continuous reflective
professionals.                                 questioning,            achieving her/his        practice, personal
                                               problem solving, and    personal and             growth and
                                               decision-making.        professional goals.      satisfaction.
                                                                       Refrains from            Integrates personal
                                                                       judgment.                knowledge and
                                                                                                beliefs with
                                                                                                mentors’.




2008-2009 MAT Handbook                                   61                  Standard VIII – Professionalism (Part 3)
                                MAT Lesson Plan Template
Title of Lesson:                                     Timeframe: This is a:   Mini-lesson
Subject Area(s):                                                             Daily lesson

Planning for Instruction

Purpose:

Standard(s) addressed:

Student Learning Goals/Outcomes:

Assessment of Student Learning:

Materials/Tools/Resources/Technology:

Differentiation Strategies/Individual Modifications/Special Arrangements:




Instructional Sequence

Prior assignment/preparation:

Opening Activity:

Learning Activities:

Classroom Environment:

Closure:

Assignment:




Post-Instruction Analysis and Reflection

Student Assessment:

Self Assessment:




2008-2009 MAT Handbook                          62                               Lesson Plan Template
                        MAT Lesson Plan Template (with descriptors)
Title of Lesson:                                                Timeframe: This is a:     Mini-lesson
Subject Area(s):                                                                          Daily lesson

Planning for Instruction

Purpose: How does this relate to your philosophy? How does it relate to your students’ prior knowledge,
experience, or interests?

Standard(s) addressed: What national, state, and culturally responsive standards are the focus of this lesson?

Student Learning Goals/Outcomes: At the completion of the lesson, student will know and be able to:

Assessment of Student Learning: How will you know what students have learned? How will they know
what they have learned? If there is a product from this lesson, what is it? How does it relate to the
goals/outcomes?

Materials/Tools/Resources/Technology:

Differentiation Strategies/Individual Modifications/Special Arrangements:

Instructional Sequence (description of tasks/activities)

Prior assignment/preparation: What should students already know and be able to do from prior lesson(s)?

Opening Activity: Introduction directly related to prior lesson(s) and today’s lesson, concept, content, skill.
Includes accessing student prior knowledge and activating schema.

Learning Activities: List or script as much of the lesson as necessary to help you implement it. Include specific
questions or prompts you will use to guide students during activities. Lesson should provide for choice (student
options), authenticity (real world connections, problems, examples, products), and student diversity (language,
culture/ethnicity, learning style, special needs, gender).

Classroom Environment: Describe how you will: promote positive interactions among students; guide choices;
organize the room; group students; make transitions; manage movement; distribute materials; use established
routines; and plan for absent students.

Closure: Engage students in clarifying and reflecting on learning.

Assignment: What homework or long-term project needs to be reviewed or assigned?

Post-Instruction Analysis and Reflection
Self Assessment:
What did your students learn from this lesson? How do you know that they learned this?
How is this student learning reflective of the standards?
What aspects of the lesson supported this student learning?
What did not work well for student learning?
What would you change to improve the lesson so it better supported student learning?
What will you do in following lessons based on student learning from this lesson?




2008-2009 MAT Handbook                                     63                           Lesson Plan with Descriptors
                               Informal Lesson Observation

Intern:                                                   Date:

Observer:                                                 Topic:

Focus of Observation: (if requested by intern)


          What I saw and what I heard                 Affirmations, suggestions, comments




2008-2009 MAT Handbook                           64                    Informal Lesson Observation
                             MAT Formal Classroom Observation
                   Two per semester by Clinical Faculty. Goes in permanent file.
               Mentors use form but does not become part of the intern’s permanent file

Teacher Intern:                                                        Grade:
Date:                            Time:                                 Subject(s):
Observer:

                  Indicators                                              Notes
Standards II, III, IV, V: Instruction and
Assessment; Learning Theory & Practice;
Diversity; Content

Planning
   Well-focused, organized & sequenced?
   Developmentally appropriate?
   Accommodations as necessary?

Content
   Includes AK Standards?
   Focused on important concepts?
   Aimed at deep understanding?
   Culturally relevant & respectful?

Student-orientation
   High expectations for all?
   Connects to student interests,
   experiences, needs?
   Allows students to construct meaning?
   Engaging? Responsive?

Strategies
    Variety of strategies?
    Flexible grouping?
    Allows for differences in learning style,
    etc?
    Opportunities for students to explain &
    show?
    Higher-order questioning?
    Use of well-designed resources?
    Use of audio-visuals?
    Use of technology as appropriate?
    Communicates effectively?

Use of Time
  Effective pacing?
  Effective transitions?
  Effective closure?

2008-2009 MAT Handbook                           65                        Formal Classroom Observation
                Indicators                             Notes
Assessment
   ―Reads‖ student understanding?
   Monitors learning?
   Adjusts as necessary?
   Gives feedback to students?
   Documents student learning?

                Indicators
Standard VI: Learning Environment

Teacher-Student Relationship
   Caring? Inviting?
   Fair? Firm?
   Sense of Humor? Fun?

Student-Student Relationships
   Opportunities for social interaction?
   Guided to work together cooperatively?

Classroom Management
   High expectations established and
   enforced?
   A variety of effective techniques?
   Effective use of voice, facial expressions,
       movement, body language?
   Effective use of physical environment?
   Inclusive and safe atmosphere?

                  Indicators
Standard VIII: Professionalism
   Maintains high professional ethics?
   Positive attitude?

                Indicators
Standard VII: Family & Community
Involvement

   Involves family or community in lesson?

                 Indicators
Standard I: Philosophy

   Reflects well on lesson effectiveness?
   Connects beliefs to teaching practices?




2008-2009 MAT Handbook                            66   Formal Classroom Observation
                                  Observation Conference

Observer:                                                  Date:

Intern:

1. Describe the goals and objectives for the lesson.




2. What aspects of the lesson worked well?




3. What aspects of the lesson did not work well?




4. What could have improved the lesson?




5. Action plan for following lessons.




2008-2009 MAT Handbook                          67                 Observation Conference
                          Department of Teaching and Learning
                Intern Formative & Summative Evaluation Summary Form
                                  Goes in permanent file


Intern:                                               School:

Key:      SP: Satisfactory Progress             AN: Attention Needed
          IN: Improvement Needed                NS: Not satisfactory
          MS: Meets Standard (use for Spring Summative Only)

Internship
                                       Fall            Fall            Spring         Spring
                                       Formative       Summative       Formative      Summative

  I.    Philosophy

 II.    Learning Theory and Practice

 III.   Diversity

 IV.    Content Knowledge

 V.     Instruction and Assessment

 VI.    Learning Environment

VII. Family & Community

VIII. Professionalism

                                Date

                    Overall Rating:    Pass/No Pass                    Pass/No Pass




Reflective Essay
                                       Fall                Fall        Spring         Spring
                                       Formative           Summative   Formative      Summative

          Reflective Essay #1

          Reflective Essay #2

          Reflective Essay #3

          Reflective Essay #4

              Overall Rating:          Pass/No Pass                    Pass/No Pass

Key: P: Posted               NP: Not Posted           NR: Not required


2008-2009 MAT Handbook                                68                           Evaluation Summary
Standard Based Assessments
                                      Fall             Fall             Spring           Spring
                                      Formative        Summative        Formative        Summative

SBA #1

SBA #2

SBA #3

SBA #4

SBA #5

SBA #6

SBA #7

SBA #8

SBA #9

SBA #10




                       Date

                   Overall Rating:    Pass/No Pass                      Pass/No Pass

Key: P: Posted          NP: Not Posted               NR: Not required




Signatures
Fall Formative           Fall Summative              Spring Formative         Spring Summative


Clinical Faculty         Clinical Faculty            Clinical Faculty         Clinical Faculty


Intern                   Intern                      Intern                   Intern




2008-2009 MAT Handbook                            69                                Evaluation Summary
                             University of Alaska Anchorage
                                    College of Education
                                         2008-2009
                            Master of Arts in Teaching Program
   Intern Continuous Assessment of Progress (all subjects except Social Studies and Science)

                Clinical Faculty does summary form after meeting which is placed in intern’s file.


Intern Name:
        I. Mid-term Internship I                                     III. Mid-term Internship II
        II. Final Internship I                                       IV. Final Internship II


Standard I: Philosophy                                        Evaluation of Formal Evidence from Portfolio and
A beginning teacher can describe the teacher’s philosophy     Classroom Observations:
of education and demonstrates its relationship to the          Satisfactory Progress         Attention Needed
teacher’s practice.                                            Improvement Needed            Not Satisfactory
                                                               Meets standards (Spring only)
Indicators                                                    Strengths/Areas for Improvement:
   A. States a personal philosophy of education
       supported by research, professional literature, and
       experience with students.
   B. Identifies teaching practices that are consistent or
       inconsistent with the teacher’s personal
       philosophy of education.
   C. Demonstrates teaching practices that represent
       the teacher’s philosophy of education.




2008-2009 MAT Handbook                                       70       Continuous Assessment (not Social Studies or Science)
Standard II: Learning Theory and Practice                        Evaluation of Formal Evidence from Portfolio and
A beginning teacher understands how students learn and           Classroom Observations:
develop, and applies that knowledge in the teacher’s              Satisfactory Progress          Attention Needed
practice.                                                         Improvement Needed             Not Satisfactory
                                                                  Meets standards (Spring only)
Indicators                                                       Strengths/Areas for Improvement:
   A. Identifies the abilities of students based on a
       developmental continuum through formal and
       informal assessment (e.g., observation,
       documentation, Alaska Developmental Profile,
       standards based assessments).
   B. Provides instructional opportunities to meet the
       needs of students based on
           i.      theories of learning and motivation;
                   and
           ii.     the individual and special needs of
                   students (e.g., learning styles, stages of
                   development, students with disabilities,
                   English language learners, gifted
                   students)




Standard III: Diversity                                          Evaluation of Formal Evidence from Portfolio and
A beginning teacher teaches students with respect for            Classroom Observations:
their individual and cultural characteristics.                    Satisfactory Progress          Attention Needed
                                                                  Improvement Needed             Not Satisfactory
                                                                  Meets standards (Spring only)
Indicators                                                       Strengths/Areas for Improvement:
   A. Makes connections with local cultures and with
       the individual and cultural characteristics of the
       students to promote learning.
   B. Uses resources and information about the
       community and Alaska in planning and delivery of
       instruction.
   C. Recognizes and minimizes bias in instructional
       materials and practice.
   D. Uses culturally appropriate communication and
       instructional strategies, ways of knowing, and
       knowledge of the Alaska Cultural Standards in
       practice.
   E. Identifies and uses instructional strategies and
       resources that are appropriate to the individual
       and special needs of students.




2008-2009 MAT Handbook                                          71       Continuous Assessment (not Social Studies or Science)
Standard IV: Content                                           Evaluation of Formal Evidence from Portfolio and
A beginning teacher knows the teacher’s content area and       Classroom Observations:
how to teach it.                                                Satisfactory Progress         Attention Needed
                                                                Improvement Needed            Not Satisfactory
                                                                Meets standards (Spring only)

Indicators                                                     Strengths/Areas for Improvement:
   A. Identifies the connections in instructional plans to
       i.      Alaska’s Performance Standards (Grade
               Level Expectations) where developed,
       ii.     Alaska’s State Content Standards, and
       iii.    District curriculum.
   B. Develops and teaches lessons/units that
       demonstrate
       i.      accurate and current knowledge of the
               content,
       ii.     instructional strategies that are suited to
               teaching the content area, integrating
               technology where appropriate,
       iii.    consideration of students’ developmental
               stages of content mastery using an analysis
               of various assessment data (qualitative and
               quantitative),
       iv.     a variety of teaching strategies that
               encourage students’ development of
               critical thinking, problem solving,
               creativity, and performance skills, and
       v.      connections across disciplines that enable
               students to apply their content knowledge
               and process skills to real world situations.




2008-2009 MAT Handbook                                        72       Continuous Assessment (not Social Studies or Science)
STANDARD V: INSTRUCTION AND ASSESSMENT                          EVALUATION OF FORMAL EVIDENCE FROM
A beginning teacher facilitates, monitors, and assesses         PORTFOLIO AND CLASSROOM OBSERVATIONS:
student learning.                                                Satisfactory Progress         Attention Needed
                                                                 Improvement Needed            Not Satisfactory
                                                                 Meets standards (Spring only)
INDICATORS                                                      STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Teaches lessons based on
               i. the Alaska Performance Standards
                    (Grade Level Expectations) where
                    developed;
               ii. Alaska Content Standards;
               iii. District curriculum; and
               iv. Individual and special needs of
                    students.
   B. Selects appropriate assessments that measure
      what students know, understand, and are able to
      do.
   C. Analyzes and uses data from formative, interim,
      and summative assessments to guide instruction
      and planning.
   D. Identifies and uses a variety of instructional
      strategies and resources that are appropriate to
      the individual and special needs of students,
      including students with disabilities, English language
      learners, gifted students.
   E. Assists students to reflect on their own progress
      using assessment data.
   F. Uses a record keeping system to monitor and
      report student progress and attendance.
   G. Communicates ongoing student progress in a
      timely manner to students, parents, administrators,
      and other appropriate audiences.




2008-2009 MAT Handbook                                         73       Continuous Assessment (not Social Studies or Science)
STANDARD VI: LEARNING ENVIRONMENT                                  EVALUATION OF FORMAL EVIDENCE FROM
A beginning teacher creates and maintains a learning               PORTFOLIO AND CLASSROOM OBSERVATIONS:
environment in which all students are actively engaged and          Satisfactory Progress         Attention Needed
contributing members.                                               Improvement Needed            Not Satisfactory
                                                                    Meets standards (Spring only)
INDICATORS                                                         STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Creates and maintains a learning environment that
      is physically, emotionally, and intellectually safe.
   B. Establishes a culture of learning for all students by
               i. setting clear expectations of high
                     standards for students performance,
               ii. promoting pride in student
                     accomplishments,
               iii. teaching students to be responsible for
                     their individual and collaborative
                     learning and decision-making, and
               iv. promoting respect for individual
                     differences, and responding
                     appropriately to student behavior.
   C. Implements a classroom management plan (e.g.,
      routines, procedures, scheduling, classroom
      physical arrangement) that establishes an
      environment in which
               i. students are actively engaged,
                     contributing members,
               ii. time is managed for maximum learning
                     (e.g., transitions, pacing, administrative
                     procedures), and
               iii. the discipline plan incorporates district,
                    school, and classroom standards of
                    behavior.

STANDARD VII: FAMILY AND COMMUNITY                                 EVALUATION OF FORMAL EVIDENCE FROM
INVOLVEMENT                                                        PORTFOLIO AND CLASSROOM OBSERVATIONS:
A beginning teacher works as a partner with parents,                Satisfactory Progress         Attention Needed
families, and the community.                                        Improvement Needed            Not Satisfactory
                                                                    Meets standards (Spring only)
INDICATORS                                                         STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Promotes regular communication between the
      classroom and students’ families.
   B. Participates in school wide efforts, where available,
      that involve families and the public in the school
      community.
   C. Uses instructional strategies that connect
      classroom activities with students’ cultures,
      families, and the local community, for example,
      relating curriculum to local lifestyles, culturally
      relevant lesson plans, local experts, local artists,
      and field trips.
   D. Provides parents and families the opportunity to
      set and monitor student learning goals.

2008-2009 MAT Handbook                                            74       Continuous Assessment (not Social Studies or Science)
STANDARD VIII: PROFESSIONALISM                                EVALUATION OF FORMAL EVIDENCE FROM
A beginning teacher participates in and contributes to the    PORTFOLIO AND CLASSROOM OBSERVATIONS:
teaching profession.                                           Satisfactory Progress         Attention Needed
                                                               Improvement Needed            Not Satisfactory
                                                               Meets standards (Spring only)
INDICATORS                                                  STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Adheres to the Alaska Code of Ethics and
      Teaching Standards (20 AAC 10.020) and explains
      how it impacts decision-making.
   B. Commits to continuous professional growth by
                i. setting professional goals based on
                     identified strengths, weaknesses, and
                     feedback from colleagues, supervisors,
                     administrators, mentors, and other
                     professionals,
                ii. reflecting upon own teaching practices
                     including progress towards goals, and
                iii. pursuing professional development
                     opportunities (e.g., certification
                     advancement, professional organization
                     affiliation, district in-services).
   C. Works cooperatively with colleagues, supervisors,
      administrators, mentors, and other professionals.
   D. Demonstrates compliance with the federal, state,
      district, and school laws, regulations, policies,
      procedures, and schedules.
   E. Considers feedback from colleagues, supervisors,
      administrators, mentors, and other professionals.




2008-2009 MAT Handbook                                       75       Continuous Assessment (not Social Studies or Science)
ACTION PLAN
For formative evaluation: What specific actions will the intern take to improve performance?
For summative evaluation: How has the intern successfully completed the Action Plan designed in formative evaluation?




_______________________________________                _____________________________________________
Clinical Faculty                   date                Principal or Designee                     date


_______________________________________                 _____________________________________________
Mentor Teacher                     date                 Intern Teacher                            date




2008-2009 MAT Handbook                                     76        Continuous Assessment (not Social Studies or Science)
                                 University of Alaska Anchorage
                                      College of Education
                                            2008-2009
                              Master of Arts in Teaching Program
           Intern Continuous Assessment of Progress – SOCIAL STUDIES Endorsement

                Clinical Faculty does summary form after meeting which is placed in intern’s file.


Intern Name:
        I. Mid-term Internship I                                     III. Mid-term Internship II
        II. Final Internship I                                       IV. Final Internship II


Standard I: Philosophy                                        Evaluation of Formal Evidence from Portfolio and
A beginning teacher can describe the teacher’s philosophy     Classroom Observations:
of education and demonstrates its relationship to the          Satisfactory Progress         Attention Needed
teacher’s practice.                                            Improvement Needed            Not Satisfactory
                                                               Meets standards (Spring only)
Indicators
                                                              Strengths/Areas for Improvement:
   A. States a personal philosophy of education
       supported by research, professional literature, and
       experience with students.
   B. Identifies teaching practices that are consistent or
       inconsistent with the teacher’s personal
       philosophy of education.
   C. Demonstrates teaching practices that represent
       the teacher’s philosophy of education.




2008-2009 MAT Handbook                                       77                    Continuous Assessment (Social Studies)
Standard II: Learning Theory and Practice                      Evaluation of Formal Evidence from Portfolio and
A beginning teacher understands how students learn and         Classroom Observations:
develop, and applies that knowledge in the teacher’s            Satisfactory Progress          Attention Needed
practice.                                                       Improvement Needed             Not Satisfactory
                                                                Meets standards (Spring only)
Indicators                                                     Strengths/Areas for Improvement:
   A. Identifies the abilities of students based on a
       developmental continuum through formal and
       informal assessment (e.g., observation,
       documentation, Alaska Developmental Profile,
       standards based assessments).
   B. Provides instructional opportunities to meet the
       needs of students based on
           i. theories of learning and motivation; and
           ii. the individual and special needs of students
               (e.g., learning styles, stages of
               development, students with disabilities,
               English language learners, gifted students).




Standard III: Diversity                                        Evaluation of Formal Evidence from Portfolio and
A beginning teacher teaches students with respect for          Classroom Observations:
their individual and cultural characteristics.                  Satisfactory Progress          Attention Needed
                                                                Improvement Needed             Not Satisfactory
                                                                Meets standards (Spring only)
Indicators                                                     Strengths/Areas for Improvement:
   A. Makes connections with local cultures and with
       the individual and cultural characteristics of the
       students to promote learning.
   B. Uses resources and information about the
       community and Alaska in planning and delivery of
       instruction.
   C. Recognizes and minimizes bias in instructional
       materials and practice.
   D. Uses culturally appropriate communication and
       instructional strategies, ways of knowing, and
       knowledge of the Alaska Cultural Standards in
       practice.
   E. Identifies and uses instructional strategies and
       resources that are appropriate to the individual
       and special needs of students.




2008-2009 MAT Handbook                                        78                   Continuous Assessment (Social Studies)
Standard IV: Content                                           Evaluation of Formal Evidence from Portfolio and
A beginning teacher knows the teacher’s content area and       Classroom Observations:
how to teach it.                                                Satisfactory Progress         Attention Needed
                                                                Improvement Needed            Not Satisfactory
                                                                Meets standards (Spring only)

Indicators                                                     Strengths/Areas for Improvement:
   A. Identifies the connections in instructional plans to
       i.      Alaska’s Performance Standards (Grade
               Level Expectations) where developed,
       ii.     Alaska’s State Content Standards, and
       iii.    District curriculum.
   B. Develops and teaches lessons/units that
       demonstrate
       i.      accurate and current knowledge of the
               content,
       ii.     instructional strategies that are suited to
               teaching the content area, integrating
               technology where appropriate,
       iii.    consideration of students’ developmental
               stages of content mastery using an analysis
               of various assessment data (qualitative and
               quantitative),
       iv.     a variety of teaching strategies that
               encourage students’ development of
               critical thinking, problem solving,
               creativity, and performance skills, and
       v.      connections across disciplines that enable
               students to apply their content knowledge
               and process skills to real world situations.
   C. Check all NCSS standards that show evidence of
       implementation:
            Culture
            Time, continuity & change
            People, places & environments
            Individual identity & development
            Individuals, groups & institutions
            Power, authority & governance
            Production, distribution & consumption
            Science, technology & society
            Global connections
            Civic ideals & practice




2008-2009 MAT Handbook                                        79                  Continuous Assessment (Social Studies)
STANDARD V: INSTRUCTION AND ASSESSMENT                          EVALUATION OF FORMAL EVIDENCE FROM
A beginning teacher facilitates, monitors, and assesses         PORTFOLIO AND CLASSROOM OBSERVATIONS:
student learning.                                                Satisfactory Progress         Attention Needed
                                                                 Improvement Needed            Not Satisfactory
                                                                 Meets standards (Spring only)
INDICATORS                                                      STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Teaches lessons based on
           i. the Alaska Performance Standards (Grade
                Level Expectations) where developed;
           ii. Alaska Content Standards;
           iii. District curriculum; and
           iv. Individual and special needs of students.
   B. Selects appropriate assessments that measure
      what students know, understand, and are able to
      do.
   C. Analyzes and uses data from formative, interim,
      and summative assessments to guide instruction
      and planning.
   D. Identifies and uses a variety of instructional
      strategies and resources that are appropriate to
      the individual and special needs of students,
      including students with disabilities, English language
      learners, gifted students.
   E. Assists students to reflect on their own progress
      using assessment data.
   F. Uses a record keeping system to monitor and
      report student progress and attendance.
   G. Communicates ongoing student progress in a
      timely manner to students, parents, administrators,
      and other appropriate audiences.
   H. Check all NCSS standards that show evidence of
      implementation:
            Culture
            Time, continuity & change
            People, places & environments
            Individual identity & development
            Individuals, groups & institutions
            Power, authority & governance
            Production, distribution & consumption
            Science, technology & society
            Global connections
            Civic ideals & practice




2008-2009 MAT Handbook                                         80                    Continuous Assessment (Social Studies)
STANDARD VI: LEARNING ENVIRONMENT                              EVALUATION OF FORMAL EVIDENCE FROM
A beginning teacher creates and maintains a learning           PORTFOLIO AND CLASSROOM OBSERVATIONS:
environment in which all students are actively engaged and      Satisfactory Progress         Attention Needed
contributing members.                                           Improvement Needed            Not Satisfactory
                                                                Meets standards (Spring only)
INDICATORS                                                     STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Creates and maintains a learning environment that
      is physically, emotionally, and intellectually safe.
   B. Establishes a culture of learning for all students by
           i. setting clear expectations of high standards
                for students performance,
           ii. promoting pride in student
                accomplishments,
           iii. teaching students to be responsible for
                their individual and collaborative learning
                and decision-making, and
           iv. promoting respect for individual
                differences, and responding appropriately
                to student behavior.
   C. Implements a classroom management plan (e.g.,
      routines, procedures, scheduling, classroom
      physical arrangement) that establishes an
      environment in which
           i. students are actively engaged, contributing
                members,
           ii. time is managed for maximum learning
                (e.g., transitions, pacing, administrative
                procedures), and
           iii. the discipline plan incorporates district,
                school, and classroom standards of
                behavior.

STANDARD VII: FAMILY AND COMMUNITY                             EVALUATION OF FORMAL EVIDENCE FROM
INVOLVEMENT                                                    PORTFOLIO AND CLASSROOM OBSERVATIONS:
A beginning teacher works as a partner with parents,            Satisfactory Progress         Attention Needed
families, and the community.                                    Improvement Needed            Not Satisfactory
                                                                Meets standards (Spring only)
INDICATORS                                                     STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Promotes regular communication between the
      classroom and students’ families.
   B. Participates in school wide efforts, where available,
      that involve families and the public in the school
      community.
   C. Uses instructional strategies that connect
      classroom activities with students’ cultures,
      families, and the local community, for example,
      relating curriculum to local lifestyles, culturally
      relevant lesson plans, local experts, local artists,
      and field trips.
   D. Provides parents and families the opportunity to
      set and monitor student learning goals.

2008-2009 MAT Handbook                                        81                    Continuous Assessment (Social Studies)
STANDARD VIII: PROFESSIONALISM                                EVALUATION OF FORMAL EVIDENCE FROM
A beginning teacher participates in and contributes to the    PORTFOLIO AND CLASSROOM OBSERVATIONS:
teaching profession.                                           Satisfactory Progress         Attention Needed
                                                               Improvement Needed            Not Satisfactory
                                                               Meets standards (Spring only)
INDICATORS                                                  STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Adheres to the Alaska Code of Ethics and
      Teaching Standards (20 AAC 10.020) and explains
      how it impacts decision-making.
   B. Commits to continuous professional growth by
                i. setting professional goals based on
                     identified strengths, weaknesses, and
                     feedback from colleagues, supervisors,
                     administrators, mentors, and other
                     professionals,
                ii. reflecting upon own teaching practices
                     including progress towards goals, and
                iii. pursuing professional development
                     opportunities (e.g., certification
                     advancement, professional organization
                     affiliation, district in-services).
   C. Works cooperatively with colleagues, supervisors,
      administrators, mentors, and other professionals.
   D. Demonstrates compliance with the federal, state,
      district, and school laws, regulations, policies,
      procedures, and schedules.
   E. Considers feedback from colleagues, supervisors,
      administrators, mentors, and other professionals.




2008-2009 MAT Handbook                                       82                    Continuous Assessment (Social Studies)
ACTION PLAN
For formative evaluation: What specific actions will the intern take to improve performance?
For summative evaluation: How has the intern successfully completed the Action Plan designed in formative evaluation?




_______________________________________                _____________________________________________
Clinical Faculty                   date                Principal or Designee                     date


_______________________________________                 _____________________________________________
Mentor Teacher                     date                 Intern Teacher                            date




2008-2009 MAT Handbook                                     83                     Continuous Assessment (Social Studies)
                          2008-2009 UAA MASTER OF ARTS IN TEACHING PROGRAM
                             Summary of Intern Performance on NCSS Thematic Standards
                                         Social Studies Interns only


Teacher Intern:                                                   School:
Please transfer the data on AKTS #4: Content Knowledge (planning) and AKTS #5 Instruction and Assessment
(implementation) from the Intern Continuous Assessment of Progress form to provide a running record of intern
performance regarding planning and implementation of lessons based on the NCSS thematic standards. If there is no
evidence for a standard this assessment period, please indicate this with a N/A. (Goes in permanent file.)

                                                Fall        Fall            Spring       Spring
                                                Formative   Summative       Formative    Summative

   I.     Culture
           Planning
           Implementation

   II.    Time, continuity & change
            Planning
            Implementation

   III.   People, places & environments
            Planning
            Implementation

   IV.    Individual identity & development
            Planning
            Implementation

   V.     Individuals, groups, & institutions
            Planning
            Implementation

   VI.    Power, authority & governance
            Planning
            Implementation

   VII. Production, distribution & consumption
          Planning
          Implementation

   VIII. Science, technology & society
           Planning
           Implementation

   IX.    Global connections
           Planning
           Implementation

   X.     Civic ideals & practices
            Planning
            Implementation

2008-2009 MAT Handbook                                       84                         Social Studies Thematic Standards
                                   University of Alaska Anchorage
                                        College of Education
                                              2008-2009
                                Master of Arts in Teaching Program
                 Intern Continuous Assessment of Progress – SCIENCE Endorsement

                Clinical Faculty does summary form after meeting which is placed in intern’s file.


Intern Name:
        I. Mid-term Internship I                                     III. Mid-term Internship II
        II. Final Internship I                                       IV. Final Internship II


Standard I: Philosophy                                        Evaluation of Formal Evidence from Portfolio and
A beginning teacher can describe the teacher’s philosophy     Classroom Observations:
of education and demonstrates its relationship to the          Satisfactory Progress         Attention Needed
teacher’s practice.                                            Improvement Needed            Not Satisfactory
                                                               Meets standards (Spring only)
Indicators
                                                              Strengths/Areas for Improvement:
   A. States a personal philosophy of education
       supported by research, professional literature, and
       experience with students.
   B. Identifies teaching practices that are consistent or
       inconsistent with the teacher’s personal
       philosophy of education.
   C. Demonstrates teaching practices that represent
       the teacher’s philosophy of education.




2008-2009 MAT Handbook                                       85                         Continuous Assessment (Science)
Standard II: Learning Theory and Practice                      Evaluation of Formal Evidence from Portfolio and
A beginning teacher understands how students learn and         Classroom Observations:
develop, and applies that knowledge in the teacher’s            Satisfactory Progress          Attention Needed
practice.                                                       Improvement Needed             Not Satisfactory
                                                                Meets standards (Spring only)
Indicators                                                     Strengths/Areas for Improvement:
   A. Identifies the abilities of students based on a
       developmental continuum through formal and
       informal assessment (e.g., observation,
       documentation, Alaska Developmental Profile,
       standards based assessments).
   B. Provides instructional opportunities to meet the
       needs of students based on
           i. theories of learning and motivation; and
           ii. the individual and special needs of students
               (e.g., learning styles, stages of
               development, students with disabilities,
               English language learners, gifted students).




Standard III: Diversity                                        Evaluation of Formal Evidence from Portfolio and
A beginning teacher teaches students with respect for          Classroom Observations:
their individual and cultural characteristics.                  Satisfactory Progress          Attention Needed
                                                                Improvement Needed             Not Satisfactory
                                                                Meets standards (Spring only)
Indicators                                                     Strengths/Areas for Improvement:
   A. Makes connections with local cultures and with
       the individual and cultural characteristics of the
       students to promote learning.
   B. Uses resources and information about the
       community and Alaska in planning and delivery of
       instruction.
   C. Recognizes and minimizes bias in instructional
       materials and practice.
   D. Uses culturally appropriate communication and
       instructional strategies, ways of knowing, and
       knowledge of the Alaska Cultural Standards in
       practice.
   E. Identifies and uses instructional strategies and
       resources that are appropriate to the individual
       and special needs of students.




2008-2009 MAT Handbook                                        86                        Continuous Assessment (Science)
Standard IV: Content                                           Evaluation of Formal Evidence from Portfolio and
A beginning teacher knows the teacher’s content area and       Classroom Observations:
how to teach it.                                                Satisfactory Progress         Attention Needed
                                                                Improvement Needed            Not Satisfactory
                                                                Meets standards (Spring only)

Indicators                                                     Strengths/Areas for Improvement:
   A. Identifies the connections in instructional plans to
       i.      Alaska’s Performance Standards (Grade
               Level Expectations) where developed,
       ii.     Alaska’s State Content Standards, and
       iii.    District curriculum.
   B. Develops and teaches lessons/units that
       demonstrate
       i.      accurate and current knowledge of the
               content,
       ii.     instructional strategies that are suited to
               teaching the content area, integrating
               technology where appropriate,
       iii.    consideration of students’ developmental
               stages of content mastery using an analysis
               of various assessment data (qualitative and
               quantitative),
       iv.     a variety of teaching strategies that
               encourage students’ development of
               critical thinking, problem solving,
               creativity, and performance skills, and
       v.      connections across disciplines that enable
               students to apply their content knowledge
               and process skills to real world situations.
   C. Check all NSES standards that show evidence of
       implementation:
            Physical Science
            Life Science
            Earth/Space Science
            Inquiry
            Science and Technology
            Unifying Concepts and Processes
            Personal and Social Perspectives
            History and Nature of Science




2008-2009 MAT Handbook                                        87                       Continuous Assessment (Science)
STANDARD V: INSTRUCTION AND ASSESSMENT                          EVALUATION OF FORMAL EVIDENCE FROM
A beginning teacher facilitates, monitors, and assesses         PORTFOLIO AND CLASSROOM OBSERVATIONS:
student learning.                                                Satisfactory Progress         Attention Needed
                                                                 Improvement Needed            Not Satisfactory
                                                                 Meets standards (Spring only)
INDICATORS                                                      STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Teaches lessons based on
           i. the Alaska Performance Standards (Grade
                Level Expectations) where developed;
           ii. Alaska Content Standards;
           iii. District curriculum; and
           iv. Individual and special needs of students.
   B. Selects appropriate assessments that measure
      what students know, understand, and are able to
      do.
   C. Analyzes and uses data from formative, interim,
      and summative assessments to guide instruction
      and planning.
   D. Identifies and uses a variety of instructional
      strategies and resources that are appropriate to
      the individual and special needs of students,
      including students with disabilities, English language
      learners, gifted students.
   E. Assists students to reflect on their own progress
      using assessment data.
   F. Uses a record keeping system to monitor and
      report student progress and attendance.
   H. Communicates ongoing student progress in a
      timely manner to students, parents, administrators,
      and other appropriate audiences.
   H. Check all NSES standards that show evidence of
      implementation:
            Physical Science
            Life Science
            Earth/Space Science
            Inquiry
            Science and Technology
            Unifying Concepts and Processes
            Personal and Social Perspectives
            History and Nature of Science




2008-2009 MAT Handbook                                         88                         Continuous Assessment (Science)
STANDARD VI: LEARNING ENVIRONMENT                                EVALUATION OF FORMAL EVIDENCE FROM
A beginning teacher creates and maintains a learning             PORTFOLIO AND CLASSROOM OBSERVATIONS:
environment in which all students are actively engaged and        Satisfactory Progress         Attention Needed
contributing members.                                             Improvement Needed            Not Satisfactory
                                                                  Meets standards (Spring only)
INDICATORS                                                       STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Creates and maintains a learning environment that
       is physically, emotionally, and intellectually safe.
   B. Establishes a culture of learning for all students by
            i. setting clear expectations of high standards
                 for students performance,
            ii. promoting pride in student
                 accomplishments,
            iii. teaching students to be responsible for
                 their individual and collaborative learning
                 and decision-making, and
            iv. promoting respect for individual
                 differences, and responding appropriately
                 to student behavior.
   C. Implements a classroom management plan (e.g.,
       routines, procedures, scheduling, classroom
       physical arrangement) that establishes an
       environment in which
            i. students are actively engaged, contributing
                 members,
            ii. time is managed for maximum learning
                 (e.g., transitions, pacing, administrative
                 procedures), and
            iii. the discipline plan incorporates district,
                 school, and classroom standards of
                 behavior.
   The following are for Science only:
   D. Practices safe and proper techniques for the
       preparation, storage, dispensing, supervision, and
       disposal of all materials used in science instruction.
   E. Follows established emergency procedures,
       maintains safety equipment, and ensures safety
       procedures appropriate for the activities and
       abilities of students.
   F. Treats all living organisms used in the classroom or
       found in the field in a safe, humane, and ethical
       manner and respects legal restrictions on their
       collection, keeping and use.




2008-2009 MAT Handbook                                          89                         Continuous Assessment (Science)
STANDARD VII: FAMILY AND COMMUNITY                             EVALUATION OF FORMAL EVIDENCE FROM
INVOLVEMENT                                                    PORTFOLIO AND CLASSROOM OBSERVATIONS:
A beginning teacher works as a partner with parents,            Satisfactory Progress         Attention Needed
families, and the community.                                    Improvement Needed            Not Satisfactory
                                                                Meets standards (Spring only)
INDICATORS                                                     STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Promotes regular communication between the
      classroom and students’ families.
   B. Participates in school wide efforts, where available,
      that involve families and the public in the school
      community.
   C. Uses instructional strategies that connect
      classroom activities with students’ cultures,
      families, and the local community, for example,
      relating curriculum to local lifestyles, culturally
      relevant lesson plans, local experts, local artists,
      and field trips.
   D. Provides parents and families the opportunity to
      set and monitor student learning goals.
STANDARD VIII: PROFESSIONALISM                                 EVALUATION OF FORMAL EVIDENCE FROM
A beginning teacher participates in and contributes to the     PORTFOLIO AND CLASSROOM OBSERVATIONS:
teaching profession.                                            Satisfactory Progress         Attention Needed
                                                                Improvement Needed            Not Satisfactory
                                                                Meets standards (Spring only)
INDICATORS                                                  STRENGTHS/AREAS FOR IMPROVEMENT:
   A. Adheres to the Alaska Code of Ethics and
      Teaching Standards (20 AAC 10.020) and explains
      how it impacts decision-making.
   B. Commits to continuous professional growth by
                i. setting professional goals based on
                     identified strengths, weaknesses, and
                     feedback from colleagues, supervisors,
                     administrators, mentors, and other
                     professionals,
                ii. reflecting upon own teaching practices
                     including progress towards goals, and
                iii. pursuing professional development
                     opportunities (e.g., certification
                     advancement, professional organization
                     affiliation, district in-services).
   C. Works cooperatively with colleagues, supervisors,
      administrators, mentors, and other professionals.
   D. Demonstrates compliance with the federal, state,
      district, and school laws, regulations, policies,
      procedures, and schedules.
   E. Considers feedback from colleagues, supervisors,
      administrators, mentors, and other professionals.




2008-2009 MAT Handbook                                        90                         Continuous Assessment (Science)
ACTION PLAN
For formative evaluation: What specific actions will the intern take to improve performance?
For summative evaluation: How has the intern successfully completed the Action Plan designed in formative evaluation?




_______________________________________                _____________________________________________
Clinical Faculty                   date                Principal or Designee                     date


_______________________________________                 _____________________________________________
Mentor Teacher                     date                 Intern Teacher                            date




2008-2009 MAT Handbook                                     91                           Continuous Assessment (Science)
                         Department of Teaching and Learning
                                   30-day review

Intern

School

Mentor

Clinical Faculty

The purpose of the 30-day review is to verify with everyone involved that the mentor-intern
pairing is appropriate for both intern & mentor and that the intern is progressing satisfactorily.
Concerns are to be directed to the Clinical Faculty.

   Intern is proceeding satisfactorily in the internship.
                                      OR
    There are some concerns about the intern’s placement and/or progress in the internship.

         Concerns are:




______________________________________________
Clinical Faculty Signature          Date



(The Clinical Faculty is to complete this form by September 22, 2008 and then submit it to
Director of Clinical Services, who will review the form and then place it in the intern’s file.)




2008-2009 MAT Handbook                            92                                    30-day Review
                Master of Arts in Teaching Program
                       College of Education
                 University of Alaska Anchorage
                              Intern Responsibility Contract
                                     2008-2009 School Year

1.     I will abide by all University and school district rules and regulations.

2.     I will be punctual for all aspects of my internship including classes, conferences and
       other related activities.

3.     In case of illness or unavoidable absence, I will notify the school or class instructor at
       least 30 minutes before reporting time.

4.     I will be responsible for completing assignments from the university courses and from
       the mentor teacher by the time specified.

5.     I have read and will abide by the State of Alaska Code of Ethics of the Education
       Profession.

6.     I will conduct myself in a professional manner at all times.

7.     I will respond to recommendations made by my mentoring team.

8.     I will preserve the confidentiality of all activities and relationships that are part of my
       internship. I understand that I may be required by law to disclose certain information. I
       may also discuss, in a professional manner, situations, or problems that may arise in the
       schools with UAA faculty as part of my teacher education program.

9.     I recognize that internships are privileges, and that if I violate any of the school district or
       university policies, or if my professional or personal behavior does not meet expected
       standards, my internship placement may be revoked by the University or the school
       district.


Intern’s Name (Print)______________________________                    Date_______________


Intern’s Signature




2008-2009 MAT Handbook                           93                         Intern Responsibility Contract
                       State of Alaska Certification Requirements

The Alaska State Board of Education and Early Development has approved a new tiered
certification system for Alaska teachers. Effective September 2005, all teachers new to the
Alaska teaching system will be placed in Tier I, Initial Certification. Initial Certification requires
the following:

Baccalaureate degree from a regionally accredited institution
Passing scores on the Praxis I, CBEST or other approved test
Satisfactory background check
Completion of (or enrollment in) an approved teacher preparation program

Initial Certification is valid for three years and is not renewable. To remain certified to teach in
Alaska beyond three years, teachers placed in Tier I must meet the requirements for Tier II,
Professional Certification. Professional Certification requires the following:

   Completion of Alaska Studies – 3 approved credits
   Completion of Multicultural Education – 3 approved credits
   Passing scores on a content area exam (Praxis II)
   Demonstration of performance standards through two assessments – i.e. ―video tapes‖.
    Video tapes need to be submitted by the end of the 2nd year of holding an initial certificate.

Professional Certification is valid for five years and is renewable with six credits, three of which
may be determined by the Alaska Department of Education and Early Development.

With the exception of the two performance assessments for Tier II, the above requirements for
Tiers I and II are met through successful completion of UAA’s Master of Arts in Teaching
program.

Information about tiered certification, including Tier III, Master Certification, may be found at
EED’s web site at http://www.educ.state.ak.us/.


Alaska Department of Education and Early Development
Teacher Education and Certification
801 West 10th Street, Suite 200
Juneau, AK 99801-1894
907-465-2831




2008-2009 MAT Handbook                                 94                   Alaska Teacher Certification
                          College of Education Computer Lab


       The College of Education Computer Lab, located in Room 216 of The Professional
Studies Building, is available for use by all College of Education students. Use your UAA
Wolfcard to access the lab. University technology fees, as well as a special technology fee paid
by College of Education students, support the lab.

        Computers, scanners, and a laser printer are available for student use. There is a fee for
printing ($.08 per page). Your Wolfcard has a $10.00 credit for printing for each semester. This
amount does not carry forward to future semesters. You can also check out digital cameras,
camcorders and other technology equipment from the lab.

        Lab hours are posted on the door. College of Education classes and other functions use
the lab occasionally. Watch the door for scheduled closures. Lab consultants staff the lab 20
hours per week and are available to assist with technology questions. They also handle check out
of equipment. Their schedule is posted on the door. Wireless internet access is available
throughout the building and much of the campus for students with their own laptop.

         By using the COE lab computers, students agree to abide by the guidelines and
regulations set forth in the ―Acceptable Use Policy.‖ A copy of this document can be found at:
http://technology.uaa.alaska.edu/admin/PoliciesAndProcedures/acceptableUse.cfm Any
questions about the appropriate use of the computers should be directed to the lab consultant.

        A note about Internet and other computer use—the UAA computer resources are intended
for educational and/or research purposes only. Students, faculty and staff may not use the UAA
computers for playing games, downloading from, or disseminating inappropriate material on the
Internet (including games, pornography, political advertising, or other unauthorized material).
Additionally, per University policy, the UAA computers may not be used for personal or private
use or for financial gain.

College of Education Software Copyright Policy
        Neither the University of Alaska nor the College of Education condones copyright
infringement. Computing hardware and software are provided for student and faculty use with
the explicit understanding that the user will comply with all legal restrictions.

        Only authorized software may be installed and used on the College of Education
computers. The computers in the College of Education Computer Lab and faculty workstation
areas contain programs that are protected under the copyright law. Making a copy of such
programs, in whole or in part, without permission of the copyright owner is prohibited. Anyone
copying such programs without permission of the copyright owner or installing unauthorized
software on any College of Education computer is personally responsible and may be subject to
payment of damages and, in some cases, imprisonment.




2008-2009 MAT Handbook                          95                               COE Computer Lab
                       The Rho Zeta Chapter of Kappa Delta Pi
   The first Alaskan chapter of Kappa Delta Pi International Honor Society in Education was
founded by Dr. Donna Gail Shaw at the University of Alaska Anchorage. Organized to
recognize excellence in education, Kappa Delta Pi elects those to membership who exhibit the
ideals of scholarship, high personal standards, and promise in teaching and allied professions. It
encourages improvement, distinction in achievement, and contributions to education. The Rho
Zeta Chapter (#414) was installed October 10, 1986, by Dr. Jay Hostetler, the Executive
Secretary for Kappa Delta Pi at that time. Dr. Sidney Bergquist, then Dean of the School of
Education and a long-time member of Kappa Delta Pi, accepted the charter for the Rho Zeta
Chapter. Forty-five UAA faculty and students, area teachers, principals and other educators
became the charter members of this chapter. The first officers were: Carla Seward, President,
Carole Clark, Vice President, Michelle Podvin, Secretary, John Sleadd, Secretary, Teri Kunik,
Historian. Dr. Donna Gail Shaw served as the Counselor from 1986 to 2006. Dr. Kate O'Dell
served as Associate Counselor from 1994 to 2006. Dr. Ann McCoy became Co-Counselor in
2006 and Counselor in 2007, and Dr. Jim Powell became an Associate Counselor in 2007.
        Members of the chapter have received thousands of dollars in scholarships, honored
outstanding instructors at UAA, participated in a variety of service projects and sponsored many
special events. Rho Zeta received an Achieving Chapter Excellence Award in 2005. The
Chapter is an active and vital part of the College of Education.
        Applications for membership are available each September and February. For more
information, visit the Kappa Delta Pi web site at http://kdp.uaa.alaska.edu.

Current President:
Heather McIntyre


Past Presidents:
Jenessa Encelewski (2007-2008)                       Pamela Clemens (1995)
Ben Walker (2006-2007)                               Randy Smith (1994)
Shannon Herda (2005-2006)                            Dottie Merritt (1993-94)
Karen Laws (2004-2005)                               Kimleigh Clayton Brown (1992-93)
Cynthia Hill (2002-2004)                             Don Bowden (1991-92)
Valerie Johnson (2001-2002)                          Jack Hull (1990-91)
Danielle Riha (2000-2001)                            Rhonda Stark (1989-90)
Tomasina Davey (1999-2000)                           Paul Schwartz (1988-1989)
Anna Bondarenko (1998-99)                            Martha Jokela (1987-88)
Barb Williams (1997-98)                              Carla Seward (1986-87)
Wrynn Johnson (1996-97)
Leona Oberts (1995-96)




2008-2009 MAT Handbook                          96                                    Kappa Delta Pi
                           UAA College of Education
                           Mentor Teacher Training




                      “Mentor Communication Skills” Class
(One credit given at 500 level. No cost to UAA pre-service mentors.)

Purpose: Provides mentors of UAA intern teachers with valuable skills and
support. Examples of topics covered: establishing the mentoring relationship;
observation protocols; giving effective feedback; and coaching techniques.

Training Opportunities:
   Face-to-face ―Mentor Communication Skills‖ offered throughout school year
     by ASD’s Training & Professional Development (Register online:
     MyLearningPlan.com or contact Anna Knapp, knapp_anna@asdk12.org)
   On-line ―Mentor Communication Skills‖ offered throughout school year by
     UAA. (Registration: Contact UAA Mentor Coordinator, Karen Roth.
     Email: ankll1@uaa.alaska.edu)
   UAA ―Advanced Mentor Communication Skills‖, Fall 2008. Prerequisite:
     ―Mentor Communication Skills‖. One credit, 500 level, no cost to mentors.
     (Registration: Contact Karen Roth)

Questions?
Contact:   Karen Roth, UAA Mentoring Coordinator
           786-4870
           ankll1@uaa.alaska.edu




MAT Handbook 2008-2009                  97                      Mentor Teacher Training
               UAA Master of Arts in Teaching Program (MAT)
   2008-2009 Calendar – August Edition (with slight revisions June 23, & August 5)

                                 FALL Trimester 2008

Friday, August 8, 2008        There will not be any MAT activities on this day!
Monday, August 11, 2008       All Day: Intensive - see plan below. All Students (ASD & MatSu)
Tuesday, August 12, 2008      ASD: No required MAT activities!
                              MatSu: Orientation for MatSu interns, mentors and clinical
                              faculty; MatSu College: FSM 103, 9:00 a.m. – 1:00 p.m.
Wed., August 13, 2008         MAT Orientation for ASD interns, mentors, faculty and
                              clinical faculty; PSB 166; 9:00 a.m. – 12:00 noon.
                              MatSu Interns begin in schools.

Intensive Plan Details
       Monday, August 11
              9:00 – 11:30           Methods Classes (see below as some methods
                                     classes won’t be having intensives)
              11:30 – 12:30          Lunch (on your own)
              12:30 – 2:30           EDSY 644: Janet’s Section (distance) – SMH 103
                                                  Sunny’s Section (in person) – PSB 219
              3:00 – 5:00            EDSY 630: SMH 103 (both sections)

              EDSE 637 or 482 will not have an intensive. Instead you are to log onto
              Blackboard and go through the ―Start Here‖ section. This is to be done by
              the first class meeting (August 25).

       Methods Classes Intensives:
             Math Methods                   PSB 210 C
             Physical Education             Location TBA
             Social Studies Methods         PSB 219
             Science Methods                PSB 233
             Music Methods                  ARTS 363
             CTE Methods                    No Intensives
             World Language Methods         No Intensives
             English/LA Methods             No Intensives

       Purpose: All students together (including distance and alternate route students) to
       front load information in MAT classes including activities/assignments for
       students to complete during the first week in the internship.

Thursday, August 14 through Friday, August 22
    Interns in schools full time.
    First day for teachers: August 14.
    In-service days: August 14, 15, 18, 19.
    First day of school with students: August 20.
      Note: Dates for MatSu will vary slightly. Consult district calendar (attached).

MAT Handbook 2008-2009                     98                            MAT Fall Calendar
Monday, August 25 through Friday, November 14
   Interns in schools half-time (18-20 hours per week). Internship must encompass
     all 5 days of the week.
   UAA classes meet on Monday, Tuesday, Wednesday, Thursday afternoons; See
     detailed schedule below.
   Entire cohort seminar once per month on Friday afternoon.
   Site based seminars, led by clinical faculty, may occur up to once per month.
     Exact schedule to be determined by clinical faculty.

Monday, November 17 through Wednesday, November 26
   Interns in schools full time for ―mini‖ teaching residency. Details forthcoming.
   No UAA classes during these days.

Thursday, November 27 & Friday, November 28
    Thanksgiving vacation.

Monday, December 1 through Friday, December 12
   2 week rural visit (fall option).
   Reduced UAA classes during these two weeks. Exact schedule will come from
     individual instructors.
   Interns in schools half-time (18-20 hours per week).
   Last week for UAA classes in fall trimester.

Monday, December 15 through Friday, December 19
   Interns in schools full time.

December 20, 2008 – January 4, 2009
    Vacation

   Note: Calendar may vary for music, physical education and alternate route to
   certification interns.




MAT Handbook 2008-2009                    99                           MAT Fall Calendar
                  Fall 2008 MAT University Class Schedule at a Glance (not PE & Music)
           Interns will have a UAA class Monday, Tuesday, Wednesday and Thursday afternoon
           beginning August 25.

            Monday                Tuesday               Wednesday            Thursday              Friday
                                                        (Methods Day)
Face-to-    644 (2:30 - 5:15)     630 (2:30 - 4:30)     663A (2:30 - 5:30)   637 (2:30 - 4:30)     Seminar PSB 166
face        AHS 147               PSB 233               667A (3:30 – 6:30)   SMH 109               (3:45 – 5:45)
                                                                                                   One Friday per
                                                                                                   month
Distance    637 (4:00 - 6:00)     644 (4:00 - 7:00)     643A (2:30 - 5:30)   630 (4:00 - 6:00)
                                                        664A (2:30 - 5:30)
                                                        665A (2:30 – 5:30)
                                                        669A (3:45 - 6:45)




                  Fall 2008 MAT University Class Schedule at a Glance (PE & Music only)
           Interns will have a UAA class Monday, Tuesday, Wednesday and Thursday afternoon
           beginning August 25 (except for EDSE 482 which begins on Tuesday, Sept. 9).

     Monday                 Tuesday               Wednesday            Thursday              Friday
                                                  (Methods Day)
     644 (2:30 - 5:15)      *482 (2:00 - 4:45)    646 (2:30 – 5:30)    630 (4:00 - 6:00)     Seminar
     AHS 147                BMH 215                (time may vary)     Distance              (3:30 – 5:30)
                                                  668 (2:30 – 5:30)                          One Friday per
                                                                                             month
                                                                                             PSB 166

           *Note: EDSE 482, Inclusive Classrooms for All Children, 3 credits, is not an ―MAT
           exclusive‖ class. Therefore it will follow the regular College of Education trimester
           schedule. First class is September 9. Last class is December 18. Instructor is Cable
           Starlings.


           Excluding methods classes on Wednesday, you will not be able to ―mix‖ face-to-face and
           distance classes. That is, you will need to take all face-to-face classes OR all distance
           classes. (This does not apply to music or PE).

           Note for distance classes: If there is a ―live‖ component, it will happen within the time
           block given. Although the entire time block might not be used every week, for your
           planning purposes, please do not schedule anything else during that time.




           MAT Handbook 2008-2009                         100                              MAT Fall Calendar
Detailed class information
EDSY 630, Language, Culture and Teaching, 2 credits
       Jim Powell, Instructor
       Class meeting dates:
            Face-to-Face class (CRN 71479): Tuesday, August 26, Sept. 2, 9, 16, 23, 30,
                      Oct. 7, 14, 21, 28, Nov. 4, 11, Dec. 2, 9.
                      Time: 2:30 – 4:30 p.m.; Location: PSB 233
                      No class on Nov. 18, 25, Dec. 16.
            Distance class (CRN 71480): Thursday, August 28, Sept. 4, 11, 18, 25,
                      Oct. 2, 9, 16, 23, 30, Nov. 6, 13, Dec. 4, 11.
                      Time: 4:00 – 6:00
                      No class on Nov. 20, 27, Dec. 18.

EDSE 637, Inclusive Teaching and Learning in Secondary Schools, 2 credits
     Cable Starlings, Instructor
     Class meeting dates:
          Face-to-face class (CRN 71454): Thursday, August 28, Sept. 4, 11, 18, 25,
                     Oct. 2, 9, 16, 23, 30, Nov. 6, 13, Dec. 4, 11.
                     Time: 2:30 – 4:30 p.m.; Location: SMH 109
                     No class on Nov. 20, 27, Dec. 18.
          Distance class (CRN 71455): Monday, August 25, Sept. 8, 15, 22, 29,
                     Oct. 6, 13, 20, 27, Nov. 3, 10, Dec. 1, 8.
                     Tentative Time: 4:00 – 6:00
                     No class on Sept. 1, Nov. 17, 24, Dec. 15.

EDSY 644, Developing a Community of Learners in Middle/High School, 3 credits
     Class meeting dates:
          Face-to-face class (CRN 71481); Monday, August 25, Sept. 8, 15, 22, 29,
                   Oct. 6, 13, 20, 27, Nov. 3, 10, Dec. 1, 8.
                   Sunny Mall, Instructor
                   Time: 2:30 – 5:15 p.m.; Location: AHS 147
                   No class on Sept. 1, Nov. 17, 24, Dec. 15
          Distance class (CRN 71482); Tuesday, August 26, Sept. 2, 9, 16, 23, 30,
                   Oct. 7, 14, 21, 28, Nov. 4, 11, Dec. 2, 9.
                   Janet Steinhauser, Instructor
                   Tentative Time: 4:00 – 7:00
                   No class on Nov. 18, 25, Dec. 16.


Methods Classes, 3 credits
      CTE 643A, Middle/High School CTE Methods, DISTANCE
             Sally Spieker, Instructor; 2:30 – 5:30; CRN 71049
      PEP 646, Methods in Secondary Physical Education, FACE-To-FACE
             Dorothy Orr, Instructor; 2:30 – 5:30
             Location: TBA
      EDSY 663A, Middle/High School Language Arts Methods I, FACE-To-FACE
             Kate O’Dell, Instructor; 2:30 – 5:30
             Location: PSB 219; CRN 71483
MAT Handbook 2008-2009                   101                          MAT Fall Calendar
       EDSY 664A, Middle/High School Social Studies Methods I, DISTANCE
            Roger Miller, Instructor; 2:30 – 5:30; CRN 71484
       EDSY 665A, Middle/High School Math Methods I, HYBRID (mixture of
            distance and face-to-face)
            Sunny Mall, Instructor; 2:30 – 5:30
            Location for Face-to-Face: TBA; CRN 71485
       EDSY 667A, Middle/High School Second Language Teaching Methods I
            (for World Languages), FACE-To-FACE; CRN 71486
            Janice Gullickson and Laurel Derksen, Instructors; 3:30 – 6:30
            Location: Boniface Education Center, Room TBA
       MUS 668A, Methods for Teaching Music I, FACE-To-FACE
            Christopher Sweeney, Instructor; 2:30 – 5:30
            Location: ARTS 363; CRN 72715
       EDSY 669A, Middle/High School Science Methods I, DISTANCE
            Susan Barstow, Instructor; 3:45 – 6:45; CRN 71487

       Class meeting dates for methods classes:
              Wednesday, August 27, Sept. 3, 10, 17, 24, Oct. 1, 8, 15, 22, 29,
              Nov. 5, 12, Dec. 3, 10.
              No class on Nov. 19, 26, Dec. 17.

              Class meeting time varies. See times listed by each content methods class
              above.

Seminar (Part of EDFN 695A, Internship)
      Jim Seitz, Facilitator
              Meeting dates: September 5, October 3, November 7, December 5
              Time: 3:45 – 5:45 (Tentative); Location: PSB 166 (Tentative)


                          Noteworthy Dates – Fall Semester

Holidays – NO UAA or school district responsibilities
       Monday, September 1, 2008 (Labor Day)
       Thursday & Friday, November 27 & 28, 2008 (Thanksgiving)

In-Service/Teacher Work Days (Interns are to attend In-Service Days unless it conflicts
with a University class)
       ASD: August 14, 15, 18, 19, October 17, October 31, December 19, 2008
       Mat-Su: August 13, 14, 15, September 26, October 10, December 19, 2008

October 14-16, 2008   State assigned testing days
October 10, 2008      Required work submitted to Clinical Faculty and/or posted on TaskStream
October 17, 2008      Fall Formative Evaluation Deadline
December 5, 2008      Required work submitted to Clinical Faculty and/or posted on TaskStream
December 12, 2008     Fall Summative Evaluation Deadline



MAT Handbook 2008-2009                     102                           MAT Fall Calendar
                            Very Tentative SPRING Trimester 2009

Dec. 20 - January 4, 2009      Vacation

January 5                      First day back; Full time internship
                               MAT classes begin (Methods, Literacy, and Capstone (in April))

January 5 – March 6            30 Day Teaching Residency (9 week window)

February 26 – March 7          2 week rural visit (spring option); for interns who did not choose
                               the rural visit option in the fall; rural visit is not required but is
                               highly recommended

March 9 – 13                   ASD, MatSu & UAA Spring Break

March 16 – April 10            Internship in regular placement (includes testing and parent
                               conferences)

April 13 – April 24            Middle/High School Exchange (2 weeks)

April 24, 2009                 Last day of MAT program!


The spring schedule for MAT classes is still undergoing revisions. A firm schedule, along with
additional dates for spring 2008 events, will be published by October 31, 2008.




MAT Handbook 2008-2009                       103                              MAT Fall Calendar
MAT Handbook 2008-2009   104   ASD Calendar
MAT Handbook 2008-2009   105   MatSu Calendar
MAT Handbook 2008-2009   106   Kodiak Calendar
                             MAT Program Personnel 2008-2009

Susan Barstow                                         Jan Maki
Science Methods                                       Clinical Faculty
786-4429                                              jmaki@gci.net
afsdb2@uaa.alaska.edu
                                                      Sunny Mall
Marilyn Carpenter                                     Math Methods
Clinical Faculty                                      786-4612
rily@eagle.pti.alaska.net                             afalm@uaa.alaska.edu

Gail Coray                                            Roger Miller
Clinical Faculty                                      Social Studies Methods
gcoray@acsalaska.net                                  Miller_Roger@asdk12.org

Laurel Derksen                                        Judy Morris
Adjunct Faculty                                       Clinical Faculty
World Language Methods                                dmorris@alaska.net
Derksen_Laurel@asdk12.org
                                                      Kate O’Dell, Ph.D.
Letitia Fickel, Ed.D.                                 English/Language Arts Methods
Social Studies Advisor                                Fall Semester
786-4426                                              afdko@uaa.alaska.edu
aflcf@uaa.alaska.edu
                                                      Paul Ongtooguk
Emily Forstner                                        Issues in Alaska Native Education
Clinical Faculty, MatSu                               786-1906
746-9295                                              afpo@uaa.alaska.edu
Emily.Forstner@Matsuk12.us
                                                      Dorothy Orr
Janice Gullickson                                     Physical Education Methods
Adjunct Faculty                                       786-4088
World Language Methods                                afdao@uaa.alaska.edu
Gullickson_Janice@asdk12.org
                                                      Jim Powell, Ph.D.
Sue Heinz, Ph.D.                                      ESL and WL Advisor
Literacy; Clinical Faculty                            Chair, Department of Teaching and
786-4434                                              Learning
afsah2@uaa.alaska.edu                                 786-4305
                                                      afjhp2@uaa.alaska.edu
Teresa Johnson, Ed.D.
Director of Clinical Services & Certification         Karen Roth
786-4403                                              Mentoring Coordinator
aftmj2@uaa.alaska.edu                                 786-4870
                                                      afkll1@uaa.alaska.edu



2008-2009 MAT Handbook                          107                                 MAT Personnel
Deanna Schultz                                     Sally Spieker
Clinical Faculty, CTE                              Career and Technical Education
afdds@uaa.alaska.edu                               786-6498
                                                   sally.spieker@uaa.alaska.edu
Jim Seitz
MAT Program Coordinator                            Janet Steinhauser
786-1680                                           English/Language Arts Methods
afjas2@uaa.alaska.edu                              Spring Semester
                                                   786-4465
Donna Gail Shaw, Ph.D.                             jan@uaa.alaska.edu
Associate Dean for Student and
Curriculum Affairs                                 Cable Starlings, Ph. D
786-4454                                           Special Education
afdgs@uaa.alaska.edu                               786-4498
                                                   afdek4@uaa.alaska.edu
Mary L. Snyder, Ph.D.
Dean, College of Education                         Christopher Sweeney, Ph. D.
786-4484                                           Music Methods
anmls2@uaa.alaska.edu                              786-1699
                                                   afcrs@uaa.alaska.edu




University of Alaska Anchorage             http://www.uaa.alaska.edu/

UAOnline                                   http://uaonline.alaska.edu/

UAA Technology (Blackboard)                http://technology.uaa.alaska.edu/blackboard/

College of Education                       http://ed.uaa.alaska.edu/

MAT Program                      http://coe.uaa.alaska.edu/programs/teaching/secondary/index.cfm

TaskStream                                 www.TaskStream.com
                                           1-800-311-5656 (tech support)




2008-2009 MAT Handbook                       108                                 MAT Personnel

								
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