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Supervised
Field Experience
Handbook
TEACHER CANDIDATE EDITION
2011-2012
Erica Volkers
Director of Education Programs
Office phone: 224-3597
Email: evolkers@cnm.edu
Revised: 8/17/10
TABLE OF CONTENTS
GENERAL INFORMATION
Definitions of Supervised Field Experience……………….............................. 4
Supervised Field Experience Overview................................................... 5
6
Suggested Timeline for Supervised Field Experience.......................................
SFE APPLICATION AND PLACEMNT PROCESSES
9
Supervised Field Experience Eligibility..........................................................
SFE Scheduling and Placement Requirements................................................. 9
10
Process for Obtaining Placements.....................................................................
TEACHER CANDIDATE ROLES & RESPONSIBLITIES
Characteristics of Teacher Candidates........................................................ 13
13
Ethics and Attendance Policies........................................................................
14
SFE Activities for Teacher Candidates ...........................................................
MASTER TEACHER ROLES & RESPONSIBILITIES
16
Criteria for Master Teachers.........................................................................
Characteristics of Master Teachers............................................................... 16
FACULTY SUPERVISOR ROLES & RESPONSIBILITIES
Roles and Responsibilities………………………………………………….
19
SFE FORMS & PAPERWORK
Paperwork Rubric…………….................................................................... 21
SFE Application Paperwork…….......................................................................
23
Intervention Forms and Hourly Log……………......................................... 29
33
Assessment and Evaluation............................................................................
2
GENERAL
INFORMATION:
Definitions
Supervised Field Experience Overview
Suggested Timeline of SFE
3
Definitions
CNM: Central New Mexico Community College
Teacher Candidate: A CNM student enrolled in the Alternative Teacher
Licensure Program.
Field Experience Student: A teacher candidate who is doing their Supervised
Field Experience.
Master Teacher: A level II or III NM licensed teacher who serves as a
support/mentor for the CNM teacher candidate doing Supervised Field
Experience. For students doing field experience in early childhood settings or in
independent schools, a master teacher may have a minimum of 5 years of teaching
experience in lieu of a level II or III license, with the approval of the Field
Experience Coordinator.
Faculty Supervisor: A CNM Instructor assigned to teach the Supervised Field
Experience Course. The faculty supervisor makes site visits to teacher
candidates, communicates with master teachers, and teaches a weekly seminar to
teacher candidates.
Field Experience Coordinator: The Field Experience Coordinator is a CNM
faculty member responsible for coordinating all placements, communicating with
teacher candidates, master teachers, and school administrators, and resolving any
issues with regard to student placements. The current Coordinator is Jesse
Chenven (email: jchenven@cnm.edu, phone: 224-3606).
Director of Education Programs: The Director of Education Programs is in
charge of all programs in the Education Department at CNM, including
Alternative Teacher Licensure. The current Director is Erica Volkers (email:
evolkers@cnm.edu, phone: 224-3597).
Student Teaching: Student teaching refers to the field experience placements of
teacher candidates who are working in the classroom of a host master teacher.
Intern Teaching: Intern teaching refers to the field experience placements of
teacher candidates who are working as a regular teacher on a New Mexico
Internship License.
Alternative Teacher Licensure Program (ATLP): The ATLP at CNM is a state
approved teacher preparation program for individuals who already posses a
Bachelor’s, Master’s, or Doctoral degree.
Supervised Field Experience (SFE): SFE is the final class in a teacher
candidate’s course of study in CNM’s Alternative Teacher Licensure Program. It
is in SFE that teacher candidate demonstrates competency at entry level with the
New Mexico Teaching Competencies.
Teacher Inquiry Exploration (TIE): The TIE is a practitioner research project
that teacher candidates engage in during their participation in Supervised Field
Experience. The focus of this project is students teaching practice with regard to
student learning.
4
Supervised Field Experience Overview
The purpose of the Supervised Field Experience (SFE) is to ensure that teacher
candidates in the CNM Alternative Licensure Program have supervised opportunities to
practice teaching in a classroom, ultimately demonstrating proficiency, at an entry level,
of the New Mexico Teaching Competencies in the licensure area they are pursuing. This
experience varies for teacher candidates as we have individuals that are already teaching
full time, those that are educational assistants, and some that have full-time careers
outside of education. In general however, teacher candidates are either working on an
internship license as a classroom teacher or student teaching in the classroom of a host
master teacher.
Supervised Field Experience is taken as the final class in a teacher candidate’s program
of studies at CNM. Field experience students (teacher candidates) meet regularly as a
class with their faculty supervisor and peers over the course of the semester. During
these weekly meetings, the faculty supervisors help teacher candidates address issues and
questions they are encountering in their field-based work. Additionally, each teacher
candidate works on an inquiry project concerning their teaching pupil learning. This
project, the Teacher Inquiry Exploration (TIE), is a structured opportunity for teacher
candidates to engage in practitioner research and build those dispositions essential to
quality teaching. In addition to coursework, teacher candidates are expected to complete
a minimum of 160 hours in the classroom working with students. These hours can be
extended, if it is determined that they are insufficient for help the teacher candidate
achieve entry level competency as a teacher.
Each teacher candidate, regardless of placement type (student teaching, intern teaching,
etc.), works with a master teacher from their school site who provides structured support
and feedback to teacher candidates as they develop over the course of the semester. The
one exception is that alternative licensure students who already hold a New Mexico Level
II or III license may chose to do SFE without a master teacher. Ensuring a good fit
between teacher candidates and master teachers is one of the primary ways to promote a
positive and productive field experience. When selecting a master teacher to work with,
teacher candidates are encouraged to observe a potential individual’s classroom, engage
them in conversation, and discuss expectations. Master teacher should expect ongoing
communication throughout the semester from a teacher candidate’s faculty supervisor.
5
Suggested Timeline for Supervised Field Experience
CNM Alternative Licensure Program teacher candidates who are satisfying their
supervised field experience requirements as a student teacher are required to spend a
minimum of 160 contact hours in the classroom working with students. These hours do
not include planning time, faculty meetings, professional development, or parent
conferences (although these activities are expected and encouraged of students when
appropriate). Below is a suggested timeline for how the placement should evolve over
the course of the semester. Specific timelines should be designed based on the individual
needs of teacher candidates and the expectations of master teachers. Students who are
satisfying their SFE requirements as Educational Assistants (EAs) at their place of
employment may need to make modifications to the schedule.
1) INITIAL PHASE (WEEKS 1 AND 2). During this period the Student Teacher
should spend between 5-10 hours a week in the classroom. It is during this phase
that the Student Teacher becomes familiar with the general organization of the
classroom and the school. Master Teachers should:
_ Master teachers should clarify their philosophy and goals of teaching with the teacher
candidate. Explain how their classroom management methods are guided by their
philosophy.
_ Master teachers should discuss the cultural background of the students in their school.
Provide constructive and helpful information about interacting with the various cultures.
Master teachers may want to discuss specific students in the classroom and provide a
seating chart.
_ Master teachers should ensure that the teacher candidate has received information and
is familiar with all building systems, emergency procedures, and safety requirements.
_ Master teachers should help the teacher candidate to understand the school culture, and
ask school colleagues and other staff to welcome this individual.
_ Master teachers should document and discuss with the teacher candidate your plan for
gradual assumption of teaching and non-teaching responsibilities.
_ Initially, the teacher candidate will observe and work with individual students and small
groups.
_ Teacher candidates will concentrate on lesson planning and classroom management in
the first week or two, and be prepared for the first observation by week three.
_ Master teachers should prepare their students for the arrival of a teacher candidate;
emphasize that you will act as a team and that the teacher candidate will have an
authoritative position. It would be helpful to notify parents as well via letter or note sent
home.
6
Suggested Timeline (continued)
2) DEVELOPMENT PHASE (WEEKS 3 THROUGH 8). During this period the
teacher candidate should be taking on more responsibility in the classroom.
Initially they may be implementing lessons provided by the master teacher and/or
adopted curricula, but as this phase progresses they should begin designing,
modifying, implementing, and evaluating original lesson plans. Teacher candidates
in this phase should spend a minimum of 8-15 hours a week in the classroom.
_ Master teachers should help the teacher candidate work on needed skill improvement,
and give positive feedback to reinforce good performance. The faculty supervisor will be
doing this as well, but the master teacher is in a position to work with the teacher
candidate on a regular basis and will be able to observe whether feedback results in
performance improvement or whether additional remediation is required.
_ Master teachers should provide teaching events covering multiple subjects (elementary
placements only) and add more complex single-subject events during weeks three to
eight.
_ Master teachers should request lesson plans from the teacher candidate for gradual
assumption of full responsibilities toward the end of this stage of student teaching.
_ Master teachers should independently complete a mid-term evaluation of the teacher
candidate’s progress and participate in a communication with the faculty supervisor to
discuss this evaluation.
3) FINAL PHASE (WEEKS 9 THROUGH 15). During this phase the teacher
candidate should plan with the master teacher an opportunity to assume full
responsibility for the teaching of the classroom for one to two weeks (Master
teachers are not required to leave the teacher candidates alone in the classroom).
_ Master teachers should make sure that students and their parents understand that the
teacher candidate will be teaching for one to two weeks during the final phase of the
student teaching period.
_ Toward the end of this phase, master teachers should gradually resume their full
teaching schedule, providing time for the teacher candidate to observe in other
classrooms as recommended by the master teacher and the principal, and for pupils to
adjust to the change. Classroom students may enjoy planning a “farewell” to ease the
transition.
_ Master teachers should conduct a wrap-up session with the teacher candidate, with final
recommendations and thanks for all the work s/he has put in to teaching the students.
_ Master teachers should prepare their Final Evaluation rating form of the teacher
candidate and communicate any concerns to faculty supervisor.
7
SFE APPLICATION AND
PLACEMENT
PROCESSES:
8
Supervise Field Experience is the only class in the Alternative Teacher Licensure
Program that requires an application and departmental approval in order to register. This
is done to ensure that we have the appropriate number of sections each semester for each
licensure type. Teacher candidates will not be allowed to register until they have
satisfied all the application requirements.
Supervised Field Experience Eligibility:
Any teacher candidate that wishes to register for the Supervised Field Experience (SFE)
class (ECME 2390, EDUC 2190, or SPED 2390) must complete and submit a field
experience application—even those students that currently have a job in the public
schools and do not require a “placement.” The field experience application is sent out
(via email) to all CNM STLP teacher candidates every semester for SFE in the following
semester. Teacher candidates with all coursework completed by the semester prior to
their field experience are given priority for registration (a few exceptions can be made if
a course is not offered in a particular semester). In some cases students may finish their
coursework concurrent with SFE. Additionally, those students that are currently
employed as a teacher and/or those students that secure their own placement are also
given preference. Students must also have completed and passed their NMTA basic
skills and content knowledge (for Regular Education – Elementary and Secondary)
exams and hold a program GPA of at least 3.5.
Brief Overview of the SFE Scheduling and Placement Requirements:
In alignment with New Mexico State law, teacher candidates will complete a minimum of
160 hours in an identified classroom. These hours should be organized as continuous
throughout the semester, although you may decide to intensify the hours in a classroom at
the end of your experience. For students teaching on an intern license, this should
happen automatically. Student teaching hours however should also be organized so that
you are working with the same group(s) of students over the period of the semester and
with a consistent schedule that the cooperating teacher can depend on. Teacher
candidates are expected to begin their supervised field experience at the beginning of the
school site’s academic/semester calendar—NOT when the semester begins at CNM. All
hours must be in the classroom, working with students (this does not include professional
development, family conferences, planning time, or staff meetings). Additionally, field
experience students meet once a week as a class for two hours with faculty supervisors.
Teacher Candidates Needing Placements with Master Teachers: Teacher
candidates that are not currently employed in a teaching position or an educational
assistant position, can be placed with a master teacher. Teacher candidates will
complete a minimum of 160 hours in an identified classroom. These hours should
be organized as continuous throughout the semester, although teacher candidates
may decide to intensify the hours in a classroom at the end of the experience. The
hours should also be organized so that CNM field experience teacher candidates
are working with the same group(s) of students over the period of the semester
and with a consistent schedule that the master teacher can depend on. All hours
must be in the classroom, working with students (this does not include
professional development, family conferences, planning time, or staff meetings).
Field Experience teacher candidates are expected to begin their supervised field
experience at the beginning of the school site’s academic calendar (fall or
spring)—NOT when the semester begins at CNM. Hours spent substituting for
the master teacher (although beneficial) cannot count toward the 160 hour
9
requirement, except under certain circumstances where the teacher candidate is
employed as a long-term substitute. Rio Rancho Public Schools requires
permission from our program before a teacher candidate teacher can also
substitute.
Teacher Candidates That Are Currently Teaching on an Intern License:
These teacher candidates are expected to complete the supervised field experience
course requirements, to include observations by the faculty field supervisor to
verify competency in the new licensure area they are pursuing. Teacher
candidates that are currently teaching must be working with the
grade/content/population of the licensure area they are pursuing. If they are not,
arrangements must be made for “experiences” in his/her school that can fulfill this
requirement. This needs to be arranged in advance with the Field Experience
Coordinator. Teacher candidates that have a NM Level II or III teaching license,
or higher, do not need to have an identified master teacher, although they may
choose to select one (and it is highly recommended to do so). Teacher candidates
(other than level II or III teachers) that are teaching on an intern license may a
have an assigned district mentor who can also serve as a master teacher for that
student. If for some reason this is not the case, teacher candidates will need to
secure someone at their school who is willing to, on multiple occasions, observe
and provide feedback for the assessment component of the Supervised Field
Experience class. SFE teacher candidates may choose someone other than their
district assigned mentor to serve as their master teacher for SFE at CNM.
Teacher Candidates That Are Educational Assistants: Teacher candidates that
are educational assistants and wish to use their current position for their field
experience placement must also be working with the grade/content/population of
the licensure area they are pursuing. These teacher candidates must also secure
approval of the teacher they work with (who will serve as their master teacher)
and the school or program administrator to be able to participate in curriculum
planning and implementation to satisfy the requirements of the supervised field
experience. Some districts, like APS, require that educational assistants take
leave or a reduced load for any activities that are not part of their EA defined
duties. Teacher candidates may need to make arrangements to take 1 day a week
reduced load, or plan to assume full instructional responsibilities in a classroom
for a minimum period of two-three weeks in which they take leave. Such
arrangements, if required by the district, need to be arranged in advance with the
classroom teacher and the Field Experience Coordinator. RRPS has recently
adopted a policy that EAs must have three years of work experience as an EA
before being able to student teach in that position. Not all individuals working as
EAs will be able to use their job to fulfill their SFE placement requirement.
Process for placements (only for those WITHOUT a current teaching position):
Often teacher candidates are at an advantage when they work in advance to find a
potential master teacher (perhaps someone they have had the opportunity to work
with/observe in the past). Teachers are sometimes reluctant to agree to have someone in
their classroom when they have no connection to this individual. Therefore, we ask:
1) For you to first actively look for someone that might be willing to host you in
their classroom. Most of you have done school observations which may provide
you with a lead. Your peers working in schools may be another place to start as
well as any of your instructors that are currently working in the schools. The
10
Field Experience Coordinator can also provide you with leads. Please keep in
mind that the teacher should have 5 years of experience and/or hold at minimum a
Level II license (if you don’t know this information, we will check with the
school administrator). If you are looking at a private school, 5 years experience is
adequate. There is a “Letter to Cooperating Teachers and School Administrators”
(at the back of this Handbook) that you can share with potential teachers.
2) If, after you have tried to find a master teacher, you do not have luck, let us
know and we will work to find you a placement. Because we must work with
area school districts to find willing and able teachers as master teachers, teacher
candidates seeking a placement are not guaranteed a field experience placement
with a particular school or district. IMPORTANT: If you require assistance in
finding a placement we will ask you to get one reference from current CNM
Education Faculty and write a brief introduction about yourself, your strengths,
weaknesses, and what you are looking for in a classroom. (References can be
mailed to the Field Experience Coordinator). Please contact the Field Experience
Coordinator for more information.
These placements need to be secured BEFORE the schools go on summer/winter break.
We understand that some of you will be seeking teaching jobs on an intern license, but if
a position is not secured you will want to have established a potential placement in place.
If for any reason, you do not need a placement after submitting a request for
assistance, please contact the Field Experience Coordinator.
Additional Documentation: Teacher candidates that are not using a current
teaching (or educational assistant) position for their field experience placement must go
through a process for district approval to student teach. Teacher candidates placed in
Albuquerque Public Schools must obtain and provide us an “Approval to Student Teach”
form from APS. Teacher candidates in Rio Rancho must include a copy of their
clearance form from RRPS. Further information is provided in the SFE Application. All
others must include a copy of their current teaching license.
11
TEACHER CANDIDATE
ROLES &
RESPONSIBILITIES:
12
Characteristics of Teacher Candidates
The Field Experience Student (Teacher Candidate) is expected:
To assume the same responsibilities as a certified teacher.
Not to assume the duties of a licensed substitute teacher—unless doing so in
addition to the field experience hour requirements.
To be aware that the cooperating teacher is the legal authority in the classroom
and must be available at all times.
To respect the confidentiality of school records, conferences, conversations,
seminar dialogue and journals.
To be on time.
To be prepared.
To be appropriately dressed.
To practice professional verbal and non-verbal communication.
To project a helpful attitude.
To avoid being absent.
To accept gracefully and act upon any suggestions from your professional
colleagues.
To ask for immediate assistance when the need arises.
To follow the policies and procedures established by the school district and your
school.
To demonstrate consistent effort, enthusiasm and concern for the success of your
teacher candidates.
Remember that you are creating an impression with teachers, principals, and other staff
members. They may be the ones who will be writing recommendations for you or even
hiring you in the future.
Ethics
Educators are held to ethics as described by the New Mexico State Code of Ethical
Responsibility. Listed below is a summary of this code. Please see Title 6, Chapter 60,
Part 9 for the entire code. Failure to abide by the New Mexico State Code of Ethical
Responsibility during the Supervised Field Experience can result in termination of
the Supervised Field Experience and expulsion from the program.
Attendance Policies
If an absence from the supervised field experience is unavoidable due to an emergency, a
field experience student must contact their cooperating teacher 24 hours in advance if
possible. If the student is responsible for any lessons or activities, plans for these
responsibilities must be conveyed to the cooperating teacher on or before the day of any
absence. If a faculty supervisor is scheduled for an observation on the date of an absence,
the student must contact the faculty supervisor to inform them of the absence. Any one
of the following circumstances may result in immediate removal from the program or
necessitate an extended supervised field experience.
13
More than three absences or late arrivals (for any reason) from the field
experience assignment.
Failure to report an absence to the cooperating teacher and/or the faculty
supervisor before the beginning of the duty day on which the absence
occurs.
Supervised Field Experience Activities for Teacher Candidates
With your cooperating teacher, organize a schedule and define roles and
responsibilities.
Discuss mid-point and final evaluation with master teacher.
Prior to formal observations, provide a copy of lesson plans to the master teacher
and faculty supervisor.
Schedule weekly meetings with your master teacher to plan and receive ongoing
feedback.
Participate in an follow-up conferences with your cooperating teacher and
supervisor after observations.
Learn your students’ names as quickly as possible.
Observe routines for taking and reporting attendance, issuing/checking hall
passes, and distributing/collecting paper/supplies.
Observe basic classroom rules and classroom management plan.
Get necessary information about student re: medical conditions, allergies,
impairments and exceptionalities.
Learn the basic rules and expectations for teachers in the school, including hours
and duties.
Introduce yourself to the: school counselor, school nurse, school principal(s),
ancillary staff, teacher assistant(s), custodian(s), and team teachers (if any).
Develop and keep a record of your lesson plans.
Suggested/Recommended:
Participate in district trainings, beginning of year activities, etc.
Read district curriculum guide(s) for grade level and subject.
Acquire copies of texts and other materials to be used.
Help set up bulletin boards and classroom displays.
Keep a weekly reflective log
Attend any meetings, functions, conferences, etc. that your principal and/or
cooperating teacher invites you to attend.
Seek opportunities to grow professionally.
Offer to develop curriculum units beyond those lessons you will teach.
14
MASTER TEACHER
ROLES &
RESPONSIBILITIES:
15
Criteria for Master Teachers
Master teachers must meet the criteria developed collaboratively by CNM and its school
partners for cooperating/mentor teachers outlined below. Placement of our teacher
candidates will be done in coordination with, and the approval of school administration.
Master teachers, because of their experience, have skills and perspectives necessary to
help teacher candidates study teaching in a classroom setting. The supervision of
supervised field experience students taps into knowledge and expertise of master
teachers.
A master teacher must meet the following criteria:
Has attained a Level Two or Level Three New Mexico Teaching License, or in
the case of early childhood settings or private schools, a minimum of 5 years
experience as a lead teacher.
Has been recommended by school administration as a qualified teacher to serve as
a cooperating teacher.
Demonstrates alignment with the core values of the CNM Education Programs.
Characteristics of Master Teachers
The Master Teacher is expected to:
Model effective teaching and management techniques.
Provide the teacher candidate with information about school and other resources.
Provide copies of school and district policies and procedures.
Share content and teaching resources that will be helpful to their teaching.
Review and provide constructive criticism of unit and daily lesson plans both
before and after a student teaches a class.
Use expertise and experience to alert student teachers to topics they should
emphasize or omit in a particular unit or lesson.
Help student teachers anticipate areas in which teacher candidates may not have
sufficient background or experience to succeed.
Establish a routine in which there are regular meeting between the master teacher
and the teacher candidate.
Observe the teacher candidate often.
Be honest but tactful with the student teacher as observations and concerns are
shared.
Comment on strengths as well as weaknesses and encourage self-evaluation.
Confer with the student teacher when he/she is making progress or needs
redirection.
Be willing to collaborate with the teacher candidate and faculty supervisor in
conducting the mid-point and final evaluations.
Allow the student to teach without interruptions, unless serious intervention is
required.
Allow the student teacher to address minor difficulties without intervention.
Discuss alternatives later in a private conference.
Intervene if the problem is serious.
16
Provide the teacher candidate with the opportunity to teach independently and
collaboratively. (The amount of time a student is left alone will depend on school
policy, class conduct, and the demonstrated ability of the teacher candidate.)
Meld a balance of observation and guidance. Avoid the extremes of constant
hovering or a total lack of supervision.
Monitor the teacher candidate’s competency in the content area, teacher practices,
attendance, punctuality and other indicators of professionalism.
Notify the faculty field supervisor immediately if any problems/concerns
arise.
Thank You
Thank you for your participation in the CNM Supervised Field Experience. We believe
this partnership will better prepare future teachers for the classroom experience. We are
confident that Central New Mexico Community College teacher candidates will gain
valuable experience with your help and wisdom. In return for service to the CNM
Alternative Licensure program, master teachers are eligible for six (6) credits of tuition
wavier at CNM. Please contact the Field Experience Coordinator for more information.
17
FACULTY SUPERVISOR
ROLES &
RESPONSIBILITIES:
18
Roles & Responsibilities
The primary role of the field experience supervisor is to provide support for the student
and the cooperating teacher. The supervisor carries out this role in several different
ways.
Faculty supervisors provide general support and serve as a resource for
master teachers and field experience teacher candidates.
Faculty supervisors clarify requirements and assist field experience
students in organization, planning, reviewing lesson plans, and scheduling
observation times.
Faculty supervisors maintain consistent and quality communication with
master teachers. Faculty supervisors are required to communicate
observation feedback to master teachers and teacher candidates at a post
observation conference. The conference must be done face to face with
the students. If master teachers are unavailable it may be done by phone.
Faculty supervisors conduct 2-3 observations (unless intervention requires
more) of the field experience teacher candidates’ performance in the
classroom and give immediate feedback. The observation process has
three steps:
Step 1: Pre-Observation
Teacher candidates are required to submit a lesson plan for the
lesson that the faculty supervisor will be observing.
Step 2: Classroom Observation
The faculty supervisor observes the student teacher and completes
an observation form that focuses on effective instructional design
and implementation and guided by the New Mexico Public
Education Department Teacher Competencies.
Step 3: Post-Observation Conference
The teacher candidate will complete the reflection section of the
observation form. The faculty supervisor will provide written
feedback in regards to the observed lesson, and will meet with
teacher candidate to share feedback
The faculty supervisor is also available to conduct additional meetings
with the master teacher and the teacher candidate should the need arise.
The faculty supervisor, in collaboration with the CNM student, the master
teacher, completes a final summary evaluation (See: Forms and Paperwork
Section) of the field experience aligned to the New Mexico Public
Education Department Teacher Competencies.
In leading class sessions, the faculty supervisor provides ongoing support
and in the development of the teacher candidate’s TEI project.
19
SUPERVISED FIELD
EXPERIENCE FORMS &
PAPERWORK:
Forms & Paperwork Rubric
SFE Application Paperwork
Intervention Agreement
Assessment & Evaluation
20
Form Page Responsible Party Purpose Submitted To
APPLICATION FORMS
Contract for SFE 23 Teacher To ensure teacher candidates Submitted by teacher candidate
Candidate are familiar with and agree to to Field Experience Coordinator
the ethical guidelines of SFE. with full application to SFE
SFE Letter of 24 Teacher To provide administrators and Provided to school
Agreement Candidate master teachers with an administrators and master
overview of SFE. teachers by the teacher candi-
date when securing placement
Agreement to 26 Master Teacher To ensure administrators and Submitted to Field Experience
Provide & School master teacher agree to the Coordinator with full
Placement Principal terms of SFE. application to SFE
Master Teacher 27 Master Teacher To collect demographic Submitted to Field Experience
Information information on master Coordinator with full
Sheet teachers, to be used by CNM application to SFE
for program assessment.
INTERVENTION AND LOG FORMS
SFE Hour Log 29 Teacher To be used by teacher Submitted to faculty supervisor
Candidate candidates who are student by teacher candidate at the end
teaching to log their 160+ of the semester.
contact hours.
Intervention 31 Faculty Used only where/ when there Only if needed. Completed by
Agreement Supervisor, exists an issue with teacher all involved parties and
Master Teacher candidate competence. submitted to the Field
& FEC Experience Coordinator
ASSESSMENT Forms
SFE Lesson Plan 34- Teacher To help teacher candidates in Submitted to faculty supervisor
Template 35 Candidate planning their lessons, and to 48 hours prior to observation
assist observers in evaluating visits. Master teachers may
teacher candidate competency. also request this prior to lesson.
SFE Classroom 36- Faculty Used by faculty supervisors to Copies are provided to the
Observation 37 Supervisor assess and provide feedback to teacher candidate and the
Sheet teacher candidates during site master teacher. Completed
visits. forms with comments are
turned in to the Field
Experience Coordinator at the
end of the semester
Mid-Point SFE 38, Master Teacher To evaluate and provide Submitted to the faculty
Evaluation: One 41 feedback to teacher candidates. supervisor by the master
for General Ed., This should be used as an teacher at the semester mid-
and one for SPED ongoing tool throughout the point.
semester.
Final SFE 44, Master Teacher To provide thoughtful and Submitted to the faculty
Evaluation: 54 & Faculty discrete feedback to teacher supervisor by the master
One for General Supervisor candidates on their progress in teacher at the semester end.
Education meeting the teaching Faculty supervisors will
candidates and one competencies. It should be forward all paperwork at the
for Special used from the beginning of the end of the semester to the field
Education. semester to guide the work of experience coordinator.
all parties.
SFE Feedback Master Teacher To provide CNM with This feedback form will be sent
& Teacher feedback on the electronically through an online
Candidate survey at the end of the
semester.
21
SFE Application Forms
Contract for Supervised Field Experience
Objectives of the supervised field experience
Teacher candidates will demonstrate entry-level proficiency of the New Mexico
Public Education Department’s teacher competencies.
Requirements of the supervised field experience
Attendance and participation in weekly seminars (no more than 15% of the course
absences allowed).
Completion of a minimum of 160 hours in the field.
Satisfactory final evaluation of teaching competencies and dispositions.
Procedures regarding Code of Ethics
1. Field experience teacher candidates will not disclose confidential information
about the school site, teacher candidates or school personnel without authorization
from the supervising teacher and/or principal.
2. During reflective class discussion, teacher candidates will not use full names of
teacher candidates or school personnel. Teacher candidates will use non-
judgmental assessment of the situation being discussed by stating only the facts of
the situation and reflecting on how they would handle a similar situation.
3. Field Experience teacher candidates will not use disciplinary action against a
school site student; will not determine curriculum, program or assessment
procedures without the approval of the cooperating teacher.
4. Field Experience teacher candidates are required by law to report any suspected
child abuse and/or neglect to the appropriate authority.
_____ I have read the Supervised Field Experience Handbook and understand the
requirements and responsibilities of the supervised field experience.
_____ I understand that if I do not satisfactorily demonstrate entry level proficiency of
the New Mexico Teaching Competencies I will be required to complete an additional
field experience successfully and/or I will not be allowed to exit the program.
____ I understand that the program does not guarantee subsequent placements if an
initial placement fails to work out for any reason.
_____ I understand the procedures regarding the Code of Ethics and accept that a
violation of these responsibilities may result in an unsuccessful completion of the
Supervised Field Experience and/or expulsion from the program.
__________________________________________ _________
Teacher Candidate’s Signature Date
23
Letter of Agreement
Dear Administrator and/or Teacher,
_____________________________________ is a student in CNM’s Alternative
Teacher Licensure Program that is seeking to complete his/her Supervised Field
Experience with your school. This student has successfully completed the core
coursework of the program and has passed the NMTA Basic Skills and Content Exams.
Additionally this student has (or will have) met any district requirements to gain the
approval for “student teaching.”
Alternative licensure is exactly that—alternative. We have teacher candidates
with diverse backgrounds and experiences; some are already teaching in the field on an
intern license and therefore, do not require placement with a master teacher for
Supervised Field Experience. These teacher candidates can use their teaching position to
fulfill the requirements for Supervised Field Experience. In these situations, teacher
candidates need to identify a master teacher at their school to support their learning
during Supervised Field Experience.
Other teacher candidates are careered individuals that are seeking to complete our
program prior to making the transition into teaching. Our program is designed to embed
field experience throughout their coursework, with the culminating fieldwork in a
Supervised Field Experience. This is not a traditional student teaching experience
because of the need to accommodate careered individuals. Teacher candidates are
required to be in a single classroom with a “master” teacher over the course of one
semester for their Supervised Field Experience, but will not be there all day, every day
like traditional student teaching. Instead, teacher candidates are required to arrange, with
their master teacher, a consistent schedule that allows them to spend a minimum of 10
hours a week with the teacher and teacher candidates. We expect that the teacher
candidate will be observing the classroom, assisting the teacher and students, and having
the opportunity to plan and teach lessons.
This opportunity provides our teacher candidates with the opportunity to learn
from their experiences with the class and your school, in order to better prepare them for
the transition to the teaching profession. Our teacher candidates will also be engaged in a
weekly seminar with a faculty supervisor, reflecting on their experiences. Additionally,
24
their faculty supervisor, will make arrangements to observe them teaching a lesson a
minimum of two times to provide feedback and evaluate his/her progress. We also
recognize the limitation of this Supervised Field Experience and if a student needs more
time in the classroom to develop entry-level proficiency, he/she will be provided with the
opportunity to do so.
Our expectations of the role of the master teacher are as follows:
Share professional knowledge
Model best practices
Provide opportunities for the teacher candidate to assist in the classroom
Provide opportunities for the teacher candidate to plan lessons and teach lessons
Provide feedback to the teacher candidate
Communicate, with the faculty supervisor, any concerns
Complete an evaluation of the student based upon entry level proficiencies of the
NM Teaching Competencies
Our teacher candidates’ success in transitioning to the teaching profession is
enhanced by your willingness to allow this individual to learn from experiences in your
school and classrooms. As a small token of our great appreciation for the role they play
in mentoring future teachers, the master teacher will receive a 6 credit CNM tuition
waiver.
Thank you for your consideration of providing the opportunity to this teacher
candidate to complete his/her Supervised Field Experience in your school. Please do not
hesitate to contact us with any questions.
Sincerely,
Jesse Chenven Erica Volkers
Field Experience Coordinator Director of Education Programs
CNM Community College CNM Community College
(505) 224-3606 (505) 224-3597
jchenven@cnm.edu evolkers@cnm.edu
25
Agreement to Provide Placement for Supervised Field Experience
Name of CNM Student: __________________________________________________
School: _______________________________________________________________
Address:_______________________________________________________________
Class Age/Grade and Content: _____________________________________________
Principal: ______________________________________________________________
Principal Contact Information:
Phone: ______________________ Email: ___________________________________
-------------------------------------------------------------
______________________________ (Student Name) has requested to fulfill her/his
requirements for Supervised Field Experience at ______________________________
(Name of School).
We have received a copy of the Letter of Agreement and we understand the requirements
and expectations of providing a placement for this student’s Supervised Field Experience
in our school and are willing to do so.
_________________________________________________ _____________
Principal Signature Date
_________________________________________________ _____________
Cooperating/Mentor Teacher Signature Date
If you have any questions or concerns, please do not hesitate to contact the CNM Field
Experience Coordinator, Jesse Chenven, at 224-3606
26
Master Teacher Information
Name: _______________________________________
Contact Information:
Phone: _______________________ Email: __________________________________
Classroom Grade and Content Area:________________________________________
Years of Teaching Experience: ____________________________________________
If a public school teacher,
NM Teaching License(s) held in: __________________________________________
Endorsement Areas (if any): _______________________________________________
What level license do you hold? Level II Level III
The following information is for reporting use only to provide statistical information requested by our
accreditation body:
Ethnic Background: Circle one (optional)
African American (non Hispanic)
Asian
Hispanic
Native American
White (non Hispanic)
Or other: ______________________
27
Intervention Agreement &
Contact Hour Log
28
CNM Supervised Field Experience
Log of Semester Hours
Week of: Dates/Times Total Cooperating Teacher
Hours Signature Verification
August 11 8/12, 12:30-3:30 7 (8 –
EXAMPLE 8/14 10:30-3:30 lunch)
29
Intervention Policy
Supervised field experience teacher candidates will sign an agreement (previous page) to
abide by the guidelines and competencies set forth in the supervised field experience
program as outlined in the handbook. The agreement shall state that continuation and
completion of the supervised field experience are contingent upon satisfactory progress
and growth toward program competencies. Documentation of the student’s progress, or
lack thereof, in specified growth areas, will be recorded on an on-going basis by the
support team. This progress will be shared with the student through the post-observation
conferencing and the mid-point evaluation.
If satisfactory growth toward competency is not evident the following steps will be
taken:
A conference will be scheduled involving the faculty supervisor, the
student and the cooperating teacher to specify the problem areas and
develop plan for support.
The student will sign an agreement stating he/she will improve his/her
performance in the designated areas; the faculty supervisor and the
cooperating teacher will sign the agreement committing to implementing
the plan for support.
The faculty supervisor will conduct focused observations of the student.
A follow-up conference will take place in a timely manner to determine
evidence of growth.
Non-compliance with terms of the agreement or lack of sufficient growth
will result in withdrawal from the program at the discretion of the faculty
supervisor and the field experience coordinator.
30
INTERVENTION AGREEMENT
Performance Agreement for ________________________
(student 's name)
It is the goal of the supervised field experience that teacher candidates make
significant progress toward becoming accomplished novices who show promise of
developing into strong teachers.
When occasions arise in which the performance of an individual student causes
concern for either the cooperating teacher and/or the faculty field supervisor, they are
responsible for identifying specific conditions to help insure the success of the student.
The following competencies have been identified as areas of concern for this
student (please use the back of this form if needed):
The specific support offered and required are enumerated below (please use the
back of this form if needed):
It is the understanding of all parties that ______________________
must address these concerns and achieve growth in them to the satisfaction of the
cooperating teacher and the faculty field supervisor for the student to successfully
complete their field experience and be eligible for licensure. The cooperating teacher
and the faculty field supervisor must actively inquire about and observe the student's
progress. They will also confer within one week to reassess the progress and make
further recommendations as needed.
______________________________________ ___________
(signature of student) (date)
______________________________________ ___________
(signature of cooperating teacher) (date)
______________________________________ ___________
(signature of faculty field supervisor) (date)
31
Assessment & Evaluation
32
ASSESSMENT CRITERIA
The primary concern of the CNM faculty, faculty field supervisors, master teachers,
and the field experience teacher candidates is the welfare of teacher candidates in
the classroom.
Supervised Field Experience teacher candidates will conduct their field experience
in ways that address the instructional needs of all pupils in their assigned classes
and carry out the required curriculum. If a teacher candidate cannot maintain this
focus and demonstrate a satisfactory level of development (as defined by the New
Mexico Teaching Competencies) by the midpoint of the student teaching experience,
his/her field experience may be terminated. If the student teacher does not
demonstrate a satisfactory level of development by the end of the student teaching
experience, he/she will not be eligible to exit from the CNM Alternative Teacher
Licensure Program and receive licensure. Inability to successfully complete SFE
over the course of two separate semesters may result in termination from the ATL
Program.
Observation Assessment
The assessment form used for a minimum of 2 observations by the faculty field
supervisor and will be used as a tool to provide instructional feedback as well as to
establish the level and progress of the CNM student.
Supervised Field Experience Assessment
The final grade for the supervised field experience must be that of a C or better
for the CNM student to exit from the program and be eligible for licensure. Although
this grade is a compilation of various criteria, the CNM student must demonstrate a
satisfactory level of teaching competency (as defined by the New Mexico Teaching
Competencies) by the end of the supervised field experience to receive a passing grade.
The supervised field experience will be assessed by the following criteria:
Successful completion of field experience required hours.
Successful completion of field experience observations.
Completion of seminar/field experience assignments.
Attendance and participation in all field experience seminar meetings.
Satisfactory mid-point and final evaluation of field experience.
33
Name: __________________________________ Observation Date: ______________
Supervised Field Experience LESSON PLAN TEMPLATE
Context: This lesson plan template is due 48 hours prior to all of your official Supervised
Field Experience observations. Please email the form to your instructor.
Note: If you are using a published curriculum for the lesson observed you still must
complete the following by dissecting that curriculum.
OBJECTIVES:
NM State Standards/National Standards Addressed:
Other Objectives (Essential Questions/Enduring Understandings/critical
thinking/etc.) – What will your students know and be able to do as a result of this
lesson?
Context: What is the context of this lesson within a larger unit, previous lesson
and future lessons?
ASSESSMENT of OBJECTIVES:
Assessment Method (How will you determine your success in this lesson? What
student-generated resources will you have to determine this?)
34
LESSON CONSIDERATIONS – for this section, please note the relative time you
will spend in each of these components:
Opening/Hook – What tools for motivation have you structured in this lesson?
Teach – What will you teach and how will you teach it? What instructional
resources will you use?
Application – How will students apply their newfound knowledge? What
opportunities will they have to demonstrate their knowledge and understanding?
Context and Purpose – How will you allow your students to grapple with the
“why” of study? How will you put this single lesson into the context of a larger
study, and/or the importance of this study?
Closure – How will you close the lesson?
MODIFICATIONS:
Curriculum Modifications: What modifications have you planned for in this
lesson (IEP’s/RTI’s/ELL/etc.)?
ADDITIONAL FOCUS:
What would you like your observer to focus on as your lesson is observed? Please be
concrete and specific in this section.
35
SFE CLASSROOM OBSERVATION FORM
SFE Teacher Candidate: Master Teacher:
Content Area: Grade Level:
Observer: Date:
Please review the teacher’s performance in terms of what you observed about each topic
area below.
Comments:
1. Structure, Order, and Routine STRAND 6
Learners have clear understanding of what to
do, how to transition, etc.
Instructions or guidelines are clearly presented
2. Learner Engagement STRANDS 2, 4 & 6
Elicits curiosity
Relevance to teacher candidates
Authentic experiences
May include: humor, controversy, etc.
3. Informs Learners of Objectives STRANDS 2
Previews or announces major topics/idea
Helps students understand purpose
Provides closure to lessons/activities
4. Recognizing Student Diversity STRANDS 4 & 7
Use of age appropriate learning strategies
Use of scaffolded materials and strategies
Meets needs of diverse learners
Encourages student voice in the classroom
Recognize cultural, linguistic, & social diversity
5. Content Knowledge STRANDS 1 & 2
Demonstrates understanding of content being
taught
Uses a variety of teaching methods
Explains content in multiple ways
6. Provides Learning Guidance STRANDS 2 & 4
Presents examples, analogies, etc.
Encourages active learning and problem solving
skills
Stimulates the recall of prior learning
Encourages questioning
7. Classroom Community STRANDS 4, 6 & 7
Models expectations of interpersonal
communication, work ethic, and engagement
Connects with students in appropriate
interpersonal manner
8. Student Application STRANDS 2 & 4
Students have opportunities to actively
practice/apply new knowledge
Assignments and activities engage students
actively
Provides appropriate assignments
Students use higher-order thinking in class
(application, conceptualization, synthesis)
36
9. Provides and Receives Feedback STRANDS 3, 5 & 8
Feedback to students is supportive, not punitive
Feedback engages students in critical thought
Feedback is used to inform instruction
10. Assesses performance STRANDS 3 & 5
Provides multiple measures that are tied to
learning objectives (i.e., does not rely on only
one type of measure)
11. Adaptive Practice STRANDS 4 & 8
Demonstrates willingness and ability to adapt
teaching to their environment
Proactive response to student issues
Willingness to accept critique and feedback
12. Professionalism STRANDS 8 & 9
Dress and conduct reflects professional
standards.
Communication with others reflects professional
standards.
Faculty Supervisor’s Comments:
Master Teacher’s Comments:
Teacher Candidate’s Comments:
I have read and/or discussed this report with the faculty observer.
Teacher Candidate’s Signature Date
Master Teacher’s Signature Date
Faculty Observer’s Signature Date
37
ELEMENTARY/SECONDARY
SUPERVISED FIELD EXPERIENCE
MID-POINT EVALUATION
To be completed by the Master Teacher
Student: _______________________________ School Site: _____________
Master Teacher: ___________________________ Date: ________
Rating Scale for Professional Development:
1 = area of indicates the Teacher Candidate has not satisfactorily demonstrated or shown growth
concern in this competency and may require additional field experience to address this area of
concern
2 = developing indicates the Teacher Candidate is showing growth/potential to demonstrate
proficiency in this area
3 = proficiency at entry level: target rating by end of supervised field experience
4 = exceeds demonstrates competency higher than entry level: would more likely be observed
among students that already have prior experience in the field of teaching
N/O = not If not observed, this indicates an area the Teacher Candidate will need to engage in
observed
Strand A - Instruction
I. The Teacher Candidate accurately demonstrates knowledge of the content area and approved
curriculum
1 2 3 4
Develops sequential lessons that include knowledge of the discipline and the 1 2 3 4
district/state curriculum goals. N/O
Gives clear explanations relating to lesson content and procedures. 1 2 3 4
N/O
Communicates accurately in the content area. 1 2 3 4
N/O
Demonstrates knowledge of content area(s) and is able to implement methods of 1 2 3 4
instruction to support student’s knowledge of this content. N/O
Elementary Only 1 2 3 4
Demonstrates knowledge of literacy development, assessment, and methods of N/O
instruction.
II. The Teacher Candidate appropriately utilizes a variety of teaching methods and resources for
each area taught.
1 2 3 4
Organizes and manages varied learning groups as appropriate to the needs and/or 1 2 3 4
interests of students and the goals of the lesson. N/O
Uses a variety of methods, including demonstrations, lectures, student initiated work, 1 2 3 4
group work, questioning, and independent practice. N/O
Uses a variety of resources to include supplemental printed materials, manipulatives, 1 2 3 4
and technology as an instructional tool. N/O
Provides opportunities for students to apply, practice, and demonstrate knowledge and 1 2 3 4
skills learned through various modalities. N/O
Implements necessary modifications and adaptations in instruction and curriculum so 1 2 3 4
that students with exceptionalities have access to the general education curriculum in N/O
the least restrictive environment.
Comments:
38
V. The Teacher Candidate effectively utilizes student assessment techniques and procedures.
1 2 3 4
Plans and uses assessment strategies and instruments appropriate to the learning 1 2 3 4
outcomes being evaluated. N/O
Uses information gained from ongoing assessment for remediation and instructional 1 2 3 4
planning. N/O
Communicates student progress to students. 1 2 3 4
N/O
Strand B – Student Learning
III. The Teacher Candidate communicates with and obtains feedback from students in a manner that
enhances student learning and understanding.
1 2 3 4
Explains and/or demonstrates the relevance of topics and activities. 1 2 3 4
N/O
Communicates to students the instructional intent, directions, or plan. 1 2 3 4
N/O
Establishes and states expectations for student performance. 1 2 3 4
N/O
Clarifies actions, directions, and explanations when students do not understand. 1 2 3 4
N/O
Actively solicits communication from students about their learning. 1 2 3 4
N/O
Communicates regularly with students about their progress. 1 2 3 4
N/O
IV. The Teacher Candidate comprehends the principles of student growth, development and
learning, and applies them appropriately.
1 2 3 4
Takes into account the physical, social, emotional, cognitive, and linguistic 1 2 3 4
development of students when planning instruction. N/O
Plans activities to promote higher order thinking skills, creativity, and independent 1 2 3 4
thinking. N/O
Uses teaching techniques and materials that address student learning levels, rates, and 1 2 3 4
styles. N/O
VI. The Teacher Candidate manages the educational setting in a manner that promotes positive
student behavior and a safe and healthy environment.
1 2 3 4
Serves as a model for constructive behavior patterns. 1 2 3 4
N/O
Executes routine tasks effectively and efficiently. 1 2 3 4
N/O
Establishes and states expectations for student behavior. 1 2 3 4
N/O
Handles transitions effectively. 1 2 3 4
N/O
Minimizes distractions and interruptions. 1 2 3 4
N/O
Manages student behavior effectively and appropriately. 1 2 3 4
N/O
VII. The Teacher Candidate recognizes student diversity and creates an atmosphere conducive to the
promotion of positive student involvement and self-concept.
1 2 3 4
Demonstrates sensitivity and responsiveness to the personal ideas, learning needs, 1 2 3 4
interests, and feelings of students with disabilities and/or from culturally and N/O
linguistically diverse backgrounds.
Acknowledges that every student can learn. 1 2 3 4
N/O
Provides opportunities for each student to succeed and understands how students differ 1 2 3 4
in their approaches to learning based on diverse cultural and linguistic backgrounds and N/O
exceptionalities.
Promotes positive student/teacher relationships. 1 2 3 4
39
N/O
Encourages high student expectations. 1 2 3 4
N/O
Demonstrates an awareness and respect for each student’s background, experience, 1 2 3 4
learning ability, language, and culture. N/O
Comments:
Strand C – Professional Learning
VIII. The Teacher Candidate teacher demonstrates a willingness to examine and implement change,
as appropriate.
1 2 3 4
Seeks out information on methodology, research and current trends in education to 1 2 3 4
enhance and improve the quality of learning. N/O
Recognizes that change entails risk and modifications may be needed. 1 2 3 4
N/O
Engages in deliberate reflection to improve practice. 1 2 3 4
N/O
Effectively listens and observes others to inform practice. 1 2 3 4
N/O
IX. The Teacher Candidate teacher works productively with colleagues, parents and community
members.
1 2 3 4
Collaborates with colleagues. 1 2 3 4
N/O
Understands, respects, and values the central role that community and family play in 1 2 3 4
the learning process of a child and will be able to utilize these experiences to enhance N/O
learning.
Is aware of the culture, history, and values of the community in which he or she 1 2 3 4
teaches. N/O
Is a thoughtful and responsive listener. 1 2 3 4
N/O
Communicates in a professional manner with colleagues, parents, and community 1 2 3 4
members regarding educational matters. N/O
Comments:
I have reviewed this mid-term evaluation with my Master Teacher.
-_____________________________________________________ ______________
Teacher Candidate Signature Date
40
SPECIAL EDUCATION
SUPERVISED FIELD EXPERIENCE
MID-POINT EVALUATION
To be completed by the Master Teacher
Teacher Candidate: _______________________________ School Site: _____________
Master Teacher: ___________________________ Date: ________
Rating Scale for Professional Development:
1 = area of indicates the student has not satisfactorily demonstrated or shown growth in this
concern competency and may require additional field experience to address this area of
concern
2 = developing indicates the student is showing growth/potential to demonstrate proficiency in this
area
3 = proficiency at entry level: target rating by end of supervised field experience
4 = exceeds demonstrates competency higher than entry level: would more likely be observed
among students that already have prior experience in the field of teaching
N/O = not If not observed, this indicates an area the student will need to engage in
observed
Strand A - Instruction
I. The Teacher Candidate accurately demonstrates knowledge of the content area and approved
curriculum
1 2 3 4
Develops sequential lessons that include knowledge of the discipline and the 1 2 3 4
district/state curriculum goals. N/O
Develops and implements individualized modifications and/or accommodations. 1 2 3 4
N/O
Applies knowledge of alternate curricula that are aligned with content standards with 1 2 3 4
benchmarks for students for whom the general education curriculum is not appropriate. N/O
Gives clear explanations relating to lesson content and procedures. 1 2 3 4
N/O
Demonstrates knowledge of content area(s) and is able to implement methods of 1 2 3 4
instruction to support student’s knowledge of this content. N/O
II. The Teacher Candidate appropriately utilizes a variety of teaching methods and resources for
each area taught.
1 2 3 4
Organizes and manages varied learning groups as appropriate to the needs and/or 1 2 3 4
interests of students and the goals of the lesson. N/O
Uses a variety of methods, including demonstrations, lectures, student initiated work, 1 2 3 4
group work, questioning, and independent practice. N/O
Uses a variety of resources to include supplemental printed materials, manipulatives, 1 2 3 4
and technology as an instructional tool and assistive technology. N/O
Provides opportunities for students to apply, practice, and demonstrate knowledge and 1 2 3 4
skills learned through various modalities. N/O
Demonstrates various methods for individualizing instruction that ensures the child’s 1 2 3 4
access to the general curriculum. N/O
Understands and uses various models of service delivery at all service levels (minimal, 1 2 3 4
moderate, extensive, maximum). N/O
Comments:
41
V. The Teacher Candidate effectively utilizes student assessment techniques and procedures.
1 2 3 4
Understands screening, referral, evaluation and eligibility procedures. 1 2 3 4
N/O
Uses educational diagnostic evaluations, observations, vocational assessments, 1 2 3 4
assessments from related services and information from necessary parties to develop the N/O
individualized education plans.
Uses information gained from ongoing assessment for remediation and instructional 1 2 3 4
planning. N/O
Communicates student progress to students. 1 2 3 4
N/O
Strand B – Student Learning
III. The Teacher Candidate communicates with and obtains feedback from students in a manner that
enhances student learning and understanding.
1 2 3 4
Explains and/or demonstrates the relevance of topics and activities. 1 2 3 4
N/O
Communicates to students the instructional intent, directions, or plan. 1 2 3 4
N/O
Establishes and states expectations for student performance. 1 2 3 4
N/O
Clarifies actions, directions, and explanations when students do not understand. 1 2 3 4
N/O
Actively solicits communication from students about their learning. 1 2 3 4
N/O
Communicates regularly with students about their progress. 1 2 3 4
N/O
IV. The Teacher Candidate comprehends the principles of student growth, development and
learning, and applies them appropriately.
1 2 3 4
Takes into account the cognitive, physical, cultural, social, emotional, and sensory 1 2 3 4
needs of each exceptionality when planning instruction. N/O
Demonstrates knowledge of developmental stages/milestones of normal motor, language, 1 2 3 4
social-emotional, sensory and cognitive development. N/O
Uses teaching techniques and materials that address student learning levels, rates, and 1 2 3 4
styles. N/O
Applies knowledge of general characteristics, etiologies, and learning styles of each
exceptionality.
VI. The Teacher Candidate manages the educational setting in a manner that promotes positive
student behavior and a safe and healthy environment.
1 2 3 4
Serves as a model for constructive behavior patterns. 1 2 3 4
N/O
Executes routine tasks effectively and efficiently. 1 2 3 4
N/O
Establishes and states expectations for student behavior. 1 2 3 4
N/O
Handles transitions effectively. 1 2 3 4
N/O
Minimizes distractions and interruptions. 1 2 3 4
N/O
Manages student behavior effectively and appropriately. 1 2 3 4
N/O
Implements adaptations that are appropriate for students with special needs. 1 2 3 4
N/O
Comments:
42
VII. The Teacher Candidate recognizes student diversity and creates an atmosphere conducive to the
promotion of positive student involvement and self-concept.
1 2 3 4
Demonstrates sensitivity and responsiveness to the personal ideas, learning needs, 1 2 3 4
interests, and feelings of students with disabilities and/or from culturally and N/O
linguistically diverse backgrounds.
Acknowledges that every student can learn. 1 2 3 4
N/O
Provides opportunities for each student to succeed and understands how students differ 1 2 3 4
in their approaches to learning based on diverse cultural and linguistic backgrounds and N/O
exceptionalities.
Promotes positive student/teacher relationships. 1 2 3 4
N/O
Encourages high student expectations. 1 2 3 4
N/O
Demonstrates an awareness and respect for each student’s background, experience, 1 2 3 4
learning ability, language, and culture. N/O
VIII. The Teacher Candidate demonstrates a willingness to examine and implement change, as
appropriate.
1 2 3 4
Seeks out information on methodology, research and current trends in education to 1 2 3 4
enhance and improve the quality of learning. N/O
Recognizes that change entails risk and modifications may be needed. 1 2 3 4
N/O
Engages in deliberate reflection to improve practice. 1 2 3 4
N/O
Effectively listens and observes others to inform practice. 1 2 3 4
N/O
IX. The Teacher Candidate works productively with colleagues, parents and community members.
1 2 3 4
Demonstrates the ability to work with parents of exceptional children on issues and 1 2 3 4
problems. N/O
Understands, respects, and values the central role that community and family play in 1 2 3 4
the learning process of a child and will be able to utilize these experiences to enhance N/O
learning.
Is aware of the culture, history, and values of the community in which he or she 1 2 3 4
teaches. N/O
Is a thoughtful and responsive listener. 1 2 3 4
N/O
Effectively collaborates with general education teachers, parents, and students in 1 2 3 4
developing and implementing individualized educational plans. N/O
Comments:
I have reviewed this mid-term evaluation with my Master Teacher.
_____________________________________________________ ______________
Teacher Candidate Signature Date
43
ELEMENTARY/SECONDARY
SUPERVISED FIELD EXPERIENCE FINAL EVALUATION
To be completed by the Master Teacher and Faculty Field Supervisor. NOTE: Please see the course
syllabus for minimum passing requirements on the Final Evaluation from Faculty Supervisors.
Teacher Candidate: _______________________________ School Site:
____________________
Person filling out this form:_____________________________ Date: ___________
Please provide a “rank” and comments for each indicator.
Rating Scale:
1 = area of Indicates the Teacher Candidate has not satisfactorily met the competency and may
c
require additional field experience to address this area of concern. A student who
o
receive a score of 1, demonstrate little or no evidence of competency in the given
n
area. Moreover, the student does not exhibit the potential and/or desire to improve
c
significantly over the course of one semester. It is important that if you find a
e
student who fits this description that it be addressed with the student and the field
r
experience coordinator or director by midterm at the latest. No student may receive
1
a n on their final evaluation and pass the SFE class.
2= Indicates the Teacher Candidate is showing growth in this area and will meet the
d
competency with more experience as a teacher. It is acceptable for a Teacher
e
Candidate to successfully complete SFE with more than one rating of 2. A majority
ofvteacher candidates will probably begin the semester as a 2 in many competency
e
areas. A student who scores a 2 demonstrates some evidence or potential in the
l
competency area, but still needs growth to meet entry level proficiency. If you
o
observe someone at this level you should provide directed feedback and specific
p
goals to help the individual progress toward entry level performance.
i
n
g
3= At entry level; this is the target rating for teacher candidates by end of supervised
p
field experience. An individual scoring a 3 is performing at a level equivalent to a
r
strong entry level teacher. Teacher cnadidates at entry level performance should
o
have a clear understanding of their role and their practice, and should be able to
f
demonstrate that in their teaching. For most students, a level 3 is the highest score
i
they will receive. It should be considered equivalent to an A.
c
i
e
n
c
y
4= Demonstrates competency higher than entry level; would more likely be observed
e
among students that already have prior experience in the field of teaching. A student
x
scoring a 4 exceeds the expectations of the competencies. Performance at this level
c
should be considered equivalent to a quality teacher with at least 5 years of
e
experience. Only a few students usually perform in a given competency at this
e
level.
d
s
Based upon the Performance Observation for Level I: Provisional Teacher and NMPED Entry Level
Teaching Competencies
44
STRAND A ~ INSTRUCTION:
I. The Teacher Candidate accurately demonstrates knowledge of the content area and approved
curriculum.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Develops sequential lessons that include
knowledge of the discipline and the
district/state curriculum goals.
1 2 3 4
B. Gives clear explanations relating to lesson
content and procedures.
1 2 3 4
C. Communicates accurately in the content
area.
1 2 3 4
D. Demonstrates knowledge of content area(s)
and is able to implement methods of instruction
to support student’s knowledge of this content.
1 2 3 4
Elementary Only
A. Demonstrates knowledge of literacy
development, assessment, and methods of
instruction.
1 2 3 4
45
II. The Teacher Candidate appropriately utilizes a variety of teaching methods and resources for
each area taught.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Organizes and manages varied learning
groups as appropriate to the needs and/or
interests of students and the goals of the lesson.
1 2 3 4
B. Uses a variety of methods, including
demonstrations, lectures, student initiated
work, group work, questioning, and
independent practice.
1 2 3 4
C. Uses a variety of resources to include
supplemental printed materials, manipulatives,
and technology as an instructional tool.
1 2 3 4
D. Provides opportunities for students to apply,
practice, and demonstrate knowledge and skills
learned through various modalities.
1 2 3 4
E. Implements necessary modifications and
adaptations in instruction and curriculum so
that students with exceptionalities have access
to the general education curriculum in the least
restrictive environment.
1 2 3 4
46
V. The Teacher Candidate effectively utilizes student assessment techniques and procedures.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Plans and uses assessment strategies and
instruments appropriate to the learning
outcomes being evaluated.
1 2 3 4
B. Uses information gained from ongoing
assessment for remediation and instructional
planning.
1 2 3 4
C. Communicates student progress to students.
1 2 3 4
47
STRAND B ~ STUDENT LEARNING:
III. The Teacher Candidate communicates with and obtains feedback from students in a manner that
enhances student learning and understanding.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Explains and/or demonstrates the relevance
of topics and activities.
1 2 3 4
B. Communicates to students the instructional
intent, directions, or plan.
1 2 3 4
C. Establishes and states expectations for
student performance.
1 2 3 4
D. Clarifies actions, directions, and
explanations when students do not understand.
1 2 3 4
E. Actively solicits communication from
students about their learning.
1 2 3 4
F. Communicates regularly with students about
their progress.
1 2 3 4
48
IV. The Teacher Candidate comprehends the principles of student growth, development and
learning, and applies them appropriately.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Takes into account the physical, social,
emotional, cognitive, and linguistic
development of students when planning
instruction.
1 2 3 4
B. Plans activities to promote higher order
thinking skills, creativity, and independent
thinking.
1 2 3 4
C. Uses teaching techniques and materials that
address student learning levels, rates, and
styles.
1 2 3 4
49
VI. The Teacher Candidate manages the educational setting in a manner that promotes positive
student behavior and a safe and healthy environment.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Serves as a model for constructive behavior
patterns.
1 2 3 4
B. Executes routine tasks effectively and
efficiently.
1 2 3 4
C. Establishes and states expectations for
student behavior.
1 2 3 4
D. Handles transitions effectively.
1 2 3 4
E. Minimizes distractions and interruptions.
1 2 3 4
F. Manages student behavior effectively and
appropriately.
1 2 3 4
50
VII. The Teacher Candidate recognizes student diversity and creates an atmosphere conducive to the
promotion of positive student involvement and self-concept.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Demonstrates sensitivity and responsiveness
to the personal ideas, learning needs, interests,
and feelings of students with disabilities and/or
from culturally and linguistically diverse
backgrounds.
1 2 3 4
B. Acknowledges that every student can learn.
1 2 3 4
C. Provides opportunities for each student to
succeed and understands how students differ in
their approaches to learning based on diverse
cultural and linguistic backgrounds and
exceptionalities.
1 2 3 4
D. Promotes positive student/teacher
relationships.
1 2 3 4
E. Encourages high student expectations.
1 2 3 4
F. Demonstrates an awareness and respect for
each student’s background, experience,
learning ability, language, and culture.
1 2 3 4
51
STRAND C ~ PROFESSIONAL LEARNING:
VIII. The Teacher Candidate demonstrates a willingness to examine and implement change, as
appropriate.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Seeks out information on methodology,
research and current trends in education to
enhance and improve the quality of learning.
1 2 3 4
B. Recognizes that change entails risk and
modifications may be needed.
1 2 3 4
C. Engages in deliberate reflection to improve
practice.
1 2 3 4
D. Effectively listens and observes others to
inform practice.
1 2 3 4
52
IX. The Teacher Candidate works productively with colleagues, parents and community members.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Collaborates with colleagues.
1 2 3 4
B. Understands, respects, and values the central
role that community and family play in the
learning process of a child and will be able to
utilize these experiences to enhance learning.
1 2 3 4
C. Is aware of the culture, history, and values of
the community in which he or she teaches.
1 2 3 4
D. Is a thoughtful and responsive listener.
1 2 3 4
E. Communicates in a professional manner with
colleagues, parents, and community members
regarding educational matters.
1 2 3 4
Total of “Summative Scores” for 9 competency areas: _______
Please check (√) to indicate your agreement with the statement below:
I have observed this Teacher Candidate demonstrate entry level proficiency of the
competencies overall and would recommend a passing score on the Supervised Field
Experience Final Evaluation.
____________________________________ ___________________
Signature Date
53
SPECIAL EDUCATION
SUPERVISED FIELD EXPERIENCE FINAL EVALUATION
To be completed by the Master Teacher and Faculty Field Supervisor. NOTE: Please see the course
syllabus for minimum passing requirements on the Final Evaluation from Faculty Supervisors.
Student: _______________________________ School Site: ____________________
Person filling out this form:__________________________ Date: ___________
Please provide a “rank” and comments for each indicator.
Rating Scale:
1 = area of Indicates the Teacher Candidate has not satisfactorily met the competency and may
c
require additional field experience to address this area of concern. A student who
o
receive a score of 1, demonstrate little or no evidence of competency in the given
n
area. Moreover, the student does not exhibit the potential and/or desire to improve
c
significantly over the course of one semester. It is important that if you find a
e
student who fits this description that it be addressed with the student and the field
r
experience coordinator or director by midterm at the latest. No student may receive
1
a n on their final evaluation and pass the SFE class.
2= Indicates the Teacher Candidate is showing growth in this area and will meet the
d
competency with more experience as a teacher. It is acceptable for a Teacher
e
Candidate to successfully complete SFE with more than one rating of 2. A majority
ofvteacher candidates will probably begin the semester as a 2 in many competency
e
areas. A student who scores a 2 demonstrates some evidence or potential in the
l
competency area, but still needs growth to meet entry level proficiency. If you
o
observe someone at this level you should provide directed feedback and specific
p
goals to help the individual progress toward entry level performance.
i
n
g
3= At entry level; this is the target rating for teacher candidates by end of supervised
p
field experience. An individual scoring a 3 is performing at a level equivalent to a
r
strong entry level teacher. Teacher cnadidates at entry level performance should
o
have a clear understanding of their role and their practice, and should be able to
f
demonstrate that in their teaching. For most students, a level 3 is the highest score
i
they will receive. It should be considered equivalent to an A.
c
i
e
n
c
y
4= Demonstrates competency higher than entry level; would more likely be observed
e
among students that already have prior experience in the field of teaching. A student
x
scoring a 4 exceeds the expectations of the competencies. Performance at this level
c
should be considered equivalent to a quality teacher with at least 5 years of
e
experience. Only a few students usually perform in a given competency at this
e
level.
d
s
Based upon the Performance Observation for Level I: Provisional Teacher and NMPED Entry Level
Teaching Competencies
54
STRAND A ~ INSTRUCTION:
I. The Teacher Candidate accurately demonstrates knowledge of the content area and approved
curriculum.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Develops sequential lessons that include
knowledge of the discipline and the
district/state curriculum goals.
1 2 3 4
B. Develops and implements individualized
modifications and/or accommodations.
1 2 3 4
C. Applies knowledge of alternate curricula that
are aligned with content standards with
benchmarks for students for whom the general
education curriculum is not appropriate.
1 2 3 4
D. Gives clear explanations relating to lesson
content and procedures.
1 2 3 4
E. Demonstrates knowledge of content area(s)
and is able to implement methods of instruction
to support student’s knowledge of this content.
1 2 3 4
55
II. The Teacher Candidate appropriately utilizes a variety of teaching methods and resources for
each area taught.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Organizes and manages varied learning
groups as appropriate to the needs and/or
interests of students and the goals of the lesson.
1 2 3 4
B. Uses a variety of methods, including
demonstrations, lectures, student initiated
work, group work, questioning, and
independent practice.
1 2 3 4
C. Uses a variety of resources to include
supplemental printed materials, manipulatives,
and technology as an instructional tool and
assistive technology.
1 2 3 4
D. Provides opportunities for students to apply,
practice, and demonstrate knowledge and skills
learned through various modalities.
1 2 3 4
E. Demonstrates various methods for
individualizing instruction that ensures the
child’s access to the general curriculum.
1 2 3 4
F. Understands and uses various models of
service delivery at all service levels (minimal,
moderate, extensive, maximum).
56
V. The Teacher Candidate effectively utilizes student assessment techniques and procedures.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Understands screening, referral, evaluation
and eligibility procedures.
1 2 3 4
B. Uses educational diagnostic evaluations,
observations, vocational assessments,
assessments from related services and
information from necessary parties to develop the
individualized education plans.
1 2 3 4
C. Uses information gained from ongoing
assessment for remediation and instructional
planning.
1 2 3 4
D. Communicates student progress to students.
1 2 3 4
57
STRAND B ~ STUDENT LEARNING:
III. The Teacher Candidate communicates with and obtains feedback from students in a manner that
enhances student learning and understanding.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Explains and/or demonstrates the relevance
of topics and activities.
1 2 3 4
B. Communicates to students the instructional
intent, directions, or plan.
1 2 3 4
C. Establishes and states expectations for
student performance.
1 2 3 4
D. Clarifies actions, directions, and
explanations when students do not understand.
1 2 3 4
E. Actively solicits communication from
students about their learning.
1 2 3 4
F. Communicates regularly with students about
their progress.
1 2 3 4
58
IV. The Teacher Candidate comprehends the principles of student growth, development and
learning, and applies them appropriately.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Takes into account the cognitive, physical,
cultural, social, emotional, and sensory needs
of each exceptionality when planning
instruction.
1 2 3 4
B. Demonstrates knowledge of developmental
stages/milestones of normal motor, language,
social-emotional, sensory and cognitive
development.
1 2 3 4
C. Uses teaching techniques and materials that
address student learning levels, rates, and
styles.
1 2 3 4
D. Applies knowledge of general
characteristics, etiologies, and learning styles
of each exceptionality.
1 2 3 4
59
VI. The Teacher Candidate manages the educational setting in a manner that promotes positive
student behavior and a safe and healthy environment.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Serves as a model for constructive behavior
patterns.
1 2 3 4
B. Executes routine tasks effectively and
efficiently.
1 2 3 4
C. Establishes and states expectations for
student behavior.
1 2 3 4
D. Handles transitions effectively.
1 2 3 4
E. Minimizes distractions and interruptions.
1 2 3 4
F. Manages student behavior effectively and
appropriately.
1 2 3 4
G. Implements adaptations that are appropriate
for students with special needs.
1 2 3 4
60
VII. The Teacher Candidate recognizes student diversity and creates an atmosphere conducive to the
promotion of positive student involvement and self-concept.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Demonstrates sensitivity and responsiveness
to the personal ideas, learning needs, interests,
and feelings of students with disabilities and/or
from culturally and linguistically diverse
backgrounds.
1 2 3 4
B. Acknowledges that every student can learn.
1 2 3 4
C. Provides opportunities for each student to
succeed and understands how students differ in
their approaches to learning based on diverse
cultural and linguistic backgrounds and
exceptionalities.
1 2 3 4
D. Promotes positive student/teacher
relationships.
1 2 3 4
E. Encourages high student expectations.
1 2 3 4
F. Demonstrates an awareness and respect for
each student’s background, experience,
learning ability, language, and culture.
1 2 3 4
61
STRAND C ~ PROFESSIONAL LEARNING:
VIII. The Teacher Candidate demonstrates a willingness to examine and implement change, as
appropriate.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Seeks out information on methodology,
research and current trends in education to
enhance and improve the quality of learning.
1 2 3 4
B. Recognizes that change entails risk and
modifications may be needed.
1 2 3 4
C. Engages in deliberate reflection to improve
practice.
1 2 3 4
D. Effectively listens and observes others to
inform practice.
1 2 3 4
62
IX. The Teacher Candidate works productively with colleagues, parents and community members.
Summative Score: 1 2 3 4
Indicators Comments/Evidence
A. Demonstrates the ability to work with
parents of exceptional children on issues and
problems.
1 2 3 4
B. Understands, respects, and values the central
role that community and family play in the
learning process of a child and will be able to
utilize these experiences to enhance learning.
1 2 3 4
C. Is aware of the culture, history, and values of
the community in which he or she teaches.
1 2 3 4
D. Is a thoughtful and responsive listener.
1 2 3 4
E. Effectively collaborates with general
education teachers, parents, and students in
developing and implementing individualized
educational plans.
1 2 3 4
Total of “Summative Scores” for 9 competency areas: _______
Please check (√) to indicate your agreement with the statement below:
I have observed this Teacher Candidate demonstrate entry level proficiency of the
competencies overall and would recommend a passing score on the Supervised Field
Experience Final Evaluation.
____________________________________ ___________________
Signature Date
63
