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Student Teacher Handbook
TEACHER EDUCATION PROGRAM
NORTH GREENVILLE UNIVERSITY
P. O. Box 1892
Tigerville, SC 29688-1892
FALL 2012
TABLE OF CONTENTS
TABLE OF CONTENTS .................................................................................................... 2
INTRODUCTION ............................................................................................................ 38
PURPOSE OF STUDENT TEACHING .......................................................................... 38
ADMISSION PROCEDURES ......................................................................................... 38
STUDENT TEACHER PLACEMENT ............................................................................ 40
Placement Procedures ................................................................................................... 40
Pre-requisites for Cooperating Teachers ....................................................................... 40
Placements .................................................................................................................... 40
STUDENT TEACHING POLICIES ................................................................................ 41
Pre-requisites for Student Teaching .............................................................................. 41
Schedule ........................................................................................................................ 41
Attendance .................................................................................................................... 41
Transportation, Food, and Housing Arrangements ....................................................... 42
Substitute Teaching/Other Assignments ....................................................................... 42
Absence of Cooperating Teacher .................................................................................. 42
Additional Activities during Student Teaching ............................................................ 42
Employment during Student Teaching ..................................................................... 42
Extracurricular Activities .......................................................................................... 43
Transporting Students ................................................................................................... 43
Inclement Weather ........................................................................................................ 43
Assessment and Evaluation........................................................................................... 43
Mid-Semester Evaluation.......................................................................................... 43
Final Semester Evaluation ........................................................................................ 43
Reporting Concerns and Problems................................................................................ 44
Termination of Student Teaching Assignment ............................................................. 44
Membership in North Greenville University Student Education Organizations .......... 44
Professional/Appropriate Appearance .......................................................................... 45
Full-time Student Teaching........................................................................................... 45
The National Assessment Examinations....................................................................... 45
Certification .................................................................................................................. 45
Completion of Degree ................................................................................................... 46
RESPONSIBILITIES OF PERSONNEL ASSOCIATED WITH THE TEACHER
EDUCATION PROGRAM .............................................................................................. 47
Vice President of Academics .................................................................................... 47
Director of Teacher Education .................................................................................. 47
Student Teacher Placement Coordinator .................................................................. 47
Student Records Coordinator .................................................................................... 47
Education Faculty/Supervising Instructors ............................................................... 48
School District Superintendent or Designee ............................................................. 48
Local School Administrator or Designee .................................................................. 48
Cooperating Teacher ................................................................................................. 49
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The Student Teacher ................................................................................................. 50
APPENDIX A – Student Teacher Forms.......................................................................... 53
Student Teaching Release Form ............................................................................... 54
Student Teacher Information Update ........................................................................ 55
North Greenville University Student Information Form .......................................... 56
Student Teacher Attendance Sheet ........................................................................... 57
Student Teacher Absence Report* ............................................................................ 58
Guidelines for Developing ADEPT Notebook ......................................................... 59
Rubric for ADEPT notebook Evaluation .................................................................. 60
ADEPT Notebook Check-List .................................................................................. 61
Guidelines for Developing ADEPT Portfolio Presentation .............................................. 62
Rubric for ADEPT Portfolio Presentation ................................................................ 62
Student Teacher Evaluation of Cooperating Teacher ............................................... 63
Student Teacher Evaluation of Student Teaching Experience .................................. 65
Exit Survey for Student Teacher ............................................................................... 66
APPENDIX B - Supervising Instructor Forms ................................................................. 67
APPENDIX C - Cooperating Teacher Forms ................................................................... 91
Cooperating Teacher Personal Data Sheet ................................................................ 92
The Good Mentor ...................................................................................................... 97
Actions to Assist in ADEPT Performance Standards ............................................... 99
APPENDIX D ................................................................................................................. 114
APPENDIX E ................................................................................................................. 123
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CONCEPTUAL FRAMEWORK
VISION OF THE COLLEGE OF EDUCATION
The College of Education seeks to prepare teachers who have not only deep
understanding of subjects and methods of teaching, but also deep understanding of
students; who not only facilitate students’ learning, but also promote students’ holistic
wellbeing; who desire not only to see others continually grow and develop, but
themselves also. We envision our graduates teaching effectively, leading through
example and continually learning the art and science of the teaching profession.
MISSION
The self examination process required in the development of our Conceptual
Framework has led to an insightful discovery of who we are as the Educational Division
at North Greenville University. We are the link between past, present and future.
This neophyte teacher education program, first approved in 1997, has grown at an
astonishing rate. In five short years we have graduated 196 Elementary, Early
Childhood, and Music Education majors. This rapid growth parallels the growth of the
institution as a four-year university.
Although the institution was accredited as a four-year university in 1991, roots
were established in 1891 when Southern Baptists had the vision to begin a school in the
“Dark Corner” of South Carolina. Established to bring light into the darkness through
Christian education, the school has now come full circle. Building on a heritage of belief
that education can and must provide light in the darkness, we now have a teacher
education program which trains teachers not only for this geographic area, but also other
states and foreign countries.
J. Dean Crain, Principal of North Greenville Academy in 1914, predicted that “the
school is just entering upon its career of usefulness, and ere long what is known far and
wide as the Dark Corner of South Carolina shall become famous for the light shed by the
lives of its people” (Crain, 1914, p.65). As the present link in the fulfillment of this
mission, we prepare students to respond to God’s vocational calling for their lives. The
College of Education, with university and community stakeholders, conceived and
designed a teacher education program that prepares teachers who experience a sense of
calling to the profession to become effective practitioners, caring leaders, and lifelong
learners. We urge our graduates to remember this past and go forward with resolve and
courage. We challenge them, just as Paul, in Philippians 3:14 (NIV) to press on toward
the goal to claim the prize for which God has called them.
Building on a heritage of teachers who modeled behaviors indicative of high
expectations, the faculty in the College of Education continue to demonstrate for students
the knowledge, skills and dispositions that empower them to go forward with resolve and
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courage as teacher education graduates of a school “of high grade equal to any in the
country” (Howard, 1967, p. 5). IN ALIGNMENT WITH THE PURPOSE AND
MISSION OF NORTH GREENVILLE UNIVERSITY, THE MISSION OF THE
COLLEGE OF EDUCATION IS TO DEVELOP TEACHERS WHO POSSESS
KNOWLEDGE, SKILLS, AND DISPOSITIONS THAT EMPOWER THEM TO
FOSTER LEARNING IN ALL STUDENTS.
Our logo encapsulates in graphic form the interrelationship of our vision, mission
and outcomes reflected in three conjoining circles and linked by the light of a calling to
the profession.
TEACHER EDUCATION PROGRAM
NORTH GREENVILLE UNIVERSITY
AIM
The teacher education program at North Greenville University, a Christ-centered
institution, prepares teacher candidates to become effective practitioners, caring leaders,
and lifelong learners in a diverse, changing society.
PHILOSOPHY
Our beliefs about how best to prepare teacher candidates to become effective,
reflective and facilitative practitioners rest, first of all, on the Bible as the solid
foundation for a philosophy of education and of life, in keeping with the Christian
commitment of North Greenville University. Other knowledge bases that provide
direction to our efforts include educational theory and research, the wisdom of practice,
and state and national policy directives.
Academic research and the American public agree that teacher quality is the most
important education factor driving student performance (Milken, 2000). Studies reported
by Marzano (2003) confirm the profound impact a teacher can have on individual student
achievement, noting a positive relationship between teachers’ content and pedagogical
knowledge and student achievement. The link between social support, academic learning
and student achievement suggests that teachers must not only provide the instruction
necessary to meet high expectations, but must also provide a sense of trust, confidence,
and psychological safety that allows students to learn. The findings of Lee, Smith, Perry,
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and Smylie (1999) suggest that gains in student achievement require both high academic
expectations and the social support necessary for students to achieve.
Teachers are decision makers and problem solvers working in a very complex
environment with multiple, simultaneous demands on their time and attention. Mere
mindless application of techniques based on research and learned by rote is not sufficient
to solve the problems of teaching; prospective teachers must learn to practice reflectively
(Schon, 1987). Teachers who conceive of and conduct themselves as learners provide a
model for students and are better able to help students succeed as learners (Sternberg,
1987). Ongoing professional growth is a hallmark of quality in teaching.
High quality in teaching is also a function of caring; school relationships
characterized by caring promote growth among teachers as well as students (Noddings,
1992). As Palmer (1998) described it, good teaching cannot be reduced to technique; it
comes from the identity and integrity of the teacher. Good teachers’ methods vary
widely, but they consistently create connections among the teacher, the students and the
subject; they build a community. Sergiovanni (1992) spoke of schools becoming
“virtuous enterprises;” Chaskin and Rauner (1995) urged us to search for ways to build
caring into the environments in which young people develop. Teachers who care for and
serve the best interests of their students are fulfilling a spiritual principle (Philippians
2:4); they are demonstrating love and exercising Biblical servant-leadership.
In addition to valued research on quality in teaching, students can provide
insightful and articulate observations on excellence in teaching. Fall, 2003, the entering
freshmen at North Greenville University were required to write an essay for freshman
English placement based on one of two writing prompts: What is an excellent student? or
What is an excellent teacher? A College of Education faculty member analyzed 145
responses to the question of what is an excellent teacher. Not surprisingly, students
focused on those qualities and characteristics correlating to our philosophy, and
ultimately, our outcomes that define excellence in teaching. Students identified a caring,
compassionate, selfless, and sacrificial teacher who “goes the extra mile” by staying late,
being available, knowing students’ needs, and expressing a willingness to help. Students
also identified knowledge of the subject, a demonstration of a variety of teaching and
classroom management skills, personal traits of fairness, loyalty, and honesty, and a
commitment to lifelong learning as characteristics of the excellent teacher. Finally,
students identified recognition of individual differences reflected in proficiencies such as,
providing different learning activities for different types of students, answering and
assisting all students, and adapting to differences in learning and teaching styles.
Additionally, a fundamental area that must permeate all educational programs is
multicultural education. Teacher candidates must be prepared for an environment
requiring diverse and complex human responses, both cognitively and affectively. The
cultural fusion into a melting pot of cultures is no longer the reality; rather, it is a mosaic
of many colors and forms, each piece of which retains its uniqueness. In contrast, the
racial and ethnic composition of American teachers continues to be primarily white
female (Chisholm, 1994, p.3). As reflective practitioners, teacher candidates must
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develop an awareness of their own cultural perspective. Teacher candidates must also
develop a cultural competence to function comfortably in a culture different from their
own. Teacher candidates must develop and appreciate all aspects of culturally diverse
groups, including their values, stories, art, music, religions, and learning styles. They
must recognize the close links of cultural roots and cognition in order to adapt with
appropriate teaching styles (Boykin, 2000).
Recognizing also the importance of preparation of teacher candidates for a
broader societal scope, we collaborate with those state and national program directives
that articulate standards to develop a common core of knowledge and skills to be
acquired by all new teachers. The Interstate New Teacher Assessment and Support
Consortium (INTASC), a program of the Council of Chief State School Officers, has
developed standards based upon shared views within the profession of what constitutes
professional teaching. In addition, the South Carolina Department of Education has
articulated performance standards as a component of the System of Assisting, Developing
and Evaluating Professional Teaching (ADEPT). These expectations are based on a large
repertoire of knowledge and skills that provide the foundation for competent practice
(SCTeachers.org), and are required in all South Carolina teacher education programs for
teacher evaluation and improvement.
The College of Education recognizes that learner-centered, constructivistic,
experiential, collaborative and reflective approaches to instruction promote deep,
powerful, meaningful learning, both in teacher education and K-12 schooling (e.g.,
Darling-Hammond, 1997; Gardner, 1999; Zemelman, Daniels & Hyde, 1998). We find
ourselves on a trajectory of growth toward deeper understanding, more effective practice
and enhanced capacity to facilitate such learning with our teacher candidates.
Based ultimately on a spiritual foundation, the program prepares candidates
according to these principles:
Candidates prepare to become caring, committed practitioners through a
logical, coherent, knowledge-based program which allows them to develop
their abilities through guided experience in the field.
The program is aligned with professional (INTASC) and state (ADEPT)
standards and policies. (Appendix B and C).
Desired outcomes for candidates are clearly articulated and constitute the
objectives for each course and learning experience conducted within the
program.
Candidates who meet these objectives for knowledge, skills and dispositions,
articulated as proficiencies, will be competent in subject matter knowledge, as well as
be able to facilitate learning and to nurture the self-concept and self-efficacy of all
learners. They will also be able
to serve schools as caring leaders and be practicing members of the “club of life long
learners” (Smith, 1983).
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UNIT OUTCOMES AND CANDIDATE PROFICIENCIES
Teacher candidates who are successful teachers are EFFECTIVE PRACTITIONERS,
CARING LEADERS, AND LIFELONG LEARNERS.
Practitioners are teachers who demonstrate the knowledge base of effective
teaching methods; understand the application of human development, intelligence
and learning to instruction; understand the interrelationship of curriculum,
instruction, and assessment, and understand content specific to the field of practice.
Leaders are teachers who design an effective learning environment based on
current research and practice reflective decision making as an integral component of
instruction. Leaders communicate effectively with all stakeholders: students,
colleagues, families, social agencies, and other professional constituencies. Caring
leaders foster an optimal learning environment that provides for the social,
emotional and physical safety of all children so that they can learn. Caring leaders
apply visionary thinking to the improvement of professional and societal conditions
to create a context for optimal learning.
Learners are teachers committed to their own personal and professional
development by incorporating into all teaching experiences the application of
current research on instruction and learning. The teacher as lifelong learner models
for students habits of inquiry applicable to life situations, to encourage the
development of intrinsic motivation for learning in students.
The UNIT OUTCOMES of North Greenville University Teacher Education
program serve as goals in the preparation of teacher candidates who as effective
practitioners, nurturing and caring leaders, and lifelong learners:
demonstrate content knowledge and skills in facilitating learning.
model nurturing, caring leadership.
act as lifelong learners who by example and instruction invite lifelong learning in
their students.
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OUTCOMES FOUNDED ON RESEARCH BASE
EFFECTIVE PRACTITIONERS ARE GROUNDED IN CONTENT
KNOWLEDGE AND SKILLED IN FACILITATING LEARNING.
What is the knowledge and research base indicating that effective practitioners
are grounded in content knowledge and skilled in facilitating learning? Before a
teacher can develop the pedagogical expertise necessary, the teacher must have
expertise in the information and concepts of a particular discipline. “Teachers must
come to teaching with the experience of in-depth study of the subject area
themselves.” (Donovan, Bransford, & Pellegrino, 1999, p.16). Teachers must have
sufficient examples to demonstrate a concept to provide a firm foundation of factual
knowledge.
Important also to developing teaching expertise is an understanding of the
growth and development of students in their knowledge and thinking in a discipline
(Donovan et al. 2001). The significance of the Piagetian stages of cognitive
development continues to have a profound effect on pedagogy and the
understanding of how children learn as they adapt to the world around them
((Pulaski, 1971). Effective practitioners are skilled in the transfer of theory of
cognitive development as it applies to instruction and learning. By emphasizing the
use of the internal dialogue (Vygotsky, 1962), teachers develop in students the
metacognitive skills essential to the inquiry process. The evidence from research
indicates that student achievement improves when teachers possess in-depth
knowledge of the discipline, integrate the development of met cognitive skills in
students, and can create classroom instruction that inquires actively into student
thinking (Donovan et al.).
Additional research gives evidence that the quality of a school’s teaching force
has “a major impact on student test scores” (Wenglinsky, 2000, p.31), an impact that
may be seven to ten times as great as that of class size. The highest standard of teacher
quality means the use of the most effective classroom practices.
SUCCESSFUL TEACHERS ARE NURTURING AND CARING LEADERS.
What is the knowledge and research base indicating that successful teachers are
nurturing and caring leaders? “Success in effective interaction that brings mutually
beneficial results to everyone involved. . . working together, communicating together,
making things happen together that even the same people couldn’t make happen by
working independently” describes the value of collaborative effort (Covey, 1989, p.
219). Academic success within the classroom requires an atmosphere of assistance and
support in which the teacher provides the conditions in which students can learn. The
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nurturing and caring leader creates a learning environment that feeds the human
tendencies toward exploration, discovery, creativity, and communication. A dialogical
model that moves the student through Vygotsky’s (1962) appropriate ZPD (Zone of
Proximal Development) requires a respect for the student as the teacher and student
collaborate in the learning experience toward increased competence. A summary of
research by Borman and Rachuba (2001) cites the need for caring and supportive
teachers, positive expectations for all students, a safe and orderly school environment,
and opportunities for students to become meaningfully and productively involved and
engaged within the school, particularly for promoting academic resilience. Wynne
(2001) identifies effective teacher leadership programs as those that consistently focus
on the nurturing and caring qualities of teachers such as collaborating with peers,
parents, and communities in open dialogues, and reflecting on their work to know
what’s best for children.
SUCCESSFUL TEACHERS ARE LIFELONG LEARNERS, WHO BY EXAMPLE
AND INSTRUCTION INVITE LIFELONG LEARNING IN THEIR STUDENTS.
What is the knowledge and research base indicating that successful teachers are
lifelong learners, who by example and instruction invite lifelong learning in their
students? Wynne’s summary of research (2001) indicates several things that teachers do
to contribute to the improvement of self, the profession, and society as they continue to
grow as lifelong learners: demonstrate expertise, consistently learn, reflect on their work,
engage in action research; collaborate with peers, parents and communities; become
socially conscious and politically involved; mentor, become involved in higher education,
and participate in school decisions. Wynne found that most school reform studies
advocate teacher empowerment, shared governance, collegial collaboration, professional
development, and time for reflection as necessary elements. Successful teachers also
grow professionally by sharing their best practices with colleagues and diverse audiences
through publication and participatory activities.
Keeping in step with continually evolving technology is a lifelong learning
process in which teachers, by their own participation, invite their students to learn.
Understanding technology and its role in teaching and learning is critical for effective
instruction and learning in the classroom of the twenty-first century. Teachers must be
well versed in the application of technology. The International Society for Technology in
Education (ISTE) standards (Appendix D) for teachers require a knowledge base that
includes operations and concepts; planning effective learning environments supported by
technology; curriculum plans that include technology to maximize student learning;
technology to facilitate a variety of effective assessment and evaluation strategies;
technology to enhance their own productivity and professional practice; and social,
ethical, legal, and human issues surrounding the use of technology (International Society
for Technology in Education, 2000).
As effective practitioners, teachers are dynamic, enthusiastic, prepared, and
empowered. They incorporate innovations in their teaching based on their own research,
then model for other teachers, and through peer collaboration share outcomes with
10
colleagues. Such a dynamic interaction provides for discussion, self-reflection and
improvement in teaching practices. Through a professional process of dynamic inquiry
and reflection, the teacher is also able to align innovations with district, state, and
national goals (Nesbit, Wallace, Pugalee, Miller and DiBiase, 2001).
The proficiencies required of teacher candidates are aligned with unit outcomes
and represent the knowledge, skills and dispositions essential to being an effective
practitioner, caring leader, and lifelong learner (see matrix on pages that follow).
Assessment of the proficiencies occurs in a variety of forms, in various contexts, and at
specific transition points in the teacher education program. Evidence may take various
forms, and more than one proficiency may be addressed within a particular assessment.
Proficiency/Objectives with Criteria for Acceptable Performance can be found in
Appendix E.
11
OUTCOME 1: THE TEACHER IS AN EFFECTIVE PRACTITIONER,
GROUNDED IN CONTENT KNOWLEDGE AND SKILLED IN FACILITATING
LEARNING.
Proficiencies:
A The candidate understands content of his/her field of practice within the context
of a broad understanding of the liberal arts.
B The candidate communicates subject matter effectively.
C The candidate understands the interrelationship of educational purposes,
curriculum, instruction, and assessment.
D The candidate understands how diversity, human development, and intelligence
affect teaching and learning.
E The candidate uses information technology competently.
F The candidate uses a variety of effective instructional techniques, models,
methods, materials, and resources in a logical sequence for teaching and learning.
OUTCOME 2: THE TEACHER IS A NURTURING AND CARING LEADER.
Proficiencies:
A The candidate exhibits personal responsibility, trustworthiness, fairness, and good
citizenship.
B The candidate respects, values, and holds high expectations for all students.
C The candidate designs an effective, safe learning environment that meets the
child’s physical, social, emotional, and cognitive needs.
D The candidate communicates effectively with all stakeholders.
E The candidate values collaboration and displays tolerance and empathy when
working with others.
OUTCOME 3: THE TEACHER IS A LIFELONG LEARNER WHO BY
EXAMPLE AND INSTRUCTION INVITES LIFELONG LEARNING IN
STUDENTS.
Proficiencies:
A The candidate participates in activities that contribute to the improvement of self,
the profession, and society.
B The candidate uses information technology as a tool for professional growth.
C The candidate models inquiry and reflection.
D The candidate invites lifelong learning through innovative instructional practice.
E The candidate demonstrates professional enthusiasm in instruction, collaboration,
and reflection.
The matrix below describes the alignments of outcomes and proficiencies of all
teacher candidates with INTASC principles (Appendix B) and South Carolina ADEPT
Performance Standards (Appendix C). Proficiencies are also aligned with the standards
of NAEYC, ACEI, NASM, (Appendix F) and ISTE (Appendix G).
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MATRIX OF ALIGNMENT OF OUTCOMES AND PROFICIENCIES,
INTASC STANDARDS, AND ADEPT PERFORMANCE STANDARDS
UNIT OUTCOMES INTASC PRINCIPLES ADEPT
PERFORMANCE
STANDARDS
EFFECTIVE
PRACTITIONER
A. The candidate 1. The teacher APS 5: Using
understands content of understands the central Instructional Strategies
the field of practice concepts, tools of to Facilitate Learning
within the context of a inquiry, and structures
broad understanding of the discipline(s) he APS 6: Providing
of the liberal arts. or she teaches and can Content for
create learning Learners
experiences that
make these aspects of
subject matter
meaningful for
students.
B. The candidate can 6. The teacher uses APS 4: Establishing and
communicate subject knowledge of effective Maintaining High
matter effectively. verbal, nonverbal, and Expectations for
media communication Learners
techniques to foster
active inquiry, APS 6: Providing
collaboration, and Content for
supportive interaction Learners
in the classroom.
C. The candidate 3. The teacher APS 2: Short-Range
understands the understands Planning of
interrelationship of how students differ in Instruction
educational purposes, their approaches to
curriculum, learning and creates APS3: Short-Range
instruction, and instructional Planning,
assessment. opportunities that are Development, and
adapted to diverse Use of
learners. Assessments
7. The teacher plans APS 1: Long-Range
instruction based upon Planning
knowledge of subject
matter, students, the
13
community, and
curriculum goals.
8. The teacher
understands and uses
formal and informal
assessment
strategies to evaluate
and ensure the
continuous
intellectual,
social and physical
development of the
learner.
D. The candidate 2. The teacher APS1: Long-Range
understands how understands Planning
diversity, human how children learn and
development, and develop, and can APS4: Establishing and
intelligence affect provide learning Maintaining High
teaching and learning. opportunities that Expectations for
support their Learners
intellectual, social and
personal development.
APS 8: Maintaining an
3. The teacher Environment That
understands Promotes Learning
how students differ in
their approaches to
learning and creates
instructional
opportunities that are
adapted to diverse
learners.
E. The candidate uses 4. The teacher APS 1: Long-Range
information understands and uses a Planning
technology variety of
competently. instructional strategies APS 5: Using
to encourage Instructional Strategies
students’ development to Facilitate
of critical thinking, Learning
problem solving, and
performance skills. APS 6: Providing
Content for
Learners
14
6. The teacher uses
knowledge of effective
verbal, nonverbal, and
media communication
techniques to foster
active inquiry,
collaboration, and
supportive interaction
in the classroom.
F. The candidate uses a 4. The teacher APS 2: Short-Range
variety of effective understands and uses a Planning of
instructional variety of Instruction
techniques, instructional strategies
models, methods, to encourage students’ APS 5: Using
materials, and development of critical Instructional Strategies
resources for thinking, problem to Facilitate Learning
teaching, learning, solving, and
and classroom performance APS 6: Providing
management. skills. Content for
Learners
APS 7: Monitoring and
Enhancing
Learning
APS 9: Managing the
Classroom
NURTURING AND
CARING LEADER
A. The candidate exhibits 9. The teacher is a APS 8: Maintaining an
personal reflective Environment That
responsibility, practitioner who Promotes Learning
trustworthiness, continually evaluates
fairness, and good the effects of his/her APS 10: Fulfilling
citizenship. choices and actions on Professional
others (students, Responsibilities
parents, and Beyond the
other professionals in Classroom
the learning
community) and who
actively seeks out
opportunities to
grow professionally.
15
B. The candidate 5. The teacher uses an APS 4: Establishing and
respects, values, and understanding of Maintaining High
holds high individual and group Expectations for
expectations for all motivation and Learners
students. behavior to create a
learning
environment that
encourages positive
social interaction,
active
engagement in
learning, and self-
motivation.
C. The candidate designs 2. The teacher APS 1: Long-Range
an effective, safe understands Planning
learning environment how children learn and
that meets the child’s develop, and can APS 8: Maintaining an
physical, social, provide learning Environment that
emotional needs. opportunities Promotes
that support their Learning
intellectual, social and
personal development. APS9: Managing the
Classroom
D. The candidate 10. The teacher fosters APS 10: Fulfilling
communicates relationships with Professional
effectively with all school colleagues, Responsibilities
stakeholders: parents, and Beyond the
colleagues, parents, agencies in the larger Classroom
students, community, community to support
agencies, and other students’ learning and
professionals. well-being.
E. The candidate values 9. The teacher is a APS 10: Fulfilling
collaboration and reflective Professional
displays tolerance and practitioner who Responsibilities
empathy when continually evaluates Beyond the
working with others. the effects of his/her Classroom
choices and actions on
others (students,
parents, and
other professionals in
the learning
community) and
16
who actively seeks out
opportunities to grow
professionally.
LIFELONG LEARNER
A. The candidate 9. The teacher is a APS 10: Fulfilling
participates in reflective Professional
activities that practitioner who Responsibilities
contribute to the continually evaluates Beyond the
improvement of self, the effects of his/her Classroom
the profession, and choices and actions on
society. others (students,
parents, and other
professionals in the
learning
community) and who
actively seeks out
opportunities to grow
professionally.
10. The teacher fosters
relationships with
school colleagues,
parents, and agencies
in the larger
community to
support students’
learning and well-
being.
B. The candidate uses 9. The teacher is a APS1: Long-Range
information technology reflective practitioner Planning
as a tool for who continually
professional valuates the effects of APS 10: Fulfilling
growth. his/her choices and Professional
actions on others Responsibilities
(students, parents, and Beyond the
other professionals in Classroom
the learning
community) and who
actively seeks out
opportunities to grow
professionally
17
C. The candidate models 6. The teacher uses APS 5: Using
inquiry and reflection. knowledge of effective Instructional Strategies
verbal, nonverbal, and to Facilitate Learning
media communication
techniques to foster APS 7: Monitoring and
active inquiry, Enhancing
collaboration, and Learning
supportive interaction
in the classroom.
10. The teacher fosters
relationship with
school colleagues,
parents, and agencies
in the larger
community to support
students’ learning and
well-being.
D. The candidate invites
lifelong learning
through innovative
instructional
practice.
E. The candidate
demonstrates
professional
enthusiasm in
instruction,
collaboration, and
reflection.
18
ASSESSMENT OF STUDENT TEACHERS
In order to determine whether candidates are making acceptable progress in
developing the knowledge, skills and dispositions deemed necessary and sufficient for
effective, reflective and facilitative practice, the College of Education conducts a series of
assessments at benchmark points in candidates’ movement through the program.
Summative evaluation at each of these decision points involves multiple measures of a
candidate’s progress. In addition, students experience formative evaluation in all aspects
of the program as faculty members provide students with regular feedback in course
work, projects, and field experiences. Benchmark points of assessment are:
Admission to the teacher education program
Admission to directed student teaching
Completion of directed student teaching
Completion of the teacher education program.
Assessment of candidates’ performances takes place at each of the four
benchmark points. Assessments are consistent in their application to all candidates.
Some assessments are of a quantitative nature, such as grade point and test scores.
Where rubrics are used, raters are trained in the use of the rubric.
Portfolios are assessed both quantitatively and qualitatively. The quantitative
assessment addresses requirements for inclusion in portfolios; the qualitative assessments
are rubrics assessing the innovative, creative and unique characteristics of the portfolios.
.
Students become eligible for formal admission to the program during the semester
in which they complete 45 credit hours meeting degree requirements (i.e., typically
during the first semester of their sophomore year). Faculty members examine multiple
sources of evidence to determine the student’s acceptance into the program. These
includes grades in certain courses, overall GPA, Praxis I test scores or an original copy of
SAT or ACT scores that meet a passing standard, Assessment of Dispositions from
University faculty, and two writing samples. Upon completion of the evaluation of the
evidence, the faculty of the College of Education makes recommendations to the Teacher
Education Committee. The Teacher Education Committee may provisionally admit
students to the program or refer them to their advisor for development of a plan for
remediation or for a change of major if they are unable to meet all the criteria. Education
faculty continue to evaluate candidates using the Assessment of Dispositions throughout
the program. Candidates may be removed from the program after admission for failure to
maintain the required GPA or serious misconduct.
The next decision point is reached when candidates apply for Directed Student
Teaching. Assessments used to decide whether candidates are prepared to enter student
19
teaching include grades in Education courses, overall GPA, passing scores on Praxis II
examinations, on-going evaluation by cooperating teachers and University professors, the
Assessment of Dispositions, and summative evaluations from teachers in field experience
placements. Candidates schedule a pre-student teaching conference with the Director of
Teacher Education, who reviews the assessment evidence and discusses with the student
perceived strengths and weaknesses. The Director of Teacher Education then
recommends either that the Teacher Education Committee admit the student to Directed
Student Teaching or that the student be required to engage in remediation and apply again
for admission to Directed Student Teaching.
During the Directed Student Teaching experience, mentors, supervisors and
cooperating teachers collaboratively evaluate each candidate’s performance on the
ADEPT Performance Standards. Candidates’ proficiencies, portfolios, and final
presentations are also evaluated. Teacher work samples are evaluated for value added
evidence of each candidate’s on K-12 students. Teacher candidates who complete the
Directed Student Teaching experience successfully (making a grade of “C’ or better) are
eligible for graduation and are recommended to the South Carolina State Department of
Education for certification.
On the following pages is a matrix describing the alignment of outcome
proficiencies with benchmark assessments.
20
ALIGNMENT OF OUTCOME PROFICIENCIES AND
ASSESSMENTS
Outcome 1: The teacher is an effective practitioner, grounded in content
knowledge and skilled in facilitating learning.
Proficiencies Benchmark Point Benchmark Assessments
A. The candidate understands A. Admission to Program A. Praxis I, GPA
content of their field of
practice within the context
of a broad understanding of
the liberal arts.
B. The candidate B. Completion of Directed B. Portfolio;
communicates subject Student Teaching Cooperating/supervi
matter effectively. sing teachers’
evaluations; ADEPT
C. The candidate understands C. Admission to Student C. State Licensing
the interrelationship of Teaching, and Exam, portfolio,
educational purposes, completion of Student cooperating teacher
curriculum, instruction, and Teaching evaluation, ADEPT,
assessment. Teacher Work
Sample (TWS)
D. The candidate understands D. Admission to Student D. Course work; field
how diversity, human Teaching and experiences;
development, and completion of Student portfolio; TWS
intelligence affect teaching Teaching
and learning.
E. The candidate uses E. Admission to Teacher E. Portfolio; course
information technology Education Program and Work; TWS
competently. completion of Student
Teaching
F. The candidate uses a F. Completion of Student F. Portfolio;
variety of effective Teaching cooperating /
instructional supervising
techniques, models, teachers’
methods, materials, evaluations; TWS
and resources in a logical
sequence for teaching and
learning.
21
Outcome 2: The teacher is a nurturing and caring leader.
Proficiencies Benchmark Point Benchmark Assessments
A. The candidate A. Admission to the A. Portfolio, faculty
exhibits personal Program recommendations
responsibility,
trustworthiness,
fairness, and good
citizenship. B. Portfolio;
cooperating/
B. The candidate B. Admission to supervising
respects, values, Student Teaching; teachers’
and holds high completion of evaluations; TWS
expectations for all Student Teaching
students. C. Portfolio;
cooperating/
C. The candidate C. Completion of supervising
designs an Student Teaching teachers’
effective, safe evaluations; TWS
learning
environment that
meets the child’s
physical, social,
and emotional and D. Portfolio
cognitive needs.
D. Completion of
D. The candidate Student Teaching
communicates
effectively with all E. Faculty evaluation;
stakeholders. portfolio,
E. Admission to the cooperating/supervi
E. The candidate Teacher Education sing teachers’
values Program; evaluations
collaboration and completion of
displays tolerance Student Teaching
and empathy when
working with
others.
22
Outcome 3: The teacher is a lifelong learner who by example and instruction invites
lifelong learning in students.
Proficiencies Benchmark Point Benchmark Assessments
A. The candidate participates in A. Completion of A. Portfolio;
activities that contribute to the Student Teaching cooperating teacher
improvement of self, the evaluation
profession, and society.
B. The candidate uses technology B. Admission to B. Portfolio; course
as a tool for professional Teacher Education work
growth. Program; completion
of Student Teaching
C. The candidate C. Admission to the C. Recommendations,
models inquiry and Teacher Education field experiences,
reflection. Program; completion portfolio
of Student Teaching
D. Cooperating/superv
ising teachers’
D. The candidate invites lifelong D. Completion of evaluations,
learning through innovative Student Teaching portfolio
instructional practice.
E. Student teaching,
cooperating/supervi
E. The candidate demonstrates E. Completion of sing teachers’
professional enthusiasm in Student Teaching evaluations,
instruction, collaboration, and portfolio
reflection.
23
PROFICIENCIES/OBJECTIVES WITH CRITERIA FOR STUDENT TEACHING
Outcome 1 The teacher is an effective practitioner, grounded in content knowledge and
skilled in facilitating learning.
Proficiency 1.A: The candidate understands content of his/her field of practice within
the context of a broad understanding of the liberal arts.
INTASC Principle – The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches
and can create learning experiences that make these aspects
of subject matter meaningful for students.
ADEPT Performance Standards – APS 5: Using Instructional Strategies to
Facilitate Learning
APS 6: Providing Content for Learners
Objective 1.A.1. The candidate demonstrates an understanding of content within the
field of practice.
Demonstrates accurate, in-depth knowledge of subject matter in planning,
implementing and assessing instructional activities.
Objective 1.A.2. The candidate integrates content across the curriculum.
Incorporates interdisciplinary approaches to teaching and learning into
instructional activities
Provides for integration of content across disciplinary boundaries in lessons
and unit plans.
Proficiency 1.B. The candidate communicates subject matter effectively.
INTASC Principle – The teacher uses knowledge of effective, verbal, nonverbal,
and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the
classroom.
ADEPT Performance Standards – APS 4: Establishing and Maintaining High
Expectations for Learners
APS 6: Providing Content for Learners
Objective 1.B.1. The candidate provides content from multiple sources and in
varied formats that expose students to a variety of intellectual,
social and cultural perspectives.
Uses material that goes beyond the textbook(s) to other sources, such as
original works or documents, that ensure comprehensive and accurate
presentations of content
24
Uses materials that include audiovisual, multimedia, and/or online formats, as
well as texts representing various perspectives and genres.
Objective 1.B.2. The candidate uses communication techniques including verbal
and nonverbal media to ensure students’ participation in
instructional activities related to the content.
Encourages all students to ask questions and to express opinions as a regular
part of instructional activities
Practices active listening, paraphrasing students’ expressions in order to
ensure understanding
Employs a variety of appropriate means of communication
Tone of voice, body language, facial expressions and word choice convey that
all students are invited and encouraged to participate in instructional activities,
including discussions.
Proficiency 1.C. The candidate understands the interrelationship of educational
purposes, curriculum, instruction and assessment.
INTASC Principles – 3. The teacher understands how students differ in their
approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
7. The teacher plans instruction based upon knowledge of
subject matter, students, the community, and
curriculum goals.
8. The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the
continuous intellectual, social and physical
development of the learner.
ADEPT Performance Stardands – APS 1: Long-Range Planning
APS 2: Short-Range Planning of Instruction
APS 3: Short-Range Planning,
Development, and Use of Assessments
Objective 1.C.1. The candidate uses curriculum that is based on state and national
curriculum standards.
Understands the role of curriculum standards
Plans for instruction indicate which standards are being addressed
Selects appropriate standards for the grade level while accommodating the
needs, interests and abilities of students.
25
Objective 1.C.2. The candidate develops long and short range plans that reflect an
understanding of the importance of aligning curriculum,
instruction, and assessment with the purposes of education.
Writes plans that relate the course objectives, instruction, and assessments to
students’ needs, interests and abilities
Instructional plans show the alignment of instruction and assessment activities
to objectives based on curriculum standards.
Objective 1-C-3 The candidate uses assessment results to evaluate all students’
progress and achievements.
Records show how each student is progressing toward a skill or has mastered that
skill
Plans instructional and assessment activities based on the results of previous
assessments.
Proficiency 1.D. The candidate understands how diversity, human development, and
intelligence affect teaching and learning.
INTASC Principles – 2. The teacher understands how children learn and
develop, and can provide learning opportunities that
support their intellectual, social and personal
development.
3. The teacher understands how students differ in their
approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
ADEPT Performance Standards – APS 1: Long-Range Planning
APS 4: Establishing and Maintaining High
Expectations for Learners
APS 8: Maintaining an Environment That
Promotes Learning
Objective 1.D.1 The candidate utilizes student demographic data in planning
instruction for diverse students.
Long-range and short-range plans for instruction and assessment contain
descriptions of the students’ social and cultural backgrounds and other
relevant demographic information.
Instructional plans reflect awareness of and sensitivity to students’
backgrounds.
26
Objective 1.D.2 The candidate plans, facilitates and evaluates learning activities
that accommodate individual differences with regard to diversity,
human development and type of intelligence.
Long-range plans contain descriptions of the students’ developmental levels,
learning styles, abilities, needs and interests.
Information about students is obtained from a variety of sources, and these are
documented in the plan.
Short-range plans for instruction and assessment indicate how these factors
are taken into account in planning, implementing and evaluating instruction
by describing the specific accommodations to be made.
Plans set expectations for performance that are appropriately high for all
students, depending on ability levels.
Assessment strategies are appropriate for students’ abilities and
developmental levels.
Plans build on students’ prior learning and development.
Resources, materials, and technologies used are chosen with a view to
presenting information from a variety of cultural perspectives and in a variety
of formats to meet learners’ needs and interests.
Instructional strategies used accommodate differences in rates of learning and
learning styles
Analyzes results of assessments in order to evaluate appropriateness of
instruction in terms of accommodating for individual differences among
students.
Proficiency 1.E. The candidate uses technology competently.
INTASC Principles 4. The teacher understands and uses a variety of
instructional strategies to encourage students’
development of critical thinking, problem solving, and
performance skills.
6. The teacher uses knowledge of effective verbal,
nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive
interaction in the classroom.
ADEPT Performance Standards APS 1: Long-Range Planning
APS 5: Using Instructional Strategies to
Facilitate Learning
APS 6: Providing Content for Learners
27
Objective 1.E.1 The candidate demonstrates a sound understanding of technology
operations and concepts.
Differentiates between appropriate and inappropriate uses of technology for
teaching and learning while using electronic resources to design and
implement learning activities.
Objective 1.E.2 The candidate uses information technology for curriculum,
instruction, and assessment to maximize learning.
Uses technology tools to collect, analyze, interpret, and communicate student
performance data
Identifies technology resources available in schools and analyzes how
accessibility to those resources affects planning for instruction
Plans for the management of electronic instructional resources within a lesson
design by identifying potential problems and planning for solutions
Plans and teaches student-centered activities and lessons in which students
apply technology tools and resources
Objective 1.E.3. The candidate utilizes information technology to enhance personal
productivity.
Applies online and other technology resources to support problem solving and
related decision making for maximizing learning
Uses technology productivity tools to complete required professional tasks.
Proficiency 1.F. The candidate uses a variety of effective instructional techniques,
models, methods, materials and resources in a logical sequence for
teaching and learning.
INTASC Principle 4. The teacher understands and uses a variety of
instructional strategies to encourage students’
development of critical thinking, problem solving, and
performance skills.
ADEPT Performance Standards APS 2: Short-Range Planning of Instruction
APS 5: Using Instructional Strategies to
Facilitate Learning
APS 6: Providing Content for Learners
APS 7: Monitoring and Enhancing Leaning
APS 9: Managing the Classroom
28
Objective 1.F.1. The candidate uses a variety of instructional techniques, models,
methods, materials, and resources in a logical sequence for
teaching and learning.
Displays proficient use of appropriate techniques, models, methods, materials,
and/or resources in a logical sequence for teaching and learning.
Objective 1.F.2. The candidate applies, evaluates, and adjusts instructional
techniques, models, methods, materials, and resources that enhance
instruction, learning, and classroom management.
Adjustments in instructional techniques, models, methods, materials, and
resources are made during the lesson as needed.
Addresses a broad continuum of learning abilities, and a variety of learning
styles
Uses a variety of techniques such as social approval, contingent activities, and
consequences and adjusts as necessary to maintain a positive learning
environment.
Outcome 2 The teacher is a nurturing and caring leader.
Proficiency 2.A. The candidate exhibits personal responsibility, trustworthiness,
fairness and good citizenship.
INTASC Principle 9. The teacher is a reflective practitioner who continually
evaluates the effects of his/her choices and actions on
others (students, parents, and other professionals in the
learning community) and who actively seeks out
opportunities to grow professionally.
ADEPT Performance Standards APS 8: Maintaining an Environment That
Promotes Learning
APS 10: Fulfilling Professional
Responsibilities Beyond the Classroom
Objective 2.A.1. The candidate demonstrates initiative in fulfilling professional responsibilities.
Demonstrates active engagement in learning
Asks questions
Participates verbally in class discussions
Consistently meets deadlines
Attends classes and meetings in a punctual manner
Completes assignments when absent
Consistently meets attendance requirements
Participates in opportunities for professional development
29
Addresses concerns and problems in a timely manner
Consistently performs assigned duties.
Objective 2.A.2. The candidate demonstrates a sense of fairness and ethical behavior.
Avoids academic dishonesty (plagiarism, cheating)
Enforces classroom rules/procedures consistently and fairly for all students
Uses assessment practices that conform to principles of fairness and codes of
ethical testing practice
Assesses based on students’ academic performance rather than other personal
characteristics
Conforms to codes of ethics for educators.
Proficiency 2.B. The candidate respects, values, and holds high expectations for all
students.
INTASC Principle 5. The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment
that encourages positive social interaction, active
engagement in learning, and self-motivation.
ADEPT Performance Standards APS 4: Maintaining High Expectations for
Learners
Objective 2.B.1. The candidate engages positively all students with various learning
styles, developmental levels, abilities and backgrounds.
Demonstrates friendliness, warmth, caring and respect when interacting with students
Accepts students and treats them as valuable individuals, seeking to
understand them even when questioning their behavior
Displays a concern for students’ wellbeing rather than a need to control,
dominate or force conformity upon them.
Expresses, verbally and nonverbally, good will, caring and helpful intent toward all
students. The candidate’s demeanor conveys a belief that all students can learn.
Seeks to find ways to help students succeed
Facilitates learning activities that promote mastery of important information.
30
Objective 2.B.2. The candidate uses methods of instruction that emphasize critical
thinking and flexible approaches to problems.
Provides all students an opportunity to develop critical thinking and problem-
solving skills through instructional activities that include problems or
questions in which there is no clear answer or single accepted solution
Provides instructional activities and assessments that address all levels of the
Taxonomy of Objectives for the Cognitive Domain (Bloom et al)
Provides opportunities for students to use analytical, practical and creative thinking.
Creates activities that require students to research, explore and evaluate a
variety of ideas from multiple perspectives.
Proficiency 2.C. The candidate designs an effective, safe learning environment that
meets the child’s physical, social, emotional and cognitive needs.
INTASC Principle 2. The teacher understands how children learn and develop,
and can provide learning opportunities that support their
intellectual, social, and personal development.
ADEPT Performance Standards APS 1: Long-Range Planning
APS 8: Maintaining and Environment that
Promotes Leaning
APS 9: Managing the Classroom
Objective 2.C.1 The candidate practices proactive behavior management/guidance
to meet students’ physical, social, emotional and cognitive needs.
Understands the physical, social, emotional and cognitive needs of students as
these are related to learning and success in school.
Develops a written behavior management plan. At the beginning of the school
term, the candidate explains and models expectations in a positive, non-
threatening way.
Follows the behavior plan, in a consistent, respectful and fair manner.
-avoids punishing students unreasonably
-overlooks inconsequential behavior
-addresses inappropriate behavior quickly and firmly
-addresses individual students’ behavior rather than the entire class
Displays self-control in respectfully interacting with students
-body language, facial expressions, volume and tone of voice and word
choice convey respect for students
-models courtesy and good manners
31
-demonstrates friendliness by smiling at students and calling them by
name
-Avoids belittling, demeaning, humiliating or threatening language
Creates an emotional climate in which students are encouraged and guided to
interact cooperatively, supportively and respectfully with each other.
Objective 2.C.2. The candidate creates a safe physical environment that invites learning.
Follows emergency procedures established by school authorities
Creates a socio-emotional climate in which students feel free of fear,
intimidation, coercion or harassment
Monitors the physical environment for potential hazards.
Proficiency 2.D. The candidate communicates effectively with all stakeholders.
INTASC Principle 10. The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support
students’ learning and well-being.
ADEPT Performance Standards APS 10: Fulfilling Professional Responsibilities
Beyond the Classroom
Objective 2.D.1. The candidate demonstrates effective oral and written
communication with stakeholders.
Responds empathically to others, communicating accurate understanding of
factual and emotional content expressed and refraining from imposing
personal interpretations and judgments
Uses appropriately the conventions of standard English, both in verbal and
written communication
Tailors communication to fit the needs, abilities and interests of the intended audience
Gives students directions and procedures that are clear, appropriately detailed,
developmentally appropriate and in a variety of formats.
Objective 2.D.2. The candidate uses technology to establish relationships with all
stakeholders.
Uses e-mail, newsletters, telephone, websites or other means to inform
stakeholders of classroom activities and events
32
Proficiency 2.E. The candidate values collaboration and displays tolerance and empathy
when working with others.
INTASC Principle 9. The teacher is a reflective practitioner who continually
evaluates the effects of his/her choices, and actions on
others (students, parents, and other professionals in the
learning community) and who actively seeks out
opportunities to grow professionally.
ADEPT Performance Standards APS 10: Fulfilling Professional Responsibilities
Beyond the Classroom
Objective 2.E.1. The candidate works with different councils and other groups to
address school and community needs.
Attends or joins an academic organization and becomes involved in activities
of the organization
Contributes to the work of organizations within the school.
Objective 2.E.2. The candidate understands and values diverse perspectives in
working with others.
Solicits and seeks to understand others’ views.
Demonstrates respect through language, tone of voice and demeanor.
Objective 2.E.3. The candidate promotes, through modeling and instruction,
respect, understanding and sensitivity for the feelings, ideas, and
backgrounds of all students.
Allows students to express their perspectives without consequences
Demonstrates understanding of and sensitivity to students’ backgrounds in
implementing instructional activities
Responds to students’ concerns and comments respectfully and sensitively.
Outcome 3 The teacher is a lifelong learner who by example and instruction invites
lifelong learning in students.
33
Proficiency 3.A. The candidate participates in activities that contribute to the
improvement of self, the profession and society.
INTASC Principle 9. The teacher is a reflective practitioner who continually
evaluates the effects of his/her choices, and actions on
others (students, parents, and other professionals in the
learning community) and who actively seeks out
opportunities to grow professionally.
10. The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support
students’ learning and well-being.
ADEPT Performance Standards APS 10: Fulfilling Professional Responsibilities
Beyond the Classroom
Objective 3.A.1. The candidate participates in professional organizations, service
learning or other activities that contribute to professional growth.
Attends or joins an organization or activity related to education or professional
development.
Objective 3.A.2. The candidate evaluates the effects of his or her choices and
actions on others and self.
Engages in self-evaluation, reflecting either verbally or in writing upon the
effect his or her behaviors have on students, colleagues, self and other
stakeholders
Uses the results of self-evaluation to improve the quality of interactions with
others and his or her effectiveness in maintaining beneficial relationships.
Proficiency 3.C. The candidate models inquiry and reflection.
INTASC Principle 6. The teacher uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the
classroom.
10. The teacher fosters relationship with school colleagues,
parents, and agencies in the larger community to support
students’ learning and well-being.
ADEPT Performance Standards APS 5: Using Instructional Strategies to
Facilitate Learning
APS 7: Monitoring and Enhancing Learning
34
Objective 3.C.1. The candidate uses various approaches to inquiry.
Demonstrates understanding of various approaches to inquiry
Incorporates a variety of inquiry strategies into his or her practice, both for
personal growth and for enhancing the learning of students
Uses research from a variety of sources to improve practice
Uses action research as a tool for systematic investigation and improvement of
practice.
Objective 3.C.2. The candidate engages in reflective practice, individually and
collaboratively, to facilitate learning.
Work samples indicate a self-evaluation of the successes or failures of the
instructional process and plans for improvement.
Regularly and systematically examines assumptions, beliefs, theories and
values in relation to practice, both individually and collaboratively
Continually seeks greater congruency between espoused theories and theories
in use.
Proficiency 3.D. The candidate invites lifelong learning through innovative
instructional practice.
INTASC Principle 6. The teacher uses knowledge of effective verbal,
nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive
interaction in the classroom.
ADEPT Performance Standards APS 5: Using Instructional Strategies To
Facilitate Learning
APS 7: Monitoring and Enhancing
Learning
APS 8: Maintaining an Environment
that Promotes Learning
Objective 3.D.1. The candidate tries new or alternative instructional teaching
strategies and encourages student input and suggestions to guide
instruction.
Incorporates a variety of teaching strategies in plans for each concept, unit
or module.
35
Utilizes more than one strategy during instructional time
Does not dominate the lesson with teacher talk
Encourages content-related questions, comments and ideas.
Objective 3.D.2. The candidate demonstrates competence in working with
heterogeneous groups of students.
Responds appropriately to student differences
Provides sufficient wait time for all students to have an opportunity to respond
to questions
Organizes student groups in ways that reflect equality of and respect for the
diversity of students in the classroom
Acknowledges and accepts all content related contributions from students and
incorporates those contributions into instruction in a positive manner.
Objective 3.D.3. The candidate provides a physical environment that invites and stimulates
students to learn.
Provides content related, developmentally appropriate visuals in the classroom
that support instructional goals
Displays student work and learning materials that are timely, accessible and of
interest to the students
Organizes materials so that students want to explore using all the sensory modalities.
Proficiency 3.E. The candidate demonstrates professional enthusiasm in instruction,
collaboration, and reflection.
INTASC Principles 6. The teacher uses knowledge of effective verbal,
nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction
in the classroom.
10. The teacher fosters relationship with school colleagues,
parents, and agencies in the larger community to support
students’ learning and well-being.
ADEPT Performance Standards APS 5: Using Instructional Strategies to
Facilitate Learning
APS 7: Monitoring and Enhancing Leaning
APS 8: Maintaining an Environment that
Promotes Learning
36
Objective 3.E.1. The candidate conveys enthusiasm for learning through positive
interactions with students through verbal and nonverbal responses.
Welcomes students to the classroom and engages in conversations with them
Shows a personal interest in students by demonstrating empathic listening
skills, both during instructional time and during social times
Tone of voice is controlled, eye contact is established, and language is
appropriate
Presents lesson in an animated style
Provides supportive comments more frequently than corrections.
Objective 3.E.2. The candidate collaborates with students and other teachers to plan
and provide appropriate learning experiences for students.
Uses inquiry and problem solving techniques as instructional tools that require student
input
Seeks input from other teachers to coordinate content goals, assessments, and
use of instructional materials
Objective 3.E.3. The candidate establishes relationships with students,
professionals, parents and community members to promote the
overall development of students.
Identifies school personnel in the building and works with them to determine
how they can assist in working holistically with each child
Contacts parents/guardians on a regular basis using various means of
communication and keeps records of contacts.
Contacts not exclusively for problematic situations, but also for support,
encouragement, or congratulatory purposes.
Proficiencies/Objectives/Criteria will be assessed by the Teacher Work Sample,
Student Portfolio, and Supervising Teacher’s Evaluation.
37
INTRODUCTION
The Vision of the Teacher Education Program at North Greenville University, a
Christ-centered institution, is to prepare students to become effective practitioners,
reflective decision makers, and facilitators of learning in a diverse and changing
society. North Greenville University is committed to providing an exceptional teaching
experience for candidates who have completed requirements leading to the student
teaching semester. Through a partnership with area school personnel, student teachers
are provided pre-service responsibilities that enable them to test, refine, and affirm their
knowledge, professional philosophy, and educational methods. The pre-service setting
also provides the student teacher with the opportunity to examine the ethical standards of
the teaching profession and their impact on educational practices.
This handbook describes the policies and procedures developed for student
teaching, including guidelines for all partners in the process; the teacher candidate,
cooperating teacher, school administrator, and the University faculty member assigned to
guide this learning opportunity. The attitudes, behaviors, and responsibilities of the
student teacher are emphasized. They represent the essence of North Greenville
University's commitment to permitting only qualified practitioners to enter the teaching
profession.
PURPOSE OF STUDENT TEACHING
The student teaching experience provides education majors with an extended
period in which to apply knowledge, unit and lesson planning, classroom management,
and assessment procedures with students of a particular age or grade level. During this
experience, student teachers benefit from the guidance of an experienced classroom
professional as they accept increasing responsibility for determining and meeting the
needs of students.
ADMISSION PROCEDURES
Admission of a candidate to student teaching is dependent upon a candidate meeting the
following criteria:
Apply for admission to Directed Student Teaching, May 1st for spring semester
and December 1st for fall semester. (See The Teacher Education Handbook for
requirements.)
Successfully complete all course work, chapel, and cultural events, maintaining
all GPA requirements as well as grades of “C” or better in all education courses.
You must also continue to demonstrate a professional demeanor in order to
remain in the Teacher Education Program. Faculty may recommend a re-
38
evaluation of the candidate’s status with regard to continued meeting of admission
criteria at any time.
A cumulative GPA of 2.50 or higher on a 4.0 scale.
Complete, with a passing score, the South Carolina State required examinations
(Praxis II series and Principles of Teaching and Learning (PLT), in your chosen
teaching field prior to being admitted to Student Teaching;) For Elementary,
#10011 Elementary Education Curriculum, Instruction & Assessment and #20012
Elementary Education Content Area Exercises. Elementary Ed K-6 (30522). For
Early Childhood, #10020 Early Childhood Education; Elementary Ed K-6
(30522). For Music, #10113 Content Knowledge and #30111 Concepts and
Processes Music Education. Select one exam by grade level. Elementary Ed K-6
(30522). Middle School 5-9 (30523). High School 9-12 (30524). For
Secondary Education – English Language Art, Literature & Composition:
Content Knowledge (10041), Literature & Composition: Essays (20042). For
Science with Biology - Biology and General Science (calculators prohibited)
(20030) or Chemistry, Physics and General Science (calculators prohibited)
(10070). For Social Studies with History Concentration – Social Studies:
Content Knowledge (10081), Social Studies: Interpretation of Materials (20083).
Recommendation by the faculty of the College of Education or Division of Fine
Arts for Music Education Majors.
Completion of application for student teaching.
Recommendation from the College of Education Faculty for Directed Student
Teaching.
Recommendation from Teacher Education Committee.
39
STUDENT TEACHER PLACEMENT
Placement Procedures
Currently, student teaching placements are made collaboratively with Greenville,
Spartanburg, and Pickens County school districts. The Director of Teacher Education
submits requests for placements to the Placement Coordinator of the school district
and/or local school administration and final placement decisions are made by that
individual. NCATE Standard 4 states “These experiences include working with diverse
higher education and school faculty, diverse candidates, and diverse students in P-12
schools.” To this end, field experiences and student teacher placements are not made at a
high school attended by the candidate nor in any school in which there is a family
member employed. Placements are for a total of sixty days. However, should a student
need additional time to meet performance goals of the program, placements will be
extended beyond sixty days.
Pre-requisites for Cooperating Teachers
Teachers who serve as cooperating teachers of student teachers will:
Hold a valid professional certificate in their area of supervision.
Have successfully taught for a minimum of three years; two of which must have
been in the subject area for which the supervision is assigned.
Have appropriate training in supervising clinical experiences.
Have been recommended by the superintendent, local school principal, or
appointed designee for service as a cooperating teacher.
Placements
Early Childhood student teachers are placed in an early childhood school class,
(grades K4-3), for sixty days
Elementary student teachers are placed in an elementary school class, (grades 2-
6), for sixty days.
Music Education student teachers are placed in a secondary school for thirty
days and in an elementary/middle school for thirty days. Dual placement meets
the K-12 certification requirements for Music Education.
Secondary Education student teachers are placed in a high school class (9-12)
for sixty days.
40
STUDENT TEACHING POLICIES
Pre-requisites for Student Teaching
During the semester prior to student teaching, prospective student teachers must
submit an Application for Directed Student Teaching to the Director of Teacher
Education. The deadline date for submitting these forms will occur early in the semester.
Forms may be obtained by contacting the College of Education Office in Foster Building.
Upon receipt of the completed form, the Director of Teacher Education will arrange a
date, time and location for the prospective candidate to meet with the Director of Teacher
Education and the prospective candidate’s advisor for the pre-student teaching
conference.
The prospective student teacher must also submit the Release Form, Student
Information Update, and the Graduation Checklist for Initial Certification (Appendix A),
and the results of a current TB test to the College of Education Office at the beginning of
the semester prior to student teaching.
Schedule
Student teachers are to adhere to the schedule of the school to which they are
assigned and are expected to attend school meetings and activities on the same basis as
their cooperating teachers. For all practical purposes, the teacher student teachers
schedule regarding holidays and in-service dates will be the same as that of the
cooperating teacher, regardless of the schedule of the University.
Attendance
Every student teacher is expected to adhere to the same standards of attendance
and punctuality as the cooperating teacher, arriving at school at the time designated by
the principal or designee and remaining for the period of time expected of all other
teachers at the school. Daily attendance is recorded on the Student Teacher Attendance
Sheet (Appendix A). Absences are excused only for personal illness or serious illness or
death in the immediate family. Such absences must be made up in full in accordance
with requirements established by the principal, the cooperating teacher, and the North
Greenville University supervisor. An absence is defined as an entire school day or a part
thereof. Absence procedures to be followed include: (1) earliest possible notification of
the principal and cooperating teacher; (2) earliest possible notification of the North
Greenville University supervisor through the College of Education;
41
(3) completion of an absence report mailed to the University supervisor (Appendix A);
and
(4) a doctor's note mailed directly to the North Greenville University supervisor, if an
illness exceeds the three day absence limit. Excessive absences may result in the teacher
student teacher’s termination from student teaching.
Transportation, Food, and Housing Arrangements
Student teachers must provide their own transportation to and from the school to
which they are assigned and must assume responsibility for all associated costs. Student
teachers are responsible for costs of any meals purchased at schools where they teach.
Bag lunches will be provided by the University dining hall for boarding students who do
not wish to purchase food in the cafeteria at the assigned schools. NGU boarding
students must make arrangements with the University to provide housing when the
campus is closed during the student teaching period. Student Teachers are responsible
for all meals during times when the campus dining hall is closed.
Substitute Teaching/Other Assignments
No student teacher is permitted to serve as a substitute teacher during the sixty
(60) days of student teaching, nor are they permitted to perform activities or duties
assigned to their cooperating teacher for which that teacher receives additional pay. A
student teacher may not be paid as a teacher during his/her student teaching placement.
Absence of Cooperating Teacher
The student teacher is supervised by the substitute teacher if a cooperating teacher
is absent due to illness or other extenuating circumstances.
Additional Activities during Student Teaching
Employment during Student Teaching
Employment during student teaching is strongly discouraged. Should
employment be essential, it should be scheduled only for weekends. Student
teaching must take priority over all other activities to help ensure the success of
the student teaching experience. Student Teachers may not substitute for public
schools during student teaching. Student Teachers can not be employed by school
district during student teaching - (examples: sports and after school care)
42
Extracurricular Activities
No extracurricular activities, including athletic practices, games, and musical
performances, are to intrude on the student teaching period.
Transporting Students
Student teachers may not transport pupils in their own cars or serve as drivers of
buses or vans for any school-related events or activities.
Inclement Weather
Student teachers should listen to local radio and television stations for information
on school closings due to snow or other inclement weather.
Teaching days missed due to bad weather must be made up by student teachers
according to the schedule specified by school district administrators.
Assessment and Evaluation
Mid-Semester Evaluation
A joint mid-term evaluation conference is scheduled with the student teacher by
the cooperating teacher and the University supervisor. The student’s progress is
assessed and reported at mid-term. See Mid-Term Summary of Student Teacher
Performance. (Appendix B)
Final Semester Evaluation
The student teacher’s final evaluation is based on the following components:
Cooperating teacher’s evaluation. See Final Summary of Student
Teacher’s Performance. (Appendix A)
University supervisor’s evaluation. (Appendix A)
Teacher Work Sample (Appendix E)
Student teacher’s self-evaluation. (Reflective statements in Student
Teacher ADEPT Notebook and presentation on growth during student
teaching)
Student Teacher ADEPT Notebook presentation (Appendix A).
43
Mid Term is a Pass/Fail grade. Failure on any domain or APS at midterm
will not automatically constitute a “Fail” as mid term grade, but will
indicate a need for improvement. Failure of any domain or any two APS
at final will automatically constitute a Final grade of “F” or failure for
student teaching.
The final evaluation will be graded and must be a C or higher for credit to be
earned for the student teaching experience. Criteria for letter grades are defined
in syllabi for ELED 4600, ECED 4650, and MUED 4655, for Directed Student
Teaching.
Reporting Concerns and Problems
Open communication is essential between all partners in the student teaching
experience; student teacher, cooperating teacher, principal, and North Greenville
University supervisor. This is particularly critical when major problems occur related to
a student teacher’s performance. In such cases, a conference between all appropriate
parties is held, and a plan for resolving the problems is agreed upon and stated in writing.
Signed copies of the agreement are placed in the student teacher’s academic files at North
Greenville University.
Termination of Student Teaching Assignment
Upon the recommendation of the cooperating teacher, the school principal, and
the North Greenville University supervisor, a student teacher’s assignment may be
terminated for just cause. In the case of North Greenville University, this would be a
violation of rules as stated in the North Greenville University Catalog. In the case of the
public schools, this would be a violation of school or district-wide policy as specified in
the district policy and procedures manual.
Membership in North Greenville University Student Education
Organizations
Student teachers are encouraged to maintain active membership in student
education organizations on campus for continued professional development. Student
teachers are also encouraged to join state and national organizations within specific
content areas. There is a collegiate chapter of the Music Educators National Conference
for Music Education Majors. Student teachers may also be selected for induction into the
International Reading Association’s honorary society, Beta Delta, prior to student
teaching.
44
Professional/Appropriate Appearance
Student teachers are expected to present an appropriate appearance in the
classroom and at formal school functions. Each student teacher should check with the
principal, cooperating teacher, and/or school handbook concerning dress codes and
appropriate attire.
Full-time Student Teaching
Within the sixty-day student teaching assignment, student teachers assume
responsibility for full-time teaching for a period of ten days. Student teachers with two
placements teach a period of ten days in each placement. During this time, student
teachers are totally responsible for planning, implementing, and evaluating all learning
activities. Music Education majors may have both placements simultaneously, because
some band and choral directors teach three periods in a middle school and three periods
in a high school. Choral majors may also be assigned an elementary school and a
secondary school.
The National Assessment Examinations
Specialty area examinations are required in order to begin student teaching. Prior
to student teaching, the candidate must pass the Praxis II as required by the South
Carolina Department of Education. Each candidate taking the Praxis II must identify
North Greenville University as a recipient of an official copy of their test score results.
North Greenville University must receive these official scores indicating a passing score
in the required specialty area examinations before the candidate student teaches.
Certification
Before student teaching a teacher candidate must have completed the Teacher
Education Program, the Director of Teacher Education must verify information required
by the South Carolina Department of Education for recommendation for certification.
The items needed are as follows:
Completed application for certification signed by the student teacher, a completed
fingerprint card, and a check for the required fee made payable to the South
Carolina Department of Education.
Completed transcript request forms.
One file copy of the official score report for Praxis II specialty areas (required by
the South Carolina Department of Education.)
Once a student has been admitted to student teaching:
Conference and observation forms completed and signed by student teacher.
45
Written evaluation of the student teacher by the University supervisor and
cooperating teacher.
Sixty full days of student teaching must be completed.
Before recommendation for certification in South Carolina or elsewhere, the
student teacher’s cumulative record must include documentation of all necessary
information. In addition, all program requirements must be successfully completed
including acceptable proficiency on the North Greenville University Assessment Model
of The South Carolina System for Assisting, Developing, and Evaluating Professional
Teaching (ADEPT). The student teacher must also obtain passing scores on the Praxis II
examination in the specialty areas required by the South Carolina Department of
Education. Sixty full days of student teaching must be completed.
Completion of Degree
Student teachers must apply for a graduation check with the Registrar at the
beginning of the student teaching semester. Student teachers must complete all student
teaching requirements including a post-student teaching conference with the cooperating
teacher and university supervisor. Student teachers must also submit scores from the
Praxis II for the specialty areas examinations required by the South Carolina Department
of Education. Student teachers must have completed the South Carolina State
Department of Education application for certification.
46
RESPONSIBILITIES OF PERSONNEL ASSOCIATED WITH
THE TEACHER EDUCATION PROGRAM
Vice President of Academics
Provides general supervision for the Teacher Education Program.
Director of Teacher Education
Provides overall direction of the Teacher Education Program.
Submits requests for candidate placements to participating school districts.
Completes contractual arrangements for student teaching placements with
participating school districts.
Verifies student certification information to the South Carolina State
Department of Education.
Student Teacher Placement Coordinator
Works with the clinical experience faculty and the designated school district
personnel to place candidates in appropriate classrooms.
Assists the Director of Teacher Education in the selection of cooperating
teachers and school sites to be submitted to individual school districts and
local schools.
Works with the Director of Teacher Education to plan a Student Teacher
Orientation each semester.
Serves as liaison between North Greenville University, participating schools,
cooperating teachers, and candidates.
Explains student teaching policies and procedures to cooperating schools and
teachers.
Assists in the development of a positive relationship between each
cooperating teacher and student teacher.
Facilitates bi-weekly seminars for student teachers and supervising teachers.
Plans and facilitates Drop-In/Student Teacher ADEPT notebook Presentation
each semester.
Student Records Coordinator
Responsible for maintaining all records needed for the cumulative permanent
file and for certification.
47
Education Faculty/Supervising Instructors
Assists in the development of a positive relationship between each
cooperating teacher and student teacher.
Completes a minimum of six announced observations of each student teacher,
including a written performance assessment for every visit and a minimum of
two unannounced visits.
Compiles a cumulative supervisory episode record of all ten Performance
Standards for each student teacher. This record is used as a basis for
individual post-conferences.
Participates in pre- and post-student teaching and midterm conferences with
the cooperating teacher and student teacher.
In conjunction with the cooperating teacher, determines midterm and final
grades for each student teacher.
School District Superintendent or Designee
Acts as a liaison between the school district and North Greenville University.
Submits names of teachers agreeing to serve as cooperating teachers to the
Director of Teacher Education of North Greenville University.
Completes arrangements for student teacher assignments.
Local School Administrator or Designee
Recommends cooperating teachers to the district employee responsible for
making student teacher placements.
Interprets the North Greenville University student teaching program to the
faculty.
Serves as liaison between North Greenville University Education faculty and
cooperating teachers, particularly in the area of program planning for student
teachers.
Provides student teachers with information and materials on the philosophy,
policies, procedures and organization of the local school.
Assists student teachers in becoming fully participating members of the school
and school activities.
Assists student teachers in understanding their responsibilities related to full-
time teaching.
Observes and evaluates the student teacher’s performance.
Suggests areas of program improvement to North Greenville University
student teaching personnel.
48
Cooperating Teacher
Participates in training for cooperating teachers provided by North Greenville
University.
Reviews all student teaching materials provided by North Greenville
University, including personal information that is provided by the student
teacher.
Discusses the expectations, responsibilities, and level of required professional
commitment with the student teacher.
Provides student teachers with information and materials on curriculum,
school policies, and routines.
Meets with the North Greenville University supervisor and the student teacher
to develop a student teaching plan which includes observation, individual and
small-group teaching and a period of full-time teaching during which the
student teacher is totally responsible for planning, implementing and
evaluating all learning activities.
Determines the student teacher’s readiness to proceed through the stages of
the student teaching plan.
Reviews the student teacher’s lesson plans according to a mutually developed
schedule prior to being implemented.
Confers daily with the student teacher on evaluation of lesson plans,
effectiveness of classroom activities and teaching strategies, interactions with
children, parents, administrators, other teachers, and makes suggestions as
necessary. Alternative plans and/or remediation may be recommended when
appropriate.
Schedules regular planning sessions to ensure that the student teacher is
meeting goals and objectives of the student teaching plan and of the school
district’s grade-level curriculum.
Provides opportunities for the student teacher to:
o Identify and provide for student needs at a variety of cognitive levels.
o Create a positive learning environment.
o Use teaching strategies and materials appropriate to the learners’
developmental levels.
o Practice time and classroom management techniques.
o Use a variety of assessment strategies and become familiar with others
used by the school district.
o Develop and use record-keeping skills, including reporting procedures.
o Interact and confer with parents when appropriate.
o Participate actively in extracurricular experiences as well as meetings of
parent-teacher organizations and professional groups.
Works with the North Greenville University supervisor in helping the student
teacher build on strengths and overcome difficulties.
Evaluates the student teacher’s performance.
o Holds daily informal conferences with the student teacher to discuss
strengths, areas needing improvement, and to offer professional guidance.
49
o Prepares mid-term and final written evaluations, using forms provided by
North Greenville University. (Appendix C)
o Participates in pre- and post-student teaching and midterm conferences
with the university supervisor and student teacher.
Treats the student teacher fairly, honestly, and with a positive attitude while
mentoring.
Serves as a model of professionalism for the student teacher.
Suggests areas of program improvement to North Greenville University
student teaching personnel.
The Student Teacher
Reports to the school principal or designee when beginning the student
teacher’s teaching period.
Becomes familiar with the school building, routines, schedules, and policies
for the student teacher and teachers. Reads school handbook and the school
district policy manual, if available. Becomes familiar with health, medication,
and safety-related records of children in their assigned classroom, but does not
administer medication to children.
Fulfills commitments to perform all assigned duties, both instructional and
non-instructional.
Is present and on time every day of the assignment except in cases of personal
illness or serious illness or death in the immediate family. Notifies principal,
cooperating teacher, and North Greenville University supervisor of any
absences or tardiness, providing medical verification if requested to do so.
Plans and prepares all assignments thoroughly and according to established
criteria. This includes, but is not limited to units, lesson plans, reports, and
special projects. Lesson plans must be submitted to the cooperating teacher.
Unit topics require prior approval from the cooperating teacher.
Makes lesson plans available for review by the university supervisor at each
observation. Lesson plans should reflect the following planning by the
student teacher:
o They should be written clearly, using good sentence structure, correct
spelling and composition form. They should follow the format provided
in the student teaching seminar and/or methods class in which this
procedure is taught.
o Objectives should be stated in behavioral, performance, or competency
terms, as instructed by the university supervisor.
o When appropriate, a strong, effective introduction should be included.
o Activities should be stated clearly and necessary resources specified. An
adequate number of activities should be included, and they should meet
the cognitive levels and physical and cultural diversity of the assigned
classroom.
o Assessment and evaluation procedures should be identified.
o Follow-up activities should be specified.
50
o Reflection should be completed following the lesson.
Attends PTA / PTO meetings, faculty meetings, in-service, and any other
activities that could help the student teacher to understand the role of a teacher.
Follows school policies as they apply to regular employees. This includes, but is
not limited to arrival and departure times, parking, use of teachers’ lounge, and
use of school-owned equipment and supplies. Student teachers are not to use
school supplies without permission.
Assumes accountability for student behavior when conducting any educational
activity, especially in the absence of the cooperating teacher. Student teachers are
legally responsible for pupil management and must assume liability for their
actions during teaching-learning activities.
Follows the school district’s policy in regard to cases of suspected child abuse,
but under no circumstances should the student teacher initiate any action without
first consulting the principal and the cooperating teacher.
Keeps confidential any information given in confidence by students, faculty,
administrators, or the university supervisor. This includes, but is not limited to
information on student performance, personnel, parents, and school matters.
Displays a high level of ethical conduct by refusing to criticize faculty, staff,
students, parents, administrators, the university supervisor, or another student
teacher. Student teachers must exercise extreme caution against becoming overly
familiar with students. This is particularly important for those student teachers
working with middle grade or high school students.
Conducts himself/herself at all times in a manner that will add credit to teachers
and the teaching profession.
Uses positive techniques of child guidance. Student teachers may not administer
corporal punishment, and they may not serve as a witness when it is administered
by school personnel.
Requests and accepts suggestions for improving performance and attitudes. The
student teacher should engage in personal reflection regarding strengths and areas
needing improvement.
Participates in parent conferences if requested or if cooperating teacher deems it
appropriate.
Respects and provides for ethnic, physical, and developmental diversity among
students.
Maintains a high level of commitment to and involvement in the responsibilities
of student teaching. The student teacher recognizes that student teaching does not
end when the period of full-time teaching has been completed.
Completes a self-assessment at the end of the student teaching period. The
assessment consists of a completed Student Teacher ADEPT notebook and a
visual presentation of the student teacher’s reflection on his/her personal
professional development.
Completes an evaluation of the cooperating teacher (Appendix A).
Participates in a post-student teaching conference with the cooperating teacher
and university supervisor.
Completes an evaluation of the student teaching experience (Appendix A).
51
Completes the Exit Survey that is collected at the end of the student teaching
experience and is used to evaluate the quality of the North Greenville University
Teacher Education Program. The Exit Survey is to be completed and returned to
the Director of Teacher of Education at the final seminar.)
52
APPENDIX A – Student Teacher Forms
Student Teaching Release Form
Student Teacher Information Update
North Greenville University Student Information Form
Student Teacher Attendance Sheet
Student Teacher Absence Report
Guidelines for Developing ADEPT notebook
Rubric for ADEPT notebook Evaluation and Presentation
Student Teacher ADEPT notebook Check-List
Student Teacher Evaluation of Cooperating Teacher
Student Teacher Evaluation of Student Teaching Experience
Student Teacher Exit Survey
53
Student Teaching Release Form
STATE OF SOUTH CAROLINA
COUNTIES OF GREENVILLE, PICKENS, AND/OR SPARTANBURG
In consideration of receiving permission from North Greenville University, a
corporation, to participate in student teaching, clinical experiences or any activities related
to course work, the undersigned hereby releases North Greenville University, its agents,
officers, servants, and employees, of and from all liability, claims, demands, actions and
causes of action whatsoever arising out of or related to any loss, damage, or injury of the
undersigned in connection with the participation set forth above.
I give the University permission to release information for purposes of
certification and accreditation. This release shall be binding upon the heirs, executors,
administrators and assigns of the undersigned.
IN WITNESS WHEREOF, the undersigned has executed this Release this
___________day of__________________________, 20_________.
Signature: _________________________________________
Print Name: _________________________________________
WITNESS: _________________________________________
_________________________________________
Page 54
Student Teacher Information Update
Name __________________________ Phone # _____________________________
Date________________ Social Security # _____________________
University P. O. Box __________________
Home Address__________________________________________________________________
Home Phone # ________________________ Cell Phone # ________________________
NGU E-Mail ________________________________________________________
Contact Person _____________________________________________
Contact Person Phone # _____________________________________________
Contact Person Address _____________________________________________
_____________________________________________
Page 55
North Greenville University Student Information Form
(For Cooperating Teacher.)
________________________________________________________________________
Last Name First Name Middle
________________________________________________________________________
Home Address City State Zip
________________________________________________________________________
Home Telephone Cell Telephone
________________________________________________________________________
University Address City State Zip University Telephone
University Major ________________________Degree To Be Earned _______________
High School Attended ____________________________________________________
List Activities in High School ______________________________________________
(e.g. Student Council, Yearbook, Chorus, Band, Orchestra)
_______________________________________________________________________
_______________________________________________________________________
University Activities
_______________________________________________________________________
(e.g. Student Council, Yearbook, Chorus, Band, Orchestra)
_______________________________________________________________________
_______________________________________________________________________
Attach a short biographical sketch. Include your reasons for becoming a teacher.
Page 56
Student Teacher Attendance Sheet
Student:
School
District:
School:
Date Time Time Initial Date Time Time Initial
In Out In Out
1. 31.
2. 32.
3. 33.
4. 34.
5. 35.
6. 36.
7. 37.
8. 38.
9. 39.
10. 40.
11. 41.
12. 42.
13. 43.
14. 44.
15. 45.
16. 46.
17. 47.
18. 48.
19. 49.
20. 50.
21. 51.
22. 52.
23. 53.
24. 54.
25. 55.
26. 56.
27. 57.
28. 58.
29. 59.
30. 60.
Cooperating Teacher ________________________________
Date: _____________________________________________
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Student Teacher Absence Report*
_______________________________________________________________
Name of Student Teacher
Reason for Absence:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date(s) Absent Hours Absent
________________________________________________________________________
Cooperating Teacher’s Signature Date
Supervising Instructor’s Comments:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Supervising Instructor’s Signature Date
*All absences must be reported to the cooperating teacher, the principal, and the university
supervisor. This form when used for absence from a Student Teacher Seminar will be given to
your university supervisor and the Student Teacher Placement Coordinator. Staple one Student
Teacher Absence Report per absence to the Student Teacher Attendance sheet.
Page 58
Guidelines for Developing ADEPT Notebook
The ADEPT notebook provides a way to present yourself as a thoughtful, competent professional
and documents your growth in teaching. It should include carefully selected evidence of your
performance as a student teacher and your ability to analyze your teaching.
The size of the ADEPT notebook is not as important as its content. A ADEPT notebook is not
just a collection of products. Although you may choose certain products as examples, it is the
way you analyze and present yourself that is critical. The final ADEPT notebook should be
concise, attractive, and easy to handle. The ADEPT notebook should be a clear, understandable,
and an effective portrayal of you as a beginning teacher. The rating scale that will be used to
evaluate your written ADEPT notebook and informal oral presentation is provided.
Your ADEPT notebook and presentation will constitute 25% of your student teaching grade.
Turn your ADEPT notebook in to your university supervisor at the assigned date.
Begin with an introduction section that includes your philosophy of education (1 - 3 pages) and a
copy of your resume.
Provide a creative cover sheet for each of the APS. (1 page for each APS.)
Include one artifact for each standard that best represents your growth and competency in the
area. Deciding what items of evidence to use and how to present them throughout the various
sections of your ADEPT notebook will be a challenge. Many possibilities exist! In fact,
throughout, the semester, an important activity for you will be to refine your techniques of
describing, portraying, and presenting what you are doing successfully and analytically as an
aspiring professional teacher. As you work with your classroom supervisor and your university
supervisor, you should seek feedback on your presentation of evidence of your success as a
student teacher.
Include a reflection statement to accompany each artifact (1 - 2 pages). The statement should
cover an evaluation of the artifact and the experience that it documents. Consider what you
learned from the experience and how you might do things differently in the future. Address how
the experience contributed to your development as a professional and consider what steps you
might need to take for future growth. Consider ways that the standards of teaching interconnect.
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Rubric for ADEPT notebook Evaluation
Student Teacher:________________________________________ Overall Rating Level: ___________
Date: ________________________
0 1 2 3 4
Not Yet Developing Developed
Level 0
___ Standards were represented inadequately or not at all
___ Overall presentation totally unorganized, numerous errors in grammar
___ Very little or poor evidence of reflection and self-evaluation
___ Items not included for all standards
Level 1
___ All standards were not represented
___ Overall presentation of material poorly organized, frequent errors in grammar
___ Evidence of reflection and evaluation was superficial on more than 4 standards
___ Items chosen to support standards were one dimensional
Level 2
___ All standards were not adequately represented
___ Overall presentation of material not consistent in organization, coherence or grammar
___ Evidence of reflection and assessment was superficial on more than 2 standards
___ Items chosen to support standards were one dimensional
Level 3
___ All standards were adequately represented
___ Presentation showed continuity and organization but some mechanical errors were observed
___ Evidence of reflection and self-evaluation was at a meaningful level but did not indicate needs for
future growth and development
___ Items chosen to support standards reflected marginal uniqueness
Level 4
___ Each standard was thoroughly represented
___ Presentation showed continuity, organization, exactness, and clarity of thought
___ Evidence of reflection and self-evaluation showed integration or interconnection between
standards, present development as a professional and needs for future growth and adjustment
___ Items chosen to support standards exhibited uniqueness of sources and evidence of originality
_____ Overall Level of Performance (1, 2, 3, or 4)
Specific comments on Standards of Teaching:
Signature of Evaluator________________________________________________
Page 60
ADEPT Notebook Check-List
______ 2” 3 ring binder – larger for dual placement using one notebook or electronically
using E-Portfolio (Some of the information required may need to be put in
hard copy for evaluation when using E-Portfolio)
______ Cover sleeve information – title/author/school/grade level/semester
______ Title page – title/author/school/cooperating teacher/grade level
______ Theme (if used) should be carried throughout to provide cohesiveness
______ Introduction/Philosophy of Education (1 – 3 pages)
______ Copy of your resume
______ Summary of each ADEPT Performance Standard (1 pg @ APS preferred)
______ One artifact @ standard / Dual placements will have artifacts in both placements.
Artifacts can include short range lesson plan with activity from plan, test project,
student writing, photos w/caption
______ Reflection statement to accompany each artifact;
Evaluation of the artifact and the experience it documents
Show integration of APSs
Present yourself as a developing professional teacher. Tell how the APSs
will impact you as a future educator
______ Long Range Plans – YOUR plans for the two weeks as developed from your
cooperating teacher’s LRPs
(If you have two placements you need 2 LRPs)
Page 61
Guidelines for Developing ADEPT Portfolio Presentation
Participate in a presentation of yourself as a developing professional teacher. The presentation
is in combination with a display presented at a drop-in honoring student teacher’s, supervising
teachers, and cooperating teachers. It should be an analytical representation of your semester as
a student teacher in the classroom. This will be accomplished as you informally answer
questions about your experience in the classroom, your growth, perspective as a teacher, etc.
Rubric for ADEPT Portfolio Presentation
Student Teacher:________________________________________ Overall Rating Level: ___________
Date: ________________________
0 1 2 3 4
Not Yet Developing Developed
Level 0
___ Student did not make an ADEPT notebook presentation/no attempt at oral communication of
experience
Level 1
___ Inadequate attempt made to present ADEPT notebook/inadequate oral communication of
experience
Level 2
___ Minimal attempt made to present ADEPT notebook/minimal oral communication of experience
Level 3
___ Presentation is satisfactory; oral communication indicates a general knowledge of teaching.
Level 4
___ Presentation shows degree of excellence in student teaching experience/oral communication
indicates knowledge and positive attitude about profession.
_____ Overall Level of Performance (1, 2, 3, or 4)
Specific comments on Standards of Teaching:
Signature of Evaluator________________________________________________
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Student Teacher Evaluation of Cooperating Teacher
(Return to Supervising Instructor at final seminar.)
Student Teacher ________________________________ Date __________________
Cooperating Teacher_____________________________________________________
School _________________________________________________________________
NO. ITEM Always Usually Sometimes Never N/A
Effective Practitioner
1 The teacher was a good model to
follow.
2 The teacher maintained effective
discipline.
3 The teacher used varied activities.
4 The teacher helped me with
planning.
Caring Leader
5 The teacher offered constructive
criticism.
6 The teacher was available for
conference.
7 The teacher gave support and
encouragement.
8 The teacher was interested in my
improvement.
Lifelong Learner
9 The teacher gave appropriate
background information.
10 The teacher was positive and
professional, yet developed a
personal rapport with me.
Comments:
Page 63
_________________________________________ ________________________
Student Teacher’s Signature Date
Page 64
Student Teacher Evaluation of Student Teaching Experience
(Return to the Supervising Instructor.)
ITEM YES NO COMMENTS
No.
1 The placement provided adequate
opportunities to develop the skills
essential for teaching effectiveness.
2 The length of the placement was
adequate.
3 The seminar time was helpful in
providing pertinent and useful
information.
4 The university supervisor was
knowledgeable about student
teaching and assessment strategies.
5 The university supervisor was
supportive of my efforts in the
classroom.
6 The university supervisor was
available to offer help when needed.
7 Student teaching has prepared me for
my own classroom.
Additional suggestions and comments:
_______________________________________ ___________________
Student Teacher’s Signature Date
Page 65
Exit Survey for Student Teacher
Student Phone:
Address Major
Based on course work, clinical experiences, interactions with professors, and school personnel,
identify the strengths and weaknesses of the Teacher Education Program of NGU in relation to your
readiness to student teach.
EFFECTIVE PRACTITIONER: Classroom Knowledge of: Strong 3 Average 2 Weak 1
1.Content
2.Teaching methods
3,Planning
4.Monitoring learning
5.Maintaining high expectations for learners
CARING LEADER: Classroom Knowledge of: Strong 3 Average 2 Weak 1
6,Classroom management
7.Developmental levels of students
8.Multi-cultural awareness
9.Exceptionalities of students
LIFELONG LEARNER: Personal Readiness: Strong 3 Average 2 Weak 1
10.Written communications skills
11. Oral communications skills
12.Ability to cooperate with others
13.Professional development
14.To utilize technology for teaching and development
Comment on any special strengths or weaknesses you feel should be addressed in the teacher
education program. Use back of form or attach additional paper if necessary. Thank you for your
candor. Complete and turn in at final seminar.
Student Teacher’s Signature Date
Page 66
APPENDIX B - Supervising Instructor Forms
Post-Observation Conference Record Domain 1: Planning
Post-Observation Conference Record Domain 2: Instruction
Post-Observation Conference Record Domain 3: Environment
Post-Observation Conference Record Domain 4: Professionalism
ADEPT Formal Evaluation Consensus Report
Mid-Semester Summary of Student Teacher Performance
Field Experience: Assessment of Dispositions
Final Summary of Student Teacher Performance
Field Experience: Assessment of Dispositions
Page 67
North Greenville University Student Teacher ADEPT Worksheet
to be used for
Student Teacher Seminar and/or Remediation Worksheets
Domain 1: Planning
Student Teacher _____________________ Grade(s)/Subject(s) ____________________
School ______________________________ Date _______________________________
APS 1: Long-Range Planning
AN EFFECTIVE TEACHER FACILITATES STUDENT ACHIEVEMENT BY ESTABLISHING APPROPRIATE LONG-
RANGE LEARNING GOALS AND BY IDENTIFYING THE INSTRUCTIONAL, ASSESSMENT, AND MANAGEMENT
STRATEGIES NECESSARY TO HELP ALL STUDENTS PROGESS TOWARD MEETING THESE GOALS.
A. How does the student teacher use
and analyze student information, to
determine the learning needs and
guide instructional planning?
B. What evidence suggests that the
student teacher establishes
appropriate standards-based long-
range learning and developmental
goals for all students?
C. How does the student teacher
identify and sequence instructional
units that facilitate the
accomplishment of the long-range
goals?
D. In what ways does the student
teacher develop appropriate
processes for evaluating and
recording students’ progress and
achievement?
E. What plans does the student teacher
provide that demonstrate appropriate
procedures for managing the
classroom?
Page 68
APS 2: Short-Range Planning of Instruction
AN EFFECTIVE TEACHER FACILITATES STUDENT ACHIEVEMENT BY PLANNING APPROPRIATE
LEARNING OBJECTIVES; SELECTING APPROPRIATE CONTENT, STRATEGIES, AND MATERIALS FOR
EACH INSTRUCTIONAL UNIT; AND SYSTEMATICALLY USING STUDENT PERFORMANCE DATA TO GUIDE
INSTRUCTIONAL DECISION-MAKING.
A. What evidence suggests that the
student teacher develops
objectives that facilitate student
achievement of appropriate
academic standards and long-range
learning and developmental goals?
B. What evidence suggests that the
student teacher develops
instructional plans that include
content, strategies, materials, and
resources that are appropriate for
the particular students?
C. What evidence suggests that the
student teacher routinely uses
student performance data to guide
short-range planning of
instruction?
Page 69
APS 3: Planning Assessments and Using Data
AN EFFECTIVE TEACHER FACILITATES STUDENT ACHIEVEMENT BY ASSESSING AND ANALYZING
STUDENT PERFORAMANCE AND USING THIS INFORMATION TO MEASURE STUDENT PROGRESS AND
GUIDE INSTRUCTIONAL PLANNING.
A. What evidence suggests that the
student teacher develops/selects
and administers a variety of
appropriate assessments?
B. What evidence suggests that the
student teacher gathers and
accurately analyzes student
performance data, at appropriate
intervals, and uses this information
to guide instructional planning?
C. How does the student teacher use
assessment data to assign grades
(or other indicators) that accurately
reflect student progress and
achievement?
Additional Comments:
Student Teacher’s signature ___________________________________________
Cooperating Teacher’s signature _______________________________________
Supervisor Instructor’s signature _______________________________________
* The Student Teacher’s signature simply acknowledges receipt of this form and not necessarily
agreement with its content.
Page 70
North Greenville University Student Teacher ADEPT Worksheet
to be used for
Student Teacher Seminar and/or Remediation Worksheets
Domain 2: Instruction
Student Teacher ______________________ Grade(s)/Subject(s) ____________________
School ______________________________ Date _______________________________
APS 4: Establishing and Maintaining High Expectations for Learners
AN EFFECTIVE TEACHER ESTABLISHES, CLEARLY COMMUNICATES, AND MAINTAINS APPROPRIATE
EXPECTATIONS FOR STUDENT LEARNING, PARTICIPATION, AND RESPONSIBILITY.
A. What did the student teacher expect
the students to learn from the
lesson? In what ways did the
students demonstrate that they
understood what the candidate
expected for them to learn?
B. What did the student teacher expect
the students to do during and after
the lesson? In what ways did the
students demonstrate that they
understood what the candidate
expected them to do?
C. How did the student teacher help
the students relate to the learning?
In what ways did the students
demonstrate that they understood
the relevance and/or importance of
the learning?
Page 71
APS 5: Using instructional strategies to facilitate learning
AN EFFECTIVE TEACHER PROMOTES STUDENT LEARNING THROUGH THE EFFECTIVE USE OF
APPROPRIATE INSTRUCTIONAL STRATEGIES.
A. What instructional strategies did
the student teacher use during the
lesson?
B. In what ways did the student
teacher vary the instructional
strategies during the lesson, and
why?
C. What evidence suggests that the
instructional strategies were - or
were not - effective in terms of
promoting student learning and
success?
APS 6: PROVIDING CONTENT FOR LEARNERS
AN EFFECTIVE TEACHER POSSESSES A THOROUGH KNOWLEDGE AND UNDERSTANDING OF THE
DISCIPLINE SO THAT HE OR SHE IS ABLE TO PROVIDE THE APPROPRIATE CONTENT FOR THE
LEARNERS.
A. What evidence suggests that the
student teacher did - or did not -
have a thorough knowledge and
understanding of the content?
B. What was the content of the
lesson?
C. How did the student teacher
explain and/or demonstrate the
content to the students, and how
effective were the explanations/
demonstrations?
Page 72
APS 7: MONITORING, ASSESSING, AND ENHANCING LEARNING
AN EFFECTIVE TEACHER MAINTAINS A CONSTANT AWARENESS OF STUDENT PERFORMANCE
THROUGHOUT THE LESSON IN ORDER TO GUIDE INSTRUCTION AND PROVIDE APPROPRIATE
FEEDBACK TO STUDENTS.
A. In what ways—and how
effectively—did the student
teacher monitor student learning
during the lesson?
B. In what ways—and how
effectively—did the student
teacher make adjustments to
accommodate the learning needs
of the students?
C. What types of instructional
feedback did the student teacher
provide to the students, and how
effective was the feedback in
terms of enhancing student
learning?
Additional Comments:
Student Teacher’s signature ___________________________________________
Cooperating Teacher’s signature _______________________________________
Supervisor Instructor’s signature _______________________________________
* The Student Teacher’s signature simply acknowledges receipt of this form and not necessarily
agreement with its content.
Page 73
North Greenville University Student Teacher ADEPT Worksheet
to be used for
Student Teacher Seminar and/or Remediation Worksheets
Domain 3: Environment
Student Teacher ______________________ Grade(s)/Subject(s) ____________________
School ______________________________ Date _______________________________
APS 8: MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING
AN EFFECTIVE TEACHER CREATES AND MAINTAINS A CLASSROOM ENVIRONMENT THAT ENCOURAGES
AND SUPPORTS STUDENT LEARNING.
A. What was the physical environment
of the classroom like?
B. What type of affective climate did
the student teacher establish for the
students?
C. What type of learning climate did
the student teacher establish for the
students?
Page 74
APS 9: MANAGING THE CLASSROOM
AN EFFECTIVE TEACHER MAXIMIZES INSTRUCTIONAL TIME BY EFFICIENTLY MANAGING
STUDENT BEHAVIOR, INSTRUCTIONAL ROUTINES AND MATERIALS, AND ESSENTIAL NON-
INSTRUCTIONAL TASKS.
A. What were the student teacher’s
expectations for student
behavior? In what ways did the
students demonstrate that they
understood the ways in which
they were expected to behave?
B. In what ways did the student
teacher maximize - or fail to
maximize - instructional time?
C. What types of instructional
materials, resources, and
technologies were used during
the lesson, and how did the
student teacher manage them?
Additional Comments:
Student Teacher’s signature ___________________________________________
Cooperating Teacher’s signature _______________________________________
Supervisor Instructor’s signature _______________________________________
* The Student Teacher’s signature simply acknowledges receipt of this form and not necessarily
agreement with its content.
Page 75
North Greenville University Student Teacher ADEPT Worksheet
to be used for
Student Teacher Seminar and/or Remediation Worksheets
Domain 4: Professionalism
Student Teacher ________________________ Grade(s)/Subject(s) ______________________
School _________________________________ Date _________________________________
APS 10:Fulfilling Professional Responsibilities
AN EFFECTIVE TEACHER IS AN ETHICAL, RESPONSIBLE, CONTRIBUTING, AND EVER-LEARNING
MEMBER OF THE PROFESSION.
A. How does the student teacher
demonstrate being and advocate
for the students?
B. What evidence suggests that the
student teacher works to achieve
organizational goals in order to
make the entire school a positive
and productive learning
environment for the students?
C. What evidence suggests that the
student teacher is an effective
communicator?
D. What evidence suggests that the
student teacher exhibits
professional demeanor and
behavior?
E. How does the student teacher
demonstrate active learning?
Additional Comments:
Student Teacher’s signature ___________________________________________
Cooperating Teacher’s signature _______________________________________
Supervisor Instructor’s signature _______________________________________
* The Student Teacher’s signature simply acknowledges receipt of this form and not necessarily agreement with its
content.
Page 76
NORTH GREENVILLE UNIVERSITY
COLLEGE OF EDUCATION
Mid- Semester
ADEPT Formal Evaluation Consensus Report
Student Teacher: ________________ Grade(s)/subject(s): ____________________
Academic year: ________________ School: _____________________________
DOMAIN 1: PLANNING
APS 1: Long-Range Planning Met Not Met Rationale
(1point) (0 points)
1.A Obtaining and analyzing student
information and using this information to
guide instructional planning
1.B Establishing appropriate learning and
developmental goals for all students
1.C Identifying and sequencing appropriate
instructional units
1.D Developing appropriate processes for
evaluating and recording students’ progress
and achievement
1.E Planning appropriate procedures for
managing the classroom
APS 2: Short-Range Planning of Instruction Met Not Met Rationale
(1point) (0 points)
2.A Developing unit objectives
2.B Developing unit plans (content, strategies,
materials, resources)
2.C Using student performance data to guide
instructional planning
APS 3: Planning Assessments and Using Data Met Not Met Rationale
(1point) (0 points)
3.A Developing/selecting and administering
appropriate assessments
3.B Gathering, analyzing, and using assessment
data
3.C Using assessment data to reflect student
progress and achievement
Domain 1 (APSs 1–3) total points earned: (Total points possible = 11)
Domain 1 rating: Pass (> 10 points) Fail (< 9 points)
Page 77
DOMAIN 2: INSTRUCTION
APS 4: Establishing and Maintaining High Met Not Met Rationale
Expectations for Learners (1point) (0 points)
4.A Establishing, communicating, and
maintaining high expectations for student
achievement
4.B Establishing, communicating, and
maintaining high expectations for student
participation
4.C Helping students assume responsibility for
their own participation and learning
APS 5: Using Instructional Strategies to Met Not Met Rationale
Facilitate Learning (1point) (0 points)
5.A Using appropriate instructional strategies
5.B Using a variety of instructional strategies
5.C Using instructional strategies effectively
APS 6: Providing Content for Learners Met Not Met Rationale
(1point) (0 points)
6.A Demonstrating a thorough command of the
subject matter
6.B Providing appropriate content
6.C Structuring the content to promote
meaningful learning
APS 7: Monitoring, Assessing, and Enhancing Met Not Met Rationale
Learning (1point) (0 points)
7.A Monitoring student learning during
instruction
7.B Enhancing student learning during
instruction
7.C Providing appropriate instructional
feedback to all students
Domain 2 (APSs 4–7) total points earned: (Total points possible = 12)
Domain 2 rating: Pass (> 11 points) Fail (< 10 points)
Page 78
DOMAIN 3: ENVIRONMENT
APS 8: Maintaining an Environment That Met Not Met Rationale
Promotes Learning (1point) (0 points)
8.A Creating a safe physical environment that is
conducive to learning
8.B Creating and maintaining a positive
classroom climate
8.C Creating and maintaining a classroom
culture of learning
APS 9: Managing the Classroom Met Not Met Rationale
(1point) (0 points)
9.A Managing student behavior appropriately
9.B Making maximum use of instructional time
9.C Managing noninstructional routines
efficiently
Domain 3 (APSs 8–9) total points earned: (Total points possible = 6)
Domain 3 rating: Pass (> 5 points) Fail (< 4 points)
DOMAIN 4: PROFESSIONALISM
APS 10: Fulfilling Professional Responsibilities Met Not Met Rationale
(1point) (0 points)
10.A Advocating for the students
10.B Working to achieve organizational goals
10.C Communicating effectively
10.D Exhibiting professional demeanor and
behavior
10.E Becoming an active, lifelong learner
Domain 4 (APS 10) total points earned: (Total points possible = 5)
Domain 4 rating: Pass (> 4 points) Fail (< 3 points)
Page 79
Overall judgment: Met (all four domains passed) Not Met (one or more
domains failed)
Evaluators’ signatures: By signing below, I verify that the formal evaluation process
was conducted in accordance with the approved ADEPT plan and that I participated
in making—and am in agreement with—the above judgments.
Cooperating
Teacher:___________________________ Date: ____________________
___
Supervising
Instructor:__________________________ Date: ____________________
__
(optional)
Student Teacher’s signature: By signing below, I verify that I have received the
results of this formal evaluation. My signature does not necessarily imply that I agree
with these results.
Student Date: ____________________
Teacher:_______________________
Page 80
Mid-Semester Summary of Student Teacher Performance
Semester_________ 20____
Student Teacher______________________________________Grade____________________
Cooperating Teacher_________________________________School_____________________
ADEPT Performance Standards (25% OF GRADE):
Domain 1 Planning Domain 1 (APSs 1–3) Total points
APS 1 Long Range Planning ______ (Total points possible = 11)
earned:
APS 2 Short Range Planning of
Instruction ______ Domain 1 Pass Fail
APS 3 Planning Assessment and Using rating: (> 10 points) (< 9 points)
Data ______
Domain 2 Instruction
APS 4 Establishing and Maintaining High
Domain 2 (APSs 4-7) Total points
Expectations for Learners ______ earned:
APS 5 Using Instructional Strategies to (Total points possible = 12)
Facilitate Learning ______ Domain 2 Pass Fail
APS 6 Providing Content for Learners rating: (> 11 points) (< 10 points)
______
APS 7 Monitoring and Enhancing
Learning ______
Domain 3 Environment
APS 8 Maintaining an Environment that
Promotes Learning ______ Domain 3 (APSs 8-9) Total points
earned:
APS 9 Managing the Classroom (Total points possible = 6)
______ Domain 3 Pass Fail
rating: (> 5 points) (< 4 points)
Domain 4 Professionalism
APS 10 Fulfilling Professional
Responsibilities _____ Domain 4 (APS 10) Total points
earned:
(Total points possible = 5)
Domain 4 Pass Fail
rating: (> 4 points) (< 3 points)
TOTALS:
Domains 1-4 ________
APS 1-10 ________
NOTE: Mid Term is a Pass/Fail grade. Failure on any domain or APS at midterm will
not automatically constitute a “Fail” as mid term grade, but will indicate a need for
improvement. Failure of any domain or any two APS at final will automatically constitute a
Final grade of “F” or failure for student teaching
Page 81
ADEPT PERFORMANCE STANDARDS ______
(25% OF GRADE)
Total Passing APSs ______________
(Student must pass 9 of the 10 APS for a passing grade.)
ASSESSMENT OF DISPOSITIONS: ______
(25% OF GRADE)
TEACHER WORK SAMPLE: ______
(20% OF GRADE)
ADEPT NOTEBOOK: ______
(25% OF GRADE)
PRESENTATION EVALUATION: ______
(5% OF GRADE):
MID SEMESTER GRADE ______
(PASS/FAIL)
TOTAL DAYS IN ATTENDANCE ______
Supervising Instructor’s Signature ________________________________________________
Cooperating Teacher’s Signature _______________________________________________
Student Teacher’s Signature ___________________________________________________
Date____________________________
Page 82
North Greenville University Field Experience: Assessment of Dispositions
Candidate______________________________________Semester_________Average________
Please rate 1-4: never = 1; seldom = 2; acceptable = 3; consistently = 4 by writing the appropriate number in
the box.
Circle indicators that are weak for student and/or make specific comments below.
1. EFFECTIVE PRACTITIONER
A. Exhibits Professional Attitude
Indicators: Confident, responsible, appropriate dress, punctual, meets deadlines,
prepared, possesses self-efficacy, takes responsibility for own actions.
______________________________________________________________________________
B. Values Communication
Indicators: Communicates content enthusiastically, uses correct grammar, has
good communication skills, able to relate and communicate with all stake holders.
______________________________________________________________________________
C. Demonstrates a Positive Attitude toward Teaching/Students
Indicators: Enthusiastic, goes the extra mile, meets the needs of all learners, values students,
demonstrates patience with students, uses a variety of teaching strategies.
______________________________________________________________________________
D. Displays a Positive Attitude toward the Profession, Colleagues, and Authority
Indicators: Loyal, flexible, cooperative, values teamwork, promotes the school, ethical,
Demonstrates self-control, respectful of mentor, cooperating teacher, and school officials.
______________________________________________________________________________
2. CARING LEADER
A. Promotes Nurturing and Kindness
Indicators: Tone of voice, word choices, interacts well with students, sensitive to students, is
respectful, patient in class, praises students for positive work, keeps students on task.
______________________________________________________________________________
B. Values Relationships
Indicators: Keeps a confidence, shows concern for others’ well-being, loyal, respectful, trustworthy,
team player, able to work with others, cheerful positive and encouraging, helpful, giving.
______________________________________________________________________________
C. Creates a Nurturing Environment
Indicators: Includes all learners, creates a warm learning space, students are free from
harassment, respects diverse learners, utilizes a variety of resources beyond the text.
______________________________________________________________________________
3. LIFELONG LEARNER
A. Values Professional Development
Indicators: Engages positively in learning opportunities, joins professional organizations, keeps
abreast of current issues, seeks learning opportunities, utilizes research to improve practice,
open to correction, makes every effort to improve lessons.
______________________________________________________________________________
B. Takes Initiative
Indicators: Is organized, prepared, contributes, plans, turns in work, produces quality work, ethical.
______________________________________________________________________________
C. Practices Reflective Inquiry
Indicators: Understands effects of decisions on students, reads with a critical understanding, knows
how to write reflections, understands consequences of actions, corrects misunderstandings quickly.
______________________________________________________________________________
COMMENTS: (Use the back if necessary.)
Signature: ___________________________________ Date: ________________________
Page 83
NORTH GREENVILLE UNIVERSITY
COLLEGE OF EDUCATION
Final (End of Semester)
ADEPT Formal Evaluation Consensus Report
Student Teacher: ________________ Grade(s)/subject(s): ____________________
Academic year: ________________ School: _____________________________
DOMAIN 1: PLANNING
APS 1: Long-Range Planning Met Not Met Rationale
(1point) (0 points)
1.A Obtaining and analyzing student
information and using this information to
guide instructional planning
1.B Establishing appropriate learning and
developmental goals for all students
1.C Identifying and sequencing appropriate
instructional units
1.D Developing appropriate processes for
evaluating and recording students’ progress
and achievement
1.E Planning appropriate procedures for
managing the classroom
APS 2: Short-Range Planning of Instruction Met Not Met Rationale
(1point) (0 points)
2.A Developing unit objectives
2.B Developing unit plans (content, strategies,
materials, resources)
2.C Using student performance data to guide
instructional planning
APS 3: Planning Assessments and Using Data Met Not Met Rationale
(1point) (0 points)
3.A Developing/selecting and administering
appropriate assessments
3.B Gathering, analyzing, and using assessment
data
3.C Using assessment data to reflect student
progress and achievement
Domain 1 (APSs 1–3) total points earned: (Total points possible = 11)
Domain 1 rating: Pass (> 10 points) Fail (< 9 points)
Page 84
DOMAIN 2: INSTRUCTION
APS 4: Establishing and Maintaining High Met Not Met Rationale
Expectations for Learners (1point) (0 points)
4.A Establishing, communicating, and
maintaining high expectations for student
achievement
4.B Establishing, communicating, and
maintaining high expectations for student
participation
4.C Helping students assume responsibility for
their own participation and learning
APS 5: Using Instructional Strategies to Met Not Met Rationale
Facilitate Learning (1point) (0 points)
5.A Using appropriate instructional strategies
5.B Using a variety of instructional strategies
5.C Using instructional strategies effectively
APS 6: Providing Content for Learners Met Not Met Rationale
(1point) (0 points)
6.A Demonstrating a thorough command of the
subject matter
6.B Providing appropriate content
6.C Structuring the content to promote
meaningful learning
APS 7: Monitoring, Assessing, and Enhancing Met Not Met Rationale
Learning (1point) (0 points)
7.A Monitoring student learning during
instruction
7.B Enhancing student learning during
instruction
7.C Providing appropriate instructional
feedback to all students
Domain 2 (APSs 4–7) total points earned: (Total points possible = 12)
Domain 2 rating: Pass (> 11 points) Fail (< 10 points)
Page 85
DOMAIN 3: ENVIRONMENT
APS 8: Maintaining an Environment That Met Not Met Rationale
Promotes Learning (1point) (0 points)
8.A Creating a safe physical environment that is
conducive to learning
8.B Creating and maintaining a positive
classroom climate
8.C Creating and maintaining a classroom
culture of learning
APS 9: Managing the Classroom Met Not Met Rationale
(1point) (0 points)
9.A Managing student behavior appropriately
9.B Making maximum use of instructional time
9.C Managing noninstructional routines
efficiently
Domain 3 (APSs 8–9) total points earned: (Total points possible = 6)
Domain 3 rating: Pass (> 5 points) Fail (< 4 points)
DOMAIN 4: PROFESSIONALISM
APS 10: Fulfilling Professional Responsibilities Met Not Met Rationale
(1point) (0 points)
10.A Advocating for the students
10.B Working to achieve organizational goals
10.C Communicating effectively
10.D Exhibiting professional demeanor and
behavior
10.E Becoming an active, lifelong learner
Domain 4 (APS 10) total points earned: (Total points possible = 5)
Domain 4 rating: Pass (> 4 points) Fail (< 3 points)
Page 86
Overall judgment: Met (all four domains passed) Not Met (one or more
domains failed)
Evaluators’ signatures: By signing below, I verify that the formal evaluation process
was conducted in accordance with the approved ADEPT plan and that I participated
in making—and am in agreement with—the above judgments.
Cooperating
Teacher:___________________________ Date: ____________________
___
Supervising
Instructor:__________________________ Date: ____________________
__
(optional)
Student Teacher’s signature: By signing below, I verify that I have received the
results of this formal evaluation. My signature does not necessarily imply that I agree
with these results.
Student Date: ____________________
Teacher:_______________________
Page 87
Final-Semester Summary of Student Teacher Performance
Semester_________ 20____
Student Teacher_______________________________________Grade___________________
Cooperating Teacher___________________________School___________________________
ADEPT Performance Standards (25% OF GRADE):
Domain 1 Planning Domain 1 (APSs 1–3) Total points
APS 1 Long Range Planning ______ (Total points possible = 11)
earned:
APS 2 Short Range Planning of
Instruction ______ Domain 1 Pass Fail
APS 3 Planning Assessment and Using rating: (> 10 points) (< 9 points)
Data ______
Domain 2 Instruction
APS 4 Establishing and Maintaining High
Domain 2 (APSs 4-7) Total points
Expectations for Learners ______ earned:
APS 5 Using Instructional Strategies to (Total points possible = 12)
Facilitate Learning ______ Domain 2 Pass Fail
APS 6 Providing Content for Learners rating: (> 11 points) (< 10 points)
______
APS 7 Monitoring and Enhancing
Learning ______
Domain 3 Environment
APS 8 Maintaining an Environment that
Promotes Learning ______ Domain 3 (APSs 8-9) Total points
earned:
APS 9 Managing the Classroom (Total points possible = 6)
______ Domain 3 Pass Fail
rating: (> 5 points) (< 4 points)
Domain 4 Professionalism
APS 10 Fulfilling Professional
Responsibilities ______ Domain 4 (APS 10) Total points
earned:
(Total points possible = 5)
Domain 4 Pass Fail
rating: (> 4 points) (< 3 points)
TOTALS:
Domains 1-4 ________
APS 1-10 ________
NOTE: Mid Term is a Pass/Fail grade. Failure on any domain or APS at midterm will
not automatically constitute a “Fail” as mid term grade, but will indicate a need for
improvement. Failure of any domain or any two APS at final will automatically constitute a
Final grade of “F” or failure for student teaching
Page 88
ADEPT PERFORMANCE STANDARDS ______
(25% OF GRADE)
Total Passing APSs ______________
(Student must pass 9 of the 10 APS for a passing grade.)
ASSESSMENT OF DISPOSITIONS: ______
(25% OF GRADE)
TEACHER WORK SAMPLE: ______
(20% OF GRADE)
ADEPT NOTEBOOK: ______
(25% OF GRADE)
PRESENTATION EVALUATION: ______
(5% OF GRADE):
MID SEMESTER GRADE ______
(PASS/FAIL)
TOTAL DAYS IN ATTENDANCE ______
Supervising Instructor’s Signature ________________________________________________
Cooperating Teacher’s Signature _______________________________________________
Student Teacher’s Signature ___________________________________________________
Date____________________________
Page 89
North Greenville University Field Experience: Assessment of Dispositions
Candidate______________________________________Semester_________Average________
Please rate 1-4: never = 1; seldom = 2; acceptable = 3; consistently = 4 by writing the appropriate number in
the box.
Circle indicators that are weak for student and/or make specific comments below.
1. EFFECTIVE PRACTITIONER
A. Exhibits Professional Attitude
Indicators: Confident, responsible, appropriate dress, punctual, meets deadlines,
prepared, possesses self-efficacy, takes responsibility for own actions.
______________________________________________________________________________
B. Values Communication
Indicators: Communicates content enthusiastically, uses correct grammar, has
good communication skills, able to relate and communicate with all stake holders.
______________________________________________________________________________
C. Demonstrates a Positive Attitude toward Teaching/Students
Indicators: Enthusiastic, goes the extra mile, meets the needs of all learners, values students,
demonstrates patience with students, uses a variety of teaching strategies.
______________________________________________________________________________
D. Displays a Positive Attitude toward the Profession, Colleagues, and Authority
Indicators: Loyal, flexible, cooperative, values teamwork, promotes the school, ethical,
Demonstrates self-control, respectful of mentor, cooperating teacher, and school officials.
______________________________________________________________________________
2. CARING LEADER
A. Promotes Nurturing and Kindness
Indicators: Tone of voice, word choices, interacts well with students, sensitive to students, is
respectful, patient in class, praises students for positive work, keeps students on task.
______________________________________________________________________________
B. Values Relationships
Indicators: Keeps a confidence, shows concern for others’ well-being, loyal, respectful, trustworthy,
team player, able to work with others, cheerful positive and encouraging, helpful, giving.
______________________________________________________________________________
C. Creates a Nurturing Environment
Indicators: Includes all learners, creates a warm learning space, students are free from
harassment, respects diverse learners, utilizes a variety of resources beyond the text.
______________________________________________________________________________
3. LIFELONG LEARNER
A. Values Professional Development
Indicators: Engages positively in learning opportunities, joins professional organizations, keeps
abreast of current issues, seeks learning opportunities, utilizes research to improve practice,
open to correction, makes every effort to improve lessons.
______________________________________________________________________________
B. Takes Initiative
Indicators: Is organized, prepared, contributes, plans, turns in work, produces quality work, ethical.
______________________________________________________________________________
C. Practices Reflective Inquiry
Indicators: Understands effects of decisions on students, reads with a critical understanding, knows
how to write reflections, understands consequences of actions, corrects misunderstandings quickly.
______________________________________________________________________________
COMMENTS: (Use the back if necessary.)
Signature: ___________________________________ Date: ________________________
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APPENDIX C - Cooperating Teacher Forms
Cooperating Teacher Personal Data Sheet
Cooperating Teacher Evaluation of Student Teacher
Preparation
The Good Mentor
Actions to Assist in ADEPT Performance Standards
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Cooperating Teacher Personal Data Sheet
Name ______________________________________ Date _____________
School Name __________________________________________________
School Address ________________________________________________
School Phone _______________ SS#/District ID# _____________________
Home Address _________________________________________________
Home Phone ______________ E-Mail ______________________________
Area(s) of Certification __________________________________________
Number of years in teaching _________
Subject(s) currently teaching ______________________________________
Subject(s) taught in past __________________________________________
Education Background:
Undergraduate Degree________________ Institution __________________
Area ______________________________
Graduate Degree ____________________ Institution __________________
Area _______________________________
State ADEPT Evaluator Training completed: Yes ___ No ___
(3 day State Approved)
NGU ADEPT Seminar Training: Yes _____ No _____
Other NGU student teachers that you have had _____________________
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Cooperating Teacher’s Evaluation of North Greenville University’s Student Teacher Preparation
Student Teacher:
School:
Subject Area or Grade: Date:
Cooperating Teacher:
Directions: The following evaluation is to be completed at the end of the student teacher
placement by the cooperating teacher. Indicate the level of proficiency if the behavior is
observed. If you do not have knowledge of one of the behaviors, please leave the item
blank. Attach an additional sheet for narrative comments you may wish to make regarding
the student teacher’s performance.
DOMAIN 1: PLANNING
APS 1: Long-Range Planning Outstanding Satisfactory Unsatisfactory
(3 points) (2 points) (1 point)
1.A Obtaining and analyzing student
information and using this information to
guide instructional planning
1.B Establishing appropriate learning and
developmental goals for all students
1.C Identifying and sequencing appropriate
instructional units
1.D Developing appropriate processes for
evaluating and recording students’ progress
and achievement
1.E Planning appropriate procedures for
managing the classroom
APS 2: Short-Range Planning of Instruction Outstanding Satisfactory Unsatisfactory
(3 points) (2 points) (1 point)
2.A Developing unit objectives
2.B Developing unit plans (content, strategies,
materials, resources)
2.C Using student performance data to guide
instructional planning
APS 3: Planning Assessments and Using Data Outstanding Satisfactory Unsatisfactory
(3 points) (2 points) (1 point)
3.A Developing/selecting and administering
appropriate assessments
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3.B Gathering, analyzing, and using assessment
data
3.C Using assessment data to reflect student
progress and achievement
DOMAIN 2: INSTRUCTION
APS 4: Establishing and Maintaining High Outstanding Satisfactory Unsatisfactory
Expectations for Learners (3 points) (2 points) (1 point)
4.A Establishing, communicating, and
maintaining high expectations for student
achievement
4.B Establishing, communicating, and
maintaining high expectations for student
participation
4.C Helping students assume responsibility for
their own participation and learning
APS 5: Using Instructional Strategies to Outstanding Satisfactory Unsatisfactory
Facilitate Learning (3 points) (2 points) (1 point)
5.A Using appropriate instructional strategies
5.B Using a variety of instructional strategies
5.C Using instructional strategies effectively
APS 6: Providing Content for Learners Outstanding Satisfactory Unsatisfactory
(3 points) (2 points) (1 point)
6.A Demonstrating a thorough command of the
subject matter
6.B Providing appropriate content
6.C Structuring the content to promote
meaningful learning
APS 7: Monitoring, Assessing, and Enhancing Outstanding Satisfactory Unsatisfactory
Learning (3 points) (2 points) (1 point)
7.A Monitoring student learning during
instruction
7.B Enhancing student learning during
instruction
7.C Providing appropriate instructional
feedback to all students
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DOMAIN 3: ENVIRONMENT
APS 8: Maintaining an Environment That Outstanding Satisfactory Unsatisfactory
Promotes Learning (3 points) (2 points) (1 point)
8.A Creating a safe physical environment that is
conducive to learning
8.B Creating and maintaining a positive
classroom climate
8.C Creating and maintaining a classroom
culture of learning
APS 9: Managing the Classroom Outstanding Satisfactory Unsatisfactory
(3 points) (2 points) (1 point)
9.A Managing student behavior appropriately
9.B Making maximum use of instructional time
9.C Managing noninstructional routines
efficiently
DOMAIN 4: PROFESSIONALISM
APS 10: Fulfilling Professional Responsibilities Outstanding Satisfactory Unsatisfactory
(3 points) (2 points) (1 point)
10.A Advocating for the students
10.B Working to achieve organizational goals
10.C Communicating effectively
10.D Exhibiting professional demeanor and
behavior
10.E Becoming an active, lifelong learner
11. Personal Development Outstanding Satisfactory Unsatisfactory
(3 points) (2 points) (1 point)
Personal Characteristics
Exhibits emotional control and poise
Is dependable and responsible
Establishes rapport with students
Exhibits courtesy
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Is adaptable and flexible
Exhibits appropriate appearance/grooming
Exhibits initiative
Exhibits industriousness
Exhibits sense of humor
Exhibits tactfulness
Exhibits enthusiasm
12 Interpersonal Development Outstanding Satisfactory Unsatisfactory
(3 points) (2 points) (1 point)
Includes activities and utilizes instructional materials
to reduce ethnocentrism (prejudice, discrimination,
stereotyping, etc.)
Fosters an appreciation for differing values and
cultural norms
Includes activities to develop student self-esteem and
positive self-concept
Fosters ethical principles in students (fairness,
reciprocity, integrity, etc.)
Perceives verbal and nonverbal messages and reacts
with sensitivity
Models respect for all students
Thank you for completing this form.
Cooperating Teacher: ___________________________________________________
Date: ________________________________________________________________
Please return to the Supervising Instructor.
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The Good Mentor
By James B. Rowley
Six basic but essential qualities of the good mentor:
Committed to the role of mentoring
o A positive and professional role model and guide
o Has passion for children and teaching
o Committed to spending time to
Listen
Explain
Share – resources and knowledge
Accepting of the beginning teacher
o Receptive and supportive of the student teacher
o Corrects without criticism
o Creates atmosphere which allows student teacher to take risks and grow
o Respects integrity and confidentiality of the student teacher
o Brings out strengths in student teacher and assists in overcoming
weakness(es)
Skilled at providing instructional support
o Offers constructive advice
o Experienced in content and instructional strategies
o Supports student teacher in successes and turns failures into learning
experiences
o Provides supportive, reflective, and constructive feedback
Effective in different interpersonal contexts
o models good listening as well as effective communication with student
teacher, students, peers, parents and administrators
o able to establish clear boundaries of respect between mentor and student
teacher
o responsive to concerns
o able to give constructive criticism while being encouraging and supportive
A model of a continuous learner
o Serves as a role model and leads by example
o Open to new ideas
o Self-evaluator – reflects on own teaching practices
o Exemplary teacher who stays current (takes professional classes, reads
professional journals, etc.)
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Communicates hope and optimism
o Displays positive attitude
o Acts as a positive motivator
o Motivated by love of education
o Desires student teacher to succeed
o Demonstrates sense of humor
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Actions to Assist in ADEPT Performance Standards
APS 1
Long-Range Planning
An effective teacher facilitates student achievement by establishing appropriate
long-range learning goals and by identifying the instructional, assessment, and
management strategies necessary to help all students progress toward meeting
these goals.
Long-range planning requires the teacher to combine a knowledge of content, standards, and
curriculum with a knowledge of specific learning-teaching contexts and student characteristics.
Although long-range planning is an essential process for all teachers, long-range plans (LRPs) will
differ according to variables such as content (i.e., subject matter, concepts, principles, process, and
related skills) and context (e.g., setting, learning needs of the students). In developing LRPs, the
teacher should work both independently and collaboratively. LRPs are dynamic documents that
should be reviewed continuously and revised, as necessary, throughout the school year.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
1.A The teacher obtains student information, analyzes this information to determine the
learning needs of all students, and uses this information to guide instructional
planning.
The teacher begins the long-range planning process by gaining a thorough understanding of
students’ prior achievement levels, learning styles and needs, cultural and socioeconomic
backgrounds, and individual interests. The teacher gathers this information from a variety of
sources, including student records (e.g., permanent records, individualized education
programs) and individuals such as other teachers, special-area professionals, administrators,
service providers, parents, and the students themselves. From this information, the teacher
identifies the factors that are likely to impact student learning. The teacher then uses this
information to develop appropriate plans for meeting the diverse needs of his or her
students.
1.B The teacher establishes appropriate standards-based long-range learning and
developmental goals for all students.
The teacher’s goals are aligned with relevant federal, state, and local requirements and
reflect the applicable grade-level academic standards. For preschool children and students
with severe disabilities, the teacher’s goals align with appropriate developmental and/or
functional expectations.
1.C The teacher identifies and sequences instructional units in a manner that facilitates the
accomplishment of the long-range goals.
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In this context, an instructional unit is a set of integrated lessons that is designed to
accomplish learning objectives related to a curricular theme, an area of knowledge, or a
general skill or process. Consistent with relevant federal, state, and local curriculum and/or
academic standards, the teacher’s instructional units provide for appropriate coverage of the
key themes, concepts, skills, and standards related to the subject area(s) and are designed to
expose students to a variety of intellectual, social, and cultural perspectives. The sequence of
the teacher’s units (as presented through timelines, curriculum maps, planning and pacing
guides, and so forth) follows a logical progression, with an appropriate amount of time
allocated to each instructional unit.
1.D The teacher develops appropriate processes for evaluating and recording students’
progress and achievement.
The teacher’s evaluation process includes the major formal and informal assessments to be
used (e.g., observations, exams, research papers, performance, projects, portfolios) and the
evaluation criteria for each. The teacher’s evaluation methods are appropriate for the
learning goals and the content. The evaluation criteria match state, local, and/or individually
determined expectations for student progress and achievement. The teacher’s record-keeping
system provides a confidential and well-organized system for storing, retrieving, and
analyzing all necessary student data.
1.E The teacher plans appropriate procedures for managing the classroom.
The teacher’s rules and procedures for managing student behavior, whether developed
independently by the teacher or collaboratively with the students, are clearly stated,
appropriate for the students, and consistent with school and district policies. The rules are
stated in positive terms, when possible, and focus on behaviors rather than on students. The
teacher’s procedures for managing essential noninstructional routines (e.g., transitioning
between activities and/or subjects, taking roll, collecting student work, preparing learning
centers or labs, retrieving instructional materials or resources) promote efficiency and
minimize the loss of instructional time.
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APS 2
Short-Range Planning of Instruction
An effective teacher facilitates student achievement by planning appropriate
learning objectives; selecting appropriate content, strategies, and materials for
each instructional unit; and systematically using student performance data to guide
instructional decision making.
In this context, the term instructional unit is defined as a set of integrated lessons that is designed to
accomplish learning objectives related to a curricular theme, an area of knowledge, or a general skill
or process. The length of instructional units—that is, the number of days or lessons they cover—
will vary in accordance with such factors as the number of objectives to be accomplished; the
complexity of the content to be covered; and the ability levels of the particular students.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
2.A The teacher develops unit objectives that facilitate student achievement of appropriate
academic standards and long-range learning and developmental goals.
The teacher’s objectives define what the students should know (i.e., the factual, conceptual,
procedural, and/or metacognitive knowledge) and be able to do (e.g., the cognitive
processes—remembering, understanding, applying, analyzing, evaluating, and/or creating)
upon completing the unit. The teacher’s objectives are student-oriented, explicit, and
assessable statements of intended learning outcomes. There is a clear connection between
the unit objectives and grade-level academic standards (or, for preschool children or students
with severe disabilities, between the unit objectives and appropriate developmental and/or
functional expectations). The unit objectives are consistent with the long-range goals,
assessment results from previous instructional units, state and local curriculum guidelines,
individualized education programs (IEPs), and the needs and interests of the students. The
unit objectives are logically linked to previous and future learning objectives.
2.B The teacher develops instructional plans that include content, strategies, materials, and
resources that are appropriate for the particular students.
The content of the teacher’s instructional plans is drawn from multiple sources that are
accurate and current and is applicable to the students’ grade-level academic standards,
instructional needs, ability and developmental levels, and interests. The sources of the
content expose students to a variety of intellectual, social, and cultural perspectives as
appropriate. The teacher selects a variety of instructional strategies and materials in order to
present content in formats that accommodate learning differences and that translate into real-
life contexts for the students. Instructional technology is included as appropriate. The
instructional strategies are logically sequenced and include sufficient opportunities for initial
learning, application and practice, and review. The strategies lead the students to
increasingly higher levels of thinking and problem solving. They promote active student
engagement during both independent and collaborative learning tasks, and they provide
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opportunities for the teacher and students to vary their roles in the instructional process (e.g.,
instructor, facilitator, coach, audience).
2.C The teacher routinely uses student performance data to guide short-range planning of
instruction.
The teacher develops lesson and unit plans on the basis of accurate conclusions that he or
she has drawn from analyses of the particular students’ prior performance (i.e., their
behavior, progress, and achievement).
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APS 3
Planning Assessments and Using Data
An effective teacher facilitates student achievement by assessing and analyzing
student performance and using this information to measure student progress and
guide instructional planning.
In this context, the term assessment refers to any formal or informal measurement tool, activity,
assignment, or procedure used by a classroom teacher to evaluate student performance.
Assessments may be commercially produced or developed by the teacher, but all should be valid,
reliable, and maximally free from bias.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
3.A The teacher develops/selects and administers a variety of appropriate assessments.
The assessments used by the teacher are technically sound indicators of students’ progress
and achievement in terms of the unit objectives, the grade-level (or individually determined)
academic standards, and the student achievement goals. The assessments align with the
learning objectives and the instruction in terms of the type(s) of knowledge (i.e., factual,
conceptual, procedural, and/or metacognitive) and the cognitive processes (i.e.,
remembering, understanding, applying, analyzing, evaluating, and/or creating). The teacher
is not overly reliant on commercially produced assessments, but when he or she uses them,
the teacher is careful to ensure that any necessary modifications are made. Assessment
materials are free of content errors, and all assessments include verbal and/or written
directions, models, and/or prompts that clearly define what the students are expected to do.
The assessments are appropriate for the ability and developmental levels of the students in
the class. The teacher provides appropriate accommodations for individual students who
require them in order to participate in assessments.
3.B At appropriate intervals, the teacher gathers and accurately analyzes student
performance data and uses this information to guide instructional planning.
The teacher routinely obtains student baseline data, analyzes the data to determine student
learning needs, and uses this information to develop appropriate instructional plans. At
appropriate intervals throughout instruction, the teacher analyzes student performance on
informal assessments (e.g., individual and group performance tasks, quizzes, assignments)
and formal assessments (e.g., tests, projects, portfolios, research papers, performances) to
determine the extent to which both individual students and groups of students are
progressing toward accomplishing the learning objectives. On the basis of these analyses,
the teacher determines the impact of instruction on student learning and makes appropriate
decisions about the need to modify his or her instructional plans.
3.C The teacher uses assessment data to assign grades (or other indicators) that accurately
reflect student progress and achievement.
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The teacher makes decisions about student performance, progress, and achievement on the
basis of explicit expectations that clearly align with the learning objectives and achievement
goals, the assessments, and the students’ level of ability. The teacher may present his or her
evaluation criteria in the form of scoring rubrics, vignettes, grading standards, answer keys,
rating scales, and the like. Assessments are appropriately weighted on the basis of the
relative importance of each in determining overall progress and achievement. The teacher
maintains accurate, current, well-organized, and confidential records of assessment results.
The teacher uses available information technology to store and assist with the analysis of
student data.
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APS 4
Establishing and Maintaining High Expectations for Learners
An effective teacher establishes, clearly communicates, and maintains
appropriate expectations for student learning, participation, and responsibility. In
this context, the term participation refers to student effort.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
4.A The teacher establishes, communicates, and maintains high expectations for student
achievement.
The teacher’s expectations are appropriately challenging for the grade and/or ability levels
of the particular students. The teacher communicates the learning objectives so that students
clearly understand what they are expected to know and be able to do. The teacher reviews
and/or clarifies the objectives as necessary.
4.B The teacher establishes, communicates, and maintains high expectations for student
participation.
The teacher’s expectations are appropriate for the grade and/or ability levels of the particular
students and for the subject area. The teacher effectively communicates these expectations
so that his or her students will readily apply them to instructional activities and events
during the lessons and to assignments and tasks both in and out of the classroom.
4.C The teacher helps students assume responsibility for their own participation and
learning.
The teacher clearly communicates the importance and relevance of the academic standards
and learning objectives as well as the way the standards and objectives relate to the students’
previous and/or future learning. The teacher encourages the students to become the active
agents of their own learning and to take the initiative to follow through with their work. The
teacher provides appropriate opportunities for the students to engage in self- assessment and
reflection on their learning and to develop a metacognitive awareness of their own strengths
and weaknesses. The teacher assists the students in developing strategies to compensate for
their weaknesses when it is necessary.
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APS 5
Using Instructional Strategies to Facilitate Learning
An effective teacher promotes student learning through the effective use
of appropriate instructional strategies.
The term instructional strategies refers to the methods, techniques, technologies, activities, or
assignments that the teacher uses to help his or her students achieve the learning objectives.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
5.A The teacher uses appropriate instructional strategies.
The teacher’s strategies are appropriate for the particular objectives and content and the
particular students’ grade, developmental, and ability levels. The strategies build on the
students’ interests and prior learning and are appropriate for the students’ stage of learning
(e.g., initial, application, practice, review) with regard to the particular material. The
teacher’s strategies promote higher levels of thinking and/or performance.
5.B The teacher uses a variety of instructional strategies.
The teacher draws from a substantial repertoire of instructional strategies, varying his or her
strategies both within and among lessons according to the particular objectives and content
and the students’ ability levels, learning styles, rates of learning, and special needs. The
teacher conveys information in a variety of formats (e.g., lectures, videotapes, texts, DVDs)
and approaches (e.g., demonstrations, guided practice, guided discovery, simulations). As
appropriate to the learners and the learning, the teacher’s instructional strategies include
sharing instructional responsibilities with other teachers, guest speakers, and/or parents;
varying and/or exchanging roles (e.g., instructor, facilitator, coach, observer) with students;
and creating opportunities for both independent and collaborative learning experiences.
5.C The teacher uses instructional strategies effectively.
The teacher uses instructional strategies that actively engage his or her students and that ultimately
result in meaningful learning for them. All students receive opportunities to experience success.
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APS 6
Providing Content for Learners
An effective teacher possesses a thorough knowledge and understanding of the
discipline so that he or she is able to provide the appropriate content for the
learners.
In this context, the term content refers to the particular aspects of the discipline that are being
taught, including subject matter, concepts, principles, processes, and related skills. Central to this
standard is the content competence of the teacher. From this in-depth knowledge of the discipline,
the teacher must select the content that is appropriate for his or her students and then organize the
content in ways that best facilitate student learning.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
6.A The teacher demonstrates a thorough command of the discipline that he or she teaches.
The teacher provides content that is accurate and current. The teacher’s presentations,
demonstrations, discussions, responses to students’ questions, and methods of engaging the
students indicate a thorough knowledge and understanding of the content. The teacher
identifies and explains/demonstrates conceptual relationships and/or procedural steps. The
teacher identifies and corrects students’ content errors.
6.B The teacher provides appropriate content.
The content of the teacher’s lessons is aligned with the applicable curriculum requirements,
grade-level academic standards, and/or student learning objectives. Whenever possible, the
teacher draws lesson content from multiple sources and presents it in ways that expose
students to a variety of intellectual, social, and/or cultural perspectives.
6.C The teacher structures the content to promote meaningful learning.
The teacher’s instruction goes beyond the simple presentation of factual knowledge. The
teacher aligns the content with the learning objectives and ensures that students are provided
with opportunities to acquire the knowledge and to use the cognitive processes that are
necessary for successful problem solving. The teacher is able to identify and to explain
and/or demonstrate key concepts and skills as well as their broader relationships and
applications. The teacher guides student learning by presenting concepts and/or procedures
in a logical sequence and in clear and sufficient detail. The teacher uses appropriate
examples to help make the content relevant, meaningful, and applicable to the students.
When students experience difficulties in mastering the content, the teacher is able to identify
and address the sources of the problems.
An effective teacher maintains a constant awareness of student performance throughout the lesson
in order to guide instruction and provide appropriate feedback to students.
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APS 7
Monitoring, Assessing, and Enhancing Learning
An effective teacher maintains a constant awareness of student performance
throughout the lesson in order to guide instruction and provide appropriate feedback to
students.
In this context, the term monitoring refers to any methods the teacher uses during the lesson to
collect information about his or her students’ understanding of the content. Assessing includes any
formal or informal measurement tools, activities, assignments, or procedures a teacher uses during
the lesson to evaluate the students’ performance and their progress toward meeting the learning
objectives. Enhancing learning refers to actions a teacher takes during the lesson as a direct result
of monitoring and assessing in order to improve or extend student learning.
Both APS 3 (Planning Assessments and Using Data) and APS 7 involve teacher decision making on
the basis of the results of student assessments. However, APS 3 deals with decision making that
occurs prior to and after instruction. In contrast, APS 7 deals with the decision making that occurs
during the actual lesson. In other words, the key elements of APS 7 occur “in flight.”
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
7.A The teacher continually monitors student learning during instruction by using a
variety of informal and formal assessment strategies.
The teacher maintains a constant awareness of student learning by engaging the students in
classroom activities such as discussions, projects, performances, assignments, and quizzes.
During these activities, the teacher uses effective questioning techniques to sample a
representative cross section of students. The teacher’s questions are appropriate to the
content, the activities, and the students. The teacher determines the students’ level of
understanding of key concepts and skills by carefully observing/listening to and analyzing
students’ verbal and nonverbal responses and reactions, inquiries, approaches to the task,
performance, and final products.
7.B The teacher enhances student learning by using information from informal and formal
assessments to guide instruction.
The teacher systematically collects, analyzes, and summarizes assessment data to monitor
students’ progress. On the basis of formal and informal assessment information, the teacher
makes appropriate decisions regarding instruction. When his or her students have difficulty
answering questions, the teacher provides appropriate response time, rephrases the question,
and/or provides prompts or other such assistance. The teacher provides additional
explanations, demonstrations, or assistance, and modifies the content and/or the instructional
strategies when necessary. The teacher adjusts the pace of the lessons to conform to the
needs of the students. The teacher promotes student retention of the content
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by actively engaging the students in reviews of the key elements, steps, or procedures as
necessary. The teacher extends students’ learning and development through appropriate
enrichment activities.
7.C The teacher enhances student learning by providing appropriate instructional
feedback to all students.
The teacher provides feedback to the students throughout the lesson. The teacher also
provides feedback on all significant student work. The teacher’s feedback—whether oral,
written, or nonverbal—is equitable (i.e., provided to all students) and individualized. The
feedback is accurate, constructive, substantive, specific, and timely. The feedback is
effective in helping correct students’ misunderstandings or errors, reinforcing their
knowledge and skills, and/or extending their learning.
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APS 8
Maintaining an Environment That Promotes Learning
An effective teacher creates and maintains a classroom environment that
encourages and supports student learning.
In this context, the term environment refers to both the physical surroundings and the affective climate
of the classroom. This standard focuses on environmental factors that a teacher can reasonably be
expected to control.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
8.A The teacher creates and maintains the physical environment of his or her classroom as a
safe place that is conducive to learning.
The teacher’s classroom arrangement allows all students to see, hear, and participate during
instruction. The classroom is free from clutter and distractions that impede learning. The teacher
ensures that all materials are safely and properly stored and that all applicable safety regulations
and precautions are followed. Classroom displays feature items of educational relevance and
interest, including current samples of student work as appropriate.
8.B The teacher creates and maintains a positive affective climate in his or her classroom.
The teacher conveys confidence in his or her ability to teach the lesson content and to work with
diverse groups of students. The teacher exhibits the enthusiasm necessary to generate interest in
the subject matter and the patience and sensitivity necessary to assist and support all students,
regardless of their social and cultural backgrounds or intellectual abilities. The teacher shows
respect for the feelings, ideas, and contributions of all students and encourages the students to
do likewise.
8.C The teacher creates and maintains a culture of learning in his or her classroom.
The teacher exemplifies and emphasizes initiative, industriousness, inquisitiveness, and
excellence and, by doing so, encourages the students to do likewise. The teacher facilitates
cooperation and teamwork among students and provides them with appropriate incentives and
rewards for learning. The teacher works to ensure that every student feels a sense of belonging
in the classroom. To the extent appropriate, the teacher invites student input and suggestions
when designing instructional activities and events.
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APS 9
Managing the Classroom
An effective teacher maximizes instructional time by efficiently managing student
behavior, instructional routines and materials, and essential noninstructional tasks.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
9.A The teacher manages student behavior appropriately.
The teacher’s behavioral rules and consequences are appropriate for the students and are
consistent with district and school policies. These rules and consequences are clearly
conveyed to the students and are enforced in a fair and consistent manner. The teacher
maintains a constant awareness of classroom events and activities. The teacher uses effective
preventive discipline techniques (e.g., eye contact, facial expressions, proximity) and
handles any disruptions in an appropriate and timely manner. Disciplinary actions focus on
the inappropriate behaviors and not on the students themselves. The teacher encourages
students to monitor and assume responsibility for their own behavior.
9.B The teacher makes maximal use of instructional time.
The teacher ensures that his or her students are engaged in meaningful academic learning
throughout the instructional period. Instructional materials, resources, and technologies are
useable, well organized, and accessible. In general, instruction is characterized by a smooth
flow of activity.
9.C The teacher manages essential noninstructional routines in an efficient manner.
It is evident that the teacher has clearly communicated to his or her students the rules and
procedures for safety routines (e.g., fire drills, tornado drills, emergency preparedness) and
classroom operations (e.g., roll call, collecting or turning in assignments, obtaining and
distributing instructional materials, keeping work stations or lab areas in order). Transitions
between activities or classes are handled in an efficient and orderly manner, with
supervision provided as is necessary and appropriate.
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APS 10
Fulfilling Professional Responsibilities
An effective teacher is an ethical, responsible, contributing, and ever-learning member
of the profession.
KEY ELEMENTS
This standard requires the teacher to demonstrate the following abilities and dispositions:
10.A The teacher is an advocate for the students.
The teacher collaborates with colleagues, administrators, and other student-oriented
professionals (e.g., curriculum specialists, counselors, library media specialists, speech-
language therapists, nurses) to determine the needs of his or her students and to plan and
provide them with the appropriate learning experiences and assessments. The teacher
establishes appropriate professional relationships with agencies, businesses, and community
groups that support the well-being of students.
10.B The teacher works to achieve organizational goals in order to make the entire school a
positive and productive learning environment for the students.
The teacher regularly attends and contributes to departmental meetings, faculty meetings,
strategic planning sessions, and the like. The teacher actively supports the efforts of school
organizations such as parent-teacher groups and school improvement councils. To the extent
that is possible and appropriate, the teacher supports extracurricular activities that contribute
to the overall learning and development of students (e.g., academic clubs, student council,
athletics, cultural/artistic events).
10.C The teacher is an effective communicator.
Both inside and outside the classroom, the teacher’s spoken and written language is clear,
correct, and appropriate for each target audience (e.g., students, parents, colleagues, related
professionals). The teacher communicates with parents/guardians on a regular basis about
goals and expectations for student learning, behavioral rules and consequences, assignments,
suggestions for supporting student learning at home, assessment results, and student
progress and performance. The teacher responds appropriately to parental concerns. The
teacher uses a variety of formats (e.g., telephone contacts, meetings, conferences,
letters/newsletters, Web sites, report cards, notes, e-mails, interactive journals) to maintain
effective and ongoing communication with others.
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10.D The teacher exhibits professional demeanor and behavior.
The teacher maintains a valid teaching certificate; complies with all professional, school,
and district rules, policies, and procedures; and is cognizant of the policies set forth in the
SDE publication Standards of Conduct for South Carolina Educators. The teacher’s
performance is characteristic of a professional in terms of self-management (e.g.,
responsibility, initiative, time management, appearance), ethical standards, and quality of
work (e.g., completing required tasks in an accurate, timely, and effective manner).
10.E The teacher is an active learner.
The teacher is a reflective practitioner who systematically collects, synthesizes, and
evaluates student-achievement data in order to accurately identify his or her own
professional strengths and weaknesses and to gain professional insight and vision regarding
ways to enhance student learning. As a result of this self-assessment, the teacher
collaborates with his or her supervisor(s) to develop an appropriate individualized
professional growth plan. Additionally, the teacher regularly seeks out, participates in, and
contributes to activities that promote collaboration and that support his or her continued
professional growth (e.g., participation in professional associations, courses, conferences,
workshops, seminars).
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APPENDIX D
Lesson Plan Template for College of Education
Page 114
LESSON PLAN TEMPLATE FOR COLLEGE OF EDUCATION
(Conceptual Framework Objectives Addressed)
Lesson Title:
Grade:
State Standard:
1.C.1 Student teacher uses curriculum that is based on state and national curriculum
standards.
Learning Objectives: The student will be able to:
1.C.2 Student teacher develops short range plans that reflect an understanding of the
importance of aligning curriculum, instruction, and assessment.
Activities/Procedures:
What will you and the students be doing during this lesson?
How will you begin/introduce the lesson? How will prior learning be activated?
How will other areas of the curriculum be integrated?
1.C.2 Student teacher develops short range plans that reflect an understanding of the
importance of aligning curriculum, instruction, and assessment.
1.A.2 Student teacher integrates content across the curriculum.
Accommodations:
How will students’ individual differences in rates of learning, styles of learning,
interests, and needs be accommodated?
Materials: What resources/materials will be needed during this lesson?
1.B.1 Student teacher provides content from multiple sources and in varied formats.
Questioning: Develop questions on various levels of Bloom’s of Taxonomy. Identify
the level that corresponds to each question.
2.B.2 Student teacher uses methods of instruction that emphasize critical thinking and
flexible approaches to problems.
Assessment: How will you know that the students met the objectives(s) of the lesson?
1.C.2 Student teacher develops short range plans that reflect an understanding of the
importance of aligning curriculum, instruction, and assessment.
1.D.2 Student teacher develops short range plans that reflect and understanding of the
importance of aligning curriculum, instruction, and assessment.
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Choose the appropriate
Lesson Plan Template
PAGE
Lesson Plan Template for Early Childhood and Elementary Education ……………………..115
Lesson Plan Template for Sec. Ed. ELA ……………………………………………………..116
Lesson Plan Template for Sec. Ed. Math …………………………………………………….117
Lesson Plan Template for Music Ed …………………………………………………………118
Lesson Plan Template for Social Studies …………………………………………………….119
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LESSON PLAN TEMPLATE EARLY CHILDHOOD EDUCATION
Lesson Title:
State Standard:
Indicator(s):
Learning Objectives:
Essential Questions:
Activities/Procedures (Describe each step in a bulleted list format):
What will you and the students be doing during this lesson?
How will you begin/introduce the lesson? How will you assess prior knowledge of the
students about this topic?
How will you assess student learning after the lesson?
Closure: (“Today we talked about….. How is this useful in everyday life? …When do we use
these skills/this knowledge?...When you go home today, look for/ ask your parents…)
List the ways you will take into consideration, or accommodate for, the individual differences
among students in rates of learning, styles of learning, interests, and special needs, as in the
following list:
Visual learners
Auditory learners
Kinesthetic learners
ESL
Gifted
Physical disabilities
Cognitive disabilities
Materials: What resources and materials will be needed during the lesson?
Questioning: Develop questions on various levels of Bloom’s Taxonomy of Educational
Objectives. Beside each question, identify the level that corresponds to it.
Integrated Curriculum: In what ways are other subjects integrated into this lesson?
Assessment: How will you know that the students met the learning objectives of the lesson?
How will the assessments accommodate the differences in the students? (Attach a copy of your
assessment with each lesson turned in).
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Lesson Plan Template Elementary Education
Lesson Title:
ACEI Standard:
State Standard:
Learning Objective(s): The student will be able to:
Essential Questions (s):
Activities/Procedures:
What will you and the students be doing during this lesson?
How will you begin/introduce the lesson? How will prior learning be activated?
How will students’ individual differences in rates of learning, styles of learning,
interests, and needs be accommodated?
Example:
Include activities for the auditory, visual, and kinesthetic learner.
Include how accommodations will be made for resource, ESL, and/or gifted students.
Resource:
ESL:
Gifted:
How will other areas of the curriculum be integrated?
Closure:
Materials: What resources/materials will be needed during this lesson?
Questioning: Develop questions on various levels of the Bloom’s Taxonomy.
Identify the level that corresponds to each question.
Assessment: How will you know that the students met the objectives (s) of the
lesson? How will assessments accommodate the differences in the students?
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Lesson Plan Template for College of Education—Sec. Ed. ELA
Lesson Title:
Grade:
State Standard:
Learning Objective(s): The student will be able to:
Essential Questions (s):
Activities/Procedures:
What will you and the students be doing during this lesson?
How will you begin/introduce the lesson? How will prior learning be activated?
Accommodations:
How will students’ individual differences in rates of learning, styles of learning,
interests, and needs be accommodated?
Include activities for the auditory, visual, and kinesthetic learner.
Include how accommodations will be made for resource, ESL, and/or gifted students.
Resource:
ESL:
Gifted:
How will other areas of the curriculum be integrated?
Closure:
Materials: What resources/materials will be needed during this lesson?
Questioning: Develop questions on various levels of the Taxonomy of Bloom.
Identify the level that corresponds to each question.
Assessment: How will you know that the students met the objectives (s) of the
lesson? How will assessments accommodate the differences in the students?
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MATH
Page 120
LESSON PLAN TEMPLATE FOR NGU MUSIC EDUCATION STUDENTS
1. LESSON TITLE:
2. STATE STANDARD:
3. LEARNING OBJECTIVE(S):
4. ESSENTIAL QUESTION(S):
5. ACTIVITIES/PROCEDURES:
6. CLOSURE/SUMMARY:
7. KINDS OF LEARNERS:
Visual
Auditory
Kinesthetic
ESL
Gifted
Physical disabilities
Cognitive disabilities
8. MATERIALS AND RESOURCES
9. QUESTIONS WITH LEVEL OF Bloom’s Taxonomy
10. INTEGRATED CURRICULUM:
11. ASSESSMENT: (Must mirror objective)
12. Rubric for each assessment
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Lesson Plan Template for College of Education-Sec. Social Studies
Lesson Title:
Grade:
State Standard:
NCSS Standard:
Learning Objective(s): The student will be able to:
Essential Questions (s):
Activities/Procedures:
What will you and the students be doing during this lesson?
How will you begin/introduce the lesson? How will prior learning be activated?
Accommodations:
How will students’ individual differences in rates of learning, styles of learning,
interests, and needs be accommodated?
Include activities for the auditory, visual, and kinesthetic learner.
Include how accommodations will be made for resource, ESL, and/or gifted students.
Resource:
ESL:
Gifted:
How will other areas of the curriculum be integrated?
Closure:
Materials: What resources/materials will be needed during this lesson?
Questioning: Develop questions on various levels of the Taxonomy of Bloom’s.
Identify the level that corresponds to each question.
Assessment: How will you know that the students met the objectives (s) of the
lesson? How will assessments accommodate the differences in the students?
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APPENDIX E
Teacher Work Sample aligned with ADEPT
Teacher Work Sample – Objectives Addressed
Rubric for Teacher Work Sample
Teacher Work Sample Grading Sheet
Page 123
TEACHER WORK SAMPLE ALIGNED WITH ADEPT
Element 1 or Item 1 – Description of the classroom and students taught
APS 1 – Long-Range Planning
determine the ability and developmental levels, backgrounds, needs, and
interests of students
Students’ abilities and developmental levels
Students’ social and cultural backgrounds
Students’ needs and interests
Suggestions for collecting data:
Historical files
Standardized test scores
IEPs
Portfolios
Teachers, administrators, and counselors
Student interest surveys/interviews
Element 2 or Item 2 – Description of the desired learning outcomes for this unit of instruction
Element 3 or Item 3 – Instructional plans (unit plan and daily lesson plans)
APS 2 - - Short-Range Planning of Instruction
Plan instructional units that build on students’ prior learning and that connect
knowledge and skills to be covered in future units
Plan objectives that are appropriate for the ability and developmental levels of
students and that set appropriately high expectations for all students
Select levels and sources of content which are appropriate for the ability and
developmental levels of students, and which will expose students to a variety
of intellectual, social, and cultural perspectives
Utilize materials, resources, or technologies that present content in a variety of
formats
Plan activities that are logically sequenced and provide opportunities for
learning, application, practice and review
Plan activities that are matched to students’ needs and interests and accommodate
different rates of learning and development – meet the three modalities
APS – 5 – Using Instructional Strategies to Facilitate Learning
A variety of instructional strategies are used in a logical sequence and are appropriate for
the objectives of the unit
Instructional strategies are appropriate for the abilities, needs, interests, and
developmental levels of the students
Element 4 or Item 4 – Assessment plan, including pre- and post-assessment outcomes,
showing alignment with objectives and instruction
APS – 3 – Short-Range Planning, Development, and Use of Assessments
Select and/or develop a variety of assessments which are appropriate for the ability and
developmental levels of the students and the objectives of the unit
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Select and/or develop assessments that are consistent with instructional strategies used
during the course of the unit
APS – 4 – Establishing and Maintaining High Expectations for Learners
Ensure that the expectations are appropriate for the ability and developmental levels of
students and that they challenge all students to achieve at appropriately high levels
Establish appropriate expectations related to participating in instructional activities
Establish appropriate expectations for completing instructional assignments and tasks
Element 5 or Item 5 – Evidence of student achievement (student gains, accomplishment of
outcomes) acquired from analysis of pre- and post-assessments of all students in the class
APS – 3 – Short-Range Planning, Development, and Use of Assessments
Assessment results are analyzed to make judgments about students’ achievement, the
need for instructional feedback, and the extent to which instruction met all students’ needs
Accurate records of student achievement are provided
Element 6 or Item 6 – Reflections on student achievement, results, unit content, instructional
process, assessments
APS – 7 - Monitoring and Enhancing Learning
Use information from monitoring students (assessments) to adjust the types and
sequences of instructional strategies
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TEACHER WORK SAMPLE – OBJECTIVES ADDRESSED
Work Sample Element 1. Description of the classroom context and the students taught
(including individual differences)
Objective 1.D.1 The student teacher utilizes student demographic data in planning instruction for
diverse students.
Criteria for this objective:
Long-range and short-range plans for instruction and assessment contain descriptions of the
students’ social and cultural backgrounds and other relevant demographic information.
Instructional plans reflect awareness of and sensitivity to students’ backgrounds.
Objective 1.D.2 The student teacher plans, facilitates and evaluates learning activities that
accommodate individual differences with regard to diversity, human development and type of
intelligence.
Criteria for this objective:
Long-range plans contain descriptions of the students’ developmental levels,
learning styles, abilities, needs and interests.
Information about students is obtained from a variety of sources, and these are
documented in the plan.
Short-range plans for instruction and assessment indicate how these factors are taken into
account in planning, implementing and evaluating instruction by describing the specific
accommodations to be made.
Plans set expectations for performance that are appropriately high for all students,
depending on ability levels.
Assessment strategies are appropriate for students’ ability and developmental levels.
Plans build on students’ prior learning and development.
Resources, materials and technologies used are chosen with a view to presenting
information from a variety of cultural perspectives and in a variety of formats to meet
learners’ needs and interests.
Instructional strategies used accommodate differences in rates of learning and learning
styles.
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Work Sample Element 2. Description of the desired learning outcomes for this unit of
instruction
and
Work Sample Element 3. Instructional plans (unit plan and daily lesson plans)
Objectives addressed:
Objective1.A.1. The student teacher demonstrates an understanding of content within the field
of practice.
Criteria for this objective:
The student teacher demonstrates accurate, in-depth knowledge of subject matter in
planning, implementing and assessing instructional activities.
Objective 1.C.1. The student teacher uses curriculum that is based on state and national
curriculum standards.
Criteria for this objective:
Plans for instruction indicate which standards are being addressed.
The student teacher selects appropriate standards for the grade level while accommodating
the needs, interests and abilities of students.
Objective 1.C.2. The student teacher develops long and short range plans that reflect an
understanding of the importance of aligning curriculum, instruction, and assessment with the
purposes of education.
Criteria for this objective:
The teacher student teacher writes plans that relate the course objectives, instruction, and
assessments to students’ needs, interests and abilities.
Instructional plans show the alignment of instruction and assessment activities to objectives
based on curriculum standards.
Objective 1.D.1 The student teacher utilizes student demographic data in planning instruction for
diverse students.
Criteria for this objective:
Long-range and short-range plans for instruction and assessment contain descriptions of the
students’ social and cultural backgrounds and other relevant demographic information.
Instructional plans reflect awareness of and sensitivity to students’ backgrounds.
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Work Sample Element 4. Assessment plan, including pre- and post-assessment outcomes,
showing alignment with objectives and instruction
Outcomes addressed:
Objective 1.C.2. The student teacher develops long and short range plans that reflect an
understanding of the importance of aligning curriculum, instruction, and assessment with the
purposes of education.
Criteria for this objective:
The teacher student teacher writes plans that relate the course objectives, instruction,
and assessments to students’ needs, interests and abilities.
Instructional plans show the alignment of instruction and assessment activities to objectives
based on curriculum standards.
Objective 1.C.3 The student teacher uses assessment results to evaluate all students’ progress
and achievements.
Criteria for this objective:
Students’ records show how each student is progressing toward a skill or has mastered that
skill.
The student teacher plans instructional and assessment activities based on the results of
previous assessments.
Objective 1.D.2 The student teacher plans, facilitates and evaluates learning activities that
accommodate individual differences with regard to diversity, human development and type of
intelligence.
Criteria for this objective:
Short-range plans for instruction and assessment indicate how these factors are taken into
account in planning, implementing and evaluating instruction by describing the specific
accommodations to be made.
Plans set expectations for performance that are appropriately high for all students,
depending on ability levels.
Assessment strategies are appropriate for students’ ability and developmental levels.
Plans build on students’ prior learning and development.
Work Sample Element 5. Evidence of student achievement (student gains, accomplishment
of outcomes) acquired from analysis of pre- and post-assessments of all students in the
class
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Objectives addressed:
Objective 1.E.2 The student teacher uses information technology for curriculum, instruction,
and assessment to maximize learning.
The student teacher uses technology tools to collect, analyze, interpret, and communicate
student performance data.
Work Sample Element 6. Reflections on student achievement, results, unit content,
instructional process, assessments
Objectives addressed:
Objective 1.D.2 The student teacher plans, facilitates and evaluates learning activities that
accommodate individual differences with regard to diversity, human development and type of
intelligence.
Criteria for this objective:
Student teacher analyzes results of assessments in order to evaluate appropriateness of
instruction in terms of accommodating for individual differences among students
Objective 1.F.2. The student teacher applies, evaluates, and adjusts instructional techniques,
models, methods, materials, and resources that enhance instruction, learning, and classroom
management.
Criteria for this objective:
Adjustments in instructional techniques, models, methods, materials, and resources are made
during the lesson as needed.
Student teacher addresses a broad continuum of learning abilities, and a variety of learning
styles.
Objective 2.B.1. The student teacher engages positively all students with various learning
styles, developmental levels, abilities and backgrounds.
Criteria for this objective:
The student teacher’s demeanor conveys a belief that all students can learn.
The student teacher seeks to find ways to help students succeed.
The student teacher facilitates learning activities that promote mastery of important
information.
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Objective 2.C.1 The student teacher practices proactive behavior management/guidance to meet
students’ physical, social, emotional and cognitive needs.
Criteria for this objective:
The student teacher understands the physical, social, emotional and cognitive needs of
students as these are related to learning and success in school.
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Rubric for Teacher Work Sample
Element Exemplary Proficient Developing Comments
5 3 1
Element 1 – Description of Description of Description of
Description of the context and student context and student context and student
classroom context characteristics characteristics characteristics is
and the students contains rich, in- includes enough minimal. Few or no
depth information information to sources of
taught (including
from a variety of allow the student information are
individual authoritative, teachers to documented.
differences) documented sources, individualize
enabling the teacher planning for
10% of TWS grade to plan, implement instruction and
and assess assessment to a
instructional limited extent.
activities that Sources are limited
promote optimal in number and may
learning for all not be documented.
students.
Element 2 – Objective(s) are Objective(s) may be Objective(s) are
Description of the clearly stated, clearly stated and somewhat clear,
desired learning aligned with aligned with but reflect only
outcomes for this curriculum curriculum either curriculum
standards, and standards, but standards or
unit of instruction
appropriate for students’ needs, students’
and needs, interests, and interests and characteristics but
abilities of all abilities are not both.
Element 3 – students. reflected only to a
Instructional plans limited extent or
(unit plan and only for some
daily lesson plans) students.
20% of TWS grade
Element 4 – Assessment plan Assessment plan Assessment plan
Assessment plan, indicates clear indicates clear lacks clear
including pre-and alignment with alignment with alignment with
post-assessment objectives and objectives and objectives and/or
instructional instructional instructional
outcomes, showing
activities. Student activities, but activities. Student
alignment with characteristics, student characteristics are
objectives and including prior characteristics, taken into account
instruction learning and including prior in a very limited
development, are learning and way. Expectations
20% of TWS grade taken into account development are for students’
for all students. taken into account performance are
Expectations for only to a limited mostly
performance are extent. Expectations inappropriate.
appropriately high for performance are
for all students. appropriately high
for some, but not
all, students.
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Element Exemplary Proficient Developing Comments
5 3 1
Element 5 – Use of appropriate Student teacher Use of technology
Evidence of technology moves uses appropriate tools is very
student analysis beyond technology in limited, i.e., does
reporting of results appropriate but not take advantage
achievement
to in-depth analysis limited ways; fails of available
(student gains, of individual to use available technology, and
accomplishment of students’ strengths tools that would tools are used
outcomes) and weaknesses and have enhanced the inappropriately or
acquired from item analysis of processing and incorrectly.
analysis of pre- assessment presentation of
and post- instruments; use of data.
assessments of all technology enables
students in the student teacher to
class clearly interpret and
communicate student
performance data to
20% of TWS grade all stakeholders,
especially students.
Element 6 – Student teacher’s Student teacher’s Student teacher’s
Reflections on reflection indicates reflection indicates reflection shows
student awareness of the some awareness of minimal
achievement, variety of factors the variety of consideration of
affecting student factors affecting varied aspects of
results, unit
learning and of student learning, the classroom
content, possible ways to including factors at situation. Student
instructional modify such the community, teacher takes little
process, influences in ways school, classroom responsibility for
assessments that will enhance and individual enhancing student
student learning. levels. Reflection learning.
Reflection shows shows that student
30% of TWS grade that student teacher teacher takes
takes responsibility responsibility for
for finding ways to finding ways to
help all students help all students
learn, and that learn.
student teacher
identifies appropriate
resources and
techniques for doing
so.
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Teacher Work Sample Grading Sheet
Student: _________________________ Semester: __________________
Element 1: ____ x 10% _____
Comments:
Element 2/3: _______ x 20% _____
Comments:
Element 4: _____ x 20% ______
Comments:
Element 5: _____ x 20% ______
Element 6: ____ x 30% _____
Final Grade: _______
Comments:
.
Supervising Instructor______________________________
Date___________________________________
Page 133
NORTH GREENVILLE UNIVERSITY
COLLEGE OF EDUCATION
COOPERATING TEACHERS
INFORMATION FOR REGISTERING
FOR
CLASSES AT NGU(VIA VOUCHER)
1. The Cooperating Teacher must apply through the admissions office at NGU.
Download the admission application from the NGU website(undergraduate), complete
and send by snail mail to Mrs. Kelli Sewell in the Admissions Office, NGU, P.O. Box
1892, Tigerville, SC 29688. If you send via email, you will be charged a $25 fee. (Send
your voucher to Mrs. Sewell along with your completed application.)
2. Mrs. Sewell will send your completed application to Mrs. Pam Farmer, the NGU
Registrar, who will put your class into the NGU system, and notify Mr. Mike Jordan of
your voucher for a free class.
3. You will need to secure your NGU ID from the Registrar,(request this information by
email, PFarmer@ngu.edu, and then call the Business Office, 977-7002, Ms. Dale
Bruce, to give them your state insurance number, thus securing a waiver from the
required NGU Health Insurance Plan.
4. Course offerings are online at the NGU web site: www.ngu.edu. Vouchers are
available through the Director of Teacher Education.
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