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TEACHER CANDIDATE HANDBOOK

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TEACHER CANDIDATE HANDBOOK Powered By Docstoc
					Student Teacher Handbook




 TEACHER EDUCATION PROGRAM
NORTH GREENVILLE UNIVERSITY




        P. O. Box 1892
   Tigerville, SC 29688-1892




                               SPRING 2010
TABLE OF CONTENTS

TABLE OF CONTENTS .................................................................................................... 2
CONCEPTUAL FRAMEWORK…………………………………………………………4
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-term Evaluation ................................................................................................. 43
    Final 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 STUDENT
TEACHER PROGRAM ................................................................................................... 47
    Executive Director of Academic ............................................................................... 47
    Director of Teacher Education .................................................................................. 47
    Student Teacher Placement Coordinator .................................................................. 47
    Student Records Coordinator .................................................................................... 47
    Education Faculty/Supervising Teachers .................................................................. 48
    School District Superintendent or Designee ............................................................. 48
    Local School Administrator or Designee .................................................................. 48


                                                                  2
     Cooperating Teacher ................................................................................................. 49
     The Student Teacher ................................................................................................. 50
APPENDIX A – Student Teacher Forms.......................................................................... 53
     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 and Presentation ...................................... 60
     Student Teacher ADEPT notebook Check-List ........................................................ 71
     Student Teacher Evaluation of Cooperating Teacher ............................................... 71
     Student Teacher Evaluation of Student Teaching Experience .................................. 63
     Exit Survey for Student Teachers ............................................................................. 64
APPENDIX B - Supervising Teacher Forms.................................................................... 65
     North Greenville University Student Teacher Post-Observation
     Conference Record ……………………………………………………………..66-74
ADEPT Formal Evaluations………………………………………………………….75-78
Mid Semester…………………………………………………………………………….79
Final Semester……………………………………………………………………………82
APPENDIX C - Cooperating Teacher Forms ................................................................... 89
     Cooperating Teacher Personal Data Sheet ................................................................ 90
     Cooperating Teacher’s Evaluation Of Student Teacher Preparation ........................ 91
     The Good Mentor ...................................................................................................... 95
     Actions to Assist in ADEPT Performance Standards ............................................... 97
APPENDIX D – Lesson Plan Template for College of Education ................................. 107
APPENDIX E - Teacher Work Sample ………………………………………………..110
APPENDIX F - Cooperating Teacher Voucher………………………………………...125




                                                               3
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



                                             4
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,



                                             5
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



                                               6
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).




                                             7
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.




                                             8
         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



                                             9
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).



                                             12
     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. Entrance interview;
   exhibits personal         Program                   portfolio, faculty
   responsibility,                                     recommendations
   trustworthiness,
   fairness, and good
   citizenship.
                                                    B. Portfolio;
B. The candidate          B. Admission to              cooperating/
   respects, values,         Student Teaching;         supervising
   and holds high            completion of             teachers’
   expectations for all      Student Teaching          evaluations; TWS
   students.
                                                    C. Portfolio;
C. The candidate          C. Completion of             cooperating/
   designs an                Student Teaching          supervising
   effective, safe                                     teachers’
   learning                                            evaluations; TWS
   environment that
   meets the child’s
   physical, social,
   and emotional and
   cognitive needs.                                 D. Portfolio
                          D. Completion of
D. The candidate             Student Teaching
   communicates
   effectively with all
   stakeholders.                                     E. Faculty evaluation;
                          E. Admission to the           interview; portfolio,
E. The candidate             Teacher Education          cooperating/supervi
   values                    Program;                   sing teachers’
   collaboration and         completion of              evaluations
   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          interviews, entrance
       reflection.                             Program; completion        essay; field
                                               of Student Teaching        experiences,
                                                                          portfolio

    D. The candidate invites lifelong       D. Completion of           D. Cooperating/superv
       learning through innovative             Student Teaching           ising teachers’
       instructional practice.                                            evaluations,
                                                                          portfolio

    E. The candidate demonstrates           E. Completion of           E. Student teaching,
       professional enthusiasm in              Student Teaching           cooperating/supervi
       instruction, collaboration, and                                    sing teachers’
       reflection.                                                        evaluations,
                                                                          portfolio




                                           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 information 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:                     _________________________________________



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: _____________________________________________



                                   Page 57
                           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 summary for each standard of teaching. (1 - 2 pages for each standard.)

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 - 3 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.

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.




                                         Page 59
             Rubric for ADEPT notebook Evaluation and Presentation
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
___     Student did not make a ADEPT notebook presentation/no attempt at oral communication of
        experience
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
___     Inadequate attempt made to present ADEPT notebook/inadequate oral communication of
        experience
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
___     Minimal attempt made to present ADEPT notebook/minimal oral communication of experience
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
___     Presentation is satisfactory; oral communication indicates a general knowledge of teaching.
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
___     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________________________________________________


                                             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
            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


     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.
     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.
     9    The teacher gave appropriate
          background information.
    10    The teacher was positive and
          professional, yet developed a
          personal rapport with me.

Comments:



_________________________________________                ________________________
 Student Teacher’s Signature                                         Date



                                     Page 62
         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 63
                           Exit Survey for Student Teacher

Student                                                Phone:
Address


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.

Classroom knowledge of:                                Strong           Average          Weak
Content
Teaching methods
Planning
Classroom management
Developmental levels of students
Multi-cultural awareness
Exceptionalities of students
Monitoring learning
Maintaining high expectations for learners
Personal Readiness:                                    Strong           Average          Weak
Written communications skills
Oral communications skills
Ability to cooperate with others
Professional development
Stress Management
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 64
          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 65
                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 66
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 67
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 68
                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 69
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 70
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 71
                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 72
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 73
                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 74
                       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 75
                                  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 76
                                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 77
        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 78
            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 79
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 80
        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 PRACTIONER
        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 81
                       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 82
                                  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 83
                                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 84
        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 85
           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 86
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 87
        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 PRACTIONER
        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 88
           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




                                   Page 89
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 _____________________

Would you have any interest in any of the following?
___ A mentoring course
___ Meeting on a regular basis to offer input into the student teacher / student
    teaching program
___ Offering input into the NGU curriculum lab holdings
___ Suggesting ways NGU Teacher Education Program can collaborate with
    teachers to more effectively facilitate the student teaching experience


                                 Page 90
Cooperating Teacher Evaluation of 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




                                                Page 91
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




                                              Page 92
                                   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



                                              Page 93
 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.




                                                  Page 94
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.)



                                        Page 95
   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




                                  Page 96
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.
                                      Page 97
      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.




                                        Page 98
                                          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
                                           Page 99
      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).




                                        Page 100
                                          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.
                                      Page 101
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.




                                 Page 102
                                      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.




                                         Page 103
                                             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.




                                         Page 104
                                           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.

                                          Page 105
                                                    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

                                         Page 106
      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.




                                      Page 107
                                               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.




                                         Page 108
                                               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.




                                         Page 109
                                               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.




                                          Page 110
                                                APPENDIX D


Lesson Plan Template for College of Education




                                   Page 111
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.




                                        Page 112
Lesson Plan Template for College of Education

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 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?




                                  Page 113
                                               APPENDIX E


Teacher Work Sample aligned with ADEPT
Teacher Work Sample – Objectives Addressed
Rubric for Teacher Work Sample
Teacher Work Sample Grading Sheet




                                    Page 114
                   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

                                        Page 115
              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




                                        Page 116
   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.




                                       Page 117
 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.




                                      Page 118
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



                                       Page 119
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.


                                     Page 120
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.




                                    Page 121
                              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.


                                                Page 122
    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.




                                                Page 123
                    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 124
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.




                                    Page 125

				
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