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            Student Teaching Handbook

To the Student Teacher:

        Congratulations! You are beginning the most rewarding and challenging phase of your preparation -- student teaching. The
        student teaching experience is clearly the most critical and valuable component of any teacher education program. It is an
        intense experience requiring a great deal of patience, understanding and cooperation between everyone involved. Student
        teaching provides you with the opportunity to work closely with a mentor teacher, an experienced educator who has
        volunteered to share his/her classroom and expertise with you. You will also be working with a university supervisor. These
        people are there for guidance and support, but it is up to you to gain the most from your experience. As a student teacher,
        you must remember you are being accepted by the school system and classroom teacher as a "guest," and you should conduct
        yourself at all times in a professional style and manner.

        Your transition from student to professional educator will become apparent immediately. The experiences you have during
        student teaching will include observing, diagnosing, planning, presenting, evaluating, and reflecting on your own teaching
        performance. These skills will help to develop a repertoire of professional skills and competencies to prepare you for this
        challenging career. The process of learning to teach is rigorous, and we hope you will take full advantage of the many
        learning opportunities within your school and classroom settings. Your ability to adapt quickly to many, and sometimes very
        difficult situations, will demand a professional's approach and attitude. The knowledge, confidence, and skills developed
        during this time will be the foundation needed for successful teaching. We support your commitment to a career in teaching
        and hope you will find it to be professionally rewarding!

        During this next semester, you and our office will be closely linked. If any information concerning your academic program,
        address, phone, email, or personal information should change, please communicate those to us as soon as possible. The
        Office of Clinical and Field Experiences is located in the Education Building, room 106a. The office’s staff and I wish you
        the very best of luck as you begin to prepare for this all-important phase of teacher preparation -- student teaching.

To the Mentor teacher:

        Student teaching is the time for teacher candidates to engage in teaching experiences in a supporting environment with the
        guidance of university and public school professionals. The role of the mentor teacher is cited in research as having the
        greatest and longest lasting influence on not only the student teaching experience but also the aspiring teacher’s growth and
        development long after student teaching has ended. This responsibility is a highly significant one and the College of
        Education and Office of Student Services would like to extend our sincere appreciation for your willingness to share these
        attributes in this challenging collaborative endeavor.

                                                               Donna Brasher
                                                       Coordinator of Student Teaching

Contact Information

Donna Brasher                                Other Important Numbers
Coordinator of Student Teaching              Student Teacher
College of Education
Education Building room 106a
(806) 742-1998 ext. 511
Fax (806) 742-2179
                                             University Supervisor
Peggy Johnson
Associate Dean for Teacher Education
(806) 742-1998 ext.437

Walter Smith
Division Chair, Curriculum and Instruction   Mentor teacher
(806) 742-1998 ext. 446

Pam Tipton
Certification Officer
(806) 742-1998 ext. 451                      Cooperating School / Main Office

Dr. Scott Ridley
Dean, College of Education
(806) 742-1998                               Others

Office of Clinical and Field Experiences
Terri Beard, Administrative Business Asst.
(806) 742-1998 x 461
Fax (806) 742-2179

Academic Advisors (see for student teaching
eligibility, TExES registration, certification and
          Rosita Moore (806) 742-1998 x 441
          Earnestine Frazier (806) 742-1998 x 439
          Mickie Martin (806) 742-1998 x 432
          Jerry Perez (806) 742-1998 x 442

Registrar (Transcript Requests)- (806) 742-3661
        Fax (806) 042-0355

Financial Aid (806) 742-2681
        Fax- (806) 742-0880

Career Planning and Placement
(806) 742-2210;

Student Affairs Office
(806) 742-2192
The Student Affairs Handbook is online at

The online version of this Handbook is available at This hard copy is current as of August,
2010. Any revisions are reflected in the online version.

Table of Contents
     Welcome ............................................................................................................................. 1
     Contact Information ......................................................................................................... 2
     Table of Contents .............................................................................................................. 4
     Program Information ....................................................................................................... 6
     Mission ............................................................................................................................... 6
     Program Objectives .......................................................................................................... 6
     Competencies ..................................................................................................................... 6
     Code of Ethics.................................................................................................................... 7
     Accomodations .................................................................................................................. 7
     Student Teaching Timeline .............................................................................................. 8
     Phase I: School Orientation/Observation ...................................................................... 8
     Phase II: Induction (Participation and “Full Teach”) ................................................ 10
     Phase III: Culmination/Phase Out .............................................................................. 112
     Roles of the Team Members ........................................................................................... 12
     Responsibilities of the Student Teacher ........................................................................ 12
     Responsibilities of the Mentor teacher .......................................................................... 15
     Role and Responsibilities of the Building Administrator ............................................ 16
     Responsibilities of the University Supervisor ............................................................... 16
     Responsibilities of the Coordinator of Clinical Experiences ....................................... 17
     Evaluation and Recommendation Processes ................................................................ 18
     The Midpoint Evaluation ............................................................................................... 18
     Final Evaluation .............................................................................................................. 19
     Evaluation Form Rubrics ............................................................................................... 19
     Withdrawal ...................................................................................................................... 29
     Dismissal .......................................................................................................................... 29
     Field Intervention............................................................ Error! Bookmark not defined.30
     Extended Student Teaching ........................................... Error! Bookmark not defined.30
     Failing Student Teaching ............................................... Error! Bookmark not defined.30
     Recommendation / Placement Files ............................... Error! Bookmark not defined.31
     Placement/Credential File Information ........................ Error! Bookmark not defined.31
     Letters of Recommendation ........................................... Error! Bookmark not defined.32
     Guidelines for a Successful Experience ......................... Error! Bookmark not defined.33
     Observation ..................................................................... Error! Bookmark not defined.33
     Ordering Your Priorities ................................................ Error! Bookmark not defined.34
     Managing Time and Organizing Information .............................................................. 35
       Planning for Teaching .................................................................................................... 36
       Instruction ....................................................................... Error! Bookmark not defined.41
       Management and Discipline ........................................... Error! Bookmark not defined.43
       Web Resources for Teaching ......................................... Error! Bookmark not defined.47
       Developing Professional Relationships.......................... Error! Bookmark not defined.48
       Becoming a Reflective Practitioner ............................... Error! Bookmark not defined.50
       Code Of Ethics................................................................. Error! Bookmark not defined.53
       Statement of Purpose ...................................................... Error! Bookmark not defined.53
       Forms ............................................................................... Error! Bookmark not defined.55
       Mid-Term Evaluation
       Final Evaluation

Acknowledgement: The student teacher handbooks at the following universities provided some materials for
this handbook:
       The University of Nebraska at Kearney
       Indiana University
       The University of Maryland College Park
       The University of Wisconsin at Whitewater
       Bowling Green State University
       Oklahoma State University

Program Information


The mission of clinical experiences is to help prepare creative, reflective and innovative professional educators with high moral and
ethical standards who view themselves as agents of change, who are committed to the welfare of children, and who have the
understanding, attitudes and skills necessary for effective teaching.

Program Objectives

The student teacher will learn, via observation and supervised teaching, to:
    1. Design instruction appropriate for all students reflecting an understanding of relevant content and is based on continuous and
         appropriate assessment.
    2. Create a classroom environment of respect and rapport fostering a positive climate for learning, equity, and excellence.
    3. Promote student learning by providing responsive instructions that makes up of effective communication techniques,
         instructional strategies actively engaging students in the learning process, and timely, high-quality feedback.
    4. Fulfill professional roles and responsibilities and adhere to legal and ethical requirements of the profession.
(from the State Board for Educator Certification Pedagogy and Professional Responsibilities Standards)


After completion of the teacher education program at Texas Tech University, a beginning teacher will be able to demonstrate the
following competencies:

Domain I: Designing instruction and assessment to promote student learning
   1. The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing
       assessment that motivate students and are responsive to their developmental characteristics and needs.
   2. The teacher understands student diversity and knows how to plan learning experiences and design assessments that are
       responsive to differences among students and promote all students’ learning.
   3. The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate
       learning goals and objectives.
   4. The teacher understands learning processes and factors affecting student learning and demonstrates this knowledge by
       planning effective, engaging instruction and appropriate assessments.

Domain II: Creating a positive, productive classroom environment
   5. The teacher knows how to establish a classroom climate to foster learning, equity, and excellence and uses this knowledge to
       create a physical and emotional environment that is safe and productive.
   6. The teacher understands strategies for creating an organized and productive learning environment and for managing student

Domain III: Implementing effective, responsive instruction and assessment
   7. The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning
   8. The teacher provides appropriate instruction to actively engage students in the learning process.
   9. The teacher incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction for all students.
   10. The teacher monitors student performance and achievement; provides students with timely, high-quality feedback; and
       responds flexibly to promote learning for all students.

Domain IV: Fulfilling professional roles and responsibilities
   11. The teacher understands the importance of family involvement in children’s education and knows how to interact and
       communicate effectively with families.
   12. The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational
       community and participating in various types of professional activities.
   13. The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of
       education in Texas.

These competencies are clarified with descriptors on the State Board for Educator Certification website
( These competencies will be reflected in a professional portfolio
(a requirement of the companion course to student teaching, the capstone course) and are assessed on the final evaluation and the
TExES exam.

All teacher education programs provide that candidates systematically reflect upon and engage in professional practice with diverse
students/clients (e.g., ethnicity, race, socioeconomic status, gender, exceptionalities, and language) and in a variety of settings, as
relevant to the specific areas of professional expertise. Placements will be assigned to provide that diversity of experiences.

Code of Ethics

One of the criteria for being a professional is to behave honestly, ethically, and at a high level of integrity. In the role of student
teacher, a person is required to:

   treat all students considerately and justly
   eliminate any biased attitudes
   maintain a role as a professional with students, peers, other teachers, administrators and parents
   refrain from any sexual overtures
   refrain from any financial gain
   maintain strict confidentiality between students, professional colleagues and peers
   keep a high standard of educational commitment and responsibility
   avoid harmful gossip about students, professional colleagues and peers
   present facts to members of the student teaching team without distortion
   work with all parents on a professional level
   refrain from inappropriate communication

A breach of ethical conduct can result in failure to obtain teacher certification. Texas Tech University College of Education requires
a signed and dated Code of Conduct (see page 55). This form will be supplied to all student teachers by the university supervisor.


Students requiring accommodations for an identified disability should speak with the Coordinator of Clinical Experiences at the
beginning of the semester.

Student Teaching Timeline

Student teaching is a unique experience filled with opportunities for personal and professional growth. Students will have completed
all or virtually all of the preparatory courses in their content areas. Those with the greatest amount of success will have had
professional education courses in foundations, psychology, and methods along with a wide variety of field and laboratory experiences.

Mentor teachers have been carefully selected for the high quality of their instruction, proven record of student achievement,
commitment to improvement of the teaching profession, and willingness and ability to work with a colleague in their classroom.

The teaching-learning process has a structure quite similar to that followed in any good instructional setting. Student teachers do vary
in their abilities, personalities, preparation, and previous experiences. Since each teaching assignment can be very different, one
perfect schedule is difficult to develop and maintain. Much depends upon the ability and readiness of the student teacher and the
confidence expressed by the mentor teacher.

The following framework will serve to guide the student teaching experience, for a 14-week period. The phases of student teaching

         1.   School Orientation/Observation;
         2.   Induction (including Participation and Full Instructional Responsibility); and
         3.   Culmination/Phase Out.

Each phase is addressed below.

Phase I: School Orientation/Observation (1 week)

Schedule a time during the first few days of your student teaching when you and your mentor teacher can meet to review the
information contained here. This orientation will help you gain a better understanding of your school community and policies. Using
a recent, reliable human development text, review the growth and development characteristics of pupils at your assigned grade(s) for
student teaching.

Orientation activities (usually provided by a building administrator):

         1.   Meet with your mentor teacher to decide where you will be located (classroom desk, files, etc.). Get an
              overview of class procedures and where books and other materials are kept.
         2.   Tour the building. Introduce yourself to school personnel and colleagues. Locate key areas (office, library,
              cafeteria, workroom, auditorium, etc.).
         3.   Ask if you may have a copy of the Faculty Handbook and/or Department Policies (for secondary student
              teachers). Find out when any orientation meetings are held.
         4.   Review this Student Teaching Handbook with your mentor teacher.

Questions to ask the mentor teacher pertaining to your responsibilities:

         1.   Are teachers required to sign in and out of school?
         2.   Will you be performing special duties (hall, lunch, bus)?
         3.   When are faculty and departmental meetings, parent nights, and open house functions scheduled? Mark these
              dates in your planning book or on your school calendar.

Questions to ask pertaining to school procedures:

         1.   Is there a school nurse on duty? If so, what days and times is the nurse available?
         2.   What is the procedure if a pupil is injured in class?
         3.   What are the roles and responsibilities of other members of the school professional staff, including the school
              psychologist, social worker, library media specialist, reading specialist, learning coordinator, and guidance
              counselor? Learn about referral procedures for the school.
         4.   What are procedures for fire drills? Tornado drills? Emergency evacuations? Determine your responsibilities in
              these situations.

Questions to ask pertaining to classroom policies:

         1.   What are the classroom rules and management plan? What procedures are followed in discipline situations
              (such as referring pupils to the school's disciplinarian)?
         2.   Are there special procedures for transition times?
         3.   What are procedures for taking attendance, for recording and reporting absentees as well as procedures to
              follow for tardy pupils?
         4.   Are hall passes or permission slips used? How?

Questions to ask pertaining to instructional resources:

         1.   What media equipment is available? How are projectors, videos, etc. scheduled?
         2.   Is it possible to duplicate instructional materials?
         3.   What are policies for pupil use of the library/media center?
         4.   What texts and supporting materials are used?
         5.   Will you be expected to use (or have available to use) an instructional bulletin board?
         6.   What is the grading policy? How are grades reported to the pupils and their parents (letter grades, P/F, etc.)?
              What options/limitations will you have in grading your units of teaching?
         7.   What types of daily lesson plan and unit plan formats are you expected to use? Does the mentor teacher have an
              example to follow?
         8.   What resources, activities, and opportunities in the community might you be able to draw on in your teaching?

Questions to ask pertaining to pupils:

         1.   What is the general socio-economic background and cultural heritage of pupils attending your school?
         2.   How do pupils get to and from school (bus, walk, bikes, private transportation, car pool)? Approximately what
              percentage of pupils uses each of the forms of transportation?
         3.   What kinds of activities do pupils pursue after school? Where do they go to participate? Are there opportunities
              for you to get involved, too?
         4.   What is the level of parental involvement in the school? How are parents involved in the school, and how do
              they participate in their children's education?
         5.   Are there any allergies or specific health and/or participation restrictions of any of your pupils?
         6.   Are there special-needs pupils in your classes? If so, what types of specialist teachers assist in class or conduct
         7.   What are the reading levels of your students? Do some of your students report to a Reading Specialist, Chapter
              I, or Reading Lab?

Orientation is critical to the student teacher's development of comfort and confidence. Most of what it concerns, however, is so
obvious and well known to the mentor teacher that its newness and uniqueness for the student teacher is often overlooked. This
should not and cannot happen if the student is to have the best chance for success and if the pupils' learning is to be maximized. The
student teacher also shares the responsibility for taking the initiative for learning about the school and its curriculum,
methods, management, materials, policies, and pupils. The process is simply not one of relying on "someone else" to do it or of
passively absorbing whatever someone else gives. The student teacher should use all available opportunities to facilitate this
orientation process and be an active participant in it.

Observation. Observation is an integral, on-going aspect of the student teaching experience. It should have a direct focus on
instruction and the role of the teacher as a facilitator of instruction. It should also focus on ways in which the mentor teacher manages
time, materials, and the classroom or school environment to ensure instructional opportunities are maximized.

When observing the mentor teacher in an instructional role, the student teacher should consider areas of planning, content,
instructional techniques, and evaluation. Specific questions the student teacher might ask appear in the Resource section of the
Handbook (and online).

When observing the mentor teacher's approach to discipline and management, the following questions may prove important:

        How does the teacher provide for transitions between learning activities?
        How are changes of verbal and nonverbal communication used to modify pupil behavior?
        How does the teacher handle interruptions?
        How does the teacher handle disruptive pupils?
        What is the nature of the interaction between the teacher and pupils?

While the student teacher may spend the first week or two engaged in observation, he or she should be encouraged to begin
participating in classroom activities as soon as possible; however, moving to the "Full Teach" aspect too quickly is not encouraged.

Phase II: Induction (Participation and “Full Teach”) (6-10 weeks)

This phase is the most important and critical of the three since it relates most directly to the primary purpose of the student teaching
experience -- preparation of a person who can both teach and ensure pupil learning. Induction into teaching is the process of
changing one's image, status, and performance from a student to a professionally licensed teacher. It is an individual process,
but it follows a pattern of varied activities -- not in sequence, but in duration and intensity. The discovery and practice of one's own
most effective teaching style becomes the primary goal of the student teaching experience.

The following induction pattern, tailored to the individual, will facilitate the discovery and development of that style, at a pace
designed to establish a sense of confidence and competency in the student. Induction is based on a solid observation experience. It
is classified into two categories -- participation and full instructional responsibility. Differentiation between these categories is at times
narrow, and frequently they will overlap. The College of Education suggests you be gradually phased into the role of “teacher.”

Participation. Participation includes activities related to instruction which follow (or occur concurrently with) observation, but which
precede whole class and full instructional responsibility. This includes a wide variety of possible activities, ranging from working
with individual pupils on a tutorial basis on a single topic, to working with small groups, to teaching the whole class a segment of a
topic or unit. It can also include such tasks as grading pupil work, preparing materials, preparing lesson plans, assisting the mentor
teacher in a team-teaching situation, etc.

Participation activities should be planned and executed within the context of enabling the student teacher to move next into full
instructional responsibility – it is a means, not an end. It involves careful pre-planning, approval, and assessment by the mentor

Full instructional responsibility. This is what student teaching is all about and, what in the final analysis, must be the primary basis
for deciding if the experience has been successful and if the student should become a licensed teacher. Two fundamental assumptions
guide this stage: (1) there is not a way of judging whether students can teach unless they are permitted to do so and are permitted to
design the way in which they will teach; and (2) the mentor teacher is still the only person in the classroom both legally and
contractually responsible for instruction and learning in that classroom. This means a situation must be designed that will satisfy best
both conditions.

Mentor teachers must be willing to allow some flexibility in planning on the part of the student teacher so an individual teaching style
can be developed, but only to the extent learning on the part of the pupils is still assured. The student teacher must be willing to
accept constructive criticisms and make necessary modifications in his/her approach. The mentor teacher is the final authority.

Assuming full instructional responsibility must be gradual and yet have as its final intent as complete responsibility as is possible:

         * The process usually begins with responsibility for a single class, group, or subject.

         * Full instructional responsibility, even for a single class, group, or subject, should not begin until after orientation,
         observation, and at least some participation activities have occurred.

         * Classes, groups, or subjects should be gradually added to the load of the student teacher, as competence is
         exhibited and confidence is gained, until the student teacher has assumed all of the instructional responsibilities of
         the mentor teacher.

         * Full instructional responsibility should last a minimum of two weeks, preferably more, if it is to provide many
         opportunities for the student teacher to grow and develop, and if it is to provide sufficient time for constructive
         criticism and evaluation. This period should be commensurately lengthened for a full semester assignment.

Full instructional responsibility demands total commitment on the part of both the student teacher and mentor teacher:

        The student teacher must view the experience as a learning opportunity and be willing to accept and use the
         constructive criticisms of the mentor teacher and university supervisor.
        The student teacher must recognize the weight of the teaching-learning responsibilities involved and place this effort
         above all other commitments and responsibilities.
        The mentor teacher must continue to accept responsibility for the learning in the classroom.
        Full instructional responsibility involves the assumption by the student teacher of a “full class load” such as is
         shouldered by a teacher who is employed for 100% teaching time.

Phase III: Culmination/Phase Out (1-2 weeks)

Student teaching will eventually end, and the student teacher will be gone. It seems only logical to plan culminating the experience
with specific activities just as it did to begin with planned orientation. This final phase should include:

         * Transition of instructional and non-instructional responsibilities from the student teacher back to the mentor
         teacher. A gradual transition is suggested.

         * Preparation of the pupils, particularly the younger ones, for the departure of the student teacher. An explanation
         that departure is not synonymous with failure may seem unnecessary, but without explanation, it is a possible

         * Finalization of all student assigned responsibilities -- grading, reports, final assessments, recommendations, etc.,
         and return by the student teacher of all mentor teacher and school-loaned materials.

         * Intensive, directed observations of other teachers and/or schools are exceedingly meaningful at this time after the
         student has truly experienced the reality of teaching.

         * An in-depth analysis of the experience, including recommendations from the mentor teacher relative to what can
         be done to continue development as a teacher. This is a good time for the mentor teacher to complete the final
         assessment on the student teacher and to conduct a conference with him/her and university supervisor to discuss the
         student teacher’s growth and potential areas for continued development. Dates for returning final assessments
         should have been discussed during the first meeting with the University Supervisor.

In the best of situations, there is really no end, at least to the relationship between the student teacher and mentor teacher. Many
assignments result in a lifetime of continued friendship, contact, reinforcement, and help. And--not infrequently, student and mentor
teachers find themselves peers in the same school.

Roles of the Team Members

Responsibilities of the Student Teacher

What is the appropriate role for a student teacher? Is the student teacher an aide to the mentor teacher, a guest, or an intruder? The
following list outlines the student teacher’s role and responsibilities:

    1.    The student teacher is a guest in the assigned school; therefore, he/she is expected to support school policies and personnel.
          All school rules and regulations must be followed.
    2.    Student teaching is a full-time job. This includes responsibility for the entire class plus any out-of-class responsibilities.
          Daily attendance and preparation will reflect the seriousness of this responsibility.
    3.    The student teacher is to be on time and prepared for each day. In the event of an absence or an emergency, it is the student
          teacher’s responsibility to notify the mentor teacher and TTU supervisor as soon as possible. Absences other than those
          approved by the university, e.g., job fairs or interviews, will have to be made up. You are expected to be on campus during
          the regularly scheduled contract time. Any schedule variance will be discussed with your university supervisor. After four
          absences, student teachers must conference with the Coordinator of Student Teacher to determine whether student teaching
          may be continued.
    4.    The student teacher will dress, talk, and act as a professional.
    5.    The student teacher is to exemplify professionalism in dealing with confidential information.
    6.    The student teacher will assume responsibility for the quality of the experience, seek out new involvement possibilities, and
          ask for new assignments or responsibilities as soon as possible.
    7.    The student teacher should take part in out-of-class activities such as PTA, faculty and professional meetings, routine
          teaching and non-teaching tasks.
    8.    The student teacher is not a substitute teacher.
    9.    The student teacher will communicate with the university supervisor about problems, progress and visitation times.
    10.   The student teacher will display self-reliance, desire, enthusiasm, and initiative.
    11.   The student teacher will develop detailed written lesson plans in advance of the lessons. Lesson plans will incorporate the
          TEKS and actively involve students.
    12.   The student teacher will discuss lesson plans with the mentor teacher before the lesson begins.
    13.   The student teacher will observe instructional strategies of the mentor teacher and classroom management techniques
    14.   The student teacher will learn names of the students in assigned classes as well as relevant staff members in the school.
    15.   The student teacher should test new ideas within the structure the mentor teacher has established, making them available to
          the mentor teacher several days in advance of the lesson.
    16.   The student teacher should be continually involved in the self-evaluation process. This includes examining goals and
          outcomes of each instructional activity, reviewing videotapes of their teaching, soliciting feedback with suggestions for
          improvement, and seeking immediate answers to problems.
    17.   The student teacher will keep a reflective journal. The purpose of this journal is to allow the student teacher to reflect upon
          his/her professional development during the experience, to integrate theory with practice, and to communicate with the
          University Supervisor. This feedback process is an important process. Equally important is a feeling of confidentiality by
          the student teacher so he/she can comfortably and openly express feelings.
    18.   The student teacher will submit a professional portfolio at the end of the semester. The portfolio is a compilation of evidence
          to show the student teacher’s progress from student to professional. Evidence of proficiency in each of the 13 competencies
          is to be documented.
    19.   The student teacher will establish a placement file at the Career Center.
    20.   The student teacher will complete the Exit Evaluation of Student Teaching Experience (online).
    21.   The student teacher will develop a document for students’ evaluation of his/her work – formative or summative.
    22.   BE PATIENT WITH YOURSELF. Student teaching is a difficult job! Organize your time, get enough rest, eat well, and
          avoid undue stress while student teaching. You will perform best if you are fresh and mentally alert. Most importantly,
          enjoy your experience!
    23.   The Student Teacher should not get involved in activities with students on My Space and be aware of consequences and
          repercussions of photos/activities listed in Facebook.

Suggested Activities and Experiences

The following are suggested as areas on which to focus during the student teaching experiences. The suggested activities are
presented to facilitate your growth and development during this time. If the activities do not seem to apply to your current experience,
modify them to fit your situation.
Understanding the nature of learning and the learner

       Study both individuals and groups in the lunchroom, in the library media center, and in formal/ informal classroom situations.
        This is where you can learn a great deal of “informal” knowledge!
       Use cumulative records to understand special learning needs of students.

Focusing on communication strategies

       Interact with pupils, parents, colleagues, and administrators regarding policies, curriculum, units, and lessons.
       Work with classroom instructional aides, paraprofessionals, and volunteers (e.g., parents, senior citizens, university students).
       Clarify purposes, goals, and objectives of lessons and units.
       Foster respect for diversity and uniqueness of others.
       Work toward resolution of crises, conflicts, and behavioral issues.

Understanding administrative procedures

       Keep classroom records.
       Administer school procedures for attendance of school-sponsored functions, use of rooms and general equipment, fire and
        tornado drills, field trips, etc.
       Find out how to obtain supplies.
       Learn to understand promotion/retention policies and procedures.
       Apply professional ethics to relations with staff, special teachers, building and grounds maintenance staff, office staff, etc.

Selecting and using materials, equipment, and instructional technology
     Learn to use a copying machine, DVD/Video player, recording machine, overhead projector, microscopes, computers,
         multimedia equipment, and multisensory aids.
     Using commercial, teacher-made, and pupil-made educational aids.
     Caring for and storing equipment.
     Using instructional materials centers in the school and community.
     Using computers and multimedia equipment.
     Integrating advanced electronic, computer, and multimedia technology, the World Wide Web, the Internet, electronic bulletin
         boards, and e-mail, with traditional and innovative teaching methods.

Utilizing community resources

       Determine resource persons within the school and community.
       Clarify services of industry, business, and governmental departments.
       Determine places of historical or geographical interest.
       Determine location and types of libraries and museums in the community.

Providing for over-all management

       Become aware of physical conditions of room: lighting, temperature, room arrangement, cleanliness, room equipment.
       Care for materials and supplies.
       Provide for bulletin boards, displays, and exhibits.
       Attend to routine patterns of conduct, use of room equipment, and distribution of materials.

Developing organizational strategies
    Keep a notebook or idea file; include "minute fill-in" ideas such as games, songs, stories, sources of information and
        materials, ideas for learning centers, bulletin boards, etc.
    Make directed observations of classroom activities.
    Plan a design for a classroom. Help the mentor teacher set up and arrange the classroom, consultation, or small group area.
    Help group students for instructional purposes.

        Become responsible for the general appearance of the classroom.
        Prepare bulletin boards.
        Plan a class party, assembly, or special activity.
        Develop a repertoire of techniques for class management or handling individual behavior problems.
        Create an individual behavior management plan including use of data for decision-making.

Evaluating the learner

        Use various types of standardized tests.
        Utilize various types of teacher-made tests.
        Apply various types of observational tools.
        Design and use authentic assessment techniques.
        Record pupil progress, especially using computer programs.

Developing teaching techniques

        Develop, write, and implement lesson plans, teaching units, and resource units.
        Develop general and specific objectives to meet needs of groups and individuals.
        Participate, as appropriate, in School Improvement Team (“SIT”), Admission Review and Dismissal (“ARD”) and Individual
         Educational Plan (“IEP”) meetings.
        Prepare materials and activities to meet objectives.
        Participate in planning curriculum.
        Promote teacher-pupil joint planning.
        Participate in team planning sessions.
        Develop leadership in pupils.
        Develop critical thinking in pupils.
        Gain proficiency in a variety of instructional methods, techniques, and strategies, including use of learning centers,
         technology, and instructional classroom games or other original teaching materials.
        Use manuals and teacher aids.
        Motivate pupils.
        Make assignments.
        Guide pupil study.
        Use basic texts, supplementary materials, enrichment materials.
        Develop original and creative ideas.

Participating in home, school, and community activities

        Participate in open houses, parent-teacher conferences, and school-parent organizations.
        Participate in children and youth participation programs.

Participating in ancillary and professional activities

        Assume supervisory responsibilities for hall, study hall, playground duties, etc.
        Provide leadership in co-curricular and extracurricular activities, including athletics, debate, forensics, drama, journalism,
         publications, etc.
        Attend faculty, departmental, and grade level meetings, school board meetings, teachers' association meetings, etc.
        Participate in faculty task forces and study groups, workshops, institutes, convocations, state teachers' convention, etc.
        Read professional literature.
        Participate in informal faculty activities. Develop open and friendly staff relationships.
        Display an initiative and a willingness to accept constructive feedback.

Responsibilities of the Mentor teacher

Mentor teachers hold a significant and enviable position among teacher educators. Studies reveal experienced teachers describe their
student teaching experience as having had a profound influence in determining the kind of teacher they would become. Mentor
teachers are in a unique position to induct newcomers into the profession and to pass on the "torch of experience" to those who will
follow them in their work. To qualify as a student teaching mentor teacher, you must have a minimum of three (3) years of
classroom teaching experience, possess certification in the content area you are teaching, and be identified and recommended as a
quality role-model by your building principal and/or district office. Teachers should demonstrate prior success with students
according to state standards.

As a mentor teacher, you will probably have the greatest influence on the development of the teacher candidate as a new professional
in education. This responsibility is a highly significant one and we appreciate your involvement in this college-school partnership.
Providing a climate for open and honest discussion of questions and concerns will help to create the growth environment and support
system the teacher candidate needs.

The role of the mentor teacher is to TEACH the candidate what you know about good teaching practices, COACH the candidate so
their skills will be developed in a supportive, mentored environment, and provide opportunities for the teacher candidate to
REFLECT on the many aspects of the teaching/learning process. By encouraging the teacher candidate to analyze his/her own
progress and identify problems and possible solutions, the transfer into the role of decision maker in his or her own classroom will be
more easily made. The following guidelines will help to facilitate this process.

    1.   Insure adequate continuity, class contact, and supervision of the student teacher program. The student teacher should be part
         of a teaching team and will not be considered as a replacement for the regular teacher.
    2.   Define the student teacher’s role in terms of his/her duties and responsibilities. To accomplish this the mentor teacher
              a. Schedule a conference with the student teacher early in the experience to clarify the role of the student teacher in a
                   given situation.
              b. Provide many opportunities for the student teacher to observe methods as appropriate to the profession.
              c. Assist the student teacher in developing a professional attitude in all of his/her contacts with school and community.
              d. Assist the student teacher in becoming acquainted with the regulations applicable to pupils and teachers in the
              e. Clarify the student teacher’s responsibilities with respect to making lesson plans, securing and organizing
                   appropriate materials, and other necessary activities.
              f. Advise the student teacher well in advance of the time when a lesson or unit is expected to be taught.
    3.   Insure the student teacher’s induction in actual teaching at a rate that seems appropriate for the student teacher. A helpful
         model is a three-phase process: (1) the mentor teacher directly models lesson teaching, (2) the student teacher teaches a
         comparable lesson using the mentor teacher’s lesson plans, and (3) the student teacher plans and teaches a lesson.
    4.   Make sure the student teacher has planned adequately before being permitted to teach. Choose a time to meet daily with your
         student teacher to review planned lessons and provide feedback and constructive criticisms.
    5.   Keep the student teacher informed of progress, making constructive suggestions and criticisms as necessary. Continue to
         evaluate the student teacher on a regular basis, even after they have taken over the teaching responsibilities completely.
    6.   Help the student teach reflect upon his/her teaching. Student teachers are being asked to videotape one or more lessons (at
         least one early in full-teach experience). This is a valuable tool for helping student teachers to analyze their teaching
         practice. Your assistance in videotaping the student teacher would be appreciated. If, for some reason, videotaping the
         student teacher would be an inconvenience, please visit with your university supervisor. Help the student teacher to develop a
         document for students’ evaluation of his/her work – formative or summative.
    7.   Review the student teacher’s daily activities, problems, and successes with the university supervisor. The supervisor is
         available to provide assistance in the role of the mentor teacher, and to work as a partner in this responsibility. Do not
         hesitate to ask for assistance or suggestions.
    8.   Openly communicate with the university supervisor to ensure any problems or concerns are addressed immediately. The
         university supervisor will make an initial visit, plus a minimum of four formal observations for student teachers assigned a
         full semester. Other informal visits should occur bi-weekly, ensuring many opportunities to discuss concerns.
    9.   Utilize the university’s on-line evaluation system (consistent with supervisor) to evaluate the success of the student teacher.

Role and Responsibilities of the Building Administrator

The principal is the building's chief executive and instructional leader and is ultimately responsible for the welfare of students,
teachers and other personnel. Except for the superintendent, the principal is the final authority on all matters affecting the building.

The principal plays a very important role in facilitating and coordinating student teachers. He/she provides a positive environment for
student teachers within the building. He/She orients faculty to their role in the student teaching program as well as student teachers
concerning philosophy, policies, and regulations of the cooperating schools. The principal assists student teachers in becoming
acquainted with the faculty, stays informed about the progress of student teachers, may observe student teachers and provide feedback,
and makes suggestions to university personnel for the improvement of the program. The principal provides a qualified substitute
teacher when the mentor teacher is absent.

Responsibilities of the University Supervisor

Supervising student teachers is a complex task. It requires a mixture of administrative skills and "people" skills. We not only ask
them to be a skilled communicator, seminar teacher, and facilitator, but also ask them to deliver, monitor, and collect paperwork that
can only be completed on-site by the student teacher and the mentor teachers.

The criteria to meet to be a University Supervisor is 1) to be an experienced classroom teacher with at least 3 years experience
preferably at the level and content of the student teacher being supervised; 2) have a Master’s Degree; 3) have received training at the
university level as a mentor; 4) hold a teaching certification and 5) preferably has experience evaluating classroom teachers using the
Texas Professional Development Appraisal System or as with an alternative, approved evaluation method. Exceptions to these
qualifications will be considered on an individual basis involving the Coordinator of Student Teaching, the Certification Officer and
the Department Chairperson.

Below are suggestions for supervising student teachers as they work toward objectives listed as Program Objectives. As you will see,
some of the activities fall into the administrative category and must be completed in a timely fashion. Other suggestions listed are for

Pre-teaching Period. Serves as a liaison between the university and cooperating school

    1.   Orients student teachers to assignment, calendar, expectations, and procedures to be followed.
    2.   Makes an initial visit to check on the student teacher placement during the first few days of the placement.
    3.   Provides a communication link between the university and the cooperating school, and clarifies for the mentor teacher the
         goals and objectives for student teaching.
    4.   Communicates any suggestions made by mentor teachers to appropriate personnel of the university.
    5.   Maintains communication with the administration of the cooperating school to enlist its assistance in the development of the
         student teaching program.

Induction Period.

    1.   Observes the student teacher a minimum of five times during the semester. Schedules visits based on weekly schedules
         provided by student teachers. The initial visits may be arranged in advance with student teachers and/or mentor teachers.
         Some visits may be unannounced.
    2.   Shares teaching and learning experiences in the classroom with student teachers and mentor teachers. Reviews lesson plans
         giving suggestions (lesson plans are required).
    3.   Initiates a discussion about teaching styles. This is our first opportunity to identify potential mismatches. Hopefully, styles
         of the student teacher and mentor teacher will mesh well and each will learn from the other.
    4.   Provides detailed information to student teacher including comments on instructional delivery, use of supportive materials,
         and classroom management skills. Opens up discussions with the student teacher about

             a.   literacy concerns of their students,
             b.   handle significant student misbehaviors,
             c.   inclusion situations, and
             d.   diversity issues.

     5.   Evaluates, along with the mentor teacher, the student teacher’s strengths and weaknesses and prescribes behaviors for
          achieving competencies.
     6.   Confers with the student teacher and the mentor teacher as often as needed to encourage and assist. Assists with problems
          encountered in relationships with the mentor teachers and staff.
     7.   Assess the student teacher's sense of "self-assessment" and determine need for further guidance to develop self-assessment
          skills. Help the student teacher to develop a document for students’ evaluation of his/her work – formative or summative.
     8.   Evaluates the student teacher:

                  Gives feedback to the student after each observation.
                  Has a conference and completes a midterm evaluation being sure to share it with the student teacher.
                  Completes a final/summative evaluation. Return final evaluation forms to the Office of Clinical Experiences in a
                   timely manner.
                  Assigns the final grade (credit/no credit). The mentor teacher gives substantial input into the final grade.
                  Assists the mentor teacher in writing the final statement of reference.
                  Is alert and responsive to potential problems. Initiates reassignment if necessary.

     9.   Informs the Coordinator of Student Teachers regarding special situations that may arise and areas of concern.

     Culmination Period.

     1. Facilitates other appropriate observations for the student teacher.
     2. Facilitates a meeting between the student teacher and their new mentor teacher if the student teacher has a split placement.
     3. Conducts a final meeting to inform the student teacher of procedures for applying for a teaching position, collect materials,
        and discuss other pertinent information.
     4. Expresses personal appreciation to the mentor teacher and the principal for their participation in the experience. May suggest
        to the student teacher that an appropriate card, flowers, or other small gift would be a nice departure gesture.

Responsibilities of the Coordinator of Student Teachers

1.   Provides leadership in developing and maintaining appropriate clinical experience programs and in preparing and distributing
     information about them.

2.   Maintains liaison with schools and makes all contacts with administrative personnel in:

     a.   Cooperating with the university faculty as well as the public schools in assigning student teachers to qualified mentor
          teachers. Provides an updated list of assignments to the District personnel office.

     b.   Maintaining approved lists of personnel in cooperating schools.

     c.   Assigning student teachers to qualified university supervisors.

     d.   Mediating problem situations as appropriate.

3.   Coordinates with the Certification Officer to verify students’ eligibility.

4.   Collects Final/Summative Evaluations and forwards them to the Career Planning and Placement Center.

5.   Represents Texas Tech University in its relationship with other institutions, professional associations and groups, and accrediting

6.   Meets with teachers and administrators to describe clinical experience programs, to answer questions, to address concerns, hold
     mentor teacher training and to solicit recommendations for program improvement.

7.   Collects data regularly from students, teachers, mentor teachers, principals, district administrators, and center directors for the
     purpose of program improvement.

8.   Serves as a member of the School/University Collaborative Committee.
Evaluation and Recommendation Processes

The evaluation stage of the student teaching program is continuous for the student teacher throughout the entire experience. The
student teacher is to be continuously analyzing and evaluating his/her effect in the classroom, based upon student data gathered by the
student teacher and in reviewing the formal evaluation. Without this self-evaluation step, the student teacher cannot grow.

Methods of self-evaluation the student teacher can use include:

        Visit with mentor teacher after a lesson or at the end of a day to explore together the evidence the lesson’s objectives
         have been met and determine the effectiveness of methods and activities used.
        Gather student data based on formative and summative assessments to evaluate student learning and student teacher
        Audiotape of classroom to be played back at home for student teacher’s evaluation of voice, questions, class
         participation, etc.
        Informal questions asked to students concerning classroom management, class activities, important points of a
         lesson (What do you think is the most important point made in today’s lesson? or What thing(s) did you learn in
         today’s lesson?). Develop a document for students’ evaluation of your work – formative or summative.
        A journal (required) filled with personal reactions to each lesson taught, the successes and failures with analytical
         comments. This reflection will become a critical component of your professional portfolio.
        A professional portfolio (required) will show evidence of mastery of the 13 competencies as well as document
         technology application, classroom management, working with diverse learners, and an understanding of curriculum
        The online evaluation form for the program filled out carefully by the student teacher before the final evaluation.
        Establishing a Career Center placement file (required) will not only assist in your self-reflection but will also serve
         for many years in the future.
        Completing the Exit Evaluation (required) will help with the College of Education improvement process as well as
         assisting with the analysis of your experience.

The mentor teacher and university supervisor team with the student teacher in a continuous evaluation process enabling them to
analyze performance and formulate more effective instructional techniques. As the student teacher progresses in his/her development,
the mentor teacher becomes less involved in the evaluation process. The goal of the experience is to enable the student teacher to do
effective self-analysis revealing causes, consequences, and generates alternatives.

Therefore, it is essential evaluation is not considered a grade or completion of the competency list, but viewed instead as a process
vital to teacher growth and improvement of teaching and student learning in general.

The Midpoint Evaluation
The midpoint affords a good opportunity for a more comprehensive look at the teacher candidate's progress. He or she has been in the
school long enough for patterns to emerge but has enough time remaining so concentrated effort can be devoted to improving teaching
effectiveness. This type of conference can be reassuring in terms that progress has been made as well as identifying areas for
continuous growth with enough time to strengthen weak areas. The structure identified for the mid-point conference provides
opportunity for the teacher candidate to self-evaluate as well as the mentor teacher to provide evaluative feedback.

The midpoint evaluation form should be completed by the mentor teacher , student teacher and supervising teacher then shared during
a midpoint conference with the university supervisor present. If the university supervisor is not present, a copy of the completed
midpoint evaluation form will be given to the supervisor. The midpoint evaluation forms will not become a part of the teacher
candidate's credential file.

The intent of the midpoint evaluation is:

        To assess the effectiveness of the student teacher’s performance
        To discuss concerns about any areas of difficulty related to the student teaching or supervision experience
         To identify goals for the remainder of the experience and design a plan to meet those goals

Final Evaluation

The university supervisor and mentor teacher will complete the final recommendation form utilizing the same evaluation instrument.
Descriptive comments on the lower portion of the form detailing particular strengths or weaknesses are required. This form will
become part of the student teacher’s credential file. It will also be used as input for the university supervisor to determine the grade for
the course. The form will be submitted on-line.

Evaluation Form Rubrics

The following rubrics will be used as an aid in preparing for the evaluation components of both the Mid-Term and Final Evaluation

                                                STUDENT TEACHING ASSESSMENT RUBRICS

Section 1: Designing Instruction and Assessment to Promote Student Learning
1. Selects learner-centered and developmentally appropriate instructional content
                     Clearly Outstanding (4)         Proficient (3)            Beginning Competent       Unsatisfactory (1)
1.1: Knowledge       Displays an intuitive           Displays a thorough       Displays a general        Displays a lack of
of content and       understanding of the            understanding of          understanding of          understanding of the
pedagogy.            content and students’           content and content       content and content-      content, structure of
                     processes in learning           specific pedagogy.        specific pedagogy         the discipline, and/or
                     content. Students actively      Most students gain a      and may occasionally      content specific
                     participate in lessons that     deeper                    make errors in            pedagogy, resulting
                     deepen their                    understanding of the      content or choose         in shallow learning or
                     understanding of the            content as well as the    ineffective strategies    misconceptions.
                     structure of the discipline.    structure of the          that lead to difficulty
                                                     discipline.               in learning for some
1.2: Planning        Student assessment is           The content identified    The content identified    The content identified
student              fully aligned with the          for assessment, the       for assessment, the       for assessment, the
assessment.          identified knowledge and        assessment                assessment                assessment
                     skills, containing clear        methodology, and the      methodology, and the      methodology, and/or
                     assessment criteria. The        criteria for evaluation   criteria for evaluation   the criteria for
                     criteria are not only           are tightly aligned       are loosely aligned       evaluation are not
                     understood by students,         with the identified       with the identified       aligned with key
                     but also show evidence of       instructional             instructional             knowledge, skills,
                     student participation in        knowledge, skills,        knowledge, skills,        and activities; or little
                     their development.              and activities.           and activities,           or no evidence of
                     Students monitor their own      Assessment criteria       creating confusion for    assessment plans
                     progress in achieving key       have been taught to       students between          are present.
                     knowledge and skills.           students.                 what is taught and
                                                                               what is assessed.
1.3:                 Learners are engaged in         Assesses individual       Designs some              Displays minimal or
Developmental        activities to stimulate their   and group                 activities and            no knowledge of
characteristics of   thinking, test                  performance in order      assignments in a          developmental
students.            ideas/materials, and            to design instruction     developmentally           characteristics of age
                     assume responsibility for       that meets learners'      appropriate way.          group, and/or uses
                     shaping their learning          needs (cognitive,                                   inappropriate
                     tasks (brainstorming,           social, emotional, and                              activities and
                     choice activities, opinions/    physical).                                          assignments.
                     feelings, discussions, etc.)

2 (a) Uses diversity in the classroom and the community to enrich all students’ learning experiences
                     Clearly Outstanding (4)         Proficient (3)            Beginning Competent       Unsatisfactory (1)
                     Plans instruction based on      Plans fully for varying   Plans minimally for       Plans are not aligned
                     students’ out-of-school         student skills,           varying student skills,   with the background
                     knowledge and considers         approaches to             approaches to             of the class and do
                     their skills, approaches to     learning, interests,      learning, interests,      not reflect knowledge
                     learning, interests, and        and cultural              and cultural              of students’ skills,
                     cultural heritages in order     heritages. Plans are      heritages. Opens          levels of

                    to engage all students in       somewhat aligned           discussions about         development, varied
                    learning. Plans are aligned     with the background        diversity as it relates   approaches to
                    with the background of the      of the class though        to the subject matter.    learning, interests,
                    class, and students see the     they may lack              Strives to include        and/or cultural
                    relevance of the learning       relevance to               content that dispels      heritages.
                    activities.                     individual students.       stereotypes.

2 Plans and adapts lessons to address students’ varied backgrounds, skills, interests, and learning needs, including the needs of English language
learners and students with disabilities
                    Clearly Outstanding (4)         Proficient (3)             Beginning Competent       Unsatisfactory (1)
2 (b).1: Planning   Articulates clearly             Is aware of the need       Is aware of the need      Is unaware of
based on            individual student goals        for adaptations in         for adaptations in        individual learning
students'           and expectations.               assignments, time          assignments, time         abilities as all
background and      Individualized instruction      allowed, response          allowed, response         students receive
interests.          allows most students to         modes etc. and             modes, etc. and           same delivery of
                    succeed and be                  routinely makes            occasionally              instruction and
                    challenged.                     appropriate                accommodates these        assignment
                                                    provisions in planning     needs for different       regardless of
                                                    and delivery. Takes        learners.                 differences.
                                                    into account the
                                                    needs of various
2 (b).2:            Is persistent in seeking to     Is concerned about         Identifies special        Does not readily
Planning based      end discriminatory activity     all aspects of a child's   needs of some             observe or identify
on students'        or harassment among             well-being (cognitive,     students (vision,         clues to student
skills and          students. Also, teams with      emotional, social, and     hearing, counseling,      distress, special
learning needs.     others to obtain support        physical), and is alert    medical intervention,     needs, etc. Does not
                    services.                       to signs of difficulty.    etc.) but does not        honor confidential
                                                    Takes steps to stop        communicate               information about
                                                    discrimination or          concerns with             students.
                                                    harassment among           supervisor. Respects
                                                    students.                  the privacy of
                                                                               students and
                                                                               confidentiality of

3 (a) Exhibits strong working knowledge of subject matter and central themes/concepts of the discipline
                    Clearly Outstanding (4)         Proficient (3)             Beginning Competent       Unsatisfactory (1)
                    Appears to display an           Displays a thorough        Displays a general        Displays a lack of
                    intuitive understanding of      understanding of           knowledge of content      understanding of the
                    the content and students’       content and content        and content-specific      content, structure of
                    processes in learning           specific pedagogy.         pedagogy and may          the discipline, and/or
                    content. Students actively      Most students gain a       occasionally make         content specific
                    participate in lessons that     deeper                     errors in content or      pedagogy, resulting
                    deepen their understanding      understanding of the       choose ineffective        in shallow learning or
                    of the structure of the         content as well as the     strategies that lead to   misconceptions.
                    discipline.                     structure of the           difficulty in learning
                                                    discipline.                for some students.

3(b) Plans instruction so that activities progress in a logical sequence and support instructional goals (TEKS/TAKS)
                    Clearly Outstanding (4)         Proficient (3)             Beginning Competent       Unsatisfactory (1)
3 (b).1:            Selects key knowledge and       Selects key                Selects key               Selects key
Selects key         skills that lead students to    knowledge and skills       knowledge and skills      knowledge and skills
knowledge and       advanced levels of              that will cause            that result in no more    that are trivial,
skills for          learning, such as synthesis     students to apply          than basal learning       representing low
planning.           and evaluation, and that        and/or analyze new         for most students.        expectations for
                    encourage students to           learning.                                            students, or requiring
                    extend learning beyond the                                                           little or no conceptual
                    scope of the lesson.                                                                 understanding; key
                                                                                                         knowledge and skills
                                                                                                         are not discernible; or
                                                                                                         they are not aligned
                                                                                                         with students’ needs.
3 (b).2: Plans      Clear understanding of the      Long-term planning         Short-term planning       Thoughtful planning
in a logical        "big picture" for planning is   with connections to        is evident and            is not evident in
sequence            evident. Responds to            past/future teachings      lessons are               lessons. Lesson
based on state     unanticipated sources of        is clearly evident and    consistently ready on     plans are not
curriculum.        input, evaluates plans in       prepared in advance       time. There is            prepared in a timely
                   relation to short- and long-    of teaching. Plans are    minimal evidence of       fashion.
                   term goals.                     linked to students'       long-term planning or
                                                   needs and                 connections to
                                                   performances.             past/future teachings.

4 Stimulates reflection, critical thinking and inquiry among students
                   Clearly Outstanding (4)         Proficient (3)            Beginning Competent       Unsatisfactory (1)
4.1: Plans         Content is regularly            Content is presented      Students present          Content is presented
stimulate          presented with interpretive     with interpretive and     content with              in a factual, technical,
student            and reflective strategies.      reflective strategies.    interpretive strategies   and rudimentary way.
reflection.        Student use reflective          In addition to reading,   promoting some            Students are not
                   thinking to examine issues      writing, journaling,      reflection. Reading,      required to reflect on
                   and make decisions.             and/or role-playing,      writing, class            content in relation to
                                                   questions are asked       discussion,               themselves and
                                                   to promote reflective     journaling, and/or        others.
                                                   thinking.                 role-playing have
                                                                             been used to help
                                                                             students reflect on
4.2. Plans         Formulates high-level           Asks higher-level         Asks some                 Asks low-level
promote critical   questions with student          questions, probing for    questions, though         questions in a
thinking and       input and assumes               the thinking that         most are not open-        recitation format,
Inquiry.           responsibility for the          underlies students’       ended and require         resulting in trivialized
                   participation of all students   initial responses.        only a rote response.     student participation.
                   in a discussion. Students       Most students             Only a small number       Student responses
                   challenge one another's         participate in the        of students answer        do not reflect new
                   thinking.                       discussion, asking        most questions.           learning.
                                                   questions of the
                                                   teacher and of one

Section 2: Creating a Positive, Productive Classroom Environment
5 Establishes a classroom environment of courtesy and respect that is safe, nurturing, inclusive, and productive
                   Clearly Outstanding (4)         Proficient (3)            Beginning Competent       Unsatisfactory (1)
5.1: The           Students are considerate of     Interactions reflect      Interactions, both        Interactions, both
teacher creates    each other’s time and           warmth and caring         between the teacher       between the teacher
a positive         property. They anticipate       and are respectful of     and students and          and students and/or
environment.       the needs of others and         individual, cultural,     among students, are       among students, are
                   offer to help in classroom      and developmental         generally polite and      disrespectful or
                   interactions. All students      differences among         respectful. However,      inappropriate (e.g.,
                   participate in class            groups of students.       teacher and students      sarcasm, putdowns,
                   activities. Students                                      pay minimal attention     inappropriate
                   themselves maintain high                                  to cultural and           physical contact,
                   levels of caring among                                    developmental             conflict).
                   members of the class.                                     differences among
                                                                             groups of students.
5.2: The           Demonstrates a                  Commitment to             Demonstrates a            Demonstrates a low
teacher            commitment to students          learning focuses          commitment to             level of commitment
establishes a      and the content. Students       students on relevant      learning through the      to the content and/or
productive         assume much of the              interactions with the     content taught.           low expectations for
environment.       responsibility for              content. Expectations     Expectations for          student achievement.
                   establishing a culture for      for achievement are       student achievement       Student products are
                   learning in the classroom       realistic and result in   may not be aligned        not evident or do not
                   by taking pride in their        pride and                 with students’            reflect relevant
                   work, initiating                accomplishment for        strengths and needs,      learning of the
                   improvements to their           students.                 and/or students are       content.
                   products, and holding their                               sometimes unclear
                   work to the highest                                       about the
                   standard.                                                 expectations or the
                                                                             importance of the

6 (a) Organizes activities, applies procedures, and manages time in ways that promote student learning,
appropriate behavior, and ethical work habits in the classroom
                   Clearly Outstanding (4)         Proficient (3)            Beginning Competent       Unsatisfactory (1)
                   Classroom routines and          Classroom routines        Classroom routines        Classroom routines
                  procedures, including          and procedures,          and procedures,            and procedures,
                  transitions, are seamless in   including transitions,   including transitions,     including transitions,
                  their operation, and           are seamless and         are seamless and           materials, and
                  students assume                function smoothly        function smoothly          supplies, are
                  responsibility for             with little loss of      with little loss of        haphazard,
                  establishing and               instructional time.      instructional time.        inefficient, or
                  implementing procedures        Specific procedures      Specific procedures        nonexistent, resulting
                  for the classroom’s smooth     are taught and used      are taught and used        in loss of instructional
                  functioning.                   effectively by           effectively by             time.
                                                 students.                students.

Section 3: Implementing Effective, Responsive Instruction and Assessment
7 (a) Demonstrates clear and accurate oral and written communication in the teaching and learning processes and uses language that is appropriate to
students’ ages, interests, and backgrounds
                  Clearly Outstanding (4)        Proficient (3)           Beginning Competent        Unsatisfactory (1)
                  Oral and written language      Oral and written         Oral and written           Oral and/or written
                  is correct and expressive      communication is         communication is           communication and
                  with well-chosen               clear and expressive,    generally clear and        directions contain
                  vocabulary that enriches       establishing an          accurate. Vocabulary       errors, are unclear,
                  the lesson. The                environment for the      is correct, but limited    and/or are
                  communication challenges       open exchange of         or not appropriate to      inappropriate for
                  students to test their         questions and ideas.     students' ages or          students. Vocabulary
                  conceptual understandings      Vocabulary is            backgrounds.               may be inappropriate,
                  by encouraging them to         appropriate to           Occasionally,              vague or used
                  question the teacher, one      students' ages and       students must ask for      incorrectly.
                  another, and themselves.       interests.               clarification. Teacher     Communication does
                                                                          directs most of the        not facilitate
                                                                          formal classroom           appropriate teacher-
                                                                          exchange.                  student or student-
                                                                                                     student exchanges.

7 (b) Exhibits effective communication and interpersonal skills to enhance student understanding
                  Clearly Outstanding (4)        Proficient (3)           Beginning Competent        Unsatisfactory (1)
7 (b).1:          Directions and procedures      Directions are clear     Directions and             Directions and
Directions and    are clear to students and      to students and          procedures are             procedures are
procedures.       anticipate possible student    contain an               clarified after initial    confusing to
                  misunderstanding.              appropriate level of     student confusion or       students.
                                                 detail.                  are excessively

7 (b).2: Lesson   Consistently is very           Shows considerable       Shows some                 Shows a lack of
presentation.     enthusiastic when              enthusiasm when          enthusiasm when            enthusiasm when
                  presenting lessons.            presenting lessons.      presenting lessons         presenting lessons
                  Enthusiasm inspires            Enthusiasm is            and guiding learning       and when guiding
                  student involvement in         reflected by student     experiences.               learning experiences.
                  lesson and learning            interest in lesson and
                  activities.                    learning activities.

8 (a) Applies instructional strategies to successfully and actively engage students in the learning process and to promote critical
thinking and problem solving
                  Clearly Outstanding (4)        Proficient (3)           Beginning                  Unsatisfactory (1)
                                                                          Competent (2)
8 (a).1: The      Students are cognitively       Most students are        Some students are          Many students are
teacher           engaged throughout the         cognitively engaged      engaged in learning,       not engaged in
engages           lesson and contribute to       throughout the lesson    but activities,            significant learning as
students in       the content being studied,     with appropriate and     materials, content,        a result of
learning.         the activities, and the        relevant activities,     lesson structure,          inappropriate
                  materials. The structure,      materials, content,      sequencing, and            activities or materials,
                  sequencing, and pacing of      lesson structure,        pacing are not always      poor representation
                  the lesson allow for           sequencing, and          aligned, appropriate,      of content, lack of
                  relevant student reflection,   pacing that result in    or relevant, leaving       lesson structure,
                  student-student interaction,   student-student          little time for student-   and/or inappropriate
                  and synthesis.                 interaction and          student interaction.       sequencing or
                                                 learning.                                           pacing, allowing no
                                                                                                     time for student-
                                                                                                     student interaction to
                                                                                                     promote learning.
8 (a).2: Best     Facilitates inquiry through    Written instructional    Written plans and          Relies mostly on
Practices:        carefully planned lessons      strategies are           delivery of instruction    direct

Multiple          and involving students at     effectively               show evidence of          instruction/lecture
Teaching          the planning stage. Most      incorporated in each      more than one             method and giving
Strategies,       students are actively         lesson based on           strategy within a         assignments.
Active Learning   engaged in questioning        subject matter and        lesson and a variety      Students are passive
Modeling          concepts, developing          needs of students.        of approaches over        learners. No
                  learning strategies, and      Students are actively     time. Some evidence       modeling.
                  problem solving. Motivation   involved in problem       of modeling.
                  is evident.                   solving and critical
                                                thinking with peers in
                                                small and large
                                                groups when

8 (b) Remediates or enriches as a result of ongoing assessment and reflection
                  Clearly Outstanding (4)       Proficient (3)            Beginning Competent       Unsatisfactory (1)
                  Encourages students’          Flexible in seeking       Modifies instructional    Adheres to the
                  interest and questions,       ways to promote           plan occasionally         instructional plan in
                  making major lesson           successful learning       because of ongoing        spite of a lack of
                  adjustments because of        for students, making      assessment but            student
                  ongoing assessment, and       adjustments as            sometimes misses          understanding or
                  persisting in ensuring the    needed because of         opportunities to build    interest and/or
                  success of all students.      ongoing assessment.       on student interest       ignores students’
                                                                          and questions.            questions. Teacher
                                                                                                    assumes little or no
                                                                                                    responsibility for
                                                                                                    students’ failures to

9 Incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction
                  Clearly Outstanding (4)       Proficient (3)            Beginning Competent       Unsatisfactory (1)
                  The initiative to integrate   Media and/or              Media and/or              Media and/or
                  new technology formats        technology are used       technology is used        technology are not
                  into planning, delivering     consistently to add       sporadically or when      used to help plan,
                  and assessing learning        instructional impact,     convenient, but is        organize, deliver, or
                  occurs frequently. Quality    increase learning and     inconsistent or of        evaluate instruction
                  and depth are consistently    assess student            limited quality.          for all students.
                  strong.                       performance.

10 Monitors student performance and achievement with appropriate and varied assessments
                  Clearly Outstanding (4)       Proficient (3)            Beginning Competent       Unsatisfactory (1)
                  Learners are involved in      Data on student           Some instructional        Uses minimal number
                  setting criteria for          progress is gathered      goals are assessed        of assessments or
                  assessment. Feedback is       in multiple ways such     but not all. Gathering    only commercially
                  individualized and includes   as observations,          of assessment data is     prepared tests.
                  personal goal setting.        portfolios, teacher-      more frequent and         Methods of
                  Descriptive rubrics are       made tests,               begins to use             assessments not
                  created and shared with       performance tasks,        performance-based         consistent with
                  students.                     student self-             measures.                 instructional goals.
                                                assessment and
                                                standardized tests.

Section 4: Fulfilling Professional Roles and Responsibilities
11 Develops positive, productive relationships with students, parents, staff and other professionals
                  Clearly Outstanding (4)       Proficient (3)            Beginning Competent       Unsatisfactory (1)
                  Communicates frequently       Understands the           Beginning to              Does not understand
                  with parent and               importance of family      understand the            the importance of
                  successfully collaborates     involvement, begins       importance of family      family involvement.
                  with them in the              to interact with          involvement but has       Fails or makes few
                  instructional program.        families and to           no systematic             attempts to interact
                  Routinely shares materials,   establish a               communication with        appropriately with
                  resources, and ideas with     systematic plan for       families nor little, if   family and the
                  colleagues and volunteers     communication.            any, documentation.       community. Avoids
                  and becomes a vital part of   Teams with teachers       Has a cordial             becoming involved in
                  the school as a whole.        to communicate with       relationship with         school events.
                                                parents. Volunteers       school staff but
                                                to participate in a few   participates only
                                                school events.            when asked.

12 (a) Exhibits standards of professional dress and demeanor
                 Clearly Outstanding (4)          Proficient (3)           Beginning Competent      Unsatisfactory (1)
                 Dresses professionally and       Well-groomed and         Usually well groomed     Careless in personal
                 presents a professional          neat at all times.       but sometimes            grooming. Dress is
                 image; interacts with            Dress is appropriate     dresses                  inappropriate for the
                 students in a friendly, yet      for classroom.           inappropriately.         classroom. Easily
                 respectful manner; shows         Shows poise,             Moody or                 upset, overly
                 enthusiasm for teaching          confidence and self-     inconsistent with        emotional, impatient,
                 and promotes a positive          control; is friendly     attitude or              disinterested or
                 teacher image.                   and demonstrates         relationship with        uninvolved with the
                                                  respect for the          students. Some           classroom. Does not
                                                  profession.              tasks are not            participate in various
                                                                           completed                types of professional
                                                                           appropriately.           activities.
12 (b) Engages in reflection/self-assessment to identify strengths and challenges, improve teaching performance, and achieve
professional goals
                 Clearly Outstanding (4)          Proficient (3)           Beginning Competent      Unsatisfactory (1)
                 Models a reflective process      Beginning to enhance     Uses reflective          Does not know
                 that is accurate and             professional             techniques, centering    whether a lesson was
                 perceptive, citing specific      knowledge and skills     on pace and content      effective or achieved
                 examples of student              by interacting with      of the lesson without    its purposes,
                 interaction with the content.    other members of the     really understanding     misjudges the
                 Uses new concepts or             educational              how the lesson could     success of a lesson,
                 activities that could            community and            be improved.             and/or does not
                 enhance learning and             participating in                                  suggest how a lesson
                 participates in various          professional                                      can be improved in
                 types of professional            activities. Identifies                            the future. Does not
                 activities.                      problems and                                      journal, share ideas,
                                                  strengths and shares                              or assume
                                                  a few specific ideas                              professional
                                                  with others.                                      responsibilities.

12 (c) Models punctuality, reliability, and dependability
                 Clearly Outstanding (4)          Proficient (3)           Beginning Competent      Unsatisfactory (1)
                 Always on time or early          Consistently on time     Usually prompt with      Frequently late or
                 with responsibilities. Work      with attendance and      work and attendance,     absent, often leaves
                 is accurate. Willingly and       work.                    but often has to be      before the end of the
                 eagerly assumes                                           reminded of              scheduled school
                 responsibilities to assist the                            responsibilities and     day, is irresponsible
                 supervisor or other staff                                 assigned tasks.          regarding grading,
                 members.                                                                           planning, or
                                                                                                    administrative tasks
                                                                                                    such as keeping
                                                                                                    accurate records.
                                                                                                    Has to be reminded
                                                                                                    of responsibilities or
                                                                                                    the supervisor has to
                                                                                                    cover for him/her.

13 (a) Complies with all school and university policies, operating procedures, and legal requirements
                 Clearly Outstanding (4)          Proficient (3)           Beginning Competent      Unsatisfactory (1)
13 (a).2:        Understands and adheres          Generally                Beginning to             Does not understand
Understanding    to legal and ethical             understands and is       understand but has       or adhere to legal
legal            requirements for educators       beginning to adhere      some difficulty          and ethical
requirements     and is knowledgeable of          to legal and ethical     adhering to legal or     requirements. Does
and the          the structure of education       requirements for         ethical requirements     not have acceptable
education        in Texas (such as                educators; is            for educators; is        knowledge of the
structure.       governance by school             somewhat                 beginning to             structure of education
                 boards, TEA, Code of             knowledgeable of the     understand the           in Texas (such as
                 Ethics).                         structure of education   structure of education   governance by
                                                  in Texas (such as        in Texas (such as        school boards, TEA,
                                                  governance by            governance by            Code of Ethics).
                                                  school boards, TEA,      school boards, TEA,
                                                  Code of Ethics).         Code of Ethics).

13 (b) Models ethical behavior and professionalism on a daily basis with staff, students and colleagues
                    Clearly Outstanding (4)         Proficient (3)            Beginning Competent     Unsatisfactory (1)
13 (b).1: Ethical   Persistent in seeking to        Concerned about all       Identifies special      Does not readily
behavior.           end discriminatory activity     aspects of a child's      needs of some           observe or identify
                    or harassment among             well-being (cognitive,    students (vision,       clues to student
                    students. Also, teams with      emotional, social, and    hearing, counseling,    distress, special
                    the teachers to obtain          physical), and is alert   medical intervention,   needs, etc. Does not
                    support services.               to signs of difficulty.   etc.) but does not      honor confidential
                                                    Takes steps to stop       communicate             information about
                                                    discrimination or         concerns with           students.
                                                    harassment among          supervisor. Respects
                                                    students.                 the privacy of
                                                                              students and
                                                                              confidentiality of
13 (b).2:           Frequently seeks                Volunteers to             Participates in         Avoids becoming
Professionalism.    opportunities to volunteer      participate in more       school/districts        involved in
                    for activities outside of own   than one activity and     events when             school/district
                    classroom or creates            makes substantial         specifically asked.     projects and events.
                    activities such as              contributions.
                    enrichment/remedial             Participates as much
                    classes for students            as possible as a full
                    outside of regular school       staff member.
                    day. Values his/her role in
                    making the entire school a
                    productive learning

                                       SAMPLE LESSON PLAN



Topic or Unit of Study:





Learning Context:


Differentiated Instruction:

Sample Student Products:


Time Allotment:

Author's Comments & Reflections:


Instructional Materials:





    Basic Information
                           Donna Brasher

                                                 CODE OF ETHICS
                                   AND STANDARD PRACTICES FOR TEXAS EDUCATORS
                                                  Effective 11/22/10

                                                     ENFORCEABLE STANDARDS
I. Professional Ethical Conduct, Practices and Performance.
Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of
the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator
Certification (SBEC) and its certification process.
Standard 1.2. The educator shall not knowingly misappropriate, divert or use monies, personnel, property or equipment committed to
his or her charge for personal gain or advantage.
Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses or pay.
Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage.
Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain
special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents
of students or other persons or organizations in recognition or appreciation of service.
Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
Standard 1.7. The educator shall comply with state regulations, written local school board policies and other state and federal laws.
Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional
Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students or
parents of students.
Standard 1.10. The educator shall be of good moral character and demonstrate that he or she is worthy to instruct or supervise the
youth of this state.
Standard 1.11. The educator shall not intentionally or knowingly misrepresent the circumstances of his or her prior employment,
criminal history, and/or disciplinary record when applying for subsequent employment.
Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription
drugs and toxic inhalants.
Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when students are

II. Ethical Conduct Toward Professional Colleagues.
Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure
serves lawful professional purposes or is required by law.
Standard 2.2. The educator shall not harm others by knowingly or recklessly making false statements about a colleague or the school
Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring,
evaluation, and dismissal of personnel.
Standard 2.4. The educator shall not interfere with a colleague’s exercise of political, professional or citizenship rights and
responsibilities. Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion,
national origin, age, gender, disability, family status, or sexual orientation.
Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or
Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides
information for a disciplinary investigation or proceeding under this chapter.

III. Ethical Conduct Toward Students.
Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional
purposes or is required by law.
Standard 3.2. The educator shall not intentionally, knowingly, recklessly, or negligently treat a student or minor in a manner that
adversely affects or endangers the learning, physical health, mental health or safety of the student or minor.
Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student.
Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an
advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.
Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a
student or minor.
Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor.
Standard 3.7. The educator shall not furnish alcohol or illegal / unauthorized drugs to any person under 21 years of age or knowingly
allow any person under 21 years of age to consume alcohol or illegal / unauthorized drugs in the presence of the educator.
Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a
reasonably prudent educator standard.
Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to,
electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network
communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited
(i) The nature, purpose, timing, and amount of the communication;
(ii) The subject matter of the communication;
(iii) Whether the communication was made openly or the educator attempted to conceal the communication;
(iv) Whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship;
(v) Whether the communication was sexually explicit; and
(vi) Whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities,
preferences, or fantasies of either the educator or the student.

Name_____________________________________________________                  _______________________________________
           Last                      First                   Middle                  R Number
 OPEN - The candidate retains right of access to this document (Do Not Sign
                                                                                      CLOSED - He/She has signed the waiver which follows:

I hereby waive any and all rights of access to this document which is to be included in my credentials at the Career Planning and Placement Center. This
waiver applies to the Family Educational Rights and Privacy Act of 1974, as amended, and any other similar evaluation of my qualifications for employment
(or graduate school).

Date_________________________________ _________________________________________________________
                                                      (Candidate’s Signature)
Semester:    Fall Spring       _________ _____________ ______________________________
          (circle one)          Year              Grade(s)                       Subject
_________________________________________ __________________________________________
        University Supervisor                       Cooperating Teacher(s)
Your specific comments about this person are very important. Appraisers are encouraged to attach a typewritten letter of recommendation and/or provide
comments on the back of this sheet. Please note that the numbering system indicates the correlation of these descriptors with the Pedagogy and Professional
Responsibilities Standards developed by the State Board for Educator Certification (SBEC).

          Clearly Outstanding                  Proficient                  Beginning Competent               Unsatisfactory           No Opportunity to Observe
                   4                               3                               2                                1                            0

SECTION 1: DESIGNING INSTRUCTION AND ASSESSMENT TO PROMOTE STUDENT LEARNING                                                                     RATING
   1. Selects learner-centered and developmentally appropriate instructional content                                                     4 3 2 1 0
   2. (a) Uses diversity in the classroom and the community to enrich all students’ learning experiences                                 4 3 2 1 0
       (b) Plans and adapts lessons to address students’ varied backgrounds, skills, interests, and learning needs, including the
                                                                                                                                         4 3 2 1 0
       needs of English language learners and students with disabilities
   3. (a) Exhibits strong working knowledge of subject matter and central themes/concepts of the discipline                              4 3 2 1 0
       (b) Plans instruction so that activities progress in a logical sequence and support instructional goals (TEKS/TAKS)               4 3 2 1 0
   4. Stimulates reflection, critical thinking and inquiry among students                                                                4 3 2 1 0

   5. Establishes a classroom environment of courtesy and respect that is safe, nurturing, inclusive, and productive                     4 3 2 1 0
   6. (a) Organizes activities, applies procedures, and manages time in ways that promote student learning, appropriate
                                                                                                                                         4 3 2 1 0
       behavior, and ethical work habits in the classroom
       (b) Establishes and maintains positive raport with students                                                                       4 3 2 1 0

    7. (a) Demonstrates clear and accurate oral and written communication in the teaching and learning processes and uses                4 3 2 1 0
       language that is appropriate to students’ ages, interests, and backgrounds
       (b) Exhibits effective communication and interpersonal skills to enhance student understanding                                    4 3 2 1 0
    8. (a) Applies instructional strategies to successfully and actively engage students in the learning process and to promote          4 3 2 1 0
       critical thinking and problem solving
       (b) Remediates or enriches as a result of ongoing assessment and reflection                                                       4 3 2 1 0
    9. Incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction                                 4 3 2 1 0
   10. Monitors student performance and achievement with appropriate and varied assessments                                              4 3 2 1 0

   11. Develops positive, productive relationships with students, parents, staff and other professionals                                 4 3 2 1 0
   12. (a) Exhibits standards of professional dress and demeanor                                                                         4 3 2 1 0
       (b) Engages in reflection/self-assessment to identify strengths and challenges, improve teaching performance, and achieve         4 3 2 1 0
       professional goals
       (c) Models punctuality, reliability, and dependability                                                                            4 3 2 1 0
   13. (a) Complies with all school and university policies, operating procedures, and legal requirements                                4 3 2 1 0
       (b) Models ethical behavior and professionalism on a daily basis with staff, students and colleagues                              4 3 2 1 0
Please circle predicted success as a teacher on the following scale:
                          Clearly Outstanding                     Proficient              Beginning Competent                 Unsatisfactory
                                   4                                  3                            2                                1

________________________________________                    __________________________________________           __________________
           Signature of evaluator                                                          Position                     Date

                  TEXAS TECH UNIVERSITY

               Last                               First                           Middle

Comments (strengths, concerns, recommendations):

I. D E S I G N I N G I N S T R U C T I O N A N D A S S E S S M E N T T O P R O M O T E S T U D E N T L E A R N I N G I N




_________________________________________                       __________________________________________                 __________________

               Signature of evaluator                                                                     Position              Date

All evaluations are completed with an on-line process:
    Please use the following link to access the on-line evaluation:

         o Use the password provided by the Student Teacher Supervisor –
         o Choose the Term: Midterm or Final
         o Choose the Placement 1st or 2nd
         o Type in the first 3-4 letters of the student teacher’s last name and pause a few
           seconds (a drop down should appear with the student teacher’s name)
        o Click on the student teacher’s name
           NOTE: If the name does not appear the student teacher has not completed the
           open/closed waiver choice. This must be done before the evaluation can be
        o Click on Validate Name
        o A form should appear with the student’s open/closed waiver choice
        o Complete the form –BE SURE TO PUT YOUR E-MAIL ADDRESS
        o Click SUBMIT at the bottom
    You should receive a screen that says “Thank you! Evaluation Received.”
    You should receive a PDF – file in your email. You can print this form to share with the
     student/supervisor for the midterm evaluation.
    (You may receive an email saying that a PDF was not able to be sent. If you receive this
     message, please email

Student teachers will also complete a self-evaluation. They will not need access to your
If you have any questions about this process, please do not hesitate to contact the student
teacher supervisor or the student teacher coordinator listed under contact information.

Please refer to the mentor handbook for student teacher expectations and other information you
may need. Thank you for sharing your valuable time to train future educators.


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