Student Teacher Handbook Download - University of the Cumberlands

EDUCATION DEPARTMENTConceptualEvaluativeCommunicativeStrategicStudent Teacher/Practicum Handbook2012-2013Updated 01/12/2013

Guidelines & RequirementsTABLE OF CONTENTSIntroduction 3Policies and Procedures 5Document List for Documentation Folder 9Unit Tasks 10Task A-1 10Task A-2 16Task C 19Task D 21Task E 24Task F 31Task G 32Task H 33Task I 34Task J-1 36Task J-2 39Assessment Forms and Rubrics 40KTIP IPR Observation Rubric 40KTIP IPR Planning Rubric 43KTIP Observation Guide Bookmark 45Formative Evaluation 46Summative Evaluation 48Unit Evaluation 56Time Log 64Reflective Journal 65Video Project Directions 69Undergraduate Student Teacher/Practicum Handbook Page 2

Student Teacher/Practicum HandbookIntroductionIntroductionThe Teacher Education Program at University of the Cumberlands is dedicated topreparing beginning teachers with the knowledge, skills, and dispositions necessary to impactlearning of all students to close the achievement gaps existing in today’s schools/districts. Theinitial teacher certification programs are based on best practices and designed to preparecandidates to be Reflective Constructors of Quality Learning Experiences through CriticalThinking. Reflective- self-reflection of teacher effectiveness in all areas of teaching and learning. Constructors- design lessons based on students’ existing knowledge and skills; baseinstruction on contextual information; actively engage students in the learning process;enable students to connect learning to real world application. Quality- consistently improves instruction based on student assessment data,peers/supervisor(s) feedback, and self-evaluations. Critical Thinking- demonstrating high level cognitive processes in planning,implementation, and evidence of critical thinking through artifacts.During the student teaching/practicum semester, candidates are required to demonstratetheir conceptual, strategic, evaluative, and communicative knowledge. The consistent evidenceof the dispositions of caring, critical and creative thinking, strong work ethic, commitment toexcellence and an adherence to the Professional Code of Ethics is paramount for successfulcompletion of University of the Cumberlands’ teacher education program. Embedded in thedispositions is the candidate’s ability to serve students, colleagues, and stakeholders throughtheir actions. Through service to others, our candidates shall exhibit the strong belief that allstudents can learn.Undergraduate Student Teacher/Practicum Handbook Page 3

All candidates are required to meet and exceed all indicators of the Kentucky TeacherStandards. Ethical teacher and student use of technology must serve as the vehicle to meet theneeds of diverse populations. Additionally, the candidates must demonstrate competency inusing technology for the purposes of aggregating and disaggregating assessment data.Candidates seeking certification at all levels must demonstrate their knowledge andinstructional skills in the content area(s) as effective teachers of reading and writing. Candidatesare required to develop their educational pedagogy through research-based teaching methods andprescriptive strategies.Candidates should take initiative to familiarize themselves with the school culture byparticipating in extra-curricular activities that occur during and after school hours in order toteach and support the P-12 students effectively.Undergraduate Student Teacher/Practicum Handbook Page 4

Student Teacher/Practicum HandbookProfessional dress and field/clinical experience guidelines:Candidates shall act professionally as a representative of University of the CumberlandsEducation Department and the teaching profession.1. Dress should reflect the culture of the school.o professional dress e.g., khakis, dress slacks/capris, skirts, blouses,collared shirts, shirt with tie, etc.but may not be informal unless approvedfor school spirit/activities as designated by school administrationo inappropriate dress e.g., low cut or midriff tops, too short skirts/shorts,sagging or low riding/hipster pants, and other restrictive or suggestiveclothing is not acceptable.o graphic printed clothing is unacceptableo tattoos must be covered.o facial/tongue/cartilage piercings must be removedo Chewing gum and tobacco products are prohibited.o Eating/drinking during instructional time is prohibited.o Proper verbal and written grammar should be used at all times.o Inappropriate relationships/behaviors with students and/or other schoolpersonnel are prohibited.o University/school approved electronic devices may only be used forinstructional purposes during observation/classroom time. This includessmart phones, iPods, iPads, eReaders , etc.o Personal use of technology for any of the following is prohibited;phone calls, texting, use of Bluetooth, use of social media (i.e Facebooketc.), online shopping/gaming, etc,Confidentiality- Family Education Rights and Privacy Act (FERPA)Confidentiality and Professional Ethics are violated when:any authorized faculty/staff/teacher candidates discuss a student(s) in inappropriate places orsituationsfaculty/staff/teacher candidates repeat rumors about student(s) or the familyfaculty/staff/teacher candidates discuss personal identifiable information that is confidential inthe presence of individuals who are not a part of student(s) educationfaculty/staff/teacher candidates discuss personal identifiable information about student(s) that isconfidential in a public placeFour tests to support your decision to discuss private student information with otherprofessionalsPolices and ProceduresUndergraduate Student Teacher/Practicum Handbook Page 5

What is discussed? (public or private information)Where does the discussion take place? (public or private place)Who may be listening?Why are you discussing this information?For further information on FERPA you may access the information on this websitewww2.ed.gov/policy/gen/guid/fpco/pdf/2012-final-regs.pdfAttendance Policy:The university coordinators will strictly enforce the UC Education Department attendancepolicy:Any absence over three (3) days from the public school placement(s) during the semester will bemade up. The student will receive an “I” until absences are made up. If the student teacher mustbe absent from the assigned placement, the student teacher must contact the supervising teacherand university coordinator by phone and/or email as soon as possible.The student teacher will arrive and depart based upon the supervising teacher’s employmentcontract. Student teachers will wear their University of the Cumberlands’ ID and sign in daily atthe main office or with the supervising teacher. Practicum students will follow employmentcontract.Grading Policy:The grading policy for the student teaching experience will be based upon a Likert like scale of3,2,1 with 1 being the lowest and 3 being the highest. This grading scale is directly aligned to theKentucky Teacher Internship Program (KTIP) guidelines. Each individual indicator is equallyweighted throughout the standards to total 100% when indicators are compiled. KTIP TeacherPerformance Assessment (TPA) is used to evaluate teacher education candidates throughout theclinical experience. KTIP TPA rubric is located on pages 40-44 of this handbook and in iLearn.The breakdown of the scoring criteria is as follows:3 – criteria demonstrated on indicator: Satisfactory performance on standard2 – criteria partially demonstrated on indicator: Making progress toward standard1- criteria not demonstrated on indicator: Not making progress toward standardUndergraduate Student Teacher/Practicum Handbook Page 6

Individual Action Plan (IAP) PolicyIndividual Action PlanIndividual Action Plan (IAP) PolicyThe Education Department at the University of the Cumberlands is committed to helpingall teacher candidates become Reflective Constructors of Quality Learning Experiencesthrough Critical Thinking. As a teacher candidate in the Teacher Education Program, toachieve success the teacher candidate shall adhere to the Kentucky Teacher andUniversity of the Cumberlands Standards. To foster success, the teacher candidate maybe required to meet with a university faculty member to complete an Individual ActionPlan (IAP). An IAP is a professional growth plan to document area(s) of concern thatmay hinder a teacher candidate’s success in coursework. An IAP monitors studentprogress of specific goals created by a faculty member with prescribed strategies to meetthe identified goals. The teacher candidate will complete the IAP goals with facultyassistance and demonstrate continued progress throughout the designated IAP timeframe.Procedure for Initiating a Candidate’s Individual Action Plan (IAP)A professor, academic advisor or University Coordinator may develop an IAP.The above mentioned will create an IAP documentingspecific area(s) of concern (growth area)specific actions and strategies designed to improve the identified area of concernestablish a time frame for completion of the strategies and actionsrecommend resources to support the candidate’s professional growth in the area(s) ofconcern.The Department Chair will review the IAP with the faculty member and then sign anddate for approval.The faculty member will meet with the teacher candidate to discuss IAP.Teacher candidate’s signature and date acknowledges they will follow the IAP.The faculty member will provide the teacher candidate and the databasemanager a copy of the completed IAP.The IAP will be monitored by the faculty member of record. The faculty member willreport the outcome of the IAP upon the conclusion of the time frame to the databasemanager.If goals of IAP are met, the candidate will continue with their planned program.If goals of IAP are not met, the faculty member will create a remedial IAP with modifiedactions and strategies within an additional time frame following the same process asabove. The teacher candidate will then be recommended to TEAC or GEAC to be placedupon Probationary Status.Undergraduate Student Teacher/Practicum Handbook Page 7

The TEAC or GEAC Committee will be notified by the faculty member of the outcomeof the remedial IAP. If the teacher candidate successfully completes the remedial IAP,TEAC or GEAC may/may not remove the teacher candidate from Probationary Statusand grant permission to continue in the education program. If the teacher candidate doesnot successfully complete the remedial IAP, TEAC or GEAC may/may not recommendthe teacher candidate to withdraw from the education program.Undergraduate Student Teacher/Practicum Handbook Page 8

Teacher Candidate Document ListDocument List for Individual Document FolderThe Student Teacher Document Folder should be with you at all times. It containsessential information that you will need in a variety of situations you will encounter on adaily basis. Your UC University Coordinator will check this folder periodically.Contents of Folder:University of the Cumberlands Student Teacher/Practicum HandbookP-12 Faculty HandbookP-12 School HandbookP-12 Student Code of ConductKentucky Teacher Intern Program HandbookP-12 Schedule of ClassesEarthquake, Fire, Tornado, Lockdown ProceduresClassroom ProceduresClassroom Behavior PlanClassroom Management PlanSchool Day Schedule for P-12 ClassroomP-12 School CalendarUniversity of the Cumberlands CalendarPersonal CalendarIndividual Document FolderAll documents should be copied and placed in a sheet protector and stored in a binder.Each document should be tabbed for easy access. Create an attractive cover and spinefor this notebook.The binder should be completed one week from the first day you are in the classroom.Undergraduate Student Teacher/Practicum Handbook Page 9

Component I: Classroom TeachingTask A-1: Teaching and Learning ContextComplete once prior to Cycle 1 observations to describe your teaching and learning context. If the teachingenvironment changes significantly, e.g., new school, change in classroom placement configuration, change in grade orcourses taught, you will need to complete this form again.Intern Name:Date:Content Areas: Grade Level(s): Daily average number of studentstaughtSchool Instructional GoalsAnalyze major school instructional goals, and briefly describe your anticipated contribution.resource teacher, colleagues, principal, or other school personnel to help identify these goals.Work with your(Multiple sources of data should include faculty meeting notes, Comprehensive School ImprovementPlan, School-Based Decision Making Council minutes, continuous assessment data, content literacyplans, and other sources of data e.g., Program Review process being developed.)Resources/AssistanceDevelop (conduct) an inventory of available resources and assistance. (Possible examples: technology,parent involvement, supplies, and human resources available to you.)Describe how you will utilize resources to implement school and instructional goals.Critical Student Characteristics or AttributesUsing appropriate student achievement and demographic data, identify and describe the characteristicsof your students that will require differentiated instruction to meet their diverse needs. (In developingyour response, you may need to examine characteristics such as differences in culture, language, andlearning styles as well as differences in developmental levels and achievement levels.)Based on the diversities you’ve described in a above develop a profile for three specific students in yourclass(es) that you teach during your school day. See KTIP Completed Tasks Examples for a sample.One student struggling to meet lesson objectives or targets:One student meeting lesson objectives or targets:One student exceeding lesson objectives or targets:Undergraduate Student Teacher/Practicum Handbook Page 10

Task A-1Teaching and Learning ContextContext is a snapshot of where your students are academically and why.Building a respectful relationship with your students is vitally important to their success andyours.Completing seating charts the first week helps you start to get to know your students.Context is why you can rarely, if ever, teach a lesson the same way twice. You will never havethe same mix of students in any classroom.Kentucky Intern teachers learn to complete the Task A-1- Teaching and Learning Context form,which helps to focus on the context BEFORE starting to plan instruction. You CANNOT planinstruction before you complete Task A-1- Teaching and Learning Context.Teaching and Learning Context - Task A-1 will need to be completed once per placement. If theteaching environment changes significantly, e.g. new school, change in classroom placementconfiguration, change in grade or courses taught, this form MUST be completed AGAIN.DIRECTIONSGo to www.kyepsb.net/internships/ktiptpatemplates.asp. Print out Task A-1 Teaching andLearning Context in Word version.The top of the form is where you identify yourself and put the date that you fill out the form.Include the number of students in the class, the grade level, and their age. I recommend that youput in the title, which class it is that you are identifying.Undergraduate Student Teacher/Practicum Handbook Page 11

SAMPLE OF SCHOOL AND INSTRUCTIONAL GOALSSchool Instructional GoalsAnalyze major school instructional goals, and briefly describe your anticipated contribution. Work with your resourceteacher, colleagues, principal, or other school personnel to help identify these goals.Funville Elementary school is located in Joy County, in southern Kentucky, serving approximately 340 studentsPreschool through Grade 6. Funville has a 94.8% attendance rate compared to the district rate of 93.8%. TheStudent/Teacher ratio of 13:1, as compared to the district ratio of 14:1. Approximately 90% of students receiveFree/Reduced lunch. There are currently no LEP/ESL/ELL students.The teachers at Funville Elementary are highly qualified with 13.3 average years of teaching experience with 100% ofclasses taught by teachers with a Major, Minor or Equivalent in the subject being taught. The professional qualificationof all teachers in the school are as follows: B.A: 14.3%, M.A.: 42.9%, Rank I: 42.9%.Extracurricular Activities offered include the following: Grades 4-6 Academic Team; Girls’, Boys’, and PeeWeeBasketball; Cheerleading; Girl Scouts; Cub Scouts; and PRIDE Club. Extracurricular activities offered by means of the21st Century Learning Grant, including Young Chefs Club, Gardening, Extreme Science, Archery, Golf, WorldlyReading, Technology Media, and Manipulating Math in the school with a certified instructor.Funville Elementary scored below the state Academic Index in virtually all subjects in 2010 as follows: Reading(Elementary) 90.1, State Academic Index 95.6; Math (Elementary) 93.4, State 90.5; Science (4 th Grade) 81.4, State95.9; Social Studies (5 th Grade) 81.8, State 88.5; Writing (Elementary) 83.1, State 88.1; Arts and Humanities(Elementary) 72.6, State 83.6.The Joy County School district serves students in preschool through grade 12 including one primary, one intermediate,five elementary, one middle, one high and one alternative school. KPREP/KCCT scores ranked 45th out of 174Kentucky school districts. The Joy County School district offers comprehensive student support services throughExtended School Services, Title I, Special Education, Gifted/Talented, Family Resource/Youth Service Centers,alternative education, early childhood programs, adult/community education, and dropout prevention.As a teacher candidate at Funville Elementary, I will participate in extended school services, tutoring students in mathconcepts to address new math standards, and promote student success, thereby reducing achievement gaps.Disaggregate Math MAP scores, curriculum-based assessments, review documentation for specialpopulations, etc. specific to your individual placement(s)Undergraduate Student Teacher/Practicum Handbook Page 13

Resources/AssistanceDescribe the resources (equipment, technology and supplies) available to you.Describe assistance (instructional assistant(s), parent volunteers, peer (student) tutors, resourceteachers , classroom teachers) available to youDescribe how you will utilize resources to implement school and instructional goals.SAMPLE OF RESOURCES / ASSISTANCEResources/AssistanceDevelop (conduct) an inventory of available resources and assistance. (Possible examples: technology,parent involvement, supplies, and human resources available to you.)Textbooks, Workbooks, Computers, Internet Access, Word Processing and Software associated with curriculumlearning materials, Scorecard Scanner, Marker Board, Smart Board, Colored Paper, Markers, Crayons, Pencils,Scissors, Printer, Copy Machineinstructional assistant(s)parent volunteerspeer (student) tutorsresource teachersclassroom teacherOccupational Therapy, Reading Intervention, Speech Therapist, Social Worker, NurseDescribe how you will utilize resources to implement school and instructional goals.Utilize KAHN Academy curriculum-based assessments, Novel Star, PLATO to support student enrichment(specific your individual placement(s) )Critical Student Characteristics or AttributesIdentify the number of students in each category below.___ LEP/ESL/ELL:___ # with IEPs:___ # with 504 accommodations:___ GSSP:____RTI/Title I___ Other:Under section a. use the data above to describe the characteristics of your students that willrequire differentiated instruction to meet their diverse needs. Also include patterns ofachievements from students’ test scores for below, meeting, and exceeding criteria.Under section b. identify and briefly describe one student for each category of below, meeting,and exceeding criteria.Undergraduate Student Teacher/Practicum Handbook Page 14

SAMPLE OF CRITICAL STUDENT CHARACTERISTICS OF ATTRIBUTESCritical Student Characteristics or AttributesUsing appropriate student achievement and demographic data, identify and describe thecharacteristics of yourstudents that will require differentiated instruction to meet their diverse needs. (In developingyour response,you may need to examine characteristics such as differences in culture, language, and learningstyles as wellas differences in developmental levels and achievement levels.)Three students have IEPs, one student has a 504 plan, and eight students qualify for Title I services. Atleast60% of this class has scored below grade level in Standardized Testing and Reporting for math andreading. Socioeconomicconcerns of students include 99% of the 60 students receive free or reduced lunch. Also, 50% of thestudents reside in asingle-parent or domestic-partner home. Three students (those with IEPs) are pulled from the classroom atdifferingintervals for specialized instruction.Patterns of Achievementbelow criteria: 13- Math; 8- Readingmeeting criteria: 12- Math; 13- Readingexceeding criteria: 2 Math; 6- ReadingBased on the diversities you’ve described in a above develop a profile for three specific studentsin yourclass(es) that you teach during your school day. See KTIP Completed Tasks Examples for asample.One student struggling to meet lesson objectives or targets:Marissa works at her family restaurant after school, and struggles to complete assignments. She is a brightgirl who has never struggled with academics before, but has never been enrolled in an AP class, so thepace and volume pose a challenge for her. She is frustrated by the lack of success and shuts down if shedoes not immediately accomplish the objectives. Marissa in the past, has qualified for GSSP and this yearmarks a change in her attitude toward course assignments.One student meeting lesson objectives or targets:Adam is an athlete who knows what he has to do to maintain his eligibility and has college acceptance asa motivating goal. He does all of his work with about 90% accuracy, but if he were to apply himself a bit,he could be accomplishing more.One student exceeding lesson objectives or targets:Talia is one of the top five students in her graduating class at Valley. She is in the Gifted and TalentedProgram, and has already been accepted at the college of her choice. She is an exceptional writer and anavid reader. She is also a capable public speaker who participates in the debate and speech teams. She hashad major roles in every theatrical production for the entire time she has been enrolled in Valley, whilemaintaining a 4.0 GPA (she has taken every available honors and AP course).Undergraduate Student Teacher/Practicum Handbook Page 15

Your committee members will review and evaluate your performance on this task using Standard 1: The teacherdemonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.Component I: Classroom TeachingTask A-2: Lesson PlanIntern Name: Date: Cycle:# of Students: Age/Grade Level: Content Area:Unit Title:Lesson Title:Lesson Alignment to UnitRespond to the following items:Identify essential questions and/or unit objective(s) addressed by this lesson.Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky CoreAcademic Standards.Describe students’ prior knowledge or focus of the previous learning.Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverseneeds impacting instructional planning in this lesson of the unit.Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe howyou will trigger priorknowledge):Objective/target:Lesson Objectives/Learning TargetsAssessmentAssessment description:Assessment Accommodations:Instructional Strategy/ActivityStrategy/Activity:Activity Adaptations:Media/technologies/resources:Objective/target:Assessment description:Assessment Accommodations:Strategy/Activity:Activity Adaptations:Media/technologies/resources:Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives.Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan.(Use this section to outline the who, what, when, and where of the instructional strategies and activities.)Undergraduate Student Teacher/Practicum Handbook Page 16

Your committee members will review and evaluate your performance on this task using Standard 1: The teacherdemonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.Component I: Classroom TeachingTask A-2: Lesson Plan ExampleIntern Name: Josie Brown Date: 3/3/2011 Cycle: 3# of Students: 21 Age/Grade Level: 12 th Content Area: English (AP)Unit Title: Literary Analysis and Research-based Arguments:Lesson Title: Revealing meaning in textLesson Alignment to UnitRespond to the following items:a) Identify essential questions and/or unit objective(s) addressed by this lesson.In this unit, we are studying how style, structure and language reveal overall meaning in a text. We're also practicing close readingsand analyzing how reading closely enables us to interpret a text more thoroughly. We're focusing on three essential questions:1. How do style, structure and language reveal overall meaning in a text?2. How do novels lead to meaningful discussions about complex issues in life and society?3. How can close readings and textual support be utlilized to strengthen arguments and discussions?To address those questions in this lesson, we are doing close readings of the passages that the students read on the mock exam. Weare also analyzing the multiple choice stems and choices to better understand how textual support and analysis can lead to finding theright answer for each question.b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky CoreAcademic Standards.CC.11-12.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparationby referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange ofideas.CC.11-12.R.L.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotativemeanings; analyze theimpact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh,engaging, or beautiful.(Include Shakespeare as well as other authors.)c) Describe students’ prior knowledge or focus of the previous learning.Prior to this lesson, students worked on analysis of passages within the novel the Road. They worked on style and creation of themestatements using textual support and analysis of that support.d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.1. Students will read passages that could be included in an AP exam and present arguments using PowerPoint presentations2. Students will complete a mock AP exam in which they apply the skills identified in the objectives, then will analyze theirperformance.These two assessments allow me to see that the students understand knowledge application strategies they will need on their APexam, and more importantly, that they understand the elements of good argument.e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverseneeds impacting instructional planning in this lesson of the unit.While the class is generally well-behaved, there is sometimes tension between the students in Spanish Immersion and the studentscoming from general or advanced classes. I've worked hard to help them build relationships with each other and to understand thateveryone has an equal voice in the classroom. Also, there are a few students who continue to struggle with the demands of thiscourse. For students who are performing below grade level, I'm now offering tutoring almost daily, both in the form ofindividualized sessions, independent study time, and in group review sessions. We work routinely during class and after school ondeveloping writing skills, and the readings are scaffolded so that we are just now reading the most difficult work. For students atgrade level, many of the activities that we're doing push them to think in a deeper and more analytical way.Undergraduate Student Teacher/Practicum Handbook Page 17

The last couple of group projects have really pushed students to come up with their arguments and to thoroughly defend them. Forstudents above grade level, they need specific, focused feedback that will enable them to continue to grow and develop. I haveselected groups to help students find success and support. For the group project in this unit, I balanced groups based on personalities(shy versus outgoing, etc) in addition to ability levels. I have incorporated more models and guides than I previously used in AP sothat students will have the scaffolding and support that they need.f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describehow you will trigger priorknowledge):Students took a complete mock AP Literature exam on a Saturday in January. They now have the results of the essays onthat test, and they have their original answer packets and bubble sheets for the multiple choice section. That exam exposeda need for students to improve on their interpretive text-reading skills, and their need to analyze the concepts deeper. Intheir presentations, they will be expected to create multiple choice questions as well as a brief interpretation.Lesson Objectives/Learning TargetsAssessmentInstructional Strategy/ActivityObjective/target:1. Students will read closely to presentan interpretation of the text, using textualsupport and inferences to support theirinterpretation.Objective/target:2. Students will analyze the deeperconcepts within a text throughpreparation for and participation instudent-led presentations.Assessment description:Mock AP exam with five multiple-choice passagesAssessment Accommodations:Assessment description:Students will respond to classmate presentationsusing the CPS clickers, and will participate indiscussion about their classmates' presentations.Assessment Accommodations:hard copies of the questions will be available, incase we have technical difficulties and/or anyonecannot use the CPS. I don't anticipate that beingnecessary, since all of the students have used theCPS before.Strategy/Activity:I will assign the students to fivegroups and each group will beresponsible for reading a separatepassage with five multiple-choicequestions to follow. As a group,they will paraphrase the passageand analyze each of the selectedquestions. Groups will share theparaphrase of their passage, andtheir classmates will answer thequestions using the CPS clickers.The "expert" groups will explainthe correct answers in response tothe responses.Activity Adaptations:Students will be placed in groupsthat are appropriate for their ailitylevel. Students who could notpresent their powerpoint on Fridaywere grouped together so theycould present on Wednesday.Media/technologies/resources:USB drives, Digital projector,CPS, Computer with PowerPointStrategy/Activity:During classmate presentations,students will take notes and respond tomultiple choice questions using theCPS clickers.Activity Adaptations:Students may respond on paper if theywould preferMedia/technologies/resources:USB drives, Digital projector, CPS,Computer with PowerPointProcedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives.Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan.Undergraduate Student Teacher/Practicum Handbook Page 18

(Use this section to outline the who, what, when, and where of the instructional strategies and activities.)1. Students will be assigned to five groups, and each group will be assigned a passage from a previously administered AP exam,along with 5 multiple choice questions.2. Students will get into groups, and each group will paraphrase the passage and analyze each of the multiple choice optionsprovided.3. Students will create a PowerPoint presentation to present their paraphrased passage and the multiple-choice questions for theirclassmates.4. Students who are part of the audience for each presentation will answer the multiple-choice questions presented by the groups,using the CPS.5. The presenters will lead discussion about the answers and explain why each one is right or wrong.6. Students will complete an exit slip, answering three questions: For the questions you answered correctly, what led you to thecorrect response? If you missed any of the multiple-choice questions, how did you determine the correct answer? What did thisactivity teach you?Undergraduate Student Teacher/Practicum Handbook Page 19

Component I: Classroom TeachingTask C: Lesson Analysis and ReflectionIntern Name: Date: Cycle:To ensure that your lesson analysis and reflection inform instruction, this task must be completed no later than two days aftereach observed lesson.1. Explain how you determined the levels of student performance on your objective(s)/learning targets. Refer to rubrics orcriteria used in this determination. (What was effective? What was not effective? What would you keep? What would youchange?)2. For each lesson objective/learning target, sort the student performance into three categoriesBelow criteria ___# of studentsMeeting criteria ___# of studentsExceeding criteria ___ # of students3. For each category, describe the students’ strengths and learning needs.Below criteriaMeeting criteriaExceeding criteria4. Reflect on the following:How effective was your instruction based on analysis of student performance identified in number 2 above?What new professional learning and resources could help you increase your instructional effectiveness?Describe patterns in student performance. How will these patterns be used in planning and instruction6. Describe how you communicate continuous progress with students and parents/caregivers (other than school grade reporting).Undergraduate Student Teacher/Practicum Handbook Page 20

Component I: Classroom TeachingTask C: Lesson Analysis and Reflection ExampleIntern Name: Josie Brown Date: 3/30/2011 Cycle: 3To ensure that your lesson analysis and reflection inform instruction, this task must be completed no later than twodays after each observed lesson.1. Explain how you determined the levels of student performance on your objective(s)/learning targets. Refer torubrics or criteria used in this determination. (What was effective? What was not effective? What would you keep?What would you change?)For this objective, I used the results of the multiple choice section of the mock exam. This section of the exam isvery challenging, and it is considered a success if students get close to half of the answers right. I scanned the class'sresults and compared them to national averages. I considered scores from 15 to 20 below the expectation. Iconsidered scores of 21-34 meeting the expectation. I considered scores of 35-43 (the highest score in the class) tobe exceeding the expectation. I felt like this was very effective, because they will encounter this strategy when theytake the exams, and it will help them on the exam and beyond that.2. For each lesson objective/learning target, sort the student performance into three categoriesa) Below criteria 9 # of studentsb) Meeting criteria 8 # of studentsc) Exceeding criteria 3 # of students3. For each category, describe the students’ strengths and learning needs.a) Below criteriaStudents in this category need help reading closely. Students who are missing this many questions often do not havea solid grasp on what the passages are saying, so they need help with reading comprehension strategies (since thepassages can be extremely challenging). Students in this area need to work on answering the more approachablequestions (such as ones that refer to specific lines and literary devices) rather than the more complex questions.b) Meeting criteriaStudents who have met the criteria now need to be pushed into the next level, which in this case often means simplygetting a few more answers right. They have a solid basic comprehension of the passages, but they need to work onbuilding their vocabulary skills and they need to review literary terms. Additionally, they often need to work onreading carefully. They are doing well to get some of the questions right, but they need to work on reading moredeeply and critically.c) Exceeding criteriaThe students in this category are excellent readers who think critically and efficiently. They are able to processcomplex passages and evaluate the most accurate answers without being distracted by other answers that are true oronly slightly inaccurate. They can think critically even when under pressure and significant time constraints. Theyare well versed in the various genres and styles of writing. They need to be pushed--this can be done by forcingthem to delve more deeply into the difficult passages (because often the questions for those passages are moresuperficial).4. Reflect on the following:a) How effective was your instruction based on analysis of student performance in identified in number 2 above?Undergraduate Student Teacher/Practicum Handbook Page 21

Because of the difficult nature of this section of the exam, I was pleased to see that everyone tried to answer the questions.Although some of the scores were low, several of the students in this category got a few questions for multiple passages right,which indicates that they are pushing through the difficulty and attempting to answer the questions. However, many of thestudents ran out of time, so putting them in slightly pressured situations that require quick reading and thinking would makethem more successful. In class, a lot of the students indicated new awareness of the passages and the questions, and their selfreflectionsafter the deconstruction indicated that they had learned from the process.Undergraduate Student Teacher/Practicum Handbook Page 22

Component II: Professional ResponsibilitiesTask D: Collaborate to Address Special Learning NeedsIntern Name: Date: Cycle:Collaboration Work PlanThis work plan must be approved by your committee before implementation.Orientation MeetingIdentify a student whose learning would be enhanced by collaborative efforts and provide a rationale forwhy this student was selected. (Use only the student’s first name.)Describe your plan for contacting and developing the collaboration plan with the parents/caregivers.Lesson Objective(s)/Learning Targets – What you plan to accomplish in terms of student learning?Assessment Plan – How will you measure the impact of the collaborative effort on student learning?Activities Time Line Persons Involved andTheir RolesResourcesNeededCycle 1 Committee MeetingsDescribe the progress made in your collaborative efforts providing appropriate documentation.Cycle 2 Committee MeetingsDescribe the progress made in your collaborative efforts providing appropriate documentation.Undergraduate Student Teacher/Practicum Handbook Page 23

Cycle 3 Committee MeetingUsing the assessment data collected, describe the impact of the collaboration plan on this student’slearning and describe possible next steps.Undergraduate Student Teacher/Practicum Handbook Page 24

Task EAssesses and Manages Professional GrowthIntern Name: Date: Cycle:Kentucky Teacher Standards Self-AssessmentTo initiate the development of your Professional Growth Plan, prior to the Orientation Meeting, assessyour level of performance on each of the indicators by entering a number between one (1) and four (4) inthe blanks to the left of each indicator. The scale to be used is: (1) limited, (2) some, (3) adequate and(4) extensive. You may wish to examine the rubric for each indicator on the Intern Performance Record(IPR) to see the range of performance.You will repeat this self-assessment process in Cycle 3 as part of your final assessment of professionalgrowth and identification of future areas for professional growth.STANDARD 1: The Teacher Demonstrates Applied Content KnowledgeThe teacher demonstrates a current and sufficient academic knowledge of certified content areas todevelop student knowledge and performance in those areas.Performance Criteria: The extent to which you (circle one for each indicator):Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 1.1 Communicate concepts, processes, and knowledge.1 2 3 4 1 2 3 4 1.2 Connect content to life experiences of students.1 2 3 4 1 2 3 4 1.3 Demonstrate instructional strategies that are appropriate forcontent and contribute to student learning.1 2 3 4 1 2 3 4 1.4 Guide students to understand content from variousperspectives.1 2 3 4 1 2 3 4 1.5 Identify and address students’ misconceptions of content.STANDARD 2: The Teacher Designs and Plans InstructionThe teacher designs and plans instruction that develops students’ abilities to use communication skills,apply core concepts, become self-sufficient individuals, become responsible team members, think, andsolve problems and integrate knowledge.Performance Criteria: The extent to which the planning demonstrates that you:Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 2.1 Develop significant objectives aligned with standards.1 2 3 4 1 2 3 4 2.2 Use contextual data to design instruction relevant to students.1 2 3 4 1 2 3 4 2.3 Plan assessments to guide instruction and measure learningobjectives.1 2 3 4 1 2 3 4 2.4 Plan instructional strategies and activities that addresslearning objectives for all students.1 2 3 4 1 2 3 4 2.5 Plan instructional strategies and activities that facilitatemultiple levels of learning.Undergraduate Student Teacher/Practicum Handbook Page 25

STANDARD 3: The Teacher Creates and Maintains Learning ClimateThe teacher creates a learning climate that supports the development of students’ abilities to use communication skills,apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, andintegrate knowledge.Performance Criteria: The extent to which you:Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 3.1 Communicate high expectations.1 2 3 4 1 2 3 4 3.2 Establish a positive learning environment.1 2 3 4 1 2 3 4 3.3 Value and support student diversity and addresses individual needs.1 2 3 4 1 2 3 4 3.4 Foster mutual respect between teacher and students and amongstudents.1 2 3 4 1 2 3 4 3.5 Provide a safe environment for learning.STANDARD 4: The Teacher Implements and Manages InstructionThe teacher introduces implements and manages instruction that develops students’ abilities to use communication skills,apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, andintegrate knowledge.Performance Criteria: The extent to which you:Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 4.1 Use a variety of instructional strategies that align with learningobjectives and actively engage students.1 2 3 4 1 2 3 4 4.2 Implement instruction based on diverse student needs and assessmentdata.1 2 3 4 1 2 3 4 4.3 Use time effectively.1 2 3 4 1 2 3 4 4.4 Use space and materials effectively.1 2 3 4 1 2 3 4 4.5 Implement and manage instruction in ways that facilitate higherorder thinking.STANDARD 5: The Teacher Assesses and Communicates Learning ResultsThe teacher assesses learning and communicates results to students and others with respect to students’ abilities to usecommunication skills, apply core concepts, become self-sufficient individuals, become responsible team members, thinkand solve problems, and integrate knowledge.Performance Criteria: The extent to which you:Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 5.1 Use pre-assessments.1 2 3 4 1 2 3 4 5.2 Use formative assessments.1 2 3 4 1 2 3 4 5.3 Use summative assessments.1 2 3 4 1 2 3 4 5.4 Describe, analyze and evaluate student performance data.1 2 3 4 1 2 3 4 5.5 Communicate learning results to students and parents.1 2 3 4 1 2 3 4 5.6 Allow opportunity for student self-assessment.Undergraduate Student Teacher/Practicum Handbook Page 26

STANDARD 6: The Teacher Demonstrates the Implementation of TechnologyThe teacher uses technology to support instruction, access and manipulate data, enhance professional growth andproductivity, communicate and collaborate with colleagues, parents, and the community, and conduct research.Performance Criteria: The extent to which you:Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 6.1 Use available technology to design and plan instruction.1 2 3 4 1 2 3 4 6.2 Use available technology to implement instruction that facilitatesstudent learning.1 2 3 4 1 2 3 4 6.3 Integrate student use of available technology into instruction.1 2 3 4 1 2 3 4 6.4 Use available technology to assess and communicate student learning.1 2 3 4 1 2 3 4 6.5 Demonstrate ethical and legal use of technology.STANDARD 7: The Teacher Reflects On and Evaluates Teaching and LearningThe teacher reflects on and evaluates specific teaching and learning situations and/or programs.Performance Criteria: The extent to which you:Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 7.1 Use data to reflect on and evaluate student learning.1 2 3 4 1 2 3 4 7.2 Use data to reflect on and evaluate instructional practice.1 2 3 4 1 2 3 4 7.3 Use data to reflect on and identify areas for professional growth.STANDARD 8: The Teacher Collaborates with Colleagues/Parents/OthersThe teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learningprograms that develop students’ abilities to use communication skills, apply core concepts, become self-sufficientindividuals, become responsible team members, think and solve problems , and integrate knowledge.Performance Criteria: The extent to which you:Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 8.1 Identify students whose learning could be enhanced by collaboration.1 2 3 4 1 2 3 4 8.2 Design a plan to enhance student learning that includes all parties inthe collaborative effort.1 2 3 4 1 2 3 4 8.3 Implement planned activities that enhance student learning and engageall parties.1 2 3 4 1 2 3 4 8.4 Analyze data to evaluate the outcomes of collaborative efforts.Undergraduate Student Teacher/Practicum Handbook Page 27

STANDARD 9: The Teacher Evaluates Teaching and Implements Professional DevelopmentThe teacher evaluates his or her overall performance with respect to modeling and teaching Kentucky's learninggoals, refines the necessary skills and processes and implements a professional development plan.Performance Criteria: The extent to which you:Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 9.1 Self-assess performance relative to Kentucky's Teacher Standards.1 2 3 4 1 2 3 4 9.2 Identify priorities for professional development based on data from selfassessment,student performance and feedback from colleagues.1 2 3 4 1 2 3 4 9.3 Design a professional growth plan that addresses identified priorities.1 2 3 4 1 2 3 4 9.4 Show evidence of professional growth and reflection on the identifiedpriority areas and impact on instructional effectiveness and studentlearning.STANDARD 10: The Teacher Provides Leadership Within School, Community and ProfessionThe teacher provides professional leadership within the school, community, and education profession to improvestudent learning and well-being.Performance Criteria: The extent to which you:Orientation Cycle 3Self-Assessment Self-Assessment1 2 3 4 1 2 3 4 10.1 Identify leadership opportunities that enhance student learningand/or professional environment.1 2 3 4 1 2 3 4 10.2 Develop a plan for engaging in leadership activities.1 2 3 4 1 2 3 4 10.3 Implement a plan for engaging in leadership activities.1 2 3 4 1 2 3 4 10.4 Analyze data to evaluate the results of planned and executedleadership efforts.Analysis of Self-Assessment DataReview your self-assessment for each Kentucky Teacher Standard, especially noting all the indicators you rated as(1) limited or (2) some.Carefully read each of the ten tasks presented in the TPA Handbook to get a clear understanding of the performanceexpectation for each task and the standard(s) addressed by each task.Use the insights gained from reviewing your self-assessment data and carefully reading the TPA tasks to begin to:Identify your strengths in terms of tasks and related standards.Identity areas for growth (tasks and related standards for which you might need support or assistance to besuccessful) and types of professional development you will need.Undergraduate Student Teacher/Practicum Handbook Page 28

Task EAssesses and Manages Professional GrowthIntern Name: Date: Cycle:Prior to Cycle 1 Committee Meeting1. Identifying strengths and Areas for GrowthStrengthsAreas for Growth2. Identifying Priority Areas for GrowthPriority Area 1Priority Area 2Priority Area 3Cycle 1 Committee MeetingUndergraduate Student Teacher/Practicum Handbook Page 29

Task EProfessional Growth PlanIntern Name: Date: Cycle:Professional Growth Work Plan(Each work plan must be approved by your committee before implementation.)Priority Area for Growth: Standard(s) #Professional Growth Objective:Activities Timeline Assistance/Resources NeededHow will progress in addressing this area for growth be assessed?Professional Growth Work Plan(Each work plan must be approved by your committee before implementation.)Priority Area for Growth: Standard(s) #:Professional Growth Objective:Activities Timeline Assistance/Resources NeededHow will progress in addressing this area for growth be assessed?Professional Growth Work Plan(Each work plan must be approved by your committee before implementation.)Priority Area for Growth: Standard(s) #Undergraduate Student Teacher/Practicum Handbook Page 30

Professional Growth Objective:Activities Timeline Assistance/Resources NeededHow will progress in addressing this area for growth be assessed?Undergraduate Student Teacher/Practicum Handbook Page 31

Cycle 2Progress UpdateProvide evidence in your progress update that your PGP activities are having a positive impact onstudent learning. If it is too early for your growth activities to yield evidence or studentlearning/achievement, provide evidence of how the activities have had an impact on your instruction.Cycle 3Final Self-AssessmentDiscuss the progress made in addressing each Priority Area for Growth identified in your work plans.Did you achieve your professional growth objectives?Using the Kentucky Teacher Standard Self-Assessment, conduct a Cycle 3 assessment of yourperformance level on each standard. Compare this final assessment with your Orientation selfassessmentand identify specific areas of growth.Discuss how the professional development activities completed during the year have improved yourinstructional effectiveness and student learning.Undergraduate Student Teacher/Practicum Handbook Page 32

Component II: Professional ResponsibilitiesTask F: Demonstrate Professional LeadershipIntern Name: Date: Cycle:Orientation meetingDiscuss leadership ideas for possible leadership project. With the guidance of your committee, select a project.Identification of ProjectAfter the orientation meeting, provide a brief description of the project and rationale for selecting this project.Leadership Project Work Plan(This work plan must be approved by your committee before implementation.)Objective(s)/Learning TargetsIdentify your measureable objectives for this project. (What do you plan to accomplish with this project?)AssessmentHow will you determine the impact of your project on student learning and/or school environment?Activities Timeline Persons Involvedand Their RolesResources NeededHow and with whom will the results of your project be shared?Cycle 1 Progress ReportsBriefly document the progress made on your project.Cycle 2 Progress ReportsBriefly document the progress made on your project.Cycle 3 ReportReflect on what your project accomplished regarding student learning and/or professional environment of the school. What didyou learn from your leadership experience – what worked, what did not work, and why?Undergraduate Student Teacher/Practicum Handbook Page 33

Component III: Instructional UnitTask G: Designing the Instructional UnitIntern Name: Date: Cycle: 3# of Students: Age/Grade Level ContentUnit Title:Respond to the following items:Unit Duration:Identify unit objectives. Show the connection of the objectives to the state curriculum documents, i.e.,Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. Utilize districtcurriculum maps, PLC data, content literacy plans, 21 st Century Skills, etc., to help formulate the unitobjectives.Indicate the knowledge, reasoning, performance skills, and/or products that underpin the standard(s)addressed by the unit objectives.Describe the characteristics of your students identified in Task A-1 who will require differentiatedinstruction to meet their diverse needs.Provide an overview of technology that will be integrated to enhance instruction and demonstrate studentuse of technology.Undergraduate Student Teacher/Practicum Handbook Page 34

Component III: Instructional UnitTask H: The Assessment PlanIntern Name: Date: Cycle:Pre-Assessment PlanUnit Objectives Type of Assessment Items/performances measuringattainment of unit objectivePre-instruction Assessment Analysis (attach tables, charts, or graphs to support your analysis)Describe the patterns of student performance you found relative to each learning outcome. (Attach tables, graphs or charts of studentperformance that allowed you to identify the patterns of student performance noted.)Describe how you used the analysis of your pre-assessment data in your design of instruction.How did your awareness of achievement gap groups within your students influence your planning and instruction?Summative Assessment PlanUnit Objectives Type of Assessment Items/performances measuringattainment of unit objectiveAccommodations / Adaptations for Pre- and Summative AssessmentsTechnology Integration for Pre- and Summative AssessmentsUndergraduate Student Teacher/Practicum Handbook Page 35

Media/technologies/resources:Assessment description:Strategies/Activities:Differentiated AssessmentPlan:Differentiated Strategies/Activities:Media/technologies/resources:Assessment description:Strategies/Activities:Differentiated AssessmentPlan:Differentiated Strategies/Activities:Media/technologies/resources:Assessment description:Strategies/Activities:Differentiated AssessmentPlan:Assessment description:Differentiated Strategies/Activities:Media/technologies/resources:Strategies/Activities:Differentiated AssessmentPlan:Differentiated Strategies/Activities:Media/technologies/resources:Assessment description:Strategies/Activities:Differentiated AssessmentPlan:Differentiated Strategies/Activities:Media/technologies/resources:Use of Technology for InstructionDescribe how you will use technology to enhance instruction and how students will use technology to enhance/facilitate theirlearning.Undergraduate Student Teacher/Practicum Handbook Page 37

Component III (continued): Instructional UnitTask J-1: Organizing and Analyzing the ResultsDirections for Completing Task J-1After you have taught the instructional unit and administered the summative assessment, your next task is to organize andanalyze the assessment results. You will complete the following tables for J-1.Organizing and Analyzing the Results (Whole Class)Organizing and Analyzing the Results (Diverse Learners)Organizing and Analyzing the Results (Whole Class)Whole Class: Using the Task J-1 template, Organizing and Analyzing the Results (Whole Class), record each student’s firstname (only), the pre- and summative assessment results based on unit objectives, and an analysis for individual instructionrelated to the unit objective(s). Provide implications for whole class instruction.Organizing and Analyzing the Results (Diverse Learners):Diverse Learners: Using the Task J-1 template, Organizing and Analyzing the Results (Diverse Learners), identify a gap groupin your classroom using first names only. Record the pre- and post-assessment results, and an analysis of each student’sprogress related to the targeted objective(s). Provide implications for instruction based on the gap group’s findings.Complete as many tables as needed to identify each student in your class(es).Name: Date: Gap Group/Diverse Learners:Task J-1Organizing and Analyzing the Results (Diverse Learners)StudentsPreassessmentUnit ObjectivesMark each objectivemet with a X for preassessmentSummativeUnit ObjectivesMark each objectivemet with a X for postassessment1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8Analysis for IndividualInstruction:Implications for Instruction of Diverse Learners:Undergraduate Student Teacher/Practicum Handbook Page 38

Name:Component III (continued): Instructional UnitTask J-1: Organizing and Analyzing the Results Reflecting on the Impact of InstructionDate:Task J-1Organizing and Analyzing the Results (Whole Class)Briefly describe your unit, standards, and types of assessments used:StudentsPreassessmentUnit ObjectivesMark eachobjective met withan X forpre-assessment.SummativeUnit ObjectivesMark eachobjective met withan X forsummativeassessment.1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8Analysis for Individual Instruction:Implications for Whole Class Instruction:Undergraduate Student Teacher/Practicum Handbook Page 39

Directions for J-1: Reflecting on the Impact of InstructionBased on your organization and analysis of the assessment data complete the following template, Task J-1, Reflecting on theImpact of Instruction. Typically, a majority of students (more than 50 percent) will meet the objectives that are established.However, it is unlikely that all students will meet all of the objectives all of the time. When students do not meet the objectives,you must reflect on the objectives themselves, the planned assessment(s), and the instruction that took place.Component III: Instructional UnitTask J-1: Reflecting on the Impact of InstructionIntern Name:Date:1. Select the unit objective on which your students were most successful based on your analysis of student learning.Based on samples of student work, provide two or more possible reasons for this success.2. Select the unit objective on which your students were least successful based on your analysis of studentlearning.Based on samples of student work, provide two or more possible reasons for this lack of success.3. Describe the performance of the identified diverse or gap group(s) in your class compared to theperformance of the class as a whole. What factors contributed to their success/failure?4. Since the conclusion of the instructional unit, what have you done to ensure that all your students aremaking continuous progress? What are your plans to address issues identified in the unit?5. Based on your reflection about your students’ performances, describe at least two areas for professionalgrowth that you believe have the potential to increase your instructional effectiveness and thereby improveyour students’ learning.Undergraduate Student Teacher/Practicum Handbook Page 40

Directions for Completing Task J-2Using the Task J-2 template, document the information provided and the methods used to communicate withstudents, parents/caregivers, and colleagues regarding classroom expectations, student progress, and how students,parents/caregivers, and colleagues can become more involved in learning.Component III (continued): Instructional UnitTask J-2: Communication and Follow-UpIntern Name:Date:Describe how you used formative assessment data to monitor student progress and guide instructionthroughout the unit. Give specific examples.What opportunities for self-reflection did you offer the students?As indicated in the table below, describe the information provided to the students, parents/caregivers, andcolleagues. Include how you communicated that information.GroupInformation Provided and Methods UsedPrior to Instruction During Instruction After InstructionStudentsParents/CaregiversColleaguesReflect on the information you communicated with students, parents/caregivers, and colleagues and the methods youused. To what extent did the methods used involve one-way communication that required no response or two-waycommunication that required or elicited responses and/or involvement?How could you modify the information and communication methods you provided above to increase each group’sinvolvement in the students’ learning process?41 | P a g e

IPR Observation RubricCriteria1.1 Communicatesconcepts, processes andknowledge(4% Weighting)1.2 Connects content to lifeexperiences of students (4%Weighting)1.3 Demonstrates instructionalstrategies that are appropriatefor content and contribute tostudent learning(4% Weighting)1.4 Guides students tounderstand content fromvarious perspective(4% Weighting)1.5 Identifies and addressesstudents’ misconceptions ofcontent(4% Weighting)3.1 Communicates highexpectations(4% Weighting)3.2 Establishes a positivelearning environment (4%Weighting)Indicator Demonstrated(75%)Achievement Level3 percentAccurately and effectivelycommunicates concepts,processes and/or knowledge anduses vocabulary that is clear,correct and appropriate for students3 percentEffectively connects content,procedures, and activities withrelevant life experiences of students3 percentUses instructional strategies that areclearly appropriate for the contentand processes of the lesson andmake a clear contribution to studentlearning3 percentProvides opportunities andguidance for students to considerlesson content from differentperspectives to extend theirunderstanding3 percentIndicator PartiallyDemonstrated (50%)2 percentAccurately communicates concepts,processes andknowledge but omits someimportant ideas, usesvocabulary inappropriate forstudents2 percentConnects some content, procedures,and activities with relevant lifeexperiences of studentsIndicator Not Demonstrated(25%)1 percentInaccurately and ineffectivelycommunicates concepts, processesand knowledge1 percentFails to connect content,procedures, and activities withrelevant life experiences of students2 percent1 percentUses instructional strategies that are Fails to use instructional strategiessomewhat appropriate for the that are appropriate for the contentcontent and processes of the lesson and processes of the lesson or makeand make some contribution to no contribution to student learningstudent learning2 percent1 percentSometimes provides opportunities Fails to provide opportunities andand guidance for students to guidance for students to considerconsider lesson content from lesson content from differentdifferent perspectives to extend perspectives to extend theirtheir understandingunderstanding2 percent1 percentIdentifies misconceptions related to Identifies misconceptions related to Fails to identify and addresscontent and addresses them during content and addresses them during misconceptions related to contentboth planning and instruction either planning or instruction during planning and instruction3 percent2 percentSets significant and challenging Sets significant and challengingobjectives for students and objectives for students but doesverbally/nonverbally communicates not communicate confidence inconfidence in students' ability to students' ability to achieve theseachieve these objectivesobjectives3 percentEstablishes clear standards ofconduct, shows awareness ofstudent behavior, and responds inways that are both appropriate andrespectful of students3.3 Values and supports student3 percentUses a variety of strategies anddiversity and addressesmethods to support studentindividual needs diversity by addressing individual(4% Weighting)needs3.4 Fosters mutual respectbetween teacher and studentsand among students(4% Weighting)3.5 Provides a safeenvironment for learning(4% Weighting)3 percentTreats all students with respect andconcern and monitors studentinteractions to encourage studentsto treat each other with respect andconcern3 percentCreates a classroom environmentthat is both emotionally andphysically safe for all students2 percentMakes efforts to establishstandards of conduct, and monitorand respond to student behavior,but efforts are ineffective and/orinappropriate2 percentSometimes uses a variety ofstrategies and methods to supportstudent diversity by addressingindividual needs2 percentSometimes treats students withrespect and concern and sometimesmonitors student interactions toencourage students to treat eachother with respect and concern2 percentCreates a classroom environmentthat is sometimes emotionally andphysically safe for all students1 percentFails to set significant andchallenging objectives for studentsand does not communicateconfidence in students1 percentFails to establish clear expectationsfor student conduct, and does noteffectively monitor behavior, anddoes not appropriately respond tobehavior1 percentFails to use a variety of strategiesand methods to support studentdiversity by addressing individualneeds1 percentFails to treat students with respectand concern and monitor studentinteractions to encourage studentsto treat each other with respect andconcern1 percentFails to create an emotionally andphysically safe environment forstudentsUpdated 01/12/2013

4.1 Uses a variety ofinstructional strategies thatalign with learning objectivesand actively engage students(4% Weighting)3 percentUses a variety of instructionalstrategies that engage studentsthroughout the lesson on tasksaligned with learning objectives2 percentUses a variety of instructionalstrategies that engage studentsthroughout the lesson on tasks butare not aligned with learningobjectives or tasks are aligned withlearning objectives but do not keepstudents engaged1 percentFails to use instructional strategiesthat engage students and arealigned with learning objectives4.2 Implements instructionbased on diverse studentneeds and assessment data(4% Weighting)3 percentImplements instruction basedon contextual information andassessment data2 percentImplements instruction basedon limited use of contextualinformation and assessmentdata1 percentFails to implement instructionbased on contextualinformation and assessmentdata4.3 Uses time effectively(4% Weighting)4.4 Uses space and materialseffectively(4% Weighting)(4% Weighting)3 percentEstablishes efficient procedures forperforming non-instructional tasks,handling materials and supplies,managing transitions, and organizingand monitoring group work so thatthere is minimal loss of instructionaltime2 percentEstablishes procedures forperforming non-instructional tasks,handling materials and supplies,managing transitions, andorganizing and monitoring groupwork that vary in their effectivenessso there is some unnecessary lossof instructional time3 percent2 percentUses classroom space and materials Sometimes uses classroom spaceeffectively to facilitate student and materials effectively to facilitatelearningstudent learning.4.5 Implements and manages 3 percent2 percentinstruction in ways that Instruction provides opportunity to Instruction provides somepromote higher-order thinkingfacilitate higher order thinking5.1 Uses pre-assessments(4% Weighting)5.2 Uses formativeassessments(4% Weighting)5.3 Uses summativeassessments(4% Weighting)5.5 Communicates learningresults to students and parents(4% Weighting)5.6 Allows opportunity forstudent self-assessment(4% Weighting)6.1 Uses available technologyto design and plan instruction(4% Weighting)6.2 Uses available technologyto implement instruction thatfacilitates student learning(4% Weighting)6.3 Integrates student use ofavailable technology intoinstruction(4% Weighting)opportunity to promote higher orderthinking3 percent2 percentUses a variety of pre-assessments Uses some pre-assessments toto establish baseline knowledge and establish baseline knowledge andskills for all studentsskills for all students3 percentUses a variety of formativeassessments to determine eachstudent’s progress and guideinstruction3 percentUses a variety of summativeassessments to measure studentachievement3 percentCommunicates learning results to2 percentUses some formative assessmentsto determine each student’sprogress and guide instruction2 percentUses some summative assessmentsto measure student achievement2 percentSometimes communicates learningstudents and parents that provide a results to students and parents thatclear and timely understanding of provide a clear and timelylearning progress relative to understanding of learning progressobjectivesrelative to objectives1 percentFails to establish procedures forperforming non-instructional tasks,handling materials and supplies,managing transitions, andorganizing and monitoring groupwork resulting in significant loss ofinstructional time1 percentFails to use classroom space andmaterials effectively to facilitatestudent learning1 percentInstruction provides little or noopportunity to promote higherorderthinking1 percentFails to use pre-assessments toestablish baseline knowledge andskills for all students1 percentFails to use formative assessmentsto determine each student’s progressand guide instruction1 percentFails to use summative assessments tomeasure student achievement1 percentFails to communicate learning resultsto students and parents that provide aclear and timely understanding oflearning progress relative toobjectives3 percent2 percent1 percentPromotes opportunities for students Promotes some opportunities for Fails to promote opportunities forto engage in accurate self- students to engage in accurate self- students to engage in accurate selfassessmentof learningassessment of learningassessment of learning3 percent2 percent1 percentUses technology to design and plan Sometimes uses technology to Rarely or never uses technology toinstructiondesign and plan instruction design and plan instruction3 percentUses technology to implementinstruction that facilitates studentlearning3 percentIntegrates student use oftechnology into instruction toenhance learning outcomes andmeet diverse student needs2 percent1 percentSometimes uses technology to Rarely or never uses technology toimplement instruction that facilitates implement instruction and facilitatestudent learningstudent learning2 percent1 percentSometimes integrates student use of Rarely or never integrates studenttechnology into instruction to use of technology into instruction toenhance learning outcomes and enhance learning outcomes andmeet diverse student needs meet diverse student needs43 | P a g e

6.4 Uses available technologyto assess and communicatestudent learning(4% Weighting)6.5 Demonstrates ethical andlegal use of technology (4%Weighting)3 percentUses technology to assess andcommunicate student learning3 percentEnsures that personal use andstudent use of technology areethical and legal2 percentSometimes uses technology toassess and communicate studentlearning2 percentSometimes ensures that personaluse and student use of technologyare ethical and legal1 percentRarely or never uses technology toassess and communicate studentlearning1 percentFails to ensure that personal use andstudent use of technology areethical and legal44 | P a g e

IPR Planning RubricCriteria2.1. Develops significantobjectives aligned withstandards(5% Weighting)2.2 Uses contextual data todesign instruction relevant tostudents(5% Weighting)2.3 Plans assessments to guideInstruction and measurelearning objectives(5% Weighting)2.4 Plans instructionalstrategies and activities thataddress learning objectives forall studentsIndicator Demonstrated(60%)Achievement LevelIndicator PartiallyDemonstrated (40%)3 percent2 percentStates learning objectives that States learning objectives thatreflect key concepts of the reflect key concepts of thediscipline and are aligned with local discipline but are not aligned withor state standardslocal or state standards or stateslearning objectives that do notreflect key concepts of thediscipline3 percentPlans and designs instruction basedon contextual (i.e., student,community, and/or cultural) andpre-assessment data3 percentPrepares assessments that measurestudent performance on eachobjective and help guide teaching3 percentAligns instructional strategies andactivities with learning objectivesfor all students2 percentPlans and designs some instructionbased on contextual (i.e., student,community, and/or cultural) andpre-assessment data2 percentPrepares some assessments thatmeasure student performance oneach objective and help guideteachingIndicator Not Demonstrated(20%)1 percentUses objectives that are not clearlystated or are trivial and are notaligned with local or state standards1 percentFails to plan and design instructionbased on contextual (i.e., student,community, and/or cultural) andpre-assessment data1 percentPrepares few assessments thatmeasure student performance oneach objective and help guideteaching.2 percent1 percentAligns some instructional strategies Aligns few instructional strategiesand activities with learning and activities with learningobjectives for all students objectives for all students(5% Weighting)2.5 Plans instructionalstrategies and activities thatfacilitate multiple levels oflearning(5% Weighting)7.1 Uses data to reflect on andevaluate student learning (5%Weighting)7.2 Uses data to reflect on andevaluate instructional practice(5% Weighting)7.3 Uses data to reflect on andidentify areas for professionalgrowth(5% Weighting)8.1 Identifies students whoselearning could be enhanced bycollaboration(5% Weighting)8.2 Designs a plan to enhancestudent learning that includesall parties in the collaborativeeffort(5% Weighting)8.3 Implements plannedactivities that enhance studentlearning and engage all parties(5% Weighting)3 percentPlans instructional strategies thatinclude several levels of learningthat require higher order thinking3 percentReflects on and accuratelyevaluates student learning usingappropriate data3 percentReflects on and accuratelyevaluates instructional practiceusing appropriate data3 percentIdentifies areas for professionalgrowth using appropriate data3 percentIdentifies one or more studentswhose learning could be enhancedby collaboration and provides anappropriaterationale3 percentDesigns a plan to enhance studentlearning that includes all parties inthe collaborative effort3 percentImplements planned activities thatenhance student learning andengage all parties2 percentPlans instructional strategies thatinclude at least two levels oflearning with at least one requiringhigher order thinking2 percentReflects on and evaluates studentlearning without using data1 percentPlans instructional strategies thatdo not include levels of learning ordo not require higher order thinking1 percentFails to reflect on and evaluatestudent learning2 percent1 percentReflects on and evaluates Fails to reflect on and evaluateinstructional practice without using instructional practicedata2 percentIdentifies areas for professionalgrowth without using data2 percentIdentifies one or more studentswhose learning could be enhancedby collaboration but does notprovide an appropriaterationale2 percentDesigns a plan to enhance studentlearning that includes some partiesin the collaborative effort2 percentImplements planned activities thatenhance student learning andengage some parties1 percentFails to identify areas forprofessional growth1 percentFails to identify a student whoselearning could be enhanced bycollaboration1 percentFails to design a plan to enhancestudent learning1 percentFails to implement planned activitiesUpdated 01/12/2013

8.4 Analyzes data to evaluatethe outcomes of collaborativeefforts(5% Weighting)9.1 Self assesses performancerelative to Kentucky's TeacherStandards9.2 Identifies (5% Weighting) priorities forprofessional developmentbased on data from selfassessment,studentperformance and9.3 Designs a professionalgrowth feedback plan from that colleagues addressesidentified priorities3 percentAnalyzes student learning data toevaluate the outcomes ofcollaboration and identify nextsteps3 percentIdentifies priority growth areas andstrengths by thoroughly and accuratelyassessing current performanceon all the Kentucky TeacherStandards3 percentIdentifies priorities for professionaldevelopment based on data from selfassessment,student performance andfeedback from colleagues3 percentDesigns a clear, logical professionalgrowth plan that addresses all priorityareas2 percent1 percentAnalyzes student learning data to Fails to analyze student learningevaluate the outcomes of data to evaluate the outcomes ofcollaboration BUT does not identify collaboration and does not identifynext stepsnext steps2 percentIdentifies priorities for professionaldevelopment based on limited datafrom self-assessment, studentperformance and feedback fromcolleagues2 percentDesigns a clear, logical professionalgrowth plan that addresses somepriority areas1 percentFails to identify priorities forprofessional development based ondata from self-assessment, studentperformance and feedback fromcolleagues 1 percentFails to design a clear, logicalprofessional growth plan thataddresses priority areas(5% Weighting)9.4 Shows evidence of3 percent2 percent1 percentShows clear evidence of professional Shows some evidence of professional Fails to show evidence of professionalprofessional growth andgrowth and reflection relative to the growth and reflection relative to the growth and reflection relative to thereflection on the identified identified priority areas and impact on identified priority areas and impact on identified priority areas and impact onpriority areas and impact on instructional effectiveness and student instructional effectiveness and student instructional effectiveness and studentinstructional learning 3 percentlearning 2 percentlearning 1 percenteffectiveness and student Identifies leadership opportunities in Identifies leadership opportunities in Fails to identify leadershipthe school, community, orthe school, community, or professional opportunities in the school,learningprofessional organizations and selects organizations and selects one with community, or professional10.1 Identifies leadershipone with the potential for positive limited potential for positive impact on organizations with potential foropportunities that enhance impact on learning or the professional learning and/or the professionalstudent (5% learning Weighting) 3 percent2 percentpositive 1 percent impact on learning and/or theand/or environment Develops a leadership and is realistic work in plan terms that environmentDevelops a leadership work plan that professional Fails to develop environment a leadership workprofessional environment (5% of describes knowledge, the purpose, skill, and scope, time and required provides a limited description of the plan that describes the purpose, scope,Weighting)participants involved and how the purpose, scope, and participants and participants involved and how the10.2 Develops a plan forimpact on student learning and/or the involved and how the impact on impact on student learning and/or theengaging in leadership professional 3 percent environment will be student 2 percent learning and/or the professional 1 percent environment will beactivitiesassessedprofessionalassessed10.3 Implements (5% Weighting) a plan forImplements the approved leadership Partially implements the approvedwork plan that has a clear timeline of environment leadership work will plan be assessed that has a clearengaging in leadership events/actions and a clear description timeline of events/actions and aactivitiesof how impact will be assessed clear description of how impact will3 percentbe 2 percent assessed(5% Weighting)Analyzes student learning and/or other Provides limited analysis of student10.4 Analyzes data to evaluate datalearning and/or other data to evaluatethe results of planned and appropriately to evaluate the results of the results of planned and executedexecuted leadership efforts planned andleadership efforts(5% Weighting)executed leadership effortsFails to implement the approvedleadership work plan that has a cleartimeline of events/actions and aclear description of how impact willbe assessed1 percentFails to analyze student learningand/or other dataappropriately to evaluate the results ofplanned andexecuted leadership efforts46 | P a g e

KTIP Observation GuideStandard 1: The Teacher DemonstratesApplied Content Knowledge1.1 Communicates concepts, processes, and knowledge1.2 Connects content to life experiences of students1.3 Demonstrates instructional strategies that areappropriate for content and contribute to studentlearning1.4 Guides students to understand content from variousperspectives1.5 Identifies and addresses students’ misconception ofcontentStandard 3: The Teacher Creates andMaintains Learning Climate3.1 Communicates high expectations3.2 Establishes a positive learning environment3.3 Values and supports student diversity and addressesindividual needs3.4 Fosters mutual respect between teacher and studentand among students3.5 Provides a safe environment for learningStandard 4: The Teacher Implementsand Manages Instruction4.1 Uses a variety of instructional strategies that align withlearning objectives and actively engage students4.2 Implements instruction based on diverse student needsand assessment data4.3 Uses time effectively4.4 Uses space and materials effectively4.5 Implements and manages instruction in ways thatfacilitate higher order thinkingStandard 5: The Teacher Assesses andCommunicates Learning Results5.1 Uses pre-assessments5.2 Uses formative assessments5.3 Uses summative assessments5.5 Communicates learning results to students and parents5.6 Allows opportunity for student self-assessmentStandard 6: The Teacher Demonstratesthe Implementation of Technology6.1 Uses available technology to design and planinstruction6.2 Uses available technology to implement instructionthat facilitates student learning6.3 Integrates student use of available technology intoinstruction6.4 Uses available technology to assess and communicatestudent learning6.5 Demonstrates ethical and legal use of technologyUpdated 01/12/2013

SUPERVISING TEACHER FORMATIVEEVALUATIONThe Supervising Teacher will complete the Formative Evaluation and discuss the comments with the student teachercandidate during each clinical experience placement. The University Coordinator will complete the FormativeEvaluation and discuss the comments with the practicum candidate during clinical experience placement. This formshould be complete when the supervising teacher has evidence to support the scores for each of the elements beingevaluated. This evaluation shall provide beneficial feedback to student teacher/practicum candidates throughouttheir clinical experience. Rate each area according to rating scale below. Please provide evidence to support yourrating in the box to document scores.Date of evaluation _________________Student teacher/practicum candidates number of days present to date ____________ 3 – criteria demonstrated on indicator: Satisfactory performance on standard 2 – criteria partially demonstrated on indicator: Making progress toward standard 1- criteria not demonstrated on indicator: Not making progress toward standardUNIVERSITY OF THE CUMBERLANDS DISPOSITIONSWORK ETHIC, CARING, CREATIVE THINKING, PROFESSIONAL and COMMUNICATION SKILLSRANK INDICATOR EVIDENCE FOR SCORES3 2 1Has high expectations for self3 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 1DependableTimely in completing responsibilitiesSelf -starter; takes initiativeHas a positive attitudeCooperativeRespectful of othersEstablishes rapport with diverse populationsFlexibleProvides for all learnersExpresses thoughts and ideas clearlyDemonstrates ability to problem solveProfessional appearanceUses appropriate spoken and written English3 2 1Uses correct grammar/syntax/spelling3 2 1Articulates words clearly3 2 1 Modulates voice, varies volume, intensity and rate of speech3 2 1 Maintains strong eye contact3 2 1 Demonstrates active listening3 2 1 Models acceptable writing skills with legible handwriting.48 | P a g e

SUPERVISING TEACHER FORMATIVEEVALUATIONKENTUCKY TEACHER STANDARDSRANK INDICATOR EVIDENCE FOR SCORES3 2 1 Applies Content Knowledge3 2 1 Designs/Plans Instruction3 2 1 Creates/Maintains Learning Climate3 2 1 Implements/Manages Instruction3 2 1 Assesses/Communicates Learning Results3 2 1 Implements Technology3 2 1 Reflects/Evaluates Teaching and Learning3 2 1 Collaborates with Colleagues/Parents/Others3 2 1 Evaluates Teaching/Implements ProfessionalDevelopment3 2 1 Provides Leadership withinSchool/community/ProfessionPlease identify specific strengths demonstrated by the student teacher.1.2.Please identify specific growth areas for the student teacher.1.2.___________________________________Supervising Teacher/University Coordinator Date___________________________________Student Teacher/Practicum Candidate Date49 | P a g e

SUMMATIVE EVALUATIONThe Summative Evaluation will be completed in collaboration by the University Coordinator and the SupervisingTeacher using evidence accumulated during the clinical experience. A conference will occur including pre-serviceteacher education/practicum candidate, University Coordinator and, Supervising Teacher to discuss the evaluation.The evaluation will be used for documentation to confirm the student teacher/practicum candidate has satisfied theelements of the University Conceptual Framework and Kentucky Teacher Standards.Please complete pages 50 to 56_ then record the holistic scores on this bottom of this page.Placement ________ Semester _________ Date of evaluation _________________Student teacher/practicum candidate total number of days present to date__________ 3 – criteria demonstrated on indicator: Satisfactory performance on standard 2 – criteria partially demonstrated on indicator: Making progress toward standard 1- criteria not demonstrated on indicator: Not making progress toward standardHolistic Score3 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 1Applies Content Knowledge (Conceptual/communicative)Designs/Plans Instruction (Conceptual/Strategic)Creates/Maintains Learning Climate (Strategic)Implements/Manages Instruction (Strategic)Assesses/Communicates Learning Results (Evaluative)Implements Technology (Strategic)Reflects/Evaluates Teaching and Learning (Evaluative)Collaborates with Colleagues/Parents/Others (Strategic/Communicative)Evaluates Teaching/Implements Professional Development (Evaluative)Provides Leadership within School/community/Profession (Communicative)Demonstrates UC Dispositions (Conceptual/Strategic/Communicative)Commitment to KY Professional Code of Ethics (Strategic/Communicative)________________________________University Coordinator’s Signature/Date______________________________Supervising Teacher Signature/ Date_______________________________Student Teacher/Practicum Candidate ‘s Signature/ DateThese signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred.50 | P a g e

SUMMATIVE EVALUATION3 – criteria demonstrated on indicator: Satisfactory performance on standard2 – criteria partially demonstrated on indicator: Making progress toward standard1- criteria not demonstrated on indicator: Not making progress toward standardSTANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGERANK INDICATORS EVIDENCE FOR SCORES3 2 1 1.1 Communicates concepts, processes and knowledgeAccurately and effectively communicates concepts, processesand/or knowledge and uses vocabulary that is clear, correctand appropriate for students3 2 11.2 Connects content to life experiences of studentsEffectively connects content, procedures, and activitieswith relevant life experiences of students3 2 13 2 13 2 11.3 Demonstrates instructional strategies that areappropriate for content and contribute to studentlearningUses instructional strategies that are clearly appropriate forthe content and processes of the lesson and makes a clearcontribution to student learning1.4 Guides students to understand content fromvarious perspectivesProvides opportunities and guidance for students toconsider lesson content from different perspectives toextend their understanding1.5 Identifies and addresses students’ misconceptionsof contentIdentifies misconceptions related to content and addressesthem during both planning and instructionSTANDARD II: DESIGNS/PLANS INSTRUCTIONRANK INDICATOR EVIDENCE FOR SCORES3 2 12.1. Develops significant objectives aligned withstandardsStates learning objectives that reflect key concepts of thediscipline and are aligned with local or state standards3 2 12.2 Uses contextual data to design instruction relevantto studentsPlans and designs instruction based on contextual (i.e.,student, community, and/or cultural) and pre-assessment data3 2 12.3 Plans assessments to guide Instruction andmeasure learning objectivesPrepares assessments that measure student performance oneach objective and help guide teaching3 2 12.4 Plans instructional strategies and activities thataddress learning objectives for all studentsAligns instructional strategies and activitieswith learning objectives for all students3 2 12.5 Plans instructional strategies and activities thatfacilitate multiple levels of learningPlans instructional strategies that include several levels oflearning that require higher order thinking51 | P a g e

SUMMATIVE EVALUATIONSTANDARD III: CREATES AND MAINTAINS LEARNING CLIMATERANK INDICATOR EVIDENCE FOR SCORES3 2 1 3.1 Communicates high expectationsSets significant and challenging objectives for studentsand verbally/nonverbally communicates confidence instudents' ability to achieve these objectives3 2 1 3.2 Establishes a positive learning environmentEstablishes clear standards of conduct, showsawareness of student behavior, and responds in waysthat are both appropriate and respectful of students3 2 1 3.3 Values and supports student diversity andaddresses individual needsUses a variety of strategies and methods to supportstudent diversity by addressing individual needs3 2 1 3.4 Fosters mutual respect between teacher andstudents and among studentsTreats all students with respect and concern andmonitors student interactions to encourage students totreat each other with respect and concern3 2 1 3.5 Provides a safe environment for learningCreates a classroom environment that is both emotionallyand physically safe for all studentsSTANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTIONRANK INDICATOR EVIDENCE FOR SCORES3 2 1 4.1 Uses a variety of instructional strategies thatalign with learning objectives and actively engagestudentsUses a variety of instructional strategies that engagestudents throughout the lesson on tasks aligned withlearning objectives3 2 1 4.2 Implements instruction based on diversestudent needs and assessment dataImplements instruction based on contextualinformation and assessment data3 2 1 4.3 Uses time effectivelyEstablishes efficient procedures for performing noninstructionaltasks, handling materials and supplies,managing transitions, and organizing and monitoringgroup work so that there is minimal loss ofinstructional time3 2 1 4.4 Uses space and materials effectivelyUses classroom space and materials effectively tofacilitate student learning3 2 1 4.5 Implements and manages instruction in waysthat facilitate higher order thinkingInstruction provides opportunity to promote higherorderthinking52 | P a g e

SUMMATIVE EVALUATIONSTANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTSRANK INDICATOR EVIDENCE FOR SCORES3 2 1 5.1 Uses pre-assessmentsUses a variety of pre-assessments to establish baselineknowledge and skills for all students3 2 1 5.2 Uses formative assessmentsUses a variety of formative assessments to determineeach student’s progress and guideInstruction3 2 1 5.3 Uses summative assessmentsUses a variety of summative assessments to measurestudent achievement3 2 1 5.4 Describes, analyzes, and evaluates studentperformance dataDescribes, analyzes, and evaluates student performancedata to determine progress of individuals and identifydifferences in progress among student groups3 2 1 1.5 Communicates learning results to students andparentsCommunicates learning results to students and parentsthat provide a clear and timely understanding oflearning progressrelative to objectives3 2 1 5.6 Allows opportunity for student self-assessmentPromotes opportunities for students to engage in accurateself-assessment of learningSTANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGYRANK INDICATOR EVIDENCE FOR SCORES3 2 1 6.1 Uses available technology to design and planinstructionUses technology to design and plan instruction3 2 1 6.2 Uses available technology to implementinstruction that facilitates student learning Usestechnology to implement instruction thatfacilitates student learning3 2 1 6.3 Integrates student use of available technologyinto instructionIntegrates student use of technology into nstruction toenhance learning outcomes and meet diverse studentneeds3 2 1 6.4 Uses available technology to assess andcommunicate student learningUses technology to assess and communicate studentlearning3 2 1 6.5 Demonstrates ethical and legal use oftechnologyEnsures that personal use and student use oftechnology are ethical and legal53 | P a g e

SUMMATIVE EVALUATIONSTANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNINGRANK INDICATOR EVIDENCE FOR SCORES3 2 17.1 Uses data to reflect on and evaluate studentlearningReflects on and accurately evaluates student learningusing appropriate data3 2 17.2 Uses data to reflect on and evaluateinstructional practiceReflects on and accurately evaluates instructionalpractices using appropriate data3 2 17.3 Uses data to reflect on and identify areas forprofessional growthIdentifies areas for professional growth usingappropriate dataSTANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERSRANK INDICATOR EVIDENCE FOR SCORES3 2 1 8.1 Identifies students whose learning could beenhanced by collaborationIdentifies one or more students whose learning couldbe enhanced by collaboration and provides anappropriaterationale3 2 1 8.2 Designs a plan to enhance student learning thatincludes all parties in the collaborative effortDesigns a plan to enhance student learning thatincludes all parties in the collaborative effort3 2 1 8.3 Implements planned activities that enhancestudent learning and engage all partiesImplements planned activities that enhance studentlearning and engage all parties3 2 1 8.4 Analyzes data to evaluate the outcomes ofcollaborative effortsAnalyzes student learning data to evaluate theoutcomes ofcollaboration and identify next steps54 | P a g e

SUMMATIVE EVALUATIONSTANDARD IX: EVALUATES TEACHING & IMPLEMENTS PROFESSIONAL DEVELOPMENTRANK INDICATOR EVIDENCE FOR SCORES3 2 1 9.1 Self assesses performance relative to Kentucky'sTeacher StandardsIdentifies priority growth areas and strengths by thoroughlyand accurately assessing current performance on all theKentucky Teacher Standards3 2 1 9.2 Identifies priorities for professional developmentbased on data from self-assessment, student performanceand feedback fromcolleaguesIdentifies priorities for professional development based ondata from self-assessment, student performance andfeedback from colleagues3 2 1 9.3 Designs a professional growth plan that addressesidentified prioritiesDesigns a clear, logical professional growth plan thataddresses all priority areas3 2 1 9.4 Shows evidence of professional growth and reflectionon the identified priority areas and impact oninstructional effectiveness and student learningShows clear evidence of professional growth and reflectionrelative to the identified priority areas and impact oninstructional effectiveness and student learningSTANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSIONRANK INDICATOR EVIDENCE FOR SCORES3 2 1 10.1 Identifies leadership opportunities that enhancestudent learning and/or professional environmentIdentifies leadership opportunities in the school, community,or professional organizations and selects one with thepotential for positive impact on learning or the professionalenvironment and is realistic in terms of knowledge, skill, andtime required3 2 1 10.2 Develops a plan for engaging in leadership activitiesDevelops a leadership work plan that describes the purpose,scope, and participants involved and how the impact onstudent learning and/or the professionalenvironment will be assessed3 2 1 10.3 Implements a plan for engaging in leadershipactivitiesImplements the approved leadership work plan that has aclear timeline of events/actions and a clear description ofhow impact will be assessed3 2 1 10.4 Analyzes data to evaluate the results of planned andexecuted leadership effortsAnalyzes student learning and/or other dataappropriately to evaluate the results of planned andexecuted leadership efforts55 | P a g e

SUMMATIVE EVALUATIONSTANDARD XI: UNIVERSITY OF THE CUMBERLANDS DISPOSITIONSWORK ETHIC, CARING, CREATIVE THINKING, PROFESSIONAL and COMMUNICATION SKILLSRANK INDICATOR EVIDENCE FOR SCORES3 2 1Has high expectations for self3 2 1Dependable3 2 1Timely in completing responsibilities3 2 1Self -starter; takes initiative3 2 1Has a positive attitude3 2 1Cooperative3 2 1Respectful of others3 2 1Establishes rapport with diverse populations3 2 1Flexible3 2 1Provides for all learners3 2 1Expresses thoughts and ideas clearly3 2 1Demonstrates ability to problem solve3 2 1Professional appearance3 2 1Uses appropriate spoken and written English3 2 1Uses correct grammar/syntax/spelling3 2 1Articulates words clearly3 2 1 Modulates voice, varies volume, intensity andrate of speech3 2 1 Maintains strong eye contact3 2 1 Demonstrates active listening3 2 1 Models acceptable writing skills with legiblehandwriting.56 | P a g e

SUMMATIVE EVALUATIONSTANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNELPre-service Teacher Education/Practicum Candidates/Certified Personnel representing University of Cumberlands shall: strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship andsafeguard the freedom to learn and to teach. believe in the worth and dignity of each human being and in educational opportunities for all. strive to uphold the responsibilities of the education profession.RANK INDICATORS TO STUDENTS EVIDENCE FOR SCORES3 2 1 Provides students with professional education services in a nondiscriminatorymanner and in consonance with accepted bestpractice known to the educator3 2 1 Respect the constitutional rights of all students3 2 1 Take reasonable measures to protect the health, safety and emotionalwell-being of students3 2 1 Shall not use professional relationships or authority with studentsfor personal advantage3 2 1 Keep in confidence information about students which has beenobtained in the course of professional service, unless disclosureserves professional purposes or is required by law3 2 1 Shall not knowingly make false or malicious statements aboutstudents or colleagues3 2 1 Refrains from subjecting students to embarrassment ordisparagement3 2 1Shall not engage in any sexually related behavior with a studentwith or without consent but shall maintain a professional approachwith students. Sexually related behavior shall include suchbehaviors as sexual jokes; inappropriate physical touching, kissingor grabbing; rape; threats of physical harm or sexual assault.STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNELINDICATORS TO PARENTS3 2 1 Make reasonable effort to communicate to parents informationwhich should be revealed in the interest of the student3 2 1 Endeavor to understand community cultures and diverse homeenvironments of students3 2 1 Shall not knowingly distort or misrepresent facts concerningeducational issues3 2 1 Distinguish between personal views and the views of the employingeducational agency.3 2 1 Shall not interfere in the exercise of political and citizenship rightsand responsibilities of others.3 2 1 Shall not use institutional privileges for private gain, for thepromotion of political candidates or for partisan political activities3 2 1 Shall not accept gratuities, gifts or favors that might impair orappear to impair professional judgment and shall not offer any ofthese to obtain special advantageSTANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNELINDICATORS TO THE EDUCATION PROFESSION3 2 1 Shall exemplify behaviors which maintain the dignity and integrityof the profession3 2 1 Shall accord just and equitable treatment to all members of theprofession in the exercise of their professional rights andresponsibilities3 2 1 Shall keep in confidence information acquire about colleagues in thecourse of employment, unless disclosure serves professionalpurposes or is required by law3 2 1 Shall not use coercive means or give special treatment in order toinfluence professional preparation and legal qualifications3 2 1 Shall not knowingly falsify or misrepresent records of facts relatingto the educator’s own qualifications or those of other professions57 | P a g e

Standards Based Instructional UnitEvaluationThe instructional unit with differentiation is a major requirement of the student teacher/practicum experience.The unit, with select P-12 student samples, provides evidence of the student teacher/practicum candidate’sindividual and collaborative ability to meet the Kentucky Teacher and University of the CumberlandsStandards and dispositions.The External Evaluator, University Coordinator, and Supervising Teacher will collaborate with the studentteacher/practicum candidate throughout the development of the instructional unit. Please complete pages 58 to64 then record the holistic scores on this bottom of this page.Placement ________ Semester _________ Date of evaluation _________________Student teacher/practicum candidate total number of days present to date__________3 – criteria demonstrated on indicator: Satisfactory performance on standard2 – criteria partially demonstrated on indicator: Making progress toward standard1- criteria not demonstrated on indicator: Not making progress toward standardHolistic Score3 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 13 2 1Applies Content Knowledge (Conceptual/communicative)Designs/Plans Instruction (Conceptual/Strategic)Creates/Maintains Learning Climate (Strategic)Implements/Manages Instruction (Strategic)Assesses/Communicates Learning Results (Evaluative)Implements Technology (Strategic)Reflects/Evaluates Teaching and Learning (Evaluative)Collaborates with Colleagues/Parents/Others (Strategic/Communicative)Evaluates Teaching/Implements Professional Development (Evaluative)Provides Leadership within School/community/Profession (Communicative)Demonstrates UC Dispositions (Conceptual/Strategic/Communicative)Commitment to KY Professional Code of Ethics (Strategic/Communicative)________________________________University Coordinator’s Signature/Date______________________________Supervising Teacher’s Signature/ Date____________________________________External Evaluator’s Signature/Date_______________________________Student Teacher/Practicum Candidates’s Signature/ DateThese signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred.58 | P a g e

Standards Based Instructional UnitEvaluationSTANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGERANK INDICATORS EVIDENCE FOR SCORES3 2 1 1.1 Communicates concepts, processes and knowledgeAccurately and effectively communicates concepts,processes and/or knowledge and uses vocabulary that isclear, correct and appropriate for students3 2 1 1.2 Connects content to life experiences of studentsEffectively connects content, procedures, and activitieswith relevant life experiences of students3 2 1 1.3 Demonstrates instructional strategies that areappropriate for content and contribute to student learningUses instructional strategies that are clearly appropriate forthe content and processes of the lesson and makes a clearcontribution to student learning3 2 1 1.4 Guides students to understand content from variousperspectivesProvides opportunities and guidance for students toconsider lesson content from different perspectives toextend their understanding3 2 1 1.6 Identifies and addresses students’ misconceptionsof contentIdentifies misconceptions related to content and addressesthem during both planning and instructionSTANDARD II: DESIGNS/PLANS INSTRUCTIONRANK INDICATOR EVIDENCE FOR SCORES3 2 1 2.1. Develops significant objectives aligned withstandardsStates learning objectives that reflect key concepts of thediscipline and are aligned with local or state standards3 2 1 2.2 Uses contextual data to design instruction relevantto studentsPlans and designs instruction based on contextual (i.e.,student, community, and/or cultural) and pre-assessmentdata3 2 1 2.3 Plans assessments to guide Instruction andmeasure learning objectivesPrepares assessments that measure student performance oneach objective and help guide teaching3 2 1 2.4 Plans instructional strategies and activities thataddress learning objectives for all studentsAligns instructional strategies and activitieswith learning objectives for all students3 2 1 2.5 Plans instructional strategies and activities thatfacilitate multiple levels of learningPlans instructional strategies that include several levels oflearning that require higher order thinking59 | P a g e

Standards Based Instructional UnitEvaluationSTANDARD III: CREATES AND MAINTAINS LEARNING CLIMATERANK INDICATOR EVIDENCE FOR SCORES3 2 1 3.1 Communicates high expectationsSets significant and challenging objectives forstudents and verbally/nonverbally communicatesconfidence in students' ability to achieve theseobjectives3 2 1 3.2 Establishes a positive learning environmentEstablishes clear standards of conduct, showsawareness of student behavior, and responds in waysthat are both appropriate and respectful of students3 2 1 3.3 Values and supports student diversity andaddresses individual needsUses a variety of strategies and methods to supportstudent diversity by addressing individual needs3 2 1 3.4 Fosters mutual respect between teacher andstudents and among studentsTreats all students with respect and concern andmonitors student interactions to encourage students totreat each other with respect and concern3 2 1 3.5 Provides a safe environment for learningCreates a classroom environment that is bothemotionally and physically safe for all studentsSTANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTIONRANK INDICATOR EVIDENCE FOR SCORES3 2 1 4.1 Uses a variety of instructional strategies thatalign with learning objectives and actively engagestudentsUses a variety of instructional strategies that engagestudents throughout the lesson on tasks aligned withlearning objectives3 2 1 4.2 Implements instruction based on diversestudent needs and assessment dataImplements instruction based on contextualinformation and assessment data3 2 1 4.3 Uses time effectivelyEstablishes efficient procedures for performing noninstructionaltasks, handling materials and supplies,managing transitions, and organizing and monitoringgroup work so that there is minimal loss ofinstructional time3 2 1 4.5 Uses space and materials effectivelyUses classroom space and materials effectively tofacilitate student learning3 2 1 4.5 Implements and manages instruction in waysthat facilitate higher order thinkingInstruction provides opportunity to promote higherorderthinking60 | P a g e

Standards Based Instructional UnitEvaluationSTANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTSRANK INDICATOR EVIDENCE FOR SCORES3 2 1 5.1 Uses pre-assessmentsUses a variety of pre-assessments to establish baselineknowledge and skills for all students3 2 1 5.2 Uses formative assessmentsUses a variety of formative assessments to determineeach student’s progress and guide Instruction3 2 1 5.3 Uses summative assessmentsUses a variety of summative assessments to measurestudent achievement3 2 1 5.4 Describes, analyzes, and evaluates studentperformance dataDescribes, analyzes, and evaluates studentperformance data to determine progress of individualsand identify differences in progress among studentgroups3 2 1 5.5 Communicates learning results to students andparentsCommunicates learning results to students and parentsthat provide a clear and timely understanding oflearning progress relative to objectives3 2 1 5.6 Allows opportunity for student self-assessmentPromotes opportunities for students to engage inaccurate self-assessment of learningSTANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGYRANK INDICATOR EVIDENCE FOR SCORES3 2 1 6.1 Uses available technology to design and planinstructionUses technology to design and plan instruction3 2 1 6.2 Uses available technology to implementinstruction that facilitates student learning Usestechnology to implement instruction that facilitatesstudent learning3 2 1 6.3 Integrates student use of available technologyinto instructionIntegrates student use of technology into instruction toenhance learning outcomes and meet diverse studentneeds3 2 1 6.4 Uses available technology to assess andcommunicate student learningUses technology to assess and communicate studentlearning3 2 1 6.5 Demonstrates ethical and legal use oftechnologyEnsures that personal use and student use oftechnology are ethical and legal61 | P a g e

Standards Based Instructional UnitEvaluationSTANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNINGRANK INDICATOR EVIDENCE FOR SCORES3 2 1 7.1 Uses data to reflect on and evaluate studentlearningReflects on and accurately evaluates student learningusing appropriate data3 2 1 7.2 Uses data to reflect on and evaluateinstructional practiceReflects on and accurately evaluates instructionalpractices using appropriate data3 2 1 7.3 Uses data to reflect on and identify areas forprofessional growthIdentifies areas for professional growth usingappropriate dataSTANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERSRANK INDICATOR EVIDENCE FOR SCORES3 2 1 8.1 Identifies students whose learning could beenhanced by collaborationIdentifies one or more students whose learning couldbe enhanced by collaboration and provides anappropriate rationale3 2 1 8.2 Designs a plan to enhance student learning thatincludes all parties in the collaborative effortDesigns a plan to enhance student learning thatincludes all parties in the collaborative effort3 2 1 8.3 Implements planned activities that enhancestudent learning and engage all partiesImplements planned activities that enhance studentlearning and engage all parties3 2 1 8.4 Analyzes data to evaluate the outcomes ofcollaborative effortsAnalyzes student learning data to evaluate theoutcomes of collaboration and identify next steps62 | P a g e

Standards Based Instructional UnitEvaluationSTANDARD IX: EVALUATES TEACHING & IMPLEMENTS PROFESSIONALDEVELOPMENTRANK INDICATOR EVIDENCE FOR SCORES3 2 1 9.1 Self assesses performance relative toKentucky's Teacher StandardsIdentifies priority growth areas and strengths bythoroughly and accurately assessing currentperformance on all the Kentucky Teacher Standards3 2 1 9.2 Identifies priorities for professionaldevelopment based on data from self-assessment,student performance and feedback fromcolleaguesIdentifies priorities for professional developmentbased on data from self-assessment, studentperformance and feedback from colleagues3 2 1 9.3 Designs a professional growth plan thataddresses identified prioritiesDesigns a clear, logical professional growth plan thataddresses all priority areas3 2 1 9.4 Shows evidence of professional growth andreflection on the identified priority areas and impacton instructional effectiveness and student learningShows clear evidence of professional growth andreflection relative to the identified priority areas andimpact on instructional effectiveness and student learningSTANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSIONRANK INDICATOR EVIDENCE FOR SCORES3 2 1 10.1 Identifies leadership opportunities that enhancestudent learning and/or professional environmentIdentifies leadership opportunities in the school,community, or professional organizations and selects onewith the potential for positive impact on learning or theprofessional environment and is realistic in terms ofknowledge, skill, and time required3 2 1 10.2 Develops a plan for engaging in leadershipactivitiesDevelops a leadership work plan that describes thepurpose, scope, and participants involved and how theimpact on student learning and/or the professionalenvironment will be assessed3 2 1 10.3 Implements a plan for engaging in leadershipactivitiesImplements the approved leadership work plan thathas a clear timeline of events/actions and a cleardescription of how impact will be assessed3 2 1 10.4 Analyzes data to evaluate the results ofplanned and executed leadership effortsAnalyzes student learning and/or other dataappropriately to evaluate the results of planned andexecuted leadership efforts63 | P a g e

Standards Based Instructional UnitEvaluationSTANDARD XI: UNIVERSITY OF THE CUMBERLANDS DISPOSITIONSWORK ETHIC, CARING, CREATIVE THINKING, PROFESSIONAL and COMMUNICATIONSKILLSRANK INDICATOR EVIDENCE FOR SCORES3 2 1 Has high expectations for self3 2 1 Dependable3 2 1 Timely in completing responsibilities3 2 1 Self -starter; takes initiative3 2 1 Has a positive attitude3 2 1 Cooperative3 2 1 Respectful of others3 2 1 Establishes rapport with diverse populations3 2 1 Flexible3 2 1 Provides for all learners3 2 1 Expresses thoughts and ideas clearly3 2 1 Demonstrates ability to problem solve3 2 1 Professional appearance3 2 1 Uses appropriate spoken and written English3 2 1 Uses correct grammar/syntax/spelling3 2 1 Articulates words clearly3 2 1 Modulates voice, varies volume, intensity and rate ofspeech3 2 1 Maintains strong eye contact3 2 1 Demonstrates active listening3 2 1 Models acceptable writing skills with legiblehandwriting.64 | P a g e

Standards Based Instructional UnitEvaluationSTANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNELPre-service Teacher Education/Practicum Candidates/Certified Personnel representing University of Cumberlands shall: strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship andsafeguard the freedom to learn and to teach. believe in the worth and dignity of each human being and in educational opportunities for all. strive to uphold the responsibilities of the education profession.RANK INDICATORS TO STUDENTS EVIDENCE FOR SCORES3 2 1 Provides students with professional education services in a nondiscriminatorymanner and in consonance with accepted bestpractice known to the educator3 2 1 Respect the constitutional rights of all students3 2 1 Take reasonable measures to protect the health, safety andemotional well-being of students3 2 1 Shall not use professional relationships or authority with studentsfor personal advantage3 2 1 Keep in confidence information about students which has beenobtained in the course of professional service, unless disclosureserves professional purposes or is required by law3 2 1 Shall not knowingly make false or malicious statements aboutstudents or colleagues3 2 1 Refrains from subjecting students to embarrassment ordisparagement3 2 1 Shall not engage in any sexually related behavior with a studentwith or without consent but shall maintain a professional approachwith students. Sexually related behavior shall include suchbehaviors as sexual jokes; inappropriate physical touching, kissingor grabbing; rape; threats of physical harm or sexual assault.STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNELINDICATORS TO PARENTS3 2 1 Make reasonable effort to communicate to parents informationwhich should be revealed in the interest of the student3 2 1 Endeavor to understand community cultures and diverse homeenvironments of students3 2 1 Shall not knowingly distort or misrepresent facts concerningeducational issues3 2 1 Distinguish between personal views and the views of theemploying educational agency.3 2 1 Shall not interfere in the exercise of political and citizenship rightsand responsibilities of others.3 2 1 Shall not use institutional privileges for private gain, for thepromotion of political candidates or for partisan political activities3 2 1 Shall not accept gratuities, gifts or favors that might impair orappear to impair professional judgment and shall not offer any ofthese to obtain special advantageSTANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNELINDICATORS TO THE EDUCATION PROFESSION3 2 1 Shall exemplify behaviors which maintain the dignity andintegrity of the profession3 2 1 Shall accord just and equitable treatment to all members of theprofession in the exercise of their professional rights andresponsibilities3 2 1 Shall keep in confidence information acquire about colleagues inthe course of employment, unless disclosure serves professionalpurposes or is required by law3 2 1 Shall not use coercive means or give special treatment in order toinfluence professional preparation and legal qualifications3 2 1 Shall not knowingly falsify or misrepresent records of factsrelating to the educator’s own qualifications or those of otherprofessions65 | P a g e

Student Teacher/Practicum Time LogDate Started:_________________DateEnded: _________________Student Teacher: _______________________________University Coordinator:___________________________Supervising Teacher:_____________________________External Evaluator:______________________________Date Topic Time DocumentationNotes, emails, photos, agenda,textCollaboratorSignatures:_________________________________________________________________Student Teacher/Practicum Candidate Date University Coordinator Date_________________________________________________________________Supervising Teacher Date External Evaluator Date66 | P a g e

Reflection JournalRationaleScholarly reading will be an integral part of the rest of your life as a teacher. As you pursuemore advanced degrees you will obviously review the research in order to meet courserequirements. If your passion is teaching and if your passion is meeting the needs of children,you will scour magazines, books, journals and any other form of print to find prescriptions thatwill ensure that your students are successful in your classroom.It is extremely important that you begin the practice of reading and research now, while you arecompleting your undergraduate studies here at University of the Cumberlands. For this reasonyou will follow the schedule below to organize your thoughts, and write reflections that tie thereadings to your experiences in the classroom where you are student teaching. Your UniversityCoordinator will check these writings on a weekly basis to be sure that you are completing theassignments. It is critical that you analyze the information, and then use evaluation and synthesisto process, apply and make the appropriate decisions about classroom instruction.The text(s) for this course are:‣ The Art and Science of Teaching: Marzano, Robert J. ASCD 2007.ISBN: 1416605711‣ A Handbook for the Art and Science of Teaching: Marzano and Brown. ASCD, 2009.ISBN: 978-1-4166-0818-9‣ Classroom Assessment for Student Learning: Stiggins, Arter, Chappuis,J. and Chappuis,S. Educational Testing Service, 2006. ISBN: 978-0-9655101-5-8.‣ Teaching With Love and Logic. Fay, J, and Funk, D. 1995. ISBN: 0-944634-48-667 | P a g e

Reflection JournalRubricStudent Name:Date:Topic: Reflection Journal RubricScore:Score4.0In addition to Score 3.0, in-depth inferences and applications that go beyond whatwas noted in Score 3.0.Score3.0Score2.0Score1.0Score0.03.5 In addition to score 3.0 performance, in-depth inferences and applications withpartial success.The Reflection Journal Entry: Has multiple references between course readings and classroom activities. Contains multiple personal reflections. Uses correct spelling and grammar throughout. Is logically organized, with control and variety in sentence structure.The student exhibits no major errors or omissions.2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the3.0 content.There are no major errors or omissions regarding the simpler details andprocesses as the Reflection Journal Entry: Has some references between course readings and classroom activities. Contains some personal reflections. Has a few minor spelling and/or grammar errors. Has a few lapses in organization and/or lacks control of sentence structure.However, the student exhibits major errors or omissions regarding the morecomplex ideas and processes.1.5 Partial knowledge of the 2.0 content, but major errors or omissions regarding the3.0 content.With help, a partial understanding of some of the simpler details and processesand some of the more complex ideas and processes. The Reflection Journal Entry: Has few references between course readings and classroom activities. Contains few personal reflections. Has several spelling and/or grammar errors. Has weak organization and/or has ineffective or incorrect sentence structure.0.5 With help, a partial understanding of the 1.0 content, but not the 2.0 content.Even with help, no understanding or skill demonstrated.69 | P a g e

Video ProjectAll Student Teachers and Practicum Student(s) will participate in a video project of theirteaching. Please complete an A1 and A2, then video the lesson. This lesson cannot be one of thefour (4) official observations of your teaching by your University Coordinator.After completing the lesson plan, submit the lesson to your Supervising Teacher and UniversityCoordinator for reflection and revision, video the lesson, then find a peer to review the video andlesson plan with you. Use the KTIP IPR to score the video, your peer should score the videowith a KTIP IPR as well. After completed, please complete the Task C on the lesson.This project should be completed by or before Week 12 of the Student Teaching/PracticumExperience.Please give a hard copy of the completed KTIP IPR(s), A1, A2 and Task C to your UniversityCoordinator during the next visit.70 | P a g e