Benedictine University’s Conceptual Framework: Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership and social responsibility. As a result of this course, you will be expected to demonstrate:

scholarship by developing a firm understanding of the content of the course;

lifelong inquiry by actively seeking out answers to your emerging questions;

leadership by assuming roles that improve practice, such as initiating discussions, serving as a group leader, and volunteering;

social responsibility by exploring ways to maximize the potential of all learners. Instructor: Student Teaching Supervisors (according to content area)

Asma Akhras, Elementary Education, aakharas@ben.edu Dr. Sandy Renehan, Secondary Education: English/Language Arts, srenehan@ben.edu Art Schuett, Secondary Education: Social Science, aschuett@ben.edu Marcey Siegel, Physical Education, msiegel@ben.edu Dr. Jeanie Zeitlin, Special Education, vzeitlin@ben.edu

Required Texts: School of Education 2017-2018 Student Teaching Guide:

http://www.ben.edu/college-of-education-and-health-services/school-of-education/soe-handbooks.cfm

edTPA Content Area Handbook: https://secure.aacte.org/apps/rl/resource.php?ref=edtpa

(Candidates must send electronic copies of each handbook to their cooperating teachers) Recommended: Johnson, L.A. (2011). Teaching outside the box: How to grab your students by their brains. San

Francisco: Jossey Bass. [By the teacher and author of the bestselling book that inspired the movie “Dangerous Minds”]

Thompson, J.G. (2013). The first year teacher’s survival guide: Ready-to-use strategies, tools & activities for meeting the challenges of each school day. San Francisco: Jossey-Bass.

Course Description: Student teaching is the capstone of the professional education program and provides candidates the opportunity to apply knowledge and skills from core education coursework, with a focus on differentiated instructional practices, multiple learning environments, professional collaboration, school policies and procedures, and reflective practice. During student teaching, candidates steadily increase classroom responsibilities and demonstrate competency in planning, instruction, assessment, and other professional tasks, culminating in their assuming full responsibility for students in a classroom setting. Candidates are expected to exhibit professionalism throughout all components of the experience. Experience includes directed activities in off-campus school settings and on-campus seminars. Personal transportation is required. Course Objectives:

Students who complete this course will achieve the following objectives, through written products, school and classroom activities, and personal performance and behavior. Each is linked to a relevant learning outcome, reflective of the School of Education’s Conceptual Framework, embodied in the Illinois Professional Teaching Standards (IPTS). 1. Demonstrate satisfactory proficiency of basic skills, command of subject matter, and an understanding of state

and federal laws concerning education. IPTS: 1 A-G; 2 A-F; 3 A-F; 4 A; 5 A-B; 5 D; 5 F; 6 E; 6 G-J; 7 A; 7 F; 7 H; 8 B;8 E; 9 B; 9 R.

BENEDICTINE UNIVERSITY Student Teaching Experience EDUC 370/371/372/374/375/378 Fall, 2017

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2. Demonstrate satisfactory mastery of teaching methods, planning, class management, teacher-student

interactions, and the establishment of an efficacious learning environment. IPTS: 1 H-L; 2 I-Q; 3 H-Q; 4 F-G; 4

I-M; 4 O; 5 I-S; 6 J-S; 7 J; 8 C; 8 J-L; 9 K; 9 Q; 9 T.

3. Apply evidence-based practices and integrated concepts related to effective teaching and learning, through

direct teaching experience. IPTS: 1 H-L; 2 I-Q;3 3 N-Q; 4 C-D; 4 N; 4 Q; 5 I; 5 L-O; 5 S; 6 J-S; 7 J; 8 M; 8 O; 8

S-T; 9 Q; 9 S.

4. Differentiate instruction and design meaningful learning experiences for students of diverse abilities and

cultures. IPTS: 1 J-L; 2 E; 2 I; 2M-Q; 3 H-K; 3M-Q; 4 K-M; 5 C; 5 E; 5 I; 5 J; 5 L-P; 6 J; 6 N; 6 S; 7Q; 8 P-Q; 8

S; 9 L;9 N.

5. Establish learner outcomes, enable the achievement of the outcomes, evaluate learner achievement, and

evaluate his/her own performance as a teacher. IPTS: 1 H-L; 2 I; 2O; 3H-O; 4 N; 4 Q; 5 G-H; 6 J-K; 7 J-M; 7 O-

R; 8 C; 8 O; 8 S;8 T 9 J; 9 K; 9 Q

6. Exhibits leadership, professionalism, the ability to collaborate with others, advocacy for students and their

parents, and the desire for personal development and growth. IPTS: 2 J; 3P; 4K-L; 5 Q; 6 R; 7 N; 7 P; 8 C;8 F-

T; 9 I-T.

7. Fulfill the role of student teacher at a high performance level with “satisfactory” being the minimum acceptable

level of performance. IPTS: 1 H-L; 2 I-Q; 3 H-Q; 4 I-Q; 5 I-S; 6 J-S; 7 J-R; 8 J-T; 9 I-T.

Course Guidelines and Requirements: Accepting a student teaching placement means accepting the

accompanying professional and educational responsibilities. For this reason, students are expected to perform in a manner that exemplifies professional conduct and professional ethics. 1. Comply with all procedures and guidelines delineated for student teachers in the Student Teaching Guide.

2. Initiate conferences with the Cooperating Teacher. It is important that there be regularly scheduled (e.g., daily; weekly) planning and evaluation sessions.

3. Personally arrange visits by the University Supervisor. There will be 5-6 visits per semester by the University Supervisor, plus an initial program visit and an edTPA support visit. Have a conference with your University Supervisor following each visit.

4. Maintain a Student Teaching 3-Ring binder that includes edTPA lesson plans, Daily Notes and Reflections forms, BU lesson plans, Observational Performance Assessments, edTPA evaluations, and other artifacts indicated in the Student Teaching Guide.

5. Collect the midterm and final Assessment and Evaluation of Student Teaching Experience forms that are completed by your Cooperating Teacher and your University Supervisor, to submit for your final grade.

6. Complete a midterm and final self-evaluation using the Assessment and Evaluation of Student Teaching Experience form and review the evaluations with your Cooperating Teacher and University Supervisor.

7. Complete a Daily Notes and Reflections form (Appendix D) for each day at your student teaching site. An electronic template of the form will be provided, so that you may send copies of your daily notes to your Student Teaching Supervisor.

8. Prepare a written School of Education Student Teaching Lesson Plan for each class segment that you plan and teach. Establish a schedule with your Cooperating Teacher for lesson plan deadlines, reviews, and conferences. An electronic template of the form will be provided, so that you may send copies of your lesson plans to your Student Teaching Supervisor. Each lesson plan must completed in its entirety.

9. Begin working on your edTPA portfolio, at the start of your student teaching experience. You are personally responsible for obtaining requisite edTPA handbooks, templates, and support materials from the edTPA web site (http://edtpa.aacte.org/). Students will give a “mini” presentation of their edTPA portfolios at the conclusion of the experience (see Appendix I in the Student Teaching Guide

10. Use the edTPA Completion Checklist for Student Teachers to monitor your timely completion of each component of your edTPA portfolio. Ensure that you and your University Supervisor have signed off on the completing of each task on the checklist, by the due date specified.

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Attendance:

The Student Teacher is expected to attend school each day it is in session, unless an absence is necessitated for reasons of illness, emergency, or professional activities (pre-approved by the University Supervisor in consultation with the Cooperating Teacher). Absences due to athletic events will not be tolerated and disciplinary action will be taken. Candidates are expected to be present during the entire teacher school day, arriving at least an hour before students arrive, staying after students leave, and attending before and after school meetings and events.

For unplanned absences, the Student Teacher must notify both the Cooperating Teacher and the University Supervisor, as soon as the impending absence is realized. At a minimum, the Cooperating Teacher must be notified, prior to the start of the school day on which the absence occurs, preferably at least the night before. If unable to reach the University Supervisor, contact the Director of Student Placement at (630) 829-6293.

Make-up days may be requested by the University Supervisor (in consultation with the Cooperating Teacher), especially if the student falls below the minimum number of days required for the composite experience. It is expected that student teachers will have no more than three absences during the course of their experience. LiveText All student teachers must have a Live Text account and be proficient in the use of LiveText, for the completion and submission of their edTPA portfolio. It is your personal responsibility to obtain requisite skills, through participation in LiveText training opportunities offered via Benedictine University. Grade Determination: Grades will be determined by meeting individual assignment criteria and all rubrics provided. Students can accumulate up to 758 points through the completion of student teaching requirements, as indicated below. Student teaching responsibilities, duties, and tasks are further delineated in the Student Teaching Guide. Classroom Performance Evaluation (350 points)

You will be evaluated on the level of your commitment, preparedness and effort demonstrated throughout the tern of your student teaching experience. Composite Student Teacher Supervisor and Cooperating Teacher ratings using the Assessment and Evaluation of Student Teaching Experience evaluation form will be a key component of the performance evaluation, as well as other factors specified in the Student Teaching Guide (e.g., attendance at required Student Teaching Seminars and scheduled meetings; quality of the student teaching ring binder; quality of teaching; timeliness of task completion; compliance with Supervisor and Cooperating Teacher requests; etc.). Student Observational Performance Assessment (60 points)

Your University Supervisor will use the Student Teacher Observational Performance Assessment tool to evaluate your classroom behavior and performance, during each of his or her site visits. Areas to be assessed will include the fidelity of your lesson plan implementation, instructional delivery, use of academic language, display of content and pedagogical knowledge, ability to differentiate instruction, use of proactive interventions and supports (PBIS(, effective use of group instruction, use of technology to support instruction, use of multisensory instructional delivery, use of effective student assessment procedures, ability to collaborate with students and school personnel, and professional behavior. Routine Lesson Plans (80 points)

Your lesson plans must be completed in a timely manner and maintained in your student teaching 3-ring binder. All lessons should represent the intended learner outcomes and methods of assessment. You are to use the Lesson Plan form found in the Student Teaching Guide for routing lesson planning. [Note: The plan provided in the edTPA handbook corresponding to your Education major should be used for edTPA tasks.] Daily Notes and Reflections (60 points)

You will complete a Daily Notes and Reflections form each day you are at your student teaching sit, for the first two weeks of your student teaching experience…unless your University Supervisor informs you otherwise During weeks three-16, only three notes and reflections will be required. These entries are a reflection of instructional techniques, methodology, and classroom management (etc.) that you both use and observe. The daily reflections should include all components contained on the form, as detailed in the Student Teaching Guide.

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Attendance at Student Teaching Seminars and General Professional Behavior (60 points)

Student teacher candidates are required to participate in all scheduled Student Teaching Seminars and other meetings, including the edTPA “mini” Portfolio Presentation, during the semester of student teaching. You are further expected to demonstrate professional behavior at all times and to comply with the directives and requests of both your Cooperating Teacher and your University Supervisor. Professional Dispositions (48 Points)

Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership and social responsibility. These qualities are nurtured throughout all education programs so that, upon completion of your program, you will possess the knowledge, skills and professional behaviors expected of an effective practitioner. You will consequently be evaluated based on your demonstration of these professional dispositions. Student Teacher Ring Binder (50 points)

Your are required to maintain a student teaching resource binder that contains key handbooks, instructional materials and resources (see page 12 of the Student Teaching Guide for in index of binder content). This binder should be kept in your placement classroom and be available for your University Supervisor to review, during all site visits. edTPA “Mini” Portfolio Handout and Presentation (50 points)

You will develop a brief presentation of your edTPA portfolio that includes a 2-3 page handout and 8-minute presentation that includes a 1-2 minute video clip. This “mini” portfolio presentation will be given other students, faculty and staff, during the Portfolio Presentation Night indicated on the Student Teaching Seminar Schedule. Grade Determination for Student Teaching

A = 90-100&% = 682-758 points B = 80-89% = 606-681 points C = 70-79% = 531-605 points D = 60-69% = 455-530 points F = 0-59% = 0-454 points

Receiving a passing grade of “C” or better in student teaching does not guarantee teacher licensure. Student teaching grades solely reflect a candidate’s performance of key student teaching experience components (e.g., daily notes and reflections; composite classroom instruction; application of student assessment data; professional dispositions; collaborative relationships; professional responsibility and leadership; etc.) not otherwise measured by the Illinois State Board of Education (ISBE) mandated Teacher Performance Assessment (edTPA) assessment (https://www.isbe.net/Documents/EdTPA-fact-sheet.pdf#search=edTPA). School District Requirements for Student Teachers Prior to being allowed to commence your student teaching experience, you must complete your placement district’s student teaching requirements. Individual school districts will require information from you, in addition to that obtained by BU for your preclinical experiences. At a minimum, you must complete the following through your placement school district: 1) a new district-conducted FBI fingerprint background check; and 2) a new physical examination (http://www.ilga.gov/legislation/ilcs/fulltext.asp?DocName=010500050K24-5). You should check with the Human Resources Department of your placement district, to ascertain their requirements for student teachers. It is your responsibility to identify and meet your placement district’s student teaching requirements. Assessment Requirements for Teacher Licensure The ISBE requires that all teacher candidates pass the edTPA performance-based portfolio assessment scored by Pearson Education, before an Illinois teaching license will be granted. Candidates who subsequently fail to pass the edTPA on their first attempt will have one more opportunity to resubmit a revised edTPA portfolio for rescoring by Pearson, prior to graduation. Please be aware that candidates who do not pass the edTPA prior to graduation will have “Graduated without Licensure” indicated on their BU transcript. Complete Illinois licensure requirements can be found at https://www.isbe.net/Pages/Educator-Licensure.aspx.

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Remediation Plans A Candidate Growth Plan for Remediation will be written for any student teacher who doesn’t comply with the guidelines delineated in the Student Teaching Guide. Of particular importance is the writing of routine lesson plans and completion of Daily Notes and Reflections in a timely manner. Transgressions that necessitate a remediation plan include, but are not limited to (see page 21 of 2017-2018 Student Teaching Guide):

Failing to keep 3-ring binder of student teaching materials and assignments updated, organized, and available for ongoing review by their Cooperating Teacher and University Supervisor;

Falling one week behind in either lesson plans and/or Daily Notes and Reflections entries;

Falling two or more weeks behind in either lesson plans and/or Daily Notes and Reflections entries will further result in having an Early Warning Notice included in the candidate’s BU student file, as well as render the candidate at risk of being dismissed from the student teaching experience;

Being persistently late in arriving at school, completing BU assignments, correcting their pupil’s papers, and/or following through with requests made by the Cooperating Teacher and University Supervisor will further render the candidate at risk of being dismissed from the student teaching experience.

Falling five days behind the completion schedule indicated on the edTPA Completion Checklist for Student Teachers will result in both a remediation plan and having the candidate immediately reported to the Director of Student Placement for prompt intervention and support.

University Statement of Policies Student teacher candidates are expected to read and comply with all policies and procedures specified in the Benedictine University Undergraduate Catalog (http://www.ben.edu/registrar/upload/FINAL-UG-CATALOG.pdf) and the BU Student Handbook (http://www.ben.edu/student-life/student-handbook.cfm), including the following:

Academic Honesty: Evidence of forgery, cheating, plagiarism; taking credit for work completed by another person or student in this class; falsification of records, or any other form of academic dishonesty will result in an F on the assignment in question or an F in the course depending upon the extent of the dishonesty. All student teacher candidates are further required to comply with the Illinois Code of Ethics (Complying with the Illinois Educator Code of Ethics (ftp://www.ilga.gov/jcar/admincode/023/023000220000200R.html).

Academic Honesty Policy (AHP): The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University community. Violation of the AHP includes evidence of plagiarism on any aspect of a candidate’s edTPA portfolio.

To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the academic appeals board, procedures of the academic appeals board, and records, please visit www.ben.edu/ahp.

Academic Accommodations for Students with Disabilities: Students with a disability are encouraged to seek assistance with the Academic and Career Enrichment Center (https://www.ben.edu/academic-career-enrichment-center/accommodation-services/). Special accommodation services are available for students with disabilities on a case-by-case basis and provided that documentation from a properly licensed clinician supports the accommodation. Students eligible under the Americans with Disabilities Act (1990) and/or Section 504 of the Rehabilitation Act (1973), whose disability interferes with a major life activity, are urged to self-identify so that the process for receiving assistance can begin as soon as possible.

Academic Accommodation for Religious Observance Policy: A student whose religious obligation conflicts with a course requirement may request an academic accommodation from the instructor. Students must make such requests in writing by the end of the first week of the class. Upon receiving such a request, the instructor will offer reasonable academic accommodations, whenever feasible, and communicate this to the student. However, the course requirements listed in the syllabus remain in effect if accommodations cannot be offered

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Resource Bibliography for Teachers Strategies and Inspiration for New Teachers

Bosch, K.A., & Bosch, M.E. (2014). The first-year teacher: Be prepared for your classroom. Thousand Oaks, CA: Corwin Press.

Burant, T., Christensen, L., & Salas, K.D. (Eds.) (2010). The new teacher book: Finding purpose, balance, and hope during your first years in the classroom. Milwaukee, WI: Rethinking Schools.

Canfield J. & Hansen M.V. (2012). Chicken soup for the teacher's soul: Stories to open the hearts and rekindle the spirits of educators. New York: Simon and Schuster.

Dabs, L., & Howard, N.R. (2015). Standing in the gap: Empowering new teachers through connected resources. Thousand Oaks, CA: Corwin Press.

Gruwell, E. (2016). 1,001 pearls of teachers' wisdom: Quotations on life and learning. New York: Skyhorse Publishing.

Kelly, M. (2010). The everything new teacher book: A survival guide for the first year and beyond. Avon, MA: Adams Media.

Mandel, S.M. (2013). The new teacher toolbox: Proven tips and strategies for a great first year. New York. Skyhorse Publishing.

Mendler, A. (2014). The resilient teacher: How do I stay positive and effective when dealing with difficult people and policies? Alexandria, VA: ASCD.

Nothstine, S., Piercy, N., & and Piveral, J. (2011).Teacher's tackle box: Inspiration, motivation and solutions for everyday classroom problems. Tacklebox Press. http://www.teacherstacklebox.com

Thompson, J.G. (2013). The first-year teacher's survival guide: Ready-to-use strategies, tools and activities for meeting the challenges of each school day. San Francisco: Jossey-Bass. General Tactics for Successful Teaching

Albers, C.A., & Martinez, R.S. (2015). Promoting academic success with English language learners: Best practices for RTI. New York: Guilford Press.

Barners, M. (2013). The 5-minute teacher: How do I maximize time for learning in my classroom? Alexandria, VA: ASCD.

Benson, J. (2014). Hanging in: Strategies for teaching the students who challenge us the most . Alexandria, VA: ASCD.

Colton, A., Langer, G., & Goff, L. (2015). The collaborative analysis of student learning: Professional learning that promotes success for all. Thousand Oaks, CA: Corwin Press.

Doll, B., Brehm, K., & Zucker, S. (2014). Resilient classrooms: Creating healthy environments for learning. New York: Guilford Press.

Dougherty, E. (2012). Assignments that matter: Making the connections that help students meet standards. Alexandria, VA: ASCD.

Edwards, P.A. (2016). New ways to engage parents: Strategies and tools for teachers and leaders, K -12. New York: Teacher’s College Press.

Emdin, C. (2016). For white folks who teach in the hood…and the rest of y’all too: Reality Pedagogy and urban education. Boston: Beacon Press.

Hall, P., & Simeral, A. (2015). Teach, reflect, and learn: Building your capacity for success in the classroom. Alexandria, VA: ASCD.

Harris, K.R., & Meltzer, L. (Ed.) (2015). The power of peers in the classroom: Enhancing learning and social skills. New York: Guilford Press.

Harvey, S., & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding, engagement, and building knowledge, Grades K-8. Portland, ME: Stenhouse.

Jackson, R.R. (2009). Never work harder than your students & other principles of great teaching. Alexandria, VA: ASCD.

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Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project-based learning: A proven approach to rigorous classroom instruction. Alexandria, VA: ASCD.

Lemov, D. (2014). Teach like a champion 2.0: 62 techniques that put students on the path to college. New York: Simon and Schuster.

McTieghe, J., & Wiggins, G. (2013). Essential Questions: Opening doors to student understanding. Alexandria, VA: ASCD.

Paratore, J.R., & Robertson, D.A. (2013). Talk that teaches: Using strategic talk to help students achieve the common core. New York: Guilford Press.

Rutherford, P. (2015). Instruction for all students: Common core special edition. Alexandria, VA: Just Ask Publications. [Book + DVD]

Rutherford, P. (2009). Why didn’t I learn this on college? Teaching & learning in the 21st century. Alexandria, VA:

Just ASK Publications. [Book + CD]

Schwartz, K. (2016). I wish my teacher knew: How one question can change everything for our kids. Boston: De Capo Press.

Silver, D., Berckemeyer, J.C., & Baenen. J. (2015). Deliberate optimism: Reclaiming the joy in education. Thousand Oaks, CA: Corwin Press.

Souesr, K., & Hall, P. (2016). Fostering resilient learners: Strategies for creating a trauma-sensitive classroom. Alexandria, VA: ASCD.

Springer, S., Alexander, B., & Persiani, K. (2012). The Organized Teacher: A hands-on guide to setting up and running a terrific classroom. New York: McGraw-Hill.

Stumpenhorst, J. (2015). Changing education for a new generation of learners. Thousand Oaks, CA: Corwin Press. [Josh Stumpenhorst, Social Science teacher at Lincoln Junior High School in Naperville, was the 2012 Illinois Teacher of the Year.]

Whitaker, T. (2013). What great teachers do differently: 17 things that matter most. New York: Routledge.

Wong, H.K., & Wong, R.T. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.

Zoul, J., Casas, J., & Whitaker, T. (2015). What connected educators do differently. New York: Rutledge. Academic Language

Greene, J.W., & Coxhead, A. (2015) Academic vocabulary for middle school students: Research-based lists and strategies for key content areas. Baltimore: Brookes.

Gutlohn, L., & Bessellieu, F. (2014). Word ID: Assessment across the content areas. Baltimore: Brookes.

Marzanno, R.J., & & Simms, J.A. (2013). Vocabulary for the common core. Alexandria, VA: ASCD.

Sprenger, M. (2013). Teaching the critical vocabulary of the common core: 55 words that make or break student understanding. Alexandria, VA: ASCD.

Zwiers, J. (2014). Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5-12. Hoboken, NJ: John Wiley & Sons. Assessment for Learning and Instruction

Brookhart, S.M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria, VA: ASCD.

Brown-Chidsey, R., & Andren, K.J. (2013). Assessment for intervention: A problem-solving approach. New York: Guilford Press.

Burns, M.K., & Parker, D.C. (2014). Curriculum-based assessment for instructional design: Using data to individualize instruction. New York: Guilford Press.

Dueck, M. (2014). Grading smarter, not harder: Assessment strategies that motivate kids and help them learn. Alexandria, VA: ASCD.

Fisher, D., & Frey, N. (2014). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD.

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Hosp, J.L., Hops, M.K., Howell, K.W., & Allison, R. (2015). The ABCs of curriculum-based evaluation: A practical guide to effective-decision making. New York: Guilford Press.

Mertler, C.A. (2014). The data-driven classroom: How do I use student data to improve my Instruction? Alexandria, VA: ASCD.

Reeve, C., & Kabot, C. (2016). Taming the data monster: Collecting and analyzing classroom data to improve student progress. Naples, FL: NPR, Inc.

Sackstein, S. (2015). Teaching students to self-assess: How do I help students to reflect and grow as learners: Alexandria, VA: ASCD.

Tomlinson, C.A., & Moon, T.R. (2013). Assessment and student success in a differentiated classroom . Alexandria, VA: ASCD.

Vaughn, S., Capin, P., Roberts, G.R., & Walker, M.A. (2016). RTI in the common core classroom: A framework for instruction and assessment . New York: Teachers’ College Press. Classroom Management and Positive Behavioral Support

Bambara, L.M., Janney, R., & Snell, M.E. (2015). Behavior support. Baltimore: Brookes.

Kern, L., George, M.P., & Weist, M.D. (2016). Supporting students with emotional and behavioral problems: Prevention and intervention strategies. Baltimore: Brookes.

Knoster, T. (2014). The teacher’s pocket guide for effective classroom management . Baltimore: Brookes.

Lane, K.L. (2015). Supporting behavior for school success: A step-by-step guide for key strategies. Naples, FL: NPR, Inc.

Maag, J.W. (2012). Challenging classroom behaviors: Overcoming resistance through uniquely audacious interventions. Naples, FL: NPR, Inc.

Olive, E. (2016). Positive behavior facilitation (PBF): Understanding and intervening in the behavior of youth. Champaign, IL: Research Press.

Simonsen, B., & Myers, D. (2015). Classwide positive behavior interventions and supports: A guide to proactive classroom management. New York: Guilford Press.

Smith, D., Fisher, D.B., & Frey, N.E. (2015). Better than carrots or sticks: Restorative practices for positive classroom management. Alexandria, VA: ASCD. Creating Active Learners

Antonetti, J.V., & Garver, J.R. (2015). 17,000 classroom visits can’t be wrong: Strategies that engage students, promote active learning, and boost achievement. Alexandria, VA: ASCD.

Clark, R. (2011). The end of molasses classes: 101 extraordinary solutions for parents and teachers. New York: Simon & Schuester. [By the “American Teacher of the Year,” founder of the Ron Clark Academy in Atlanta, and teacher for whom the movie “The Ron Clark Story” was based]

Drapeau, P. (2014). Sparking student creativity: Practical ways to promote innovative thinking and problem solving. Alexandria, VA: ASCD.

Ginsberg, M.B. (2015). Excited to learn: Motivation and culturally responsive teaching. Thousand Oaks, CA: Corwin Press.

Gregory, G., & Kaufeldt, M. (2015). The motivated brain: Improving student attention, engagement, and perseverance. Alexandria, VA: ASCD.

Himmele, P., & Himmele, W. (2011). Total participation techniques: Making every student an active learner. Alexandria, VA: ASCD.

Johnson, L.A. (2012). Kick-start your class: Academic icebreakers to engage students. San Francisco: Jossey Bass. [By the teacher and author of the book that inspired the movie “Dangerous Minds”]

Pogrow, S. (2012). Teaching content outrageously: How to captivate all students and accelerate learning, Grades 4-12. San Francisco: Jossey-Bass.

Ridnouer, K. (2011). Everyday engagement: Making students and parents your partners in learning. Alexandria, VA: ASCD.

Rutherford, P. (2012). Active Learning and engagement strategies. Alexandria, VA: Just Ask Publications.

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Udvari-Solner, A., & Kluth, P. (2007). Joyful learning: Active and collaborative learning in inclusive classrooms. Port Chester, NY: National Professional Resources. [Has excellent ideas for group activities and cooperative learning]

Weaver, L., & Wilding, M. (2013). The 5 dimensions of engaged teaching: A practical guide for educators. Naples, FL: NPR, Inc.

Young, J. (2014). Encouragement in the classroom: How do I help students stay positive and focused? Alexandria, VA: ASCD.

Zmuda, A.,, & Jackson, R.R. (2015). Real engagement: How do I help my students become motivated, confident, and self-directed learners? Alexandria, VA: ASCD. Differentiation and Universal Design for Learning

Doubet, K.J., & Hockett, J.A. (2015). Differentiation in middle and high school: Strategies to engage all learners. Alexandria, VA: ASCD.

Gartin, B., Murdick, N., Perner, D., & Imbeau, M. (2016). Differentiating instruction in the inclusive classroom: Strategies for success. Arlington, VA: Council for Exceptional Children.

Gregory, G.H., & Chapman, C. (2013). Differentiated instructional strategies: One size doesn’t fit all . Naples, FL: NPR, Inc.

Hall, T.E., Meyer, A., & Rose, D.H. (2012). Universal design for learning in the classroom: Practical applications. New York: Guilford Press.

Kluth, P., & Danaher, S. (2014). From Text Maps to Memory Caps: 100 More Ways to Differentiate Instruction in K-12 Inclusive Classrooms. Baltimore: Brookes.

Nelson, L. (2014). Design and deliver: Planning and teaching using universal design for learning. Baltimore: Brookes.

Ralabate, P.K. (2016). Your UDL lesson planner: The step-by-step guide for teaching all learners. Baltimore: Brookes.

Rapp, W.H. (2014). Universal design for learning in action: 100 Ways to teach all learners. Baltimore: Brookes.

Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners . Alexandria, VA: ASCD.

Tomlinson, C.A., & Imbeau, M.B. (2014). A differentiated approach to the common core: How do I help a broad range of learners succeed with challenging curriculum? Alexandria, VA: ASCD.

Villa, R., & Thousand, J. (2015). Differentiating instruction: Planning for universal design and teaching for college and career readiness. Naples, FL: NPR, Inc. Inclusive Practices

Causton, J., & Tracy-Bronson, C.P. (2015). The educator’s handbook for inclusive school practices. Baltimore: Brookes.

Dieker, L. (2013). Demystifying secondary inclusion: Powerful schoolwide and classroom strategies. Naples, FL: NPR, Inc.

Friend, M. (2013). Co-teach! Building and sustaining effective classroom partnerships in inclusive schools. Naples, FL: NPR, Inc.

Friend, M., & Friedlander, B.S. (2016). Co-teaching and technology: Enhancing communication & collaboration. Naples, FL: NPR, Inc.

Karten., T.J. (2015). Inclusion strategies that work! Research-based methods for the classroom. Naples, FL: NPR.

King-Sears, M.E., Janney, R., & Snell, M.E. (2015). Collaborative teaming. Baltimore: Brookes.

Kurth, J.A., & Gross, M. (2014). The inclusion toolbox: Strategies and techniques for all learners. Naples, FL: NPR.

Rose, R., & Shevlin, M. (2012). Count me in! Ideas for actively engaging students in inclusive classroom. Philadelphia: Jessica Kingsley.

Schwarz, P (2013). From possibility to success: Achieving positive student outcomes in inclusive classrooms. Portsmouth, NH: Heinemann.

10

Villa, R., & Thousand, J. (2016). The inclusive education checklist: A self-assessment of quality inclusive practices. Naples, FL: NPR, Inc. Technology in the Classroom

Budhai, S.S., & Taddei, L.M. (2015). Teaching the 4Cs with technology: How do I use 21st century tools to teach

21st century skills? Alexandria, VA: ASCD.

Currie, B., Krakower, B., & Rocco, S. (2017). Hacking Google for education: 99 ways to leverage Google Tools in classrooms, schools, and districts. Cleveland: Times 10 Publications.

Kopp, K.N. (2015). Integrating technology into the classroom Naples, FL: NPR, Inc.

Magana, S., & Marzano, R.J. (2013). Enhancing the art and science of teaching with technology .

Alexandria, VA: ASCD.

Mutans, K., & Ziemke, K. (2015). Amplify: Digital teaching and learning in the K-6 classroom. Portsmouth, NH:

Heinemann.

Pavansky-Brock, M. (2017) Best practices for teaching with emerging technologies. New York: Routledge.

Renwick, R. (2015). Five myths about classroom technology: How do we integrate digital tools to truly enhance learning? Alexandria, VA: ASCD.

Teacher Web Resources

21st Century School Teacher: http://www.21stcenturyschoolteacher.com/cool-websites.html

[More than 100 “Cool Websites for the 21st Century Teacher]

ABCteach: http://www.abcteach.com/ [Free printable worksheets, activities, research and report help, project and writing ideas, common core support, interactive workshops, and tools for creating your own worksheets and materials]

A to Z Teacher Stuff: www.atozteacherstuff.com [Teacher-created site for helping teachers find online resources, such as plans, thematic units, teaching tips, downloadable teaching materials and e-Books, printable worksheets, and more.]

About.com: http://712educators.about.com/od/teachingstrategies/tp/studentteaching.htm [Tips for student teachers plus numerous resources, activities, materials, and teaching strategies through the main website www.about.com]

American Association of School Librarians: http://www.ala.org/aasl/standards/best/websites/2015 [Links to AASL’s selection of “Best Websites for Teaching and Learning”]

Discovery Education: https://www.discoveryeducation.com/teachers/ [Free K-12 teacher resources, activities, games, lesson plans, and content area materials]

Do2Learn: http://www.do2learn.com/ [Free teacher resources, materials, and activities designed for use in the education of students with disabilities]

Ed.gov: http://www2.ed.gov/free/index.html [Free Federal teacher resources for “Educational Excellence”]

Education.com: http://www.education.com/ [Free teacher workbooks, worksheets, games, activities, lesson plans, science projects, teacher blog, plus more]

Education Week: http://pddirectory.edweek.org/?category [Teacher Professional Development Source directory of interactive, online resources for K-12 educators]

Education World: http://www.educationworld.com/ [Free lesson plans, practical information for educators, technology integration, and articles written by education experts]

Educational Technology and Mobile Learning: http://www.educatorstechnology.com/2012/08/great-teacher-websites.html [Links to “16 Websites Every Teacher Should Know About”]

Edutopia: http://www.edutopia.org/blogs/tag/new-teachers?gclid=CPjLopfGqM0CFQgaaQodmbwIgA [Information, resources, and support for new teachers]

Freeology Free School Stuff: www.freeology.com [Free teacher forms, graphic organizers, classroom materials, educational games, and journal topics for educators]

GCF Learn Free.org: http://www.gcflearnfree.org/info/educators/our-approach [Free teacher tutorials, including more than 1,100 lessons, videos, curriculum guides, and interactive activities]

11

Honolulu Community College: http://www.honolulu.hawaii.edu/facdev/guidebk/teachtip/teachtip.htm [Numerous links to practical teaching tips, activities, games, resources, and much more]

I Love to Teach: www.ilovethatteachingidea.com [Teacher-created ideas, idea “directories,” and resources for use in classrooms]

Internet 4 Classrooms: www.internet4classrooms.com [Links to practical activities, materials and resources for grades 1-8]

Learning A-Z: https://www.learninga-z.com/site/what-we-do/ [Affordable and free resources and materials that empower teachers via personalized instruction.]

NEA: www.nea.org/tools/Works4Me.html [Hundreds of archived teaching tips and strategies, along with advice and support for teachers]

The Positive Engagement Project: http://www.pepnonprofit.org/ [A variety of free tools that teachers can use to get their students positively engaged in active learning]

Scholastic: http://www.scholastic.com/teachers/teaching-resources [Make your own teaching tools, 20,000 worksheets and activities, and 10000+ fun “printables” for gradesK-12]

Sites for Teachers: www.sitesforteachers.com [Links to networking websites where teachers exchange insights, strategies, ideas and instructional materials]

Smart Exchange: http://exchange.smarttech.com/search.html [Site where teachers can exchange teaching resources and instructional materials]

Smithsonian: www.smithsonianeducation.org [Thousands of resources for educators, including lesson plans, virtual tours of their latest exhibits, and the opportunity to connect with experts in the field via online, interactive classroom activities]

Teach 4 the Heart: http://teach4theheart.com/2014/09/01/50-best-websites-for-teachers/ [Links to the “50+ Best Websites for Teachers”]

Teach Hub: http://www.teachhub.com/

[K-12 News, Lessons and shared resources by teachers, for teachers]

Teacher Scholastic: http://teacher.scholastic.com/teachingstrategies/ [Teaching tips and strategies from real teachers with professional resources and videos of ideas for classrooms]

Teacher Tube: www.teachertube.com [A “one stop shop” for free user (teacher) generated videos and technology tools from around the world]

Teacher Vision: https://www.teachervision.com/new-teacher/teaching-methods/44377.html [Teaching strategies, resources, materials slideshows, current articles, and more]

Teach-nology: www.teach-nology.com/ideas/ [Over 1000 teaching tips for teachers with links to fun classroom games, breakers, activities, and more]

The Teacher’s Corner: https://www.theteacherscorner.net/ [Teacher resources, lesson plans, worksheets, activities, and varied printables, plus online collaboration projects]

Teachers Pay Teachers: https://www.teacherspayteachers.com/ [Site where “millions of educators” come together to share their work and their insights with one another via an open marketplace where teachers share, sell, and buy original educational resources.]

Teaching Channel: https://www.teachingchannel.org/ [Instructional videos, teacher Q & A, and an information sharing blog for teachers]

Teaching Degree.org: http://www.teachingdegree.org/2009/06/21/100-helpful-websites-for-new-teachers/ [Links to “100 Helpful Websites for New Teachers”]

Teaching Ideas: www.teachingideas.co.uk/ [Free classroom teaching ideas, activities, lesson plans, and primary/secondary resources]

Time Savers for Teachers: http://www.timesaversforteachers.com/free-teacher-forms/# [Free often-used classroom forms, worksheets and practical resources]

U.S. Department of Education’s What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ [A resource for informed decision making, this site identifies studies that provide reliable evidence of the effectiveness of education practices, programs, policies, and interventions…plus disseminates free reports.]

12

Candidate Name: __________________________________ Date: _______________________________

Education Major: __________________________________ Evaluator: ___________________________

Rubric for Student Teaching

(758 Points Maximum)

Does Not Meet Expectations

(0%-59%)

Minimally Meets (60%-69%)

Meets (70%-79%)

Exceeds (80%-89%)

Far Exceeds Expectations (90%-100%)

Score

Assessment & Evaluation of ST Experience (350 Points)

Composite performance evaluation ratings average less than 3.0.

(0-209 points)

Composite performance evaluation ratings average 3.0-3.4.

(210-244 points)

Composite performance evaluation ratings average 3.5-3.9.

(245-279points)

Composite performance evaluation ratings average 4.0-4.4.

(280-314 points)

Composite performance evaluation ratings average 4.5-5.0.

(315-350 points)

______ pts.

Comments:

Student Observational Performance Assessment (60 Points)

[Enter Score from Separate Assessment Rubric]

(0-35 points)

(36-41 points)

(42-47 points)

(48-53 points)

(54-60 points)

______ pts.

Comments:

Routine Lesson Plans (80 Points)

Lesson plans are frequently incomplete and indicate a low understanding of the lesson plan components.

Does not adjust

instruction according to student needs.

Rarely provides lesson

plans to coop. teacher and supervisor in advance of the lesson.

(0-47 points)

Lesson plans are sometimes incomplete and indicate a minimal understanding of the lesson plan components.

Rarely adjusts instruction according to student needs.

Occasionally provides

current lesson plans to coop. teacher and supervisor in advance of the lesson

(48-55 points)

Lesson plans are generally complete and indicate a moderate understanding of the lesson plan components.

Addresses most components and frequently adjusts instruction according to student needs.

Largely provides current

lesson plans to coop. teacher and supervisor in advance of the lesson

(56-63 points)

Lesson plans are complete and indicate a good understanding of the lesson plan components.

Thoroughly addresses all components and typically adjusts instruction according to student needs.

Usually provides current

lesson plans to coop. teacher and supervisor in advance of the lesson

(64-71 points)

Daily lesson plans are complete and indicate an in-depth and thorough understanding of the plan components.

Thoroughly addresses all components and consistently adjusts

instruction according to student needs.

Consistently provides

current lesson plans to coop. teacher and supervisor in advance of the lesson

(72-80 points)

______ pts.

Comments: :

Daily Notes & Reflections (60 Points)

Evidences very minimal thought and effort while addressing some of the components of the Daily Notes and Reflections.

Does not connect or apply information from one entry to the next.

(0-35 points)

Evidences minimal thought and effort while addressing most of the components of the Daily Notes and Reflections.

Rarely connects and applies information from one entry to the next

(36-41 points)

Inconsistently evidences careful thought and effort while addressing most components of the Daily Notes and Reflections .

Occasionally connects and applies information from one entry to the next.

(42-47 points)

Typically evidences critical thought and effort while addressing all six components of the Daily Notes and Reflections.

Regularly connects and applies information from one entry to the next.

(48-53 points)

Consistently evidences insightful, critical thought

and effort while addressing all six components of the Daily Notes and Reflections.

Consistently connects and applies information from one entry to the next.

(54-60 points)

______ pts. Comments:

13

Far Exceeds Expectations = 682-758 pts. Exceeds = 606-681 pts. Meets = 531-605 pts. Minimally Meets = 455-530 pts. Does Not Meet Expectations = 0-454 pts.

Signature of University Supervisor: ____________________________________________ Date_______________________

Does Not Meet Expectations

(0%-59%)

Minimally Meets (60%-69%)

Meets (70%-79%)

Exceeds (80%-89%)

Far Exceeds Expectations (90%-100%)

Score

Student Teaching Seminars & Required Meetings

and

Professional Behavior (60 Points)

Seldom attends Student

Teaching Seminars and meetings.

Infrequently follows recommendations of Cooperating Teacher and Supervisor. Rarely demonstrates behavior that reflects honesty, integrity, personal responsibility, and/or respect

(0-35 points)

Infrequently attends Student

Teaching Seminars and meetings.

Inconsistently and/or unreliably follows recommendations of the Cooperating Teacher and/or Supervisor. Inconsistently demonstrates behavior that reflects honesty, integrity, personal responsibility, and respect.

(36-41 points)

Generally attends scheduled

Student Teaching Seminars and meetings.

Sometimes follows recommendations of Cooperating Teacher and Supervisor. Frequently demonstrates professional behavior that reflects honesty, integrity, personal responsibility, and respect.

(42-47 points)

Usually attends scheduled

Student Teaching Seminars and meetings.

Usually follows recommendations of Cooperating Teacher and University Supervisor. Typically demonstrates professional behavior that reflects honesty, integrity, personal responsibility, and respect.

(48-53 points)

Consistently attends all

scheduled Student Teaching Seminars and meetings.

Reliably follows recommendations of Cooperating Teacher and Supervisor. Continually demonstrates professional behavior that reflects honesty, integrity, personal responsibility, and respect.

(54-60 points)

______ pts.

Comments:

Professional Dispositions (48 Points)

Composite Professional Dispositions Evaluation ratings average less than 2.0.

Composite Professional Dispositions Evaluation ratings average 2.0-2.4.

(29-33 points)

Composite Professional Dispositions Evaluation ratings average 2.5-2.9.

(34-37 points)

Composite Professional Dispositions Evaluation ratings average 3.0-3.4.

(38-42 points).

Composite Professional Dispositions Evaluation ratings average 3.5-4.0.

(43-48 points)

______ pts.

Comments:

Student Teaching Ring Binder (50 points)

The binder was poorly organized and lacked clear sections for content (e.g., lesson plans, Daily Notes, learner assessments), and/or contained minimal or no resource materials, tools, and forms obtained from the Cooperating Teacher, school, district, or other sources

The binder was typically not up to date and/or not made readily available to the Supervisor, at and the Cooperating Teacher

(0-29 points)

The binder did not have clear sections for content (e.g., lesson plans, Daily Notes and Reflections, learner assessments), and/or contained few resource materials, teacher tools, and forms obtained from the Cooperating Teacher, or other sources

The binder was often not up to date and/or not made readily available to the Supervisor, and the Cooperating Teacher

(30-34 points)

The binder has sections for student lesson plans, Daily Notes and Reflections, learner assessments, and a moderate amount of resource materials, teacher tools, and forms obtained from the Cooperating Teacher, school, district, or other sources

The binder was sometimes not up to date and/or not made available to the Supervisor, at each visit and/or to the Cooperating Teacher on most days

(35-39 points)

The binder has sections for student lesson plans, Daily Notes and Reflections, learner assessments, and a variety of resource materials, teacher tools, and forms obtained from the Cooperating Teacher, school, district, and other sources

The binder was usually up to date and typically made available to the Supervisor, at each supervisory visit and to the Cooperating Teacher on most days.

(40-44 points)

The binder has sections for student lesson plans, Daily Notes and Reflections, learner assessments, and a wide range of resource materials, teacher tools, and forms obtained from the Cooperating Teacher, placement School, district, and other sources

The binder was up to date and made available to the Supervisor, at each supervisory visit and to the Cooperating Teacher at all times.

(45-50 points)

______ pts.

Comments:

Portfolio Handout & Presentation (50 Points)

[Enter Combined Score from Separate Handout + Presentation Rubrics]

(0-29 points)

(30-34 points)

(35-39 points)

(40-44 points)

45-50 points)

______ pts.

Comments:

(0-28 points)

BENEDICTINE UNIVERSITY

SUGGESTED 16-WEEK ACTIVITY SCHEDULE FOR STUDENT TEACHERS

This pacing guide is for weeks of classroom instruction, and doesn’t include weeks off from school (e.g., Thanksgiving break; spring break; etc.). Academic content knowledge is infused and addressed across all student lessons.

WEEK ONE: Initial introduction to the class and school; Student Teacher is to gain knowledge of the class and pupils; may help individual pupils; may perform assigned duties.

WEEK TWO: Student Teacher will continue as above. Discuss long and short-range plans with Cooperating Teacher. Select first subject area and prepare plans for beginning the following week. All plans must be submitted to and approved by the Cooperating Teacher at least one day in advance. [The initial steps of the edTPA Checklist for Student Teachers have been completed.]

WEEK THREE: Begin teaching a subject area with jointly created plans. Select a second area to begin the following week with joint plans. Student Teacher may begin the day and dismiss students at noon or at the end of the day. Make time for bi-weekly conference.

WEEK FOUR: Continue teaching in two subject areas, the first now with student plans (but approved and evaluated by the Cooperating Teacher) and the second with joint plans. Begin plans (and may be teaching) for a third subject area late in the week. Cooperating Teacher may leave the room for short periods of time.

WEEKS FIVE AND SIX: Teach three areas/class periods with carefully approved plans. Make plans for the continued take-over and full teaching duties. Be certain that the Student Teacher knows the subject requirements for the remainder of the semester and where flexibility or change may be appropriate. Standardized testing, field trips, parent conferences, institutes -- all make a difference to the Student Teacher's plans. Make time for bi-weekly conference. [Task 1 of the edTPA Checklist for Student Teachers has been completed by week five]

WEEKS SEVEN, EIGHT AND NINE: Begin moving into full-time teaching as soon as deemed appropriate, although there is no hurry. Be ready to give help to the Student Teacher in planning units or subjects and provide advice and/or materials as needed. Cooperating Teacher should leave the classroom occasionally for longer periods. [Task 2 of the edTPA Checklist for Student Teachers has been completed by week seven, with Task 3 of the checklist completed by week eight, and all content of the edTPA completed by week nine]

WEEK TEN: Assume full control and responsibility for classroom instruction and teaching responsibilities. Conferences should be held daily to evaluate and to discuss the plans to follow. Cooperating Teacher will leave the room for longer periods of time -- perhaps half an hour or longer -- but observe carefully when in the room. Please keep the University Supervisor apprised of progress made. Make time for bi-weekly conference. Complete midterm evaluations (self-assessment and Cooperating Teacher). [All of the edTPA Checklist for Student Teachers has been completed and your edTPA portfolio submitted on Live Text.]

WEEKS ELEVEN, TWELVE, THIRTEEN AND FOURTEEN: Continue full teaching and planning responsibilities. Cooperating Teacher will leave classroom for extended periods of time but still supervise closely during the time spent in room. All plans and preparations are now in the hands of the Student Teacher. Plans must still be approved. (The Cooperating Teacher can be held legally responsible for the plans and activities of the Student Teacher). Make time for two bi-weekly conferences.

WEEKS FIFTEEN AND SIXTEEN: Cooperating Teachers will resume part of the teaching responsibilities. The remainder of the Student Teacher’s time will be used to view the Cooperating Teacher's methodology again, as well as to visit other levels in this school and others. The Cooperating Teacher will be apprised of and approve all visiting and teaching plans. Complete Final Evaluation.

15

Illinois Professional Teaching Standards Standard 1 - Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

Standard 2 - Content Area and Pedagogical Knowledge – The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

Standard 4 - Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.

Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

Standard 6 - Reading, Writing, and Oral Communication – The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Standard 8 - Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession. ______________________ Link to Complete IPTS Standards: https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx

Link to Illinois Learning Standards: https://www.isbe.net/Pages/Search-Results.aspx?k=learning%20standards