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Boyce College Undergraduate TEP Student Handbook 2011/12

Boyce College

TEP Student Handbook

Department of Teacher Education

Teacher as Servant-Leader

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TABLE OF CONTENTS

Accreditation Status-------------------------------------------------------------------------------- 3

Forward---------------------------------------------------------------------------------------------- 3

SECTION I: Philosophical Foundations-------------------------------------------------------- 4

Unit Mission and Vision-------------------------------------------------------------------------- 4

Unit Theme and Unit Goals---------------------------------------------------------------------- 5

Unit Dispositions---------------------------------------------------------------------------------- 6

Unit Standards and Professional Code of Ethics---------------------------------------------- 6

Kentucky Teacher Standards------------------------------------------------------------ 7

Professional Code of Ethics for Kentucky School Certified Personnel ---------- 10

SECTION II: Teacher Candidate Program Requirements---------------------------------- 11

Checkpoint 1 Admission to the TEP…………………………………… 11

Checkpoint 2 Admission to Supervised Teaching…………………….. 12

Checkpoint 3 Program Exit…………………………………………… 13

SECTION III: Teacher Education Program Guides ------------------------------------------ 15

Semester by Semester Curriculum Guide: Elementary Ed. P-5 -------------------- 15

Teacher Work Sample Guide----------------------------------------------------------- 16

TWS Lesson Plan Format--------------------------------------------------------------- 24

SECTION IV: Forms and Assessments

TEP Forms

Declaration of Teacher Education Major form----------------------------- 25

Field and Clinical Experience Forms

Available Times for Field Experience------------------------------- 26

Confirmation of 1st Field Experience Visit-------------------------- 27

Log of Field Experience Activities----------------------------------- 28

Clinical Experience Log of Assignments---------------------------- 29

Admission to TEP Forms

Admission to TEP Application--------------------------------------- 30

Checklist For Admission to Teacher Education Program--------- 32

Supervised Teaching Forms

Admission To Supervised Teaching Form-------------------------- 33

Checklist For Admission To Supervised Teaching---------------- 34

Professional Code of Ethics Commitment Form ---------------------------- 36

Assessment Instruments

KTS Teaching Standards Rubrics--------------------------------------------- 37

Boyce Dispositions Inventory-------------------------------------------------- 42

Boyce Dispositions Questionnaire--------------------------------------------- 44

KTS Student Teacher Final Evaluation Form-------------------------------- 50

SECTION V Appeals Procedures--------------------------------------------------------------- 53

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ACCREDITATION STATUS OF BOYCE TEACHER PREPARATION UNIT

The Boyce College Teacher Education Program is a state approved program. Boyce teacher

candidates of the Elementary Education P-5 degree program may now be formally admitted to the

Teacher Education Program for professional preparation as a fully certified elementary teacher, but

contingent on the successful passing of the required state tests (Praxis II and PLT). Graduates of the

Elementary Education P-5 degree program may apply for endorsement to teach in elementary grades

K-5. For the next two years, 2011-2013, the Boyce teacher preparation unit will be in the process of

fully implementing the Boyce Teacher Education Program components for review again in 2013 for

full accreditation.

FORWARD

This handbook serves as a guide for the teacher candidates of the Boyce College teacher

preparation unit as they prepare for admission to the Teacher Education Program (TEP), and as

they work through the program to meet the standards required of professional teachers. The

handbook is divided into five major sections: I. The Mission, Vision and Standards Guiding the

Boyce TEP; II. Teacher Candidate Requirements; III. Program Guides; IV. Forms and

Assessments of the TEP; V. The Appeals Procedure.

Each teacher candidate should be thoroughly aware of the information as presented in this

handbook. It should be used as a reference source to assist the teacher candidate in the

completion of the TEP requirements.

Every effort is made to maintain current information in this handbook; however, changes in this

handbook may occur without notice. The Department of Teacher Education of Boyce College

reserves the right to make any necessary changes without prior notice. These changes may be

dictated by actions of the Kentucky Education Professional Standards Board (EPSB) or by the

Boyce College Council on Teacher Education (CTE). Teacher candidates of the Teacher

Education Program must remain up-to-date by regular communication with the assigned

academic advisor and by attending all required meetings for teacher education candidates where

current information is dispensed.

The terminology “teacher candidate” in any official Boyce College publication is defined as a

person enrolled full- or part-time in the teacher education preparation program. Candidates are

distinguished from students in P-12 schools. As much as possible, this distinction is made

throughout all official Boyce College teacher preparation unit documents.

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SECTION I PHILOSOPHICAL FOUNDATIONS

Unit Mission

The Boyce teacher preparation unit functions under the division of Applied Studies and will initially provide the major of Elementary Education P-5, culminating in the Bachelor of Science (BS) degree.

Consistent with the mission of Boyce College and The Southern Baptist Theological Seminary, the

teacher preparation unit seeks to prepare students for service leadership roles throughout the world as professional educators in the public schools, in the Southern Baptist Convention (SBC) and other

Christian schools, and on the international mission field. Boyce teacher educators are trained to be totally

committed to the Bible as the Word of God, to the Great Commission as their mandate, and to service as

their calling. Therefore, the Boyce teacher preparation unit is founded on the philosophy of a Christian worldview which interprets personal, social, and historical events through biblical tenets, and which is

committed to the principles of Christian teaching in personal, professional, and social relationships.

The primary purpose of the Boyce Teacher Education Program (TEP) is to provide Christ-centered

quality teacher education, preparing teacher candidates for both Christian and public school teaching.

The Elementary Education P-5 major in teacher education includes instruction in theological ministry studies, in the content knowledge of the arts and sciences, and in professional teacher education

(knowledge, skills, and dispositions). All instruction is provided to teacher candidates to equip them for

professional leadership and service in a world of diversity. In conjunction with the general Mission of the

college, the teacher preparation unit strives to achieve the following specific goals:

Equip and train teachers for carrying out the Great Commission of Matthew 28:18-20.

Impart knowledge of and appreciation for people with diverse backgrounds.

Instill teachers with a knowledge and understanding of the principles and practices of

American education.

Impart knowledge in both the arts and sciences and biblical studies.

Integrate the appropriate academic disciplines into a coherent Christian worldview.

Develop the professional skills of pedagogy based on recognized “best practices” for

teaching in schools.

Foster competency in the dispositions for the professional teacher.

Provide leadership and professional service opportunities for teacher candidates in the

P-5 school and community.

Develop qualities of servant-leadership in the teacher candidates that will impact their

professional careers.

Unit Vision

It is the vision of the Boyce Teacher Education Program to educate teachers who recognize the

importance and value of teaching as a profession, and the need for effective leadership and

service in the field of education. As both a teacher and servant-leader, the Boyce teacher

candidate is trained to understand that effective leadership as a teacher begins in the classroom,

that success as a servant-leader in the school setting will depend on the establishment of the

professional learning community model that fosters cooperation and collaboration with the other

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professionals in the school, and works to focus the school on learning and not on teaching. To

assist in the achievement of this vision the Boyce candidate is taught to be aware of the multi-

faceted nature of educating and leading individual learners: that each learner exists in a diverse

society with a unique background; that all learners come to the education arena with different

physical, emotional, intellectual, social, and spiritual needs; and that teachers who successfully

meet these needs must be committed to student learning.

Unit Theme

The Boyce teacher preparation unit theme is teachers as servant-leaders. Under this

overarching theme we have adopted three sub-themes or qualities that we believe are necessary

to develop teachers as servant-leaders. These qualities are service, collaboration, and the

teacher as a reflective practitioner. Figure 1 below graphically depicts the unit theme and

sub-themes. All aspects of the Boyce teacher preparation unit, the course work, the field

experiences, and the clinical experiences, are designed to develop these qualities with the goal of

developing teachers as servant-leaders.

Unit Goals

To develop teachers as servant-leaders, the three major areas of knowledge, skills, and

dispositions form the superstructure of the Boyce teacher preparation unit conceptual framework

(See Conceptual Framework document) through which all program components function. We

believe that each of these areas are the major goals for the unit, and that the research supports the

interactive nature of these areas in the development of teacher as servant-leader. These unit

goals are also in alignment first with the goals of Boyce College to train leaders for various

social and church-related roles, then with the Kentucky Teacher Standards (KTS) for initial level

teacher preparation units as required by the Education Professional Standards Board of

Kentucky, and finally with the professional association standards for elementary teacher

education, Association for Childhood Education International (ACEI).

Teacher As

Servant-Leader

Service

Collaboration

Reflective

Practitioner

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Unit Dispositions

The “attitudes, values, and beliefs” (dispositions) that we believe are important to foster service,

collaboration, and the teacher as a reflective practitioner are listed below.

1. Service:

The teacher as servant-leader…

1.1 believes that the teacher is a servant first, and then a leader.

1.2. values opportunities to serve in the school, community, or professional organizations

that have potential for positive impact on the professional environment as a

learning community.

1.3. believes that relationships with others is based on integrity, honesty, and the value of

each individual as a person and what each can contribute to the school as a professional

learning community.

2. Collaboration:

The teacher as a collaborator…

2.1. values diversity as a fact of life that gives all individuals their own distinctive, and God-

given abilities.

2.2. recognizes that effective communication is a primary skill for effective collaborative

leadership.

2.3. believes that collaboration is necessary to develop a school culture of a professional

community of learners.

3. Reflection:

The teacher as a reflective practitioner…

3.1 knows that personal growth of knowledge is a life-long process necessary for

professional growth and effective servant-leadership.

3.2. believes that insights gained from teaching experience must be used for improved future

student learning.

3.3. recognizes the value of assessment data as a major source of information for reflection to

improve daily teaching for student learning and as a source for planning personal

professional development.

Unit Standards and Professional Code of Ethics

The Boyce teacher preparation unit is a standards-based program with all components of the unit

aligned strictly with the ten Kentucky Teacher Standards (KTS) for initial level teacher

preparation units. Course content, field and clinical experiences, the e-portfolio, and

assessments are designed to develop these ten standards. Candidates who complete the Boyce

Teacher Education Program will be evaluated for meeting these standards. These ten standards

and the indicators for each standard are listed below. In addition to the KTS, the Boyce teacher

preparation unit is committed to the code of ethics adopted by the state for all certified personnel

of Kentucky schools. Candidates are required to commit also to these ethical principles as part

of the preparation for teacher education. A listing of the Code of Ethics appears below.

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KENTUCKY TEACHER STANDARDS FOR TEACHER PREPARATION UNITS Kentucky Teacher Standards- Initial Level Performance

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

The teacher demonstrates a current and sufficient academic knowledge of the certified content areas to develop student knowledge and performance in those areas 1.1 Communicates concepts, processes, and knowledge

Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear, correct, and appropriate for students.

1.2 Connects content to life experiences of students. Effectively connects most content, procedures, and activities with relevant life experiences of students.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student

learning. Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear contribution to student learning.

1.4 Guides students to understand content from various perspectives. Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their

understanding.

1.5 Identifies and addresses students’ misconceptions of content. Identifies misconceptions related to content and addresses them during planning and instruction.

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION

The teacher designs/plans instruction that develops student abilities to use communication skills, apply

core concepts, become self-sufficient individuals, become responsible team members, think and solve

problems, and integrate knowledge 2.1 Develops significant objectives aligned with standards.

States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards.

2.2 Uses contextual data to design instruction relevant to students. Plans and designs instruction based on conceptual (i.e., student, community, and/or cultural) and pre-assessment data.

2.3 Plans assessments to guide instruction and measure learning objectives. Prepares assessments that measure student performance on each objective and help guide teaching.

2.4 Plans instructional strategies and activities that address learning objectives for all students. Aligns instructional strategies and activities with learning objectives for all students.

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Plans instructional strategies that include several levels of learning that require higher order thinking.

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE

The teacher creates a learning climate that supports the development of student abilities to use

communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 3.1 Communicates high expectations.

Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students’ ability to achieve these objectives.

3.2 Establishes a positive learning environment.

Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students.

3.3 Values and supports student diversity and addresses individual needs. Uses a variety of strategies and methods to support student diversity by addressing individual needs.

3.4 Fosters mutual respect between teacher and students and among students. Treats all students with respect and concern and monitors student interactions to encourage students to treat each other with respect and concern.

3.5 Provides a safe environment for learning. Creates a classroom environment that is both emotionally and physically safe for all students.

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STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION

The teacher introduces/implements/manages instruction that develops student abilities to use

communication skills, apply core concepts, become self-sufficient individuals, become responsible team

members, think and solve problems, and integrate knowledge. 4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage

students. Uses a variety of instructional strategies that engage students throughout the lesson on tasks assigned with learning

objectives.

4.2 Implements instruction based on diverse student needs and assessment data. Implements instruction based on contextual information and assessment data.

4.3 Uses time effectively. Establishes efficient procedures for performing non-instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time.

4.4 Uses space and materials effectively. Uses classroom space and materials effectively to facilitate student learning.

4.5 Implements and manages instruction in ways that facilitate higher order thinking. Instruction provides opportunity to promote higher-order thinking.

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS

The teacher assess learning and communication results to students and others with respect to student

ability to use communication skills, apply core concepts, become self-sufficient individuals, become

responsible team members, think and solve problems, and integrate knowledge. 5.1 Uses pre-assessments.

Uses a variety of pre-assessments to establish baseline knowledge and skills for all students.

5.2 Uses formative assessments. Uses a variety of formative assessments to determine each student’s progress and guide instruction.

5.3 Uses summative assessments. Uses a variety of summative assessments to measure student achievement.

5.4 Describes, analyzes, and evaluates student performance data. Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups.

5.5 Communicates learning results to students and parents. Communicates learning results to students and parents that provide a clear and timely understanding of learning

progress relative to objectives.

5.6 Allows opportunity for student self-assessment. Promotes opportunities for students to engage in accurate self-assessment of learning.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

The teacher uses technology to supports instruction; access and manipulate data; enhance professional

growth and productivity; communicate and collaborate with colleagues, parents, and the community; and

conduct research. 6.1 Uses available technology to design and plan instruction.

Uses technology to design and plan instruction.

6.2 Uses available technology to implement instruction that facilitates student learning. Uses technology to implement instruction that facilitates student learning.

6.3 Integrates student use of available technology into instruction. Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.

6.4 Uses available technology to assess and communicate student learning. Uses technology to assess and communicate student learning.

6.5 Demonstrates ethical and legal use of technology.

Ensures that personal use and student use of technology are ethical and legal.

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STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING. The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

7.1 Uses data to reflect and evaluate student learning. Reflects on and accurately evaluates student learning using appropriate data.

7.2 Uses data to reflect on and evaluate instructional practice.

Reflects on and accurately evaluates instruction practice using appropriate data.

7.3 Uses data to reflect on and identify areas for professional growth. Identifies areas for professional growth using appropriate data.

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student

abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve

problems, and integrate knowledge.

8.1 Identifies students whose learning could be enhanced by collaboration. Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale.

8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Designs a plan to enhance student learning that includes all parties in the collaborative effort.

8.3 Implements planned activities that enhance student learning and engage all parties. Implements planned activities that enhance student learning and engage all parties.

8.4 Analyzes data to evaluate the outcomes of collaborative efforts. Analyzes student learning data to evaluate the outcomes of collaboration and identifies next steps.

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and

processes necessary, and implements a professional development plan.

9.1 Self assesses performance relative to Kentucky’s Teacher Standards. Identifies priority growth areas and strengths by thoroughly and accurately assessing current performance on all the

Kentucky Teacher Standards.

9.2 Identifies priorities for professional development based on data from self-assessment, student

performance and feedback from colleagues. Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues.

9.3 Designs a professional growth plan that addresses identified priorities. Designs a clear, logical professional growth plan that addresses all priority areas.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on

instructional effectiveness and student learning. Shows clear evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

10.1 Identifies leadership opportunities that enhance student learning and/or professional environment

of the school. Identifies leadership opportunities in the school, community, or professional organizations and selects one with the potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill, and time requirement.

10.2 Develops a plan for engaging in leadership activities. Develops a leadership work plan that describes the purpose, scope, and participants involved and how the impact on student learning and/or the professional environment will be assessed.

10.3 Implements a plan for engaging in leadership activities.

Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how impact will be assessed.

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts. Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership efforts.

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PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL CERTIFIED PERSONNEL RELATES TO: KRS 161.028, 161.040, 161.120

STATUTORY AUTHORITY: KRS 161.028, 161.030

NECESSITY, FUNCTION, AND CONFORMITY: KRS 161.028 requires that the Education Professional Standards Board develop a professional code of ethics. This administrative regulation establishes the code of ethics for Kentucky school certified personnel and establishes that violation of the code of ethics may be grounds for revocation or suspension of Kentucky certification for professional school personnel by the Education Professional Standards Board.

Section 1. Certified personnel in the Commonwealth:

(1) Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship,

and safeguard the freedom to learn and to teach;

(2) Shall believe in the worth and dignity of each human being and in educational opportunities for all;

(3) Shall strive to uphold the responsibilities of the education profession, including the following obligations to

students, to parents, and to the education profession:

(a) To Students:

1. Shall provide students with professional education services in a nondiscriminatory manner and in consonance

with accepted best practice known to the educator;

2. Shall respect the constitutional rights of all students;

3. Shall take reasonable measures to protect the health, safety, and emotional well-being of students;

4. Shall not use professional relationships or authority with students for personal advantage; 5. Shall keep in confidence information about students which has been obtained in the course of professional

service, unless disclosure serves professional purposes or is required by law;

6. Shall not knowingly make false or malicious statements about students or colleagues;

7. Shall refrain from subjecting students to embarrassment or disparagement; and

8. Shall not engage in any sexually related behavior with a student with or without consent, but shall maintain a

professional approach with students. Sexually related behavior shall include such behaviors as sexual jokes;

sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate

physical touching, kissing, or grabbing; rape; threats of physical harm; and sexual assault.

(b) To Parents: 1. Shall make reasonable effort to communicate to parents information which should be revealed in the interest of

the student; 2. Shall endeavor to understand community cultures and diverse home environments of students;

3. Shall not knowingly distort or misrepresent facts concerning educational issues;

4. Shall distinguish between personal views and the views of the employing educational agency;

5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others;

6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for partisan

political activities; and

7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall

not offer any of these to obtain special advantage.

(c) To the Education Profession: 1. Shall exemplify behaviors which maintain the dignity and integrity of the profession;

2. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities; 3. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure

serves professional purposes or is required by law;

4. Shall not use coercive means or give special treatment in order to influence professional decisions;

5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional preparation

and legal qualifications; and

6. Shall not knowingly falsify or misrepresent records of facts relating to the educator's own qualifications or those

of other professionals.

http://www.lrc.ky.gov/KRS/161-00/028.PDF





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SECTION II: TEACHER CANDIDATE PROGRAM REQUIREMENTS

Three Checkpoint System of Assessment

The overall system of assessment for all teacher candidates occurs in the three checkpoints of the

Boyce Teacher Education Program, which serve as monitoring checkpoints for each teacher

candidate. Definite assessments are required for each teacher candidate in each of the 3

checkpoints. The assessments serve as criteria for completing that checkpoint, and are linked to

at least one of the Kentucky Teacher Standards, to the theme and sub-themes, and to the three

core components of knowledge, skills, and dispositions, of the Conceptual Framework of the

Boyce teacher preparation unit. This assessment process attempts to assure that each of the

teacher candidate program completers have met all program standards and have acquired the

necessary knowledge, have developed the relevant skills for effective teaching, have

demonstrated the required dispositions for the profession of teaching, and have proven

themselves to be servant-leaders.

Continuous Assessment Plan: The Three Checkpoints of the TEP

Checkpoint # 1 Assessment Criteria for Admission to the Teacher Education Program

Knowledge Assessments

1. Academic Test

Minimum Praxis I (PPST) Scores in Writing, Math, Reading, and Composite Score

NOTE: This PPST requirement is in effect as of Fall 2012

2. Course Requirements

1. Pass EN 101 & SP 105: Minimum grade of “C” (Collaboration disposition #2.2)

2. Pass ED 200 and 210: Minimum grade of “C”

3. Pass all General Education Core, Related Studies, and Biblical and Theological

courses taken prior to TEP application.(Reflection disposition #3.1)

Skills Assessments

1.Communication Skills: (Assessment of Reflection disposition #3.1)

a. Write Philosophy of Education (ED 200)

b. Impromptu writing assessment. (ED 200)

2. Computer Skills: (Assessment of Collaboration disposition #2.2), Develop and write

artifacts for e-portfolio (ED 210)

Dispositions Assessments

Complete Boyce Teacher Dispositions Inventory (ED 200) (Pre-assessment of all

dispositions for sub-themes of service: 1.1-1.3, collaboration: 2.1-2.3; and teacher as

reflective practitioner: 3.1-3.3)

Servant-Leadership Assessments

Be a member in KEA-SP:

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Checkpoint # 2: Assessment Criteria for Admission to Supervised Teaching

Knowledge Assessments (Assessment of Reflection disposition #3.1)

1. Knowledge of Teaching Content and Pedagogy: Pass all Curriculum Contract courses for

teacher education major with minimum grade of “C”, and maintain GPA of 2.5 minimum.

2. Knowledge of the Teaching Profession: Complete ED 381 Clinical Experience

assignments; pass all Professional Education courses with minimum grade of “C”.

3. Teaching Area Content Knowledge: Pass Praxis II for endorsement area (Not required

for supervised teaching admission but is required for state certification)

4. Knowledge of Principles of Learning and Teaching: Pass PLT test (Not required for

supervised teaching admission but is required for state certification).

Skills Assessments

1. Pedagogical Skills:

a) Write lesson plans for evaluation by course instructor (TWS format: See TWS

Lesson Plan Format, page 22) in all teaching methods courses. (Assessment of

KTS rubric #2) (Team collaborations used in lesson designing and planning:

Assessment of Disposition #2: Collaboration)

b) Pass Professional Education courses with a minimum of “C” grade. (Reflection

disposition #3.1)

c) Complete all Field Experience assignments –Professional Education courses with

Field Experience requirements; In ED 380 Field Experience: Teaching; and ED

420 Teaching Reading P-5 the teacher candidate is assessed during the course by

both the cooperating Field Experience teacher and the course instructor of the ED

380 and ED 420 course using KTS rubrics #’s 1-8: #1. demonstration of lesson

content knowledge, #2. lesson design and planning, #3. classroom management,

#4. lesson implementation, #5. assessments, #6. use of technology, #7.

collaborations, and #8. reflections. (Assessment of all dispositions for

collaboration: and reflection: See page 6 above).

2. Professional Education Skills: Complete clinical experience assignments ED 381 Clinical

Experience-the assignments are assessed by the course instructor. Write “reflections” as

part of the teaching of lessons in the ED 380 Field Experience: Teaching course.

(Assessment of teacher as a reflective practitioner, Disposition #3. KTS rubric #7)

3. Technology Skills: Two artifacts for each KTS uploaded to e-portfolio (Assessment of

KTS Rubric #6)


1. Boyce Teacher Dispositions Questionnaire: Completed in the seminar sessions of ED 381

Clinical Experience. (Pre-Assessment of all dispositions for sub-themes service,

collaboration, and reflection: Mean rubric score of 2.5 for all nine questions.).

2. KTS Rubrics #’s 7,8,10 during teaching lessons of field experience (ED380 and ED 420)

to assess dispositions for sub-themes service, collaboration, and teacher as reflective

practitioner.

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1. Complete service leadership assignments of ED 480 Field Experience: Service.

(Assessment of dispositions for service sub-theme and leadership skills using KTS rubric

#10, min. score: 3)

2. Complete service learning project of ED 330 Teaching Soc. Studies.(Assessment of

Service and leadership skills using KTS rubric #10, min. score: 3)

3. Be active in KEA-SP, state meetings and conferences.

Checkpoint # 3 – Assessment Criteria for TEP Exit

Knowledge Assessments (Assessment of KTS #1, using KTS rubric #1)

1. Teaching Content Assessment: Demonstrate knowledge of teaching area content during

teaching of lessons; four evaluations by the cooperating teacher and four by the college

supervisor during ED 490.

2. Knowledge of Lesson Planning: Demonstrate knowledge of lesson planning during

teaching of lessons; four evaluations by the cooperating teacher and four by the college

supervisor. (Assessment of KTS #2, using KTS rubric #2)

3. Knowledge of Teaching Strategies: Demonstrate knowledge of appropriate teaching

strategies during teaching of lessons; four evaluations by the cooperating teacher and four

by the college supervisor. (Assessment of KTS #2, using KTS rubric #2)

4. Knowledge of classroom management: In the course ED 430 Classroom Management

develop knowledge of classroom management and discipline and design a classroom

management strategy. (Assessment of KTS #3, using KTS rubric #3)

5. Knowledge of Assessment: Demonstrate knowledge of assessment during teaching of

lessons; four evaluations by the cooperating teacher and four by the college supervisor.

(Assessment of KTS #5, using KTS rubric #5)

6. Knowledge of Technology: Demonstrated in the planning and teaching of lessons and the

TWS Unit; Continued development of e-portfolio. (Evaluated by the college supervisor

using KTS rubric #6)

7. Knowledge of Program of Studies and Kentucky Core Content: Demonstrated in lesson

planning, and application of the TWS unit, and evaluated by the cooperating teacher and

college supervisor. (Evaluators use TWS Scoring Guide for TWS Section 2)

8. Knowledge of Unit Plan: Demonstrated in planning of the TWS Unit (Appendix: Table

10) and evaluated by the college instructor of Supervised Teaching (Assessment using

TWS Scoring Guide for each section of the candidate’s TWS narrative)

Skills Assessments 1. Teaching Skills Assessment: Demonstrate teaching skills during teaching of lessons; four

evaluations by the cooperating teacher and four by the college supervisor.


2. Assessment Skills: Demonstrate assessment skills during teaching of lessons and TWS

Unit (pre-assessment, formative assessments, and summative assessment) four evaluations

by the cooperating teacher and four by the college supervisor.


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3. Technology Skills Assessment: Demonstrate use of technology in lesson and unit

teaching; as seen on artifacts of the e-portfolio and as observed in teaching lesson of ED

490. Evaluated by the Coordinator of Supervised Teaching. (Assessment of KTS #6, using

KTS rubric #6)

4. Leadership Skills: Demonstrate leadership in the classroom and in the school; Evaluated

by the college supervisor. (Assessment of KTS #10, using KTS rubric #10)

5. Classroom Management Skills: Demonstrated in the creation of a “community of

proactive learners” and skills of classroom management during all phases of the

Supervised Teaching experience. Evaluated by both the cooperating teacher on a daily

basis and by the college supervisor’s observations and checklists. (Assessment of KTS #3,

using KTS rubric #3)


1. Boyce Teacher Dispositions Questionnaire: Completed during seminar sessions of the ED

490 Supervised Teaching course. Evaluated by the Supervised Teaching Supervisor.

2. Boyce Teacher Disposition Inventory summative assessment administration during ED

490 Supervised Teaching seminars.

3. KTS Rubrics #’s 7-10: Completed during observations of the teacher candidate in the

classroom and the school.


1. Service Leadership Assessment: Demonstrated by the student teacher in a school

leadership role. Evaluated by the leader of the program in the school using KTS Rubric

#10, min. score: 3.

15

SECTION III: TEACHER EDUCATION PROGRAM GUIDES

Four-Year Semester by Semester Schedule: Elementary Education P-5 Major NOTE: Students who score below the minimum required score on the English or Communications area of the scholastic aptitude test

(ACT, SAT, Praxis I), may be required to register for and successfully complete EN 099 Foundational English, with a grade no lower

than “C”, before being permitted to take EN 101 English Composition I. This would cause a one semester delay in the completion of the

English course requirements for making application to the Teacher Education Program (TEP).

Course Credits Course Credits

Teacher Work Sample Guide

Freshman year-1st Semester (15 credits) Freshman year-2

nd Semester (18 credits)

EN 101 English Composition I 3 EN 102 English Composition II 3

MA 102 Contemporary Mathematics 3 ED 200 Introduction to Teacher Education 3

SP 105 Introduction To Public Speaking 3 ED 210 Computers & Media in the Schools 3

BL 101 Old Testament Survey 3 BL 102 Old Testament Survey 3

PS 101 Intro. to Psychology 3 BL 111 Hermeneutics 3

Cumulative Credits………………………15 Cumulative Credits………………………………30

Sophomore year-1st Semester (18 credits) Sophomore year- 2


PH 321 Religion in the Public Square 3 BL 152 New Testament Survey II 3

HS 161 World History 3 EC 101 Economics 3

BL 151 New Testament Survey I 3 EN 221 World Literature Survey 3 PH 103 Introduction to Philosophy 3 TH 212 Theology II 3

MA 101 College Algebra 3 PE 231 PE/Health/Nutrition in Schools 2

TH 211 Theology I 3 EN 351 Children’s Literature 3

ED 481 Clinical Experience 1

Cumulative Credits……………………….48 Cumulative Credits……………………………….66

*Junior year – 1st Semester (17 credits) Junior year- 2


*Note: The candidate must be accepted into

the TEP by this semester to continue taking SC 111 Principles of Biology 3

Professional.Education (ED) Studies courses SC 112 Biology Lab 1

MU 320 Music For Elem. Teachers 2 ED 230 Child and Adolescent Dev. 3

SC 121 Principles of Phys Science 3 ED 330 Teaching Social Studies P-5 3 SC 122 Physical Science Lab 1 ED 380 Field Experience I: Teaching 1

HS 171 American History 3 ED 310 Elementary Math P-5, I 3

ED 220 Teaching Exceptional Learners 3 ED 410 Teaching Language Arts P-5 3

AR 231 Art for Elementary Teachers 2

TH 311 Theology III 3

Cumulative Credits……………………….83 Cumulative Credits………………………………100

Senior year -1st Semester (18 credits) Senior year – Winter Term

ED 320 Teaching Science P-5 2 ED 430 Classroom Management 3

ED 340 Educational Assessment 3 SS 211 American Government 3 Senior year 2


HU 421 Great Books Seminar I or II 3 ED 490 Supervised Teaching-Elem.P-5 9

ED 420 Teaching Reading P-5 3

ED 480 Field Experience II: Service 1 Cumulative Credits……………………………..130

ED 311 Elementary Math P-5, II 3

Cumulative Credits………………………118 Total Degree Required Credits………………130

16

Overview A completed Teacher Work Sample (TWS) is one of several culminating activities leading to a degree in

teacher education at Boyce College.. Concepts and terms from the TWS are imbedded into every Professional

Education course, and portions of the TWS are assigned throughout the program curricula.. A well-conceived, fully

implemented TWS is an integral component of the Supervised Teaching experience and must be submitted as part of

the electronic portfolio.

Teaching Process

Goal for Teacher Candidate Performance

Point

Value

Learning Context

The candidate describes a specific learning context, focusing on the classroom,

teacher, and student characteristics, which might affect student learning.

15

Learning Goal &

Objectives

The candidate sets a learning goal and multiple learning objectives that offer

variety and are appropriate to the learning context, challenging to students, and

aligned with Kentucky=s standards for student learning.

15

Assessment Plan

The candidate plans appropriate assessment strategies for each learning

objective to evaluate student learning before, during, and after instruction.

15

Design for

Instruction

The candidate designs instruction for specific learning objectives, taking into

account the entire learning context.

15

Instructional

Decisions

The candidate makes instructional changes based on analyses of assessments

before and during instruction, These assessments may be simple observations of

student reactions or actual “test” results.

5

Analysis of

Student Learning

The candidate uses assessment results to profile student learning and presents

an analysis of student progress for each learning objective.

15

Reflections & Self

Evaluation

The candidate reflects on his or her instruction and student learning to improve

teaching practice.

10

Competent

Communication

The candidate communicates about his or her teaching through the written TWS

document that reflects clarity of thought and competence in written English.

10

Total

100

Format

Your Teacher Work Sample should reflect your knowledge and skills in teaching as well as in

communicating about your teaching, through written expression. Please use the required Boyce College style for the

mechanics of writing, abbreviations, headings, series, quotations, footnotes, and references. Use 11-12 font and one

inch margins and tabs, and since this document is not being prepared for publication, single space the lines.

Write your TWS clearly and concisely in Standard English and attend closely to your concept development,

grammar, and mechanics. Concept development includes thesis, coherence, clarity, support, and transitions. Grammar includes parallelism, agreement, verb tense, and word choice. Mechanics include spelling, punctuation,

and capitalization. Use computer software to check spelling and grammar. This is a necessary yet not sufficient step

to accomplish this objective. Therefore, also print, proofread, and edit a hard draft, and then enter the edits into the

final draft on your computer before you submit your final TWS for your electronic portfolio.

17

Section 1: Learning Context

Goal for Teacher Candidate Performance: Learning Context

The candidate describes a specific learning context, including community, school, classroom, teacher, and

student characteristics that might affect student learning.

Targets & Scoring Guide: Learning Context

Target for Teacher Candidate Performance

Point

Value

1. The candidate describes specific community characteristics that might affect student learning.

2

2. The candidate describes specific school characteristics that might affect student learning.

2

3. The candidate describes specific classroom characteristics that might affect student learning.

2

4. The candidate describes characteristics of the classroom teacher and herself or himself that

might affect student learning.

3

5. The candidate describes specific student characteristics that might affect student learning.

5

6. The candidate documents literary support of two of the specific, context characteristics predicted to affect student learning during this unit of activities.

1

Total 15

Guidelines: Learning Context

Instructional Implications: Community, School, Students, and Physical Environment, Schedules

Describe the general socio-economic status of the community where your school is located and draw

inferences from this about the possible impact of this on your students’ learning in general as you teach this unit.

Describe the school, including its age and physical appearance; number of students; number of teachers; support

personnel; administration; student to teacher ratio; media and educational resources (e.g, computer lab, library,

teacher resource room); parent involvement; enrichment activities; sports; and extracurricular activities. How might the school as you have described it above, affect the learning of the students in any way, positive or negative. What

is the composition of your students in the classroom? How many students are in the classroom? What are the

genders by number? Do you have any that are repeating the grade? What is the ethnicity breakdown of the

students? Do you have a significant number of disadvantages students in you classroom? Do you have special needs

learners (LD, ADHD, autistic, etc.)? If so, how many, and what are the IEPs (if any) for these students? How will

these student characteristics and the dynamics of the classroom affect the possible learning outcomes during the

instruction of the unit? What is the physical environment of the classroom and how will that affect the instruction?

How is the room arranged, and will you need to do any rearranging to accommodate the instruction? How about the

lighting, the room temperature, and the resources available to you for performance of the teaching? Will any of this

affect the instruction and/or the student learning outcomes? Does the room arrangement allow you the freedom to

do grouping if necessary? What is the school schedule during the teaching of the unit? For example, are there any interruptions of the instruction by recess, or lunch, or students who are taken from the room for special resource

learning during the instruction of the unit time? How will any of this affect the learning outcomes?

18

Section 2: Learning Goal and Learning Outcomes

Goal for Teacher Candidate Performance: Learning Goal and Objectives

The candidate sets a learning goal and multiple learning objectives that offer variety and are appropriate to

the learning context, challenging to students, and aligned with Kentucky’s standards for student learning.

Targets & Scoring Guide: Learning Goal and Learning Outcomes

Targets for Teacher Candidate Performance

Point

Value

1. The candidate sets a learning goal that identifies levels and areas of learning that address the

grade-level curriculum and the specific students.

3

2. The candidate sets multiple learning outcomes that will lead the students to achieve the

learning goal.

5

3. The candidate sets learning outcomes that describe areas and levels of learning that are

appropriate to the students, grade level, and multiple learning activities.

5

4. The candidate aligns each learning outcome with Kentucky’s Core Academic State Standards

(Language Arts and Math UNITS) or the Content for Assessment or Program of Studies

(Units other than LA and Math)

2

Total 15

Guidelines: Learning Goals and Learning Outcomes

Appropriate Learning Goal

Contemplate the big picture and determine the overall goal you want your students to meet through their

participation in this unit of activity. State the goal in clear terms that would be understood easily by your students.

Avoid wordiness. Explain how this goal addresses one or more crucial components of the curriculum and how it is

appropriate, in terms of your students’ learning levels.

Multiple Learning Outcomes That Lead to the Goal

Determine what your students will need to know and do to reach the goal you have set. State each type of

knowledge or skill as a separate objective.

Learning Outcomes Match Learner Context, Grade Level, and Learning Activities

Consider each aspect of the learning context you described in Section I to assure that each objective is

appropriate for your specific community, school, classroom, classroom teacher, and students. Pay particular

attention to the achievement levels, prior knowledge, and learning styles of your students, and how these objectives

lend themselves to appropriate learning activities.

Learning Outcomes Align with State Standards

Show the alignment of each objective with Kentucky’s Core Content for Assessment. Write the code and

the Core Content indicator directly below each objective. Avoid “kitchen sink” alignment; include only the most

important and applicable indicator(s) for each objective.

19

Section 3: Assessment Plan

Goal for Teacher Candidate Performance: Assessment Plan

The teacher candidate plans appropriate assessments for each learning objective to evaluate student

learning before, during, and after instruction.

Targets & Scoring Guide: Assessment Plan

Target for Candidate Performance

Point

Value

1. The candidate plans and implements an appropriate pre-assessment and presents the results

in a table and chart.

3

2. The candidate uses pre-assessment results to plan, select, or design appropriate formative assessment and post-assessment strategies for assessing each learning objective.

3

3. The candidate develops reliable assessment strategies to evaluate the learner’s performance

on each learning objective.

3

4. The candidate plans assessment and scoring procedures that will yield valid results for determining progress toward the learning objectives.

3

5. The candidate plans adaptations in assessment procedures to meet the needs of each

student.

3

Total 15

Guidelines: Assessment Plan

Pre-assessment

Develop a pre-assessment strategy that is aligned with your unit goal and objectives. Administer the pre-

assessment well in advance of implementing your instructional unit. Develop a table and chart that reflect the pre-

assessment results.

Assessment Plan Overview

Develop a table that will reflect an overview of the assessment plan. Include four columns in the table with

these headings: Learning Outcome(s), Type of Assessment, Assessment Format, and Adaptations. The purpose of the

first two columns is to depict the alignment between the learning objectives and the planned assessments. The

Assessment Format column should summarize the type of assessment (e.g., objective test, essay response, authentic

performance, checklist, running record, project) to be used to assess the learning objectives. The Adaptations

column should explain any procedures that will be used to meet the individual needs of the learners in the

administration of the assessment(s). Make certain that the planned assessments are appropriate for the level of

objective intended to be assessed. For example, knowledge objectives might best be assessed by questions which

require the learner to respond with the correct knowledge; whereas, skills objectives might best be measured by requiring the learner to practice or demonstrate the learned skill; and thinking skills, such as analyzing or evaluating,

might best be assessed through some writing activity that requires that thinking process.

20

Reliable and Valid Assessment

Describe each of the assessment strategies (pre-assessment, formative assessments, post-assessment) that

you will use to evaluate learning for each of the learning objectives. Does your method(s) of assessment measure

what you intend for it to measure? Does y our pre-assessment and post assessment instrument measure reliably the

same construct or all of the same objectives or learning outcomes? Verify your judgments by collaborating with a practicing professional teacher.

1. Justify why you are choosing each of the assessment strategies.

2. If the pre-assessment and post-assessment are not the same, explain how each assesses the same

knowledge or skills. If they do not measure the same learning objectives, the conclusions you

make cannot be reliable, i.e. the results cannot be consistent from one measure to the next.

3. Make sure to plan enough items for the test measure(s) to be valid. If you do not have enough

items or enough opportunities for the learner to demonstrate learning, the test measure may not be

measuring what you wish for it to measure.

4. Explain how the assessment items or procedures are a valid assessment of the stated learning

objectives they are designed to measure.

Valid Assessment and Scoring Procedures

Describe the scoring procedures for each of the assessment strategies. Explain how you will use assessment

results to draw valid conclusions about each learner’s progress. State the criteria you will use to determine learner

progress. The criteria may be include a mastery scale, rubric, raw scores, percentage scores, gain scores,

performance rating scale, observation checklist, anecdotal record, or a combination of any of these. Regardless of

the chosen criteria, be sure to determine in advance of the pre-assessment how you will measure the students’

learning progress. If you will use a form for recording learner responses (e.g., rubric, checklist, rating scale), include

it in the Appendices and explain its use in the description of this section..

Adaptations in Assessment Administration Procedures

Based on the learning context for differences in student learning characteristics, describe any and all planned adaptations for the administration of each of the assessments. If you plan to use a different procedure for

some of the learners, describe precisely that adaptation.

Section 4: Design for Instruction

Goal for Teacher Candidate Performance: Design for Instruction

The candidate designs instruction for specific learning objectives, taking into account the entire learning context.

Targets & Scoring Guide: Design for Instruction


Point

Value

1. The candidate clearly describes how pre-assessment data inform content level and choice of

key teaching/learning activities.

5

2. The candidate plans appropriate teaching strategies that align with the learning objectives

and utilizes a variety of teaching strategies and resources to facilitate student learning.

4

3. The candidate discusses how certain contextual characteristics will impact instruction and

student learning.

4

4. The candidate integrates appropriate technology and highlights how it will enable teaching

and learning or provides a clear rationale for not using technology.

2

Total 15

21

Guidelines: Design for Instruction

Interpretation and Application of Pre-assessment Data

Discuss what the pre-assessment data suggest or reveal about students’ strengths and weaknesses in relation

to the learning objectives. Then show how the inferences you draw from the pre-assessment data guide you to select appropriate level(s) of content and learning strategies. If you had already made plans for the instruction or parts of

it, what changes were required as a result of the pre-assessment results?

Plan for Instruction

Draw upon your knowledge of professional theories, principles, best practices, and research to design a

block plan that shows the topic of each learning activity and the learning objective(s) addressed. Be certain that

your plan includes a variety of teaching strategies and resources. Then, write a narrative that explains the block plan

by presenting the scope and sequence (the flow) of the activities and provides clear rationales for your choices of

activities. Explain how your plan reflects recognized approaches or “best practices” to teaching for the learning

objectives you have identified for this unit.

Impact of Learning Context

Identify the contextual characteristics (especially special student needs) you are addressing, as you plan for

instruction. Is there any individual student or group of students you are making adjustments in your plan for the

instruction? Describe the possible impact of each identified characteristic and how your instructional plan deals with

it.

Use of Technology

Explain how you will use technology during instruction. Discuss how it will contribute to teaching and learning. If

you cannot use technology, provide justification.

Section 5: Instructional Decisions

Goal for Teacher Candidate Performance: Instructional Decisions

The candidate makes instructional decisions and changes based on analysis of the teaching, student

learning, and the learning context.

Targets & Scoring Guide: Instructional Decisions

Target for Teacher Candidate Performance Point

Value

1. The candidate makes sound instructional decisions for changes in the instructional

procedures to address individual student or group performance.

2

2. The candidate connects instructional decisions for changes to achievement of the learning

objective(s).

3

Total 5

22

Guidelines: Instructional Decisions

Instructional Decisions Informed by Student Performance

Discuss two changes you made in terms of content level, pacing, sequencing, instructional strategy,

classroom management, etc., in response to individual student or group performance or need, as indicated by formative assessment data or instructional feedback during instruction. Were the modifications effective? Discuss

the impact of the modifications.

Instructional Decisions and Learning Goals

Discuss how each of the instructional decisions for change of instructional procedure contributed to the

realization of any of the unit learning objectives.

Section 6: Analysis of Student Learning

Goal for Teacher Candidate Performance: Analysis of Student Learning

The candidate uses assessment results to profile student learning and presents an analysis of student

progress for each learning objective.

Targets & Scoring Guide: Analysis of Student Learning


Point

Value

1. The candidate graphically presents the results of the assessments clearly and accurately for

each learning objective, comparing the pre-assessment data and the post-assessment data.

4

2. The candidate analyzes assessment results from the data for both the whole class and two

subgroups, using the criteria identified in the Assessment Plan.

4

3. The candidate interprets and draws meaningful and appropriate conclusions that are based

upon analysis and interpretation of assessment results.

5

4. The candidate presents evidence that clearly demonstrates the affective impact of the learning

on student attitudes and/or behavior resulting from the overall instructional unit or any

segment thereof.

2

Total 15

Guidelines: Analysis of Student Learning

Graphic Presentation of Assessment Results

To analyze the progress of your whole class, create a table using computer technology that shows pre- and

post-assessment data on every student on each of the learning objectives. Then create a graphic (chart) summary that

shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you

identified for each learning objective, in the Assessment Plan section.

Analysis of Student Learning

Whole Group. Using the assessment data, analyze and describe student progress for the whole class, along

each learning objective, according to the criteria you identified in the Assessment Plan section. For example, if your

criterion for one or more of your objectives was a rubric, how many of the students showed learning progress to the

higher levels of the rubric? If you used a mastery, partial mastery, no mastery scale, how many of the students

increased their mastery of the criterion set for each objective?

23

Sub-Groups. Select any two groups (male vs. females, special needs vs. non-special needs, two different ethnic

groups or individuals, etc) to compare for progress on each learning objective. Describe group similarities and

differences in achieving the criterion set for each objective. Did one of the sub-groups do better than the other(s) on

any objective? Explain possible reasons for similarities and differences

Interpretation of Assessment Results Pull back from the details of your assessment results and discuss what your students learned during this unit

of instruction. How well did they accomplish your learning objectives? What new knowledge and skills did they

demonstrate? Will there be any transfer of what they learned to other studies in future lessons?

Section 7: Reflection and Self-Evaluation

Goal for Teacher Candidate Performance: Reflection and Self-Evaluation

The candidate reflects on his or her instruction and student learning to improve teaching practice.

Targets & Scoring Guide: Reflection and Self-Evaluation

Target for Teacher Candidate Performance in Reflection and Self-Evaluation Point

Value

1. The candidate reflects on the need for changes in the learning objectives, instruction, and

assessments to improve student learning.

5

2. The candidate reflects on implications for professional development resulting from the

experience of planning and teaching this unit of instruction (the TWS).

5

Total 10

Guidelines: Reflection and Self-Evaluation

Reflection on Modifications to the Unit of Instruction

Reflect back over the entire unit, both the planning process and the actual instruction, and assessments, and

discuss any changes that you now believe would improve student learning. These modifications may relate to the

learning objectives, assessments (pre-, formative, or post-), or the instruction and/or planned learning activities.

Reflection on Implications for Professional Development

What has the planning and implementation of this unit of instruction revealed to you about yourself?

Consider these questions as you reflect on this issue: What strengths and/or weaknesses emerged with regard to...

your planning skills and abilities for a lengthy unit of instruction? ...your knowledge of assessment and developing

assessment criteria? ...your knowledge of the subject area covered by this unit? ...your ability to select effective

learning activities related to specific learning objectives? ...your teaching skills for affecting learning? ...your ability

to attend to the attitudes and behaviors of the students during instruction? ...your ability to meaningfully analyze and interpret assessment results to determine student learning? ...your ability to manage the learning environment

(classroom management skills) to keep learning on track?

Identify any three of these areas of consideration and present evidence for your personal need for

improvement in these areas that emerged from this unit planning and instruction. Finally, describe specific steps you

would take to meet the goal of improving in these areas.

A sample Lesson Plan format for a single TWS lesson is below. Teacher candidates must use this format for all

assigned lesson plan

24

Written and Revised by Dr.Al Hickey, 10-09-11

Boyce College TWS Lesson Plan Format

Name:_____________________________ Date: Age/Grade Level: # of Students: ____ IEP Needs: ____________________ Other Special Needs: __________ Subject: Major Content: Lesson Length: Unit Title: (if any) Lesson Number and Title (if part of unit): __________ Context

Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic.

Describe the students’ prior knowledge and the focus of related previous lesson(s).

Describe generally any critical student characteristics or attributes that will affect student learning (e.g. any students with learning disabilities, behavior disorders, autism, etc.)

Learning Outcomes (Lesson Objective(s)) State what students will learn as a result of this lesson. Objectives must be student-centered and observable and measurable. Always list the learning outcomes numerically (1,2,3, etc) The statement of the learning outcome(s) should use Bloom’s action verbs stating what the students will learn as a result of the lesson OR identify each learning outcome in terms of the Depth of Knowledge (DOK) the it is intended to achieve. It should NOT include the learning activity or activities that the student will engage in to achieve the learning outcome(s). The learning activities are part of the “Procedures” below.

Connection To KY State Learning Outcomes Connect your goals and objectives to appropriate Common Core State Standards for language arts: English Language Arts Deconstructed Standards or math lessons: Mathematics Deconstructed Standards; or connect to the Core Content for Assessment for other subject area lesson topics. Make certain that your lesson objective(s) is aligned with the appropriate state standards. Identify the appropriate state standard with the number for that state standard written in parenthesis after your stated objective(s).

Assessment Plan

In table format, organize how each objective will be assessed. The numbers in the assessment table should match the numbers of the objectives as used in the “Objectives” section above. Attach copies of assessment instruments and rubrics (if applicable to the lesson plan) that will be used in the assessment procedure(s). The “Degrees of Knowledge (DOK)” column is a hyperlink to a website about the DOK for each subject area. Click on it to go to the website.

Learning Outcome/Assessment Plan Organizer (Sample)

Learning Outcome Number

Type of Assessment

Description of Assessment

Degrees of Knowledge

(DOK)

Adaptations and/or

Accommodations For Individual

Learners

Objective 1 Formative Brainstorm 1 Record ideas visually

Objective 2

Summative

Written response for student

portfolio

3

Word banks for student with reading IEP

Resources, media, and technology

List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the students.

If appropriate, list technology resources for the lesson including hardware, software, and Internet URLs, and be sure to cite the sources used to develop this lesson.

Procedures List in numerical order (1, 2, 3, etc.) the strategies and activities you will use to involve students and accomplish the lesson objectives. Cross-reference each strategy with the objective the strategy is designed to achieve by putting the objective number in parentheses (1) or (2), etc. after each strategy. The procedures may include procedures for triggering prior knowledge and strategies to meet individual student needs and the diversity in your classroom.

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/English+Language+Arts+Deconstructed+Standards.htm

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/English+Language+Arts+Deconstructed+Standards.htm

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Mathematics+Deconstructed+Standards.htm

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Core+Content+for+Assessment/Core+Content+for+Assessment+4.1/

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Core+Content+for+Assessment/Core+Content+for+Assessment+4.1/Content+Specific+Core+Content+for+Assessment+DOK+Support+Materials.htm



25

SECTION IV: TEP FORMS AND ASSESSMENT INSTRUMENTS

TEP FORMS

Boyce College Department of Teacher Education

Declaration of Teacher Education Major

(Please, type or print)

Student: Date: ___/____/_____

Last First Middle I. Maiden

Local Address: Tel #: _____________

Street City State Zip Code

Permanent Address: Tel #.:_____________

Street City State Zip Code

E-mail Address: _________________SS Number:____________ Boyce ID # ____________

Date of Birth: / / Gender: __M, __F Marital Status: __Single, __Married

Ethnicity (Check one):___ Non-resident Alien, ____ Black, not Hispanic Origin,

____ American Indian or Alaskan Native ____ Asian/Pacific Islander____ Hispanic ,

____ White, not Hispanic

Classification(s) (check all that apply):

____ Freshman____ Sophomore____ Junior____ Senior ____ Full-Time____ Part-Time

____ New ____ Continuing ____ Transfer ____ Post Baccalaureate

I hereby declare teacher education as my academic major. The declared major is checked

below:

Major Area: ___ Elementary Education P-5, BS Degree

_____________________________________________________

Teacher Candidate Signature

26

FIELD AND CLINICAL EXPERIENCE FORMS

AVAILABLE TIMES FOR STUDENT FIELD EXPERIENCES

Teacher __________________ Course __________________ Time _______________

NAME

Last, First

Desired

Grade/

Subject

Available

Days Times

Special Requests

(Transportation needs, etc.)


27

CONFIRMATION OF 1ST FIELD EXPERIENCE VISIT

Student:______________________________________________________________________ Assigned Field Experience Time and Day(s): _______________________________________ Field Experience Assignment: ______ hours to be completed by week of _______________ School: ________________________Assigned Teacher: ______________________________ Dear Field Experience Teacher: The scheduled date for the first field experience visit with you by the student listed above is required to be completed no later than _______________________________. Please sign this form below to confirm that the Boyce College student assigned to you did come for the first visit as scheduled. If the student came for the first visit on a date later than that shown above, please enter the date the student came and then sign below. Confirmation Statements: The Boyce student assigned to me for Field Experience did come for the first visit on the date shown above. Teacher Signature: ______________________________________________________ The Boyce student assigned to me for Field Experience did not come for the first visit on the date shown above. The date the student came was___________________________. Teacher Signature: ______________________________________________________


TO THE STUDENT: This form is to be returned to the Boyce course instructor during the class following the first field experience visit.

28


FIELD EXPERIENCE LOG OF ACTIVITIES

Course Prefix and Title __________________________________________________________

Field Experience hours required for this course: _______ Total FE Hours Completed ________

School Name: _____________________________ School District: _______________________

Field Experience Teacher: ____________________________ Grade Level(s): ______________

NOTE: PLEASE COMPLETE THIS FORM WITH INK PEN, NOT PENCIL

DATE TIME ACTIVITY DESCRIPTION

(Example: “Worked with a small group”)

FE TEACHER

SIGNATURE

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

______________________________ ________________________________ ________

Teacher Candidate (print) Teacher Candidate Signature Date

_________________________________ ________________________________ ________

Course Instructor (print) Course Instructor Signature Date


29


CLINICAL EXPERIENCE LOG OF ASSIGNMENTS

Course Prefix, Number, and Title: ED 381 Clinical Experience

Boyce Clinical Experience Course Instructor: __________________________________

Directions: As you complete each of the assignments for the ED 381 Clinical Experience

course, write the number and name of the assignment as listed in the course syllabus on one of

the lines below. List each assignment name in the order in which you completed it. Be sure to

record the school and/or organization with which you worked to complete the assignment. Also,

be sure to get the contact person through whom you worked at the school and/or organization to

record his/her signature and phone number. The phone number is needed to contact that person

in case there are questions about the assignment. The documentation for each assignment must

be attached to this log and submitted to the course instructor for evaluation and credit.

Documentation may include any forms that you receive from the school or organization which

relates to the assignment. It also includes the research done online about the assignment, and the

printed slides of your Power Point presentation with any handouts you use in the presentation.

#

Assignment Name

School or

Organization

Contact Person

(Please print and

then sign your

name)

Contact

Phone

Number

( )

__________

( )

__________

( )

__________

( )

__________

Assignment Dates: Record the date or dates you visited the school or organization to complete

the assignments:

Assignment #_____: Date(s) ______________________________________________

Assignment # ____: Date(s) ______________________________________________


30

ADMISSION TO TEP FORMS

ADMISSION TO TEACHER EDUCATION PROGRAM (TEP) APPLICATION

Vital Data Form

(Please, type or print)

Candidate:

_______________________________________________Date: _______________ Last First Middle I. Maiden

Local Address: Tel.: ________________ Street City State Zip Code

Permanent Address: Tel.:________________ Street City State Zip Code

E-mail Address: ________________________Social Security Number:__________________

Date of Birth: / / Gender: __M, __F Marital Status: ___Single, ___Married

Ethnicity (Check one):___ Non-resident Alien, ____ Black, not Hispanic Origin, ____ American Indian or Alaskan Native

___ Asian/Pacific Islander, ____ Hispanic , ____ White, not Hispanic


____ Freshman ____ Sophomore ____ Junior ____ Senior ____ Full-Time ____ Part-Time


Major Area: ___ Elementary Ed., Academic Advisor: ______________________

Grade Point Average (GPA) (min. 2.50 required for TEP admission): _______,

Credit Hours Completed: _______ (min. 30)

Date of Admission to Boyce College , Projected Graduation Date: ________

Letter Grade Achieved: EN 101 ; SP 105____; ED 200 ; ED 210 ;

Most Recent ACT Composite Score (min. 20):_______; OR SAT Score (min. 990) ______

OR Praxis I Composite Score (min. 532) ______ NOTE:

1. Applicants must fill out all forms completely with appropriate information. 2. ALL items on the checklist (See Checklist below) must be received by the set deadline. 3. Application packets with missing items will NOT be accepted. 4. All letters of recommendation should be sent directly to the Office of the Boyce College,

Department of Teacher Education, Rankin 203, Louisville, KY 40280

It is the applicant’s responsibility to ensure that all letters of recommendation are received by the set deadline.


31

I hereby apply to the Boyce College Council on Teacher Education (CTE) for admission to the

Teacher Education Program (TEP). I have attached appropriate documentation as evidence that I

have achieved each of the following criteria for admission to the TEP:

1. A minimum of 30 semester credit hours successfully passed at Boyce College and

presently enrolled at Boyce as a fulltime student. (Or 45 credit hours with a GPA of 3.0,

if no ACT, SAT, or Praxis I score is presented for #3 below)

2. A completed Vital Data Form (See above).

3. Proof of Academic Achievement Test Score: ACT minimum composite score of 20; or

SAT minimum composite score of 990; or PRAXIS I minimum composite score of 532

4. A cumulative grade point average of 2.50 or above on a scale of 4.0.

5. A grade of “C” or above in the following courses:

EN 101, SP 105, ED 200, ED 210, All courses already taken in General Education and

Biblical Studies must also be a “C” grade or higher.

6. The 6 Required Documents listed in the Checklist for TEP Application (See below).

7. All Required E-Portfolio Entries listed in the Checklist for TEP Application (below)

8. Three letters of recommendation, one from each classification listed, addressed to the

Council on Teacher Education.

9. A current Curriculum Contract for my major with my academic advisor’s signature.

I authorize Boyce College to submit confidential credentials to the Council on Teacher

Education for evaluation to determine my compliance with Boyce College standards and

regulations for admission to the Teacher Education Program. I understand that if I am admitted

to the Teacher Education Program, it is my responsibility to maintain credentials that are in

compliance with Kentucky state standards and regulations; and if I plan to teach in a state other

than Kentucky, I also have to be in compliance with that state’s standards and regulations.

Furthermore, I certify that answers submitted are true and accurate to the best of my knowledge.

Falsified statements on this application or other documents, unsatisfactory academic progress,

failure to maintain appropriate credentials, or disciplinary action by Boyce College against me,

shall be considered sufficient cause for the Council on Teacher Education to remove me from the

Teacher Education Program and any rights and privileges related thereto.

Name (Print): _____________________________________________________

Signature: ________________________________________________________

Date: ___________________________


32

CHECKLIST FOR ADMISSION TO TEACHER EDUCATION PROGRAM

The checklist below lists all of the requirements for admission to the Boyce Teacher Education Program. On the line

after each of the items, record the date you completed that requirement or place a check after it, and attach the

documents which verify the completion of each requirement. Please make certain that each attached document is

clearly identified for its purpose in this application process:

TEP ADMISSION REQUIREMENT

1. Academic Achievement Test Score Options (Check One and record the score): DATE

ACT _____ Comprehensive Score; _________(Required:20) -------------------------------------_____________

SAT _____ Comprehensive Score: _________ (Required: 990)----------------------------------- _____________

Praxis I ___ Comprehensive Score: _________ (Required:532) ----------------------------------- _____________

GPA Option: GPA for 45 credit hours of Boyce College course work.

Accumulated GPA: _____________ (Required:3.0)

2. Boyce College Transcript: The Following Coursework with Minimum Grade of “C”:

EN 101 English Composition I : Final Grade=_______ Check _______

SP 105 Introduction to Public Speaking: Final Grade=_______ Check _______

ED 200 Introduction to Teacher Education: Final Grade=_______ Check _______

ED 210 Computers & Media in the Schools: Final Grade=_______ Check _______

All coursework on Curriculum Contract: minimum grade of “C” Check _______

3. Required Documents:

Philosophy of Education--------------------------------------------------------- Check _______

Boyce Teacher Dispositions Inventory---------------------------------------- Check _______

Impromptu writing sample------------------------------------------------------ Check _______

Signed copy of the professional Code of Ethics----------------------------- Check _______

A personal Autobiographical Sketch ----------------------------------------- Check _______

4. Required E-portfolio Entries

Philosophy of Education---------------------------------------------------------------- Check _______

Autobiographical Sketch --------------------------------------------------------------- Check _______

TWS Lesson Plan for a topic in your major (KTS Standard 2)-------------------- Check _______

Microsoft Publisher Brochure (KTS Standard 8) ---------------------------------- Check _______

Power Point w/ Lesson Plan (KTS Standard 2 & 9) ------------------------------ Check _______

Web Quest (KTS Standard 9) -------------------------------------------------------- Check _______

Grade Book (Microsoft Excel) (KTS Standard 6) --------------------------------- Check _______

Excel Assessment Information Table (KTS Standards 5 and 6)------------------ Check _______

5. Letters of Recommendation

Academic Advisor -------------------------------------------------------------------- Check _______

Another Boyce Professor ------------------------------------------------------------- Check _______

Pastor or Church leader --------------------------------------------------------------- Check _______

6. Updated Curriculum Contract signed by advisor (Status Sheet) Check _______


33

SUPERVISED TEACHING FORMS

Boyce College

Department of Teacher Education

Admission to Supervised Teaching Form (Please, type or print)

Candidate: ( ) Date: ______________ Last First Middle I. Maiden

Local Address: Tel.: ________________ Street City State Zip Code

Permanent Address: Tel.:________________ Street City State Zip Code

E-mail Address: _________________________ Social Security Number: ____________________

Date of Birth: / / Gender: __M, __F Marital Status: ____Single, ____Married

Ethnicity (Check one):___ Non-resident Alien, ____ Black, not Hispanic Origin, ____ American Indian or Alaskan Native

____ Asian/Pacific Islander, ____ Hispanic , ____ White, not Hispanic


____ Freshman ____ Sophomore ____ Junior ____ Senior ____ Full-Time ____ Part-Time


Major Area: ___ Elementary Ed., Academic Advisor: ______________________

Grade Point Avg. (min. 2.50 required for Supervised Teaching Admission): _______,

Credit Hours Completed: _______ (min. 30 credit hours)

Date of Admission to Boyce College _____ Projected Graduation Date: ___________

Letter Grade Achieved: EN 101 ; SP 105____; ED 200 ; ED 210 ;

Most Recent ACT Composite Score (min. 20):_______; OR SAT Score (min. 990) ______

OR Praxis I Composite Score (min. 532) ______

NOTE: 1. Applicants must fill out all forms completely with appropriate information.

2. ALL items on the checklist (See attached Checklist) must be received by the set

deadline. 3. Application packets with missing items will NOT be accepted.

4. All letters of recommendation should be sent directly to the Office of the Boyce

5. College, Department of Teacher Education, Rankin 203, Louisville, KY 40280

It is the applicant’s responsibility to ensure that all letters of recommendation are received

by the set deadline.


34

CHECKLIST FOR APPLICATION TO SUPERVISED TEACHING

The checklist below lists all of the requirements for admission to Supervised Teaching. On the

line after each of the items, place a check mark for each one you have completed and attach the

documents which verify the completion of each requirement. Please make certain that each

attached document is clearly identified for its purpose in this application process:

SUPERVISED TEACHING ADMISSION REQUIREMENT

Part I. Check

1. Admission to Boyce TEP

(Copy of letter of notification of admission to Boyce TEP) ------ ___________

2. Copy of Curriculum Contract: (signed by advisor)

(Showing all coursework either completed or scheduled) ------- ___________

3. Copy of official transcript:

(No grades below “C”)------------------------------------------------- ___________

4. Cumulative GPA:

(2.5 for all coursework completed at Boyce College -------------- __________

5. Current E-portfolio

(Minimum of 1 artifact for each of the 10 KTS Standards) ------ __________

6. Dispositions Assessment:

Dispositions Questionnaire and Boyce Dispositions Inventory __________

(Copy of score results completed in ED 200 and ED 381)

7. Physical Exam:

(Physicians report; must show results of TB test) ------------------ __________

8. Criminal Records background check

(Signed and dated form by legal authorities) ---------------------- __________

9. Liability insurance:

(Proof of membership in KEA-SP) --------------------------------- __________

10. Letters of Recommendation:

1. Faculty Member of teacher education major ------------------- __________

2. Faculty member of General Education or Biblical Studies -- __________ 3. Teacher of one of the Field Experiences------------------------- __________

NOTE: Submit all of the above documents by the posted deadline date for action by the Council

on Teacher Education.

Part II.

Notification Letter for Supervised Teaching: After reviewing the documents 1-10 above, a

letter of notification will be sent to you to “accept” or “reject” your application for

Supervised Teaching from the Chair of the Boyce Department of Teacher Education. If

“Accepted” you will be automatically registered for Supervised Teaching for the next

semester. If “Rejected” you may correct any deficiency and reapply.

35

I hereby apply to the Council on Teacher Education (CTE) for admission to Supervised

Teaching. I have complied with all requirements for admission to Supervised Teaching for

the (spring) (fall) semester of ______________ (year). I have attached all documentation as

listed in the above checklist as evidence that I have complied with all requirements for

admission to Supervised Teaching. I also understand that I must successfully complete the

remaining coursework for this current semester of enrollment, and must enroll for and

successfully complete the ED 430 Classroom Management with minimum grades of “C”.

I also understand the school placement I receive for Supervised Teaching is at the

discretion of the Boyce Coordinator for Supervised Teaching, according to the availability

of cooperating teachers for Supervised Teaching in the schools of Jefferson County and

surrounding areas.

Signature: ______________________________________________Date:_________________

Statement of Authorization, Qualification for Teacher Certification, and Removal from

Supervised Teaching:

I authorize Boyce College to submit confidential credentials to the Council on Teacher

Education for evaluation to determine my compliance with Boyce College standards and

Kentucky state regulations for admission to Supervised Teaching. I understand that if I am

admitted to Supervised Teaching, it is my responsibility to abide by the Code of Ethics for

professional teachers in the state of Kentucky and that I am subject to the same rules and

regulations that apply to the teachers and staff of the school where I may perform my student

teaching duties. I also understand that the state of Kentucky requires the passing of the Praxis II

and PLT tests for my endorsement area in order to apply for teaching certification in the state of

Kentucky. Furthermore, I certify that information submitted for this application to be admitted to

Supervised Teaching are true and accurate to the best of my knowledge, and that the documents

submitted are my own. I finally recognize that falsified statements on this application or on the

submitted documents, unsatisfactory academic progress, failure to maintain appropriate

credentials, failure to abide by the rules and regulations of the school where I am placed for the

student teaching, or disciplinary action by Boyce College against me, shall be considered

sufficient cause for the Council on Teacher Education to remove me from Supervised Teaching

and that I shall forfeit any rights and privileges related thereto upon my removal.

Name (Print): _____________________________________________________

Signature: ________________________________________________________

Date: ____________________________


36

PROFESSIONAL CODE OF ETHICS COMMITMENT FORM

Each teacher candidate of the Boyce Teacher Education Program is required to read and accept the

Kentucky Professional Code of Ethics as written below. As part of the process to be admitted to the Boyce

TEP, please read and then signature on the designated line below to indicate your personal and professional

commitment to this code of ethics.

Professional Code of Ethics For Kentucky Certified School Personnel Certified School Personnel in the Commonwealth:

1. Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture

democratic citizenship, and safeguard the freedom to learn and to teach.

2. Shall believe in the worth and dignity of each human beingand in educational opportunities for all.

3. Shall strive to uphold the responsibilities of the education profession, including the following

obligations to students, to parents, and to the education profession.

To Students

1. Shall provide students with professional education services in a nondiscriminatory manner and in consonance with accepted best practice known to the educator.

2. Shall respect the constitutional rights of all students.

3. Shall take reasonable measures to protect the health, safety, and emotional well-being of students.

4. Shall not use professional relationships or authority with students for personal advantage.

5. Shall keep in confidence information about students which has been obtained in the course of

professional service, unless disclosure serves professional purposes or is required by law.

6. Shall not knowingly make false or malicious statements about students or colleagues.

7. Shall refrain from subjecting students to embarrassment or disparagement.

8. Shall not engage in any sexually related behavior with a student with or without consent, but shall

maintain a professional approach with students. Sexually related behavior shall include such behaviors

as sexual jokes; sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or grabbing; rape; threats of physical harm; and

sexual assault.

To Parents

1. Shall make reasonable effort to communicate to parents information which should be revealed in the

interest of the student.

2. Shall endeavor to understand community cultures and diverse home environments of students.

3. Shall not knowingly distort or misrepresent facts concerning educational issues.

4. Shall distinguish between personal views and the views of the employing educational agency.

5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others.

6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for

partisan political activities.

7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall not offer any of these to obtain special advantage.

To the Education Profession

1. Shall exemplify behaviors which maintain the dignity and integrity of the profession.

2. Shall accord just and equitable treatment to all members of the profession in the exercise of their

professional rights and responsibilities.

3. Shall keep in confidence information acquired about colleagues in the course of employment, unless

disclosure serves professional purposes or is required by law.

4. Shall not use coercive means or give special treatment in order to influence professional decisions.

5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional

preparation and legal qualifications.

6. Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other professionals.

I hereby promise to abide by this code of ethics as a professional teacher:

___________________________________________________________ ____________________ Signature Date

37

ASSESSMENT INSTRUMENTS

KTS TEACHING OBSERVATION RUBRICS

Kentucky Teacher Standards Rubrics

Standard 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

Directions: After observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then

follow directions for that level with regard to the indicators

1 2 3 4

NOVICE DEVELOPING PROFICIENT DISTINGUISHED

The teacher candidate

fails to demonstrate a

current and sufficient

academic knowledge of

the certified content areas to develop student

knowledge and

performance in those

areas.

No indicators performed.


demonstrates limited

academic knowledge of

the certified content

areas.

Check the indicators

below that the

candidate performed

adequately.


demonstrates sufficient

academic knowledge of the

certified content areas to

develop student knowledge and performance in the

content areas.

Check the indicators below to

show the candidate’s

strengths.


demonstrates exemplary

academic knowledge of the

certified content areas to

develop student knowledge and performance in the

content areas.

The candidate performed

all indicators below.

Indicators:

_____ Communicates concepts, processes, and knowledge.

_____ Connects content to life experiences of students.

_____ Demonstrates instructional strategies that are appropriate for content and contribute to student learning.

_____ Guides students to understand content from various perspectives.

_____ Identifies and addresses students’ misconceptions of content.



follow directions for that level with regard to the indicators

1 2 3 4



poorly designs/plans

instruction that develops student

abilities to grow

through the instruction.

No indicators below

are performed.

The teacher candidate shows

limited ability to design/plan

instruction that develops student abilities to grow


Check the indicators below

that the candidate performed

adequately.



ability to design/plan instruction that develops

student abilities to grow



below to show the

candidate’s strengths.



ability to design/plan instruction that develops





Indicators:

_____ Develops significant objectives aligned with standards.

_____ Uses contextual data to design instruction relevant to students.

_____ Plans assessments to guide instruction and measure learning objectives.

_____ Plans instructional strategies and activities that address learning objectives for all students. _____ Plans instructional strategies and activities that facilitate multiple levels of learning.

38



follow directions for that level with regard to the indicators.

1 2 3 4



fails to create a learning

climate that supports the

development of student abilities to grow

through the instruction

.

No indicators below are

performed.


limited ability to create a

learning climate that

develops student abilities to grow through the instruction.



adequately.



ability to create a learning

climate that develops student abilities to grow



below to show the




ability to create a learning

climate that develops student abilities to grow




Indicators:

_____ Communicates high expectations.

_____ Establishes a positive learning environment.

_____ Values and supports student diversity and addresses individual needs.

_____ Fosters mutual respect between teacher and students and among students. _____ Provides a safe environment for learning.




1 2 3 4



fails to .introduce,

implement, manage instruction that

develops student

abilities to grow



performed.


limited ability to introduce,

implement, manage instruction that develops student abilities

to grow through the

instruction.



adequately.



ability to introduce, implement, manage

instruction that develops




below to show the




ability to introduce, implement, manage

instruction that develops





Indicators:

_____ Uses a variety of instructional strategies that align with learning objectives and actively engage students.

_____ Implements instruction based on diverse student needs and assessment data.

_____ Uses time effectively.

_____ Uses space and materials effectively.

_____ Implements and manages instruction in ways that facilitate higher order thinking.

39

STANDARD 5: THE TEACHER ASSESS AND COMMUNICATES LEARNING RESULTS



1 2 3 4


The teacher

candidate fails to .

assess learning and communicate results

to students and

others with respect

to student growth

resulting from the

instruction.

No indicators below

are performed.


limited ability to assess

learning and communicate results to students and others

with respect to student

growth resulting from the

instruction.



adequately.



ability to assess learning and communicate results to

students and others with

respect to student growth

resulting from the instruction.



strengths.



ability to assess learning and communicate results to

students and others with

respect to student

growth resulting from the

instruction.



Indicators:

______ Uses pre-assessments to establish baseline knowledge and skills for all students.

______ Uses formative assessments to determine each student’s progress and guide instruction.

______ Uses summative assessments to measure student achievement.

______ Describes, analyzes, and evaluates student performance data to determine progress of individuals and

identify differences in progress among student groups.

______ Communicates learning results to students and parents that provide a clear and timely

understanding of learning progress relative to objectives. ______ Allows opportunity for student self-assessment.


Directions: After observations of the teacher candidate in teaching lessons, or in other school situations where

technology may be used, circle one of the rubric levels. Then follow directions for that level with regard to the

indicators.

1 2 3 4



fails to use technology to

support instruction or to

enhance effectiveness as a professional teacher.


performed.


makes limited use of

technology to support

instruction or to enhance effectiveness as a

professional teacher.



adequately.



use of technology to

support instruction or to enhance effectiveness as a



below to show the




use of technology to

support instruction or to enhance effectiveness as a




Indicators:

______ Uses available technology to design and plan instruction.

______ Uses available technology to implement instruction that facilitates student learning.

______ Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student

needs. ______ Uses technology to assess and communicate student learning.

______ Ensures that personal use and student use of technology are ethical and legal.

40

STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING.

Directions: After observations of the teacher candidate in teaching lessons, or in conference with the candidate

about his/her practices in reflection, circle one of the rubric levels. Then follow directions for that level with regard

to the indicators.

1 2 3 4


The teacher candidate fails to . reflect on and

evaluate specific

teaching/learning

situations and/or

programs.


performed.

The teacher candidate shows limited use of

reflecting on and evaluating

specific teaching/learning

situations and/or programs.



adequately.

The teacher candidate demonstrates sufficient use

of reflecting on and

evaluating specific

teaching/learning situations

and/or programs. .


to show the candidate’s

strengths.

The teacher candidate demonstrates exemplary

use of reflecting on and

evaluating specific

teaching/learning situations

and/or programs.



Indicators:

______ Reflects on and accurately evaluates student learning using appropriate data. ______ Reflects on and accurately evaluates instruction practice using appropriate data.

______ Uses data to reflect on and identify areas for professional growth.

STANDARD 8: COLLABORATES WITH COLLEAGUES AND/OR PARENTS AND/OR OTHERS

Directions: After discussion with the cooperating teacher and/or other teachers, or the school principal, circle one of

the rubric levels which best applies with regard to the candidate’s collaboration. Then follow directions for that level with regard to the indicators

1 2 3 4



fails to collaborate with

colleagues, parents, and

other agencies to

design, implement, and

support learning

programs for improved

student learning.

No indicators below are performed.


shows limited use of

collaboration with


other agencies to design,

implement, and support

learning programs for

improved student learning.

Check the indicators below that the candidate

performed adequately.


demonstrates sufficient use

of collaboration with






Check the indicators below to show the candidate’s

strengths.



use of collaboration with






The candidate performed all indicators below.

Indicators:

______ Identifies students whose learning could be enhanced by collaboration.

______ Designs a plan to enhance student learning that includes all parties in the collaborative effort.

______ Implements planned activities that enhance student learning and engage all parties.

______ Analyzes data to evaluate the outcomes of collaborative efforts.

41

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT

Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s

implementation of a professional development plan, circle one of the rubric levels which best applies.

1 2 3 4



fails to . evaluate his/her

overall performance with respect to

modeling and teaching

Kentucky’s learning

goals, and does not

implement a

professional

development plan.


performed.


shows limited use of

evaluation of his/her overall performance with

respect to modeling and

teaching Kentucky’s

learning goals for the

purpose of implementing a

professional development

plan.


that the candidate

performed adequately.


demonstrates sufficient use

of evaluation of his/her overall performance with

respect to modeling and

teaching Kentucky’s learning

goals for the purpose of,

implementing a professional

development plan.



strengths.



use of evaluation of his/her overall

performance with respect

to modeling and teaching

Kentucky’s learning

goals, for the purpose of

implementing a

professional development

plan.



Indicators:

______ Self assesses performance relative to Kentucky’s Teacher Standards.

______ Identifies priorities for professional development based on data from self-

assessment, student performance and feedback from colleagues.

______ Designs a clear, logical professional growth plan that addresses all priority areas.

______ Shows clear evidence of professional growth and reflection on the identified priority areas and impact on

instructional effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP IN THE SCHOOL OR COMMUNITY OR PROFESSION

Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s

leadership role in the school, or community, or profession, circle one of the rubric levels which best applies.

1 2 3 4



fails to . provides

professional leadership

within the school,

community, and

education profession to

improve student learning and well-being.


performed.

The teacher candidate provides

only limited professional

leadership within the school,

community, and education

profession to improve student

learning and well-being.

Check the indicators below that

the candidate performed

adequately.


provides sufficient


within the school,

community, and




below to show the





within the school,

community, and





Indicators:

______ Identifies and selects leadership opportunities that enhance student learning and/or professional

environment of the school.

______ Develops a plan for engaging in leadership activities.

______ Implements a plan for engaging in leadership activities.

______ Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed

leadership efforts.

42

Boyce Dispositions Inventory: Student Version

Assessment of Teacher Candidate Dispositions

Boyce Dispositions Survey for Measuring Teacher Candidate Dispositions for Service,

Collaboration, and the Teacher as a Reflective Practitioner

(Student Version)

Teacher Candidate: ______________________________________ ID # ___________________ Education Major: ________________________________________

Directions: This assessment instrument is a survey of your consistency with the dispositions indicators of the Boyce Dispositions, that are aligned with the Kentucky Teacher Standards. Your responses will help you identify any beliefs/attitudes that are contrary to expectations for teacher dispositions as set by state and national standards and which Boyce College has adopted. Your responses will be aggregated with those of other teacher candidates and analyzed so that we can improve our teacher preparation unit program. The survey should take you about 15 minutes to complete; however, give serious thought to each statement below to determine if you agree or disagree with each one. This is not a True/False test. Your responses should be solely based on your “beliefs”, not on the factual nature of the statements. Therefore answer honestly about what you believe. Some of the items will be more difficult than others, so read carefully and answer from the heart. If any part of the statement you disagree with, then you should circle “D” for “Disagree”. If you agree with the thought of the whole statement, then circle “A” for“ Agree”. # Item Statement Response

1 A teacher as servant-leader must be an effective communicator to be a collaborator with other professionals to improve student learning.

A D

2 General knowledge of the major content areas related to teaching in the elementary school is necessary

for an effective teacher leader. . A D

3 The teacher as servant leader must have integrity and honesty as the basic traits for earning the right and privilege to lead others in the school.

A D

4 The teacher as servant-leader reflects on his/her own teaching experiences in order to improve future student learning

A D

5 The effective servant-leader gains the respect of others as the rightful authority to be the leader in the

school.. A D

6 As a teacher I need to understand most of the general concepts and the basic structures of the content

areas of elementary teaching to prevent student misconceptions. . A D

7 A teacher who wants to serve in the school recognizes that the service must be limited to those opportunities that have potential for having a positive impact on the professional environment as a learning community

A D

8 The best approach to a planned instructional program is to perfect a lesson in a certain subject area and use it each time to teach that lesson

A D

9 A major purpose for collaboration with other teachers is to share the best teaching strategies that each has discovered works for nearly all of the learners.

A D

10 Specific knowledge gained from all content areas related to teaching in the elementary school is absolutely necessary for an effective teacher leader

A D

11 The major character trait for the successful servant-leader is a humble spirit which does not exert power over others.

A D

12 Knowing and using various teaching strategies is not necessary after the teacher discovers those “best practices” for his/her own teaching..

A D

13 To be effective in teaching the teacher must conserve time and limit the frequency of assessments in the instructional process in order to focus on student learning.

A D

43

14 The teacher as servant-leader must not jump into every leadership role that arises just to prove leadership skill.

A D

15 A major purpose for collaboration is to develop a better working relationship with the other teachers, the parents, and the principal in the school.

A D

16 An important practice for the successful teacher as servant-leader is to reflect on his/her own teaching experiences in order to plan more improved teaching practices for student learning.

A D

17 Understanding the central concepts and vocabulary of my teaching subjects is necessary for effective communication for student learning

A D

18 Effective teacher-leaders mst serve others first before having the right and privilege to lead as the authority.

A D

19 If a servant-leader is to be effective in collaborating with other teachers, he/she must be able to effectively communicate the need for a school culture of a community of learners.

A D

20 The effective teacher-leader not only knows the concepts of his/her discipline of teaching but also is engaged in continuous learning and revision of his/her own knowledge to remain current.

A D

21 What the teacher as servant leader believes about other teachers in the school is vitally important to success in service to them.

A D

22 The most important skill as a collaborative teacher is the ability to recognize a great teaching strategy for a particular lesson in order to share that strategy with other teachers.

A D

23 Collaboration must be an organized school-wide activity in order to achieve its basic purpose of improving student learning throughout all classes of the school.

A D

24 The most important component of my teaching is the accuracy of the knowledge I share, then depending on the student to apply it to his/her own everyday life.

A D

25 The effective teacher servant-leader must be open to the use of different strategies of teaching in order to assist herself and other teachers of the professional learning community to meet the diverse needs of the learners.

A D

26 The teacher as servant-leader sometimes reflects on the results from assessment data to plan instruction to improve student learning.

A D

27 The effective servant-leader attempts to serve in any area or opportunity that arises in the school or community in order to earn the recognition as a leader.

A D

28 The effective teacher must take the time to assess the learning progress of the students at least once each week in each of the subjects taught

A D

29 The effective servant-leader must practice collaboration with other teachers to support student learning and establish a professional community of learners.

A D

30 The most basic principle of servant-leadership for the teacher is to become the servant of those the teacher wishes to lead.

A D

44

Boyce Dispositions Questionnaire for Assessing Teacher Candidate

Dispositions For Service, Collaboration, and the Teacher as a Reflective Practitioner

The questions below are used in the intermediate and final dispositions assessment of Boyce teacher candidates. Each question is aligned with the Kentucky Teacher Standards (Initial Level). During the seminar meetings of the ED 381 Clinical Experience course, and later during the seminar sessions of the Supervised Teaching semester, the questions are administered for the teacher candidates to respond in writing. The student’s response is evaluated according to the rubric as shown beneath each question. Possible evidence for evaluating each level of the rubric is indicated in the boxes for each level. The teacher candidate is assigned a score from the rubric for each standard and a holistic score for “Teacher Dispositions” which is the sum of all of the rubric scores divided by 9 to derive a “Mean Dispositions Score”. Purpose and uses of the Dispositions Questionnaire: The results of the two administrations of the Boyce Dispositions Questionnaire are used to assess each teacher candidate’s dispositions for service, collaboration and for the teacher as a reflective practitioner. When each candidate exits the Boyce TEP, he/she is expected to achieve the rubric level of “On Target” for each of the related standards. The final evaluation for the student teaching experience will be affected by the student’s Mean Dispositions Score, which must be a minimum of 2.5 for the overall holistic mean score. Patterns of student responses will also be used to determine strengths and weaknesses of the overall Boyce TEP. Where any of the dispositions appear consistently weak over aggregated candidates’ scores of any of the dispositions, the Boyce TEP will be reviewed for changes in the program to address those dispositions more intensely

Aligned Standard KTS-1 & 7

1. Disposition Question: Pursuit of Knowledge (Candidate values the need to grow in knowledge for professional growth and for effective reflection)

Select a central concept of your teaching discipline. If you will be teaching several subjects, such as in elementary grades, choose any one subject you will be teaching. Then list at least 5 central concepts that are important in the teaching of the knowledge or skills of that discipline. Finally, tell why each one of the listed concepts is important for students to learn for that subject area.

Boyce Disposition Measured

Reflection: 3.1

Rationale: If the teacher candidate has not pursued knowledge in his/her studies, the assumption is made for this question that the student will be shallow in conceptual understanding of the subject area, and be unaware of the central concepts of the teaching discipline.

SCORING RUBRIC

3-ON TARGET 2-BELOW TARGET 1-OFF TARGET

The candidate is on target for the disposition: Demonstrates a grasp of the central concepts of the teaching area and of the possible methods for teaching the concepts. Knows the subject; and has been committed to the pursuit of knowledge in the teaching discipline.

The candidate is below target for the disposition: Weak in the knowledge of the subject and central concepts of the subject. Knows some major concepts; knows why some are major, but others not central to the subject. Has been only average in the pursuit of knowledge as a student.

The candidate is off-target for the disposition: Concepts listed are not central to the subject, or has not listed any or less than 5. Does not take study seriously or has a poor grasp of the subject; has not been committed to the pursuit of knowledge in the teaching discipline.

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Aligned

Standards KTS-1,2,3,4

3. Disposition Question: Awareness of Diversity of Learners (values diversity as a fact of life that gives all individuals their own distinctive, and God-given abilities)


Collaboration 2.1

“Children differ in the way they learn”…Explain why this statement is or is not true using your awareness and knowledge of diverse learning modalities and of developmental and cognitive psychology. Then explain how you would use the concept of differentiated instruction to meet the diverse learning needs of a classroom of learners.

Rationale: If the candidate is aware that not all children learn the same way and within the same time period, he/she will be able to discuss the different modalities of learning and that some children cognitively develop earlier than others. The candidate will also recognize that emotional and social development affects learning.

SCORING RUBRIC


The candidate is on target for the disposition: Understands different modalities (visual, auditory, psycho-motor) of learning; is aware of the effects of child development (cognitively, emotionally, socially, spiritually) on learning and knows the need to differentiate instruction because of these differences.

The candidate is below target for the disposition: Knows that children differ in their learning but is not sure why that is true; vague on the specifics of learning modalities and of developmental levels and rates. Does not clearly relate childrens’ differences and the need for differentiated instruction.

The candidate is off-target for the disposition: May not believe that learning is much different from learner to learner and has little or no understanding of the different modalities of learning nor of the differences in development that require different instruction.

Aligned Standard KTS-10.1

2.Disposition Question: Values the Need to Serve to Affect Student Learning (values the need to serve in ways that promote a professional community of learners)


Service 1.2

You are a teacher in a school where the prevailing idea is that the individual teacher’s classroom is his/her own domain and that the other teachers’ classroom is their domain. You are also aware that some of the learners under certain teachers are not doing as well as others in other classrooms though all classes are heterogeneously grouped. You know there is a more effective way for helping all learners achieve to their greatest potential. What prevailing attitude do you believe YOU should have in order to begin to change this situation? What changes do you believe need to be made to help all learners in the school reach their learning potential? What role will YOU need to play to make this happen?

Rationale:

SCORING RUBRIC


The candidate is on target for the disposition: Understands that an attitude of servant-first is needed, that the school culture must change to that of a “community of learners”, and that his/her role must be to serve the school by leading in the effort to create a collaborative team of professionals to maximize student learning in all classrooms.

The candidate is below target for the disposition: Knows that the teachers must work together toward the goal of maximizing student learning in all classrooms, but does not understand the need to have a servant-first attitude, but contrarily believes that a strong leader is needed to take authority over the school.

The candidate is off-target for the disposition: Does not recognize the need to be a servant to the needs of the school; makes no reference to the need to create a “community of learners”, and does not refer to the need for the teachers to work as a collaborative team to maximize all students’ learning.

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Aligned Standards

KTS-1, 3

4. Disposition Question: Value of Communication Skills for Collaborative Leadership ( recognizes that effective communication is a primary skill for effective collaboration)


Collaboration 2.2

You recognize that you need to collaborate with the other teachers to create a culture of a professional community of learners to enhance student learning in the school. What one skill for you is the most important as you begin to plan to collaborate with the other teachers? Once you identify that all-important skill, explain why it is such a vital skill for building collaborative leadership among the other teachers.

Rationale: If the teacher candidate recognizes the value of all the different modes of communication for teaching effectiveness, he/she will present a full range of communication techniques, to include verbal, non-verbal, and media for use in teaching to foster active inquiry, collaboration, and supportive interaction in the classroom.

SCORING RUBRIC

3-ON TARGET 2-BELOW TARGET 1-OFF TARGET The candidate is on target for the disposition: Recognizes that the skill of effective communication is vital for collaborative leadership and that without skill in communication of ideas to the other teachers, the need for a community of learners will be unconvincing or unclear. .

The candidate is below target for the disposition: Recognizes the value of communication skill for collaboration but fails to understand why it is so important for building a community of learners.

The candidate is off-target for the disposition: Does not identify communication as the all-important skill for collaborative leadership. Identifies a different skill other than communication skill.

Aligned Standards

KTS-4,5

5. Disposition Question: Value of Assessment for Improvement of Instruction ( recognizes the value of assessment data as a major source of information for reflection

to improve teaching for student learning) Boyce

Disposition Measured Reflection

3.3

What is the role of assessment in the teaching/learning process? In your answer, first give a clear definition of assessment, then tell how you will use assessment in your own teaching, both during and after instruction. Finally, tell the basic purpose of all assessment strategies.

Rationale: If the teacher candidate cannot connect the need to assess as a continual process of teaching, and does not understand that assessment is more than determination of a final grade at the end of instruction, he/she will be unable to recognize the full range of the contexts of assessment (the individual learner, the school, the community, and the match between the performance goals and where the learner presently is), and will fail to connect assessment to performance goals of the instructional process.

SCORING RUBRIC 3-ON TARGET 2-BELOW TARGET 1-OFF TARGET

The candidate is on target for the disposition: Clearly defines and understands the role of assessment in the teaching/learning process. Sees the full range of assessment as pre-assessment, formative assessment, and post assessment and the uses of each. Connects assessment clearly to the performance objective(s) of the instruction.

The candidate is below target for the disposition: Defines assessment but not as a continuous process. May include some components of pre-assessment, formative assessment, and/or post assessment, but does not see their total value. Makes little or no connection between assessment and the performance objective(s) of the instruction.

The candidate is off-target for the disposition: Has no clear or meaningful definition of assessment other than for “grades”. Does not see assessment as continuous with pre-assessment, formative assessment, and post assessment. Does not connect the performance objective(s) to assessment.

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Aligned Standards

KTS-5, 7

6. Disposition Question: Value of Reflection as a Servant-Leader (Candidate values reflection as a vital practice for growth and effectiveness as a servant-leader)

Boyce Disposition Measured Reflection

3.2

Tell about a particular success or failure you have experienced in your own personal life. In the aftermath of the experience what did you do in order to assure that you would or would not do the same things again, if similar circumstances arose for you. Do you think you learned anything valuable from your experience? Tell why or why not. Explain how the answer to this question relates to your professional improvement as a teacher?

Rationale: If the teacher candidate has formed habits of reflecting about the successes and/or failures in the experiences of life, the candidate will transfer that habit to the teaching profession successes and/or failures and will grow professionally as a result.

SCORING RUBRIC 3-ON TARGET 2-BELOW TARGET 1-OFF TARGET

The candidate is on target for the disposition: Has practiced habits of reflection through experiences in life that resulted in actions to change or maintain certain behavior. Knows that reflection is a value that has benefitted personal growth. Clearly sees the need to be reflective for professional growth as a teacher.

The candidate is below target for the disposition: Has understood the need to be reflective some time but it has not formed as a habit. Has experienced growth through some reflective behavior. Does not see the necessity of making reflection a vital habit in the teaching profession but will use it sometimes.

The candidate is off-target for the disposition: Has not practiced reflection much at all and in fact may see it as an unnecessary activity with no benefit for growth through the use of it. Does not see using it to any advantage in the teaching profession.

Aligned Standards

KTS-6

7. Disposition Question: Need for Collaboration as a Servant-Leader (Candidate values the need for collaboration with others for meeting the needs of learners)

Boyce

Disposition Measured

Collaboration 2.3

You have been teaching for several years as an elementary school teacher, you know you have gained some respect for your commitment to teaching, and have observed that all the teachers, including yourself, function in relative isolation from the other teachers with little or no communication among them about what goes on in the classrooms. You believe that the school should work more as a team to promote more effective student learning. What action do you believe you should follow to promote a greater team effort to promote student learning in all classrooms of the school? Be specific in your answer, being sure to include who should be included in your effort to create a greater team effort.

Rationale: If the teacher candidate recognizes that a professional learning community is built on communication and seeking answers to how to improve student learning, he/she will seek help through collaboration and conferring with the other professionals in the school, with the learners themselves, and even through collaboration with the home.

SCORING RUBRIC


The candidate is on target for the disposition: Recognizes the need to be the leader in creating a professional learning community through collaboration.. with the principal, other teachers, the learners themselves, and the parents. Knows that collaboration is absolutely necessary for having a culture of a community of learners

The candidate is below target for the disposition: Hints at the possibility of seeking help from other teachers and may see collaboration as a possible, but not necessary, solution, but does not see the need to take the leadership role in creating a community of learners.

The candidate is off-target for the disposition: Does not refer to collaboration as a necessary solution. And does not see the need to be the leader as a collaborative teacher.

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Aligned Standards KTS-8, 10

8. Disposition Question: Attitude of Servant Leadership (Candidate has an attitude of “servant first” as the basis for leadership as a teacher)

Boyce

Disposition Measured

Service 1.1

You are about to begin your second year of teaching and you have begun to think about what your major purpose for being a teacher should be and how that purpose would affect your overall activities as a teacher. Describe what you decide about your purpose for being a teacher. You have also been asked to be the director of a program to get some parents more involved in the daily teaching activities as aides or assistants in the classrooms of all teachers in your school building. How do you think this responsibility would fit your determined “purpose for being a teacher”? Tell what you decide to do with this request to take responsibility outside the classroom.

Rationale: If the teacher candidate does not see the purpose of teaching in the context of being a servant first and also a leader in the school and community where he/she teaches, the idea of taking advantage of the opportunity to serve the school and community outside the classroom will be negative or a distraction to the profession as a “teacher” in the classroom. The candidate’s attitude will be that he/she will serve in whatever way is necessary to improve student learning.

SCORING RUBRIC


The candidate is on target for the disposition: States that the role of a teacher is as a servant first and then as leader in the school and community; does not perceive the role of ”teacher” as confined to the classroom, but does see classroom teaching as part of the role as servant and leader. Sees the servant and leader role beginning with serving and leading the children in the classroom but then extends school-wide and to the community.

The candidate is below target for the disposition: Does not see the purpose of being a teacher as being a servant first or leader outside the classroom. Agrees to the responsibility of getting involved outside the classroom, but does not see this as a role of the need to serve or be a leader in the school or community.

The candidate is off-target for the disposition: Makes no reference to being a servant or leader as part of the purpose for being a teacher. Disagrees with taking any responsibility outside the classroom because it may interfere with the role of classroom teaching. Does not see teaching as related to leadership or service in or outside the classroom.

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Aligned Standards KTS-8, 10

9. Disposition Question: Character Traits for Servant Leadership (Candidate believes in integrity, honest and the value of each person)


Service 1.3

To be a servant-leader there are certain character traits and beliefs about others that are necessary to command the following of other teachers. What do you believe those character traits should be and what attitudes should the servant-leader have about others. List those character traits and the necessary attitudes about others for the servant-leader. Then discuss why those traits and that attitude about others are so important for the servant-leader’s success in creating a community of learners in a school.

Rationale: If the teacher candidate does include the traits of integrity, and honesty in the list of necessary traits, and does not hold the attitude that each individual is to be valued as a person and has much to offer in any situation, they do not have the valued character traits and beliefs about others for servant-leadership.

SCORING RUBRIC


The candidate is on target for the disposition: Includes integrity, and honesty among the valued traits for servant-leadership, and clearly understands their importance. Expresses the belief in the value of others and the contribution each can make to any situation. It is clear that the role of leader, is as servant first, not as the source of all knowledge and the sole authority for solving problems.

The candidate is below target for the disposition: Does not include both integrity and honesty as necessary traits for servant-leadership. Values others but is not specific about the need for them in making contributions to solutions to any problem. There is some evidence of the “servant-first” attitude.

The candidate is off-target for the disposition: Does not include integrity or honesty as the necessary traits for servant-leadership. Also, does not place value on others as necessary for offering solutions to problems. The “servant-first” attitude is missing from the discussion

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KTS STUDENT TEACHER EVALUATION FORM


KTS Student Teacher Final Evaluation Form

PURPOSE OF THIS FORM: This form is to be used as the final evaluation for the student teacher. From the results of evaluation

observations using the KTS Teacher Observation Rubrics, complete each of the KTS evaluations below. All 10 standards must

have an evaluation; however, if you are unable to evaluate the teacher candidate on any particular indicator, please use the “NA”,

meaning “Not Assessed” or not observed. The use of the “NA” must be used sparingly since it is desired to assess the teacher

candidate on as many of the indicators as possible. The 10 standards below cover the important knowledge and skills that the

Boyce Teacher Education Program desires for its teacher candidates to demonstrate during the Supervised Teaching experience.

Guidelines for Assigning the Final Grade:

A: Candidate is Distinguished on at least 50% (5 of 10) of the Standards evaluations on this form, and is not below Proficient on any of the remaining Standards. The Boyce Dispositions Questionnaire is no lower than a 2.5 mean score out of the possible

3.0 and the Boyce Teacher Dispositions Inventory score is no lower than 85%. B: Candidate is Distinguished on at least 50% of the Standards, and Proficient and Developing on all of the remaining Standards of this form. The Dispositions Questionnaire is no lower than a 2.5 mean score out of the possible 3.0, and the Boyce Teacher Dispositions Inventory is no lower than 80%. C: Candidate is at least Proficient on most of the Standards (more than 6) and is not below Developing on any other Standard. The Dispositions Questionnaire is no lower than a 2.0 mean score out of the possible 3.0, and the Boyce Teacher Dispositions Inventory is no lower than 75%. F: If the teacher candidate does not meet the requirements for any of the three grade categories above, the teacher candidate has

not passed Student Teaching and must repeat the Supervised Teaching in a future semester.

PLEASE SUBMIT THIS FORM WITH THE GRADE RECORDED TO THE COORDINATOR OF SUPERVISED

TEACHING BEFORE THE BEGINNING OF THE FINAL EXAM WEEK.

NOTE FOR EVALUATOR: For a ”Distinguished” Performance score on any Standard, the rating of “Demonstrated”

the skill must be scored for a majority of the skills; that is, over 50% of the skills for each Standard (3 of 5, 2 of 3, 4 of 6

etc.)

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

1.1 Communicates concepts, processes, and knowledge O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.2 Connects content to life experiences of students. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.3 Demonstrates instructional strategies that are appropriate for

content and contributes to student learning.

O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.4 Guides students to understand content from various

perspectives.


1.5 Identifies and addresses students’ misconceptions of content O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

Final Standard 1 Performance O Distinguished O Proficient O Developing O Novice

STUDENT NAME _________________________________________________ BOYCE STUDENT ID# _____________

YEAR: ______ SEMESTER: ____ Fall ____ Spring ST MAJOR ____ Elem.Ed.

PLACEMENT TYPE ____ Single _ PLACEMENT GR. LEVEL: ____

PLACEMENT SCHOOL: _________________________PLACEMENT SCHOOL DISTRICT: ___________________

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2.1 Develops significant objectives aligned with standards O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

2.2 Uses contextual data to design instruction relevant to

students.


2.3 Plans assessments to guide instruction and measure learning

objectives.


2.4 Plans instructional strategies that address learning objectives

for all students.


2.5 Plans instructional strategies and activities that facilitate

multiple levels of learning.




3.1 Communicates high expectations. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

3.2 Establishes a positive learning environment O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

3.3 Values and supports student diversity and addresses

individual needs.


3.4 Fosters mutual respect between teacher and students and

among students.


3.5 Provides a safe environment for learning O Demonstrated O Partially Demonstrated O Not Demonstrated O NA



STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS


4.1 Uses a variety of instructional strategies that align with

learning objectives and actively engage students.


4.2 Implements instruction based on diverse student needs and

assessment data.


4.3 Uses time effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

4.4 Uses space and materials effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

4.5 Implements and manages instruction in ways that facilitate

higher order thinking.



5.1 Uses pre-assessments O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.2 Uses formative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.3 Uses summative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.4 Describes, analyzes, and evaluates student performance data. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.5 Communicates learning results to students and parents. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.6 Allows opportunity for student self-assessment. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


6.1 Uses available technology to design and plan instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

6.2 Uses available technology to implement instruction that

facilitates student learning


6.3 Integrates student use of available technology into instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

6.4 Uses available technology to assess and communicate student

learning.


6.5 Demonstrates ethical and legal use of technology. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


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STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING

7.1 Uses data to reflect and evaluate student learning. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

7.2 Uses data to reflect on and evaluate instructional practice. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

7.3 Uses data to reflect on and identify areas for professional

growth



STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

Evaluation Summary:

Number of Distinguished Ratings out of the 10 above: ______ ______ %

Number of Proficient Ratings out of the 10 above: ______ ______ %

Number of Developing Ratings out of the 10 above: ______ ______ %

Number of Novice Ratings out of the 10 above: ______ ______ %

Dispositions Questionnaire Score: ______ (Out of Possible 3.0)

Boyce Dispositions Inventory Score: ______ %

The Teacher Candidate’s FINAL GRADE: ________(The grade assigned MUST match the above criteria for that grade).

8.1 Identifies students whose learning could be enhanced by

collaboration.


8.2 Designs a plan to enhance student learning using all parties in

collaboration.


8.3 Implements planned activities to enhance student learning and

engage all parties.


8.4 Analyzes data to evaluate the outcomes of collaborative efforts. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


9.1 Self assesses performance relative to Kentucky’s Teacher

Standards


9.2 Identifies priorities for professional development based on data

from self-assessment, student performance and feedback from

colleagues.


9.3 Designs a professional growth plan that addresses identified

priorities.


9.4 Shows evidence of professional growth and reflection on the

identified priority areas and impact on instructional

effectiveness and student learning.



10.1 Identifies leadership opportunities that enhance student

learning and/or professional environment of the school.


10.2 Develops a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

10.3 Implements a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

10.4 Analyzes data to evaluate the results of planned and executed

leadership efforts.



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SECTION V: APPEALS PROCEDURE

A teacher candidate may be denied admission to either the TEP or to Supervised Teaching and in

such cases has the right of appeal. An appeal for reconsideration of the application for the TEP

or Supervised Teaching must be submitted to the Chair of the Department of Teacher Education

of Boyce College. The appeal will be reviewed by the CTE in an official CTE meeting. The

appeal is subject to the following standards:

The appeal…

A. must be formally submitted in writing and signed by the teacher candidate.

B. must be submitted within 15 days following the denial of admission to the TEP or to

Supervised Teaching.

C. must clearly and concisely state the reason(s) why the teacher candidate believes the

appeal should be reviewed.

D. must be based on circumstances or conditions beyond the teacher candidate’s control

which caused the denial of admission.

E. must be submitted within 10 days after being received from the teacher candidate .

to the CTE for review.

F. must be reviewed by the CTE within 30 days from receipt of the written appeal

G. is subject to the decision of the CTE and is final for that semester.

Any teacher candidate who is denied admission to the TEP or to Supervised Teaching may

reapply in a subsequent semester, following the same procedures as set forth in the application

process.