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CLINICAL TEACHING REQUIREMENTS

LENGTH OF SEMESTER The clinical teaching semester has been designated as a minimum of sixteen (16) weeks, eight (8) hours per

day. Students are expected to report to their assigned campuses according to the school district calendar.

ABSENCES Student teachers are expected to be in attendance at their placement each day. Leaving the school campus during

the school day is not permitted without prior approval. It is the responsibility of the clinical teacher to inform

the cooperating teacher, university teaching specialist, the Field Faculty (Brezinski or Janysek) and the school

office as early as possible in case of an illness or absence. Students are allowed 2 absences by the University

during clinical teaching; all other absences are to be made up by the clinical teacher and will extend the

completion date beyond the scheduled 16 weeks. Excessive absences may result in removal from clinical

teaching. Unexcused absences may result in removal from the placement and dismissal from the clinical

teaching program.

HOLIDAYS AND STAFF DEVELOPMENT DAYS During the clinical teaching semester, clinical teachers will observe the school schedule set by the district

regardless of the holidays observed by TAMU-SA. Clinical teachers are expected to be at school on

campus/district staff development days and to participate in any professional development programs.

RELATIONSHIPS WITH STUDENTS

Students should exercise extreme caution regarding interactions with students under their direction. It is not

appropriate to socialize in any way with students within the district to which you have been assigned without

the presence of the cooperating teacher. Clinical teaching students should be considered a professional.

PROFESSIONALISM FOR ALL EDUCATOR PREPARATION CANDIDATES All TAMU-SA students are expected to abide by the dress code provided by the school district. There should

be no visible tattoos, body piercing (excluding ear piercings for women), and no revealing clothing. Running

shorts, cut-offs, leggings, tank tops, or flip-flops, etc. are never considered professional attire. Jeans may be

worn if, and only if, it is the norm on the campus where you have been placed. In addition, all forms of electronic

devices, such as cell phones, iPads, etc. should only be used for academic and instructional purposes. The

Educator Preparation Program faculty recommend caution in the use of personal social media as this may reflect

on your professional reputation. All clinical teachers are expected to report to campus and depart campus on

the same regular schedule as their cooperating teacher. Late arrivals and early departures due to performing

other activities, such as school carpools, is not permitted.

ACADEMIC ACCOMMODATIONS The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides

comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires

that all students with disabilities be guaranteed a learning environment that provides for reasonable

accommodation of their disability. If you believe you have a disability that may require accommodations,

please contact Disability Support Services (DSS) for the coordination of services. DSS is located on the Main

Campus in the Central Academic Building, Suite 210 The phone number for DSS is (210) 784-1335 and email

is [email protected].

mailto:[email protected]

DISPOSITIONS AND EVALUATION OF PROFESSIONAL STANDARDS

Periodically in each candidate’s preparation, there will be checkpoints at which faculty and coordinating teachers will assess professional dispositions. Candidates who are identified as having significant concerns will be required to correct the areas of concern and may be placed on a growth plan. All TAMU-SA students placed in schools are expect to adhere to the Code of Ethics and Standard Practices for Texas Educators. This Code of Ethics and Practices is included herein.

DISTRICT SELECTION OF PLACEMENTS

Clinical teaching placements are selected at the sole discretion of the school district. Students are allowed to specify two school districts of choice. In most instances, it is possible to obtain a placement in the first or second choice of district. Students may NOT request placement on a specific campus or within a specific geographical area within a district. Note: Some district are very large geographically—for example Northside ISD. For any district that you select, please be aware that you may be placed anywhere within that district; driving distances may be long.

Students should expect that they may be placed at any grade level and/or in any content area that is covered by the certification that they are seeking. For example, a student seeking a 4-8 Generalist certificate may be placed in 4th, 5th, 6th, 7th, or 8th grade. Additionally this student may be placed in an English class, a math class, a science class or a history class.

There is a formally agreed upon process negotiated by each school district and TAMU-SA regarding how placements will be made. Students are expected to communicate all placement requests and questions to the Educator Preparation Program staff. Students CANNOT contact campuses, districts, or principals directly regarding placements. Students who break the chain of command or who contact schools or districts directly may be placed on a growth plan and may be removed from the EPP at the discretion of the assistant dean.

CREDIT FOR CLINICAL TEACHING State certification requirements specify that students may not be certified if they earn any grade lower than a “C” in an education course that is required by the Educator Preparation Program. Therefore, clinical teachers must earn a grade of “C” or better in order to be recommended for certification to the State Board for Educator Certification (SBEC) at the Texas Education Agency (TEA) upon completion of all degree, testing and certification requirements.

CODE OF ETHICS AND STANDARD PRACTICES FOR TEXAS EDUCATORS

Adopted by the State Board for Educator Certification (SBEC)

PREAMBLE

The Texas educator strives to create an atmosphere that will nurture to fulfillment the potential of each student.

The educator is responsible for standard practices and ethical conduct toward students, professional colleagues,

parents, and the community. The code is intended to govern the profession, and interpretations of the Code shall

be determined by the Professional Practices Commission. The educator who conducts his affairs with

conscientious concern will exemplify the highest standards of professional commitment.

PRINCIPLE I PROFESSIONAL ETHICAL CONDUCT The Texas educator should endeavor to maintain the dignity of the profession by respecting and obeying the law, demonstrating personal integrity, and exemplifying honesty.

STANDARDS

1. The educator shall not intentionally misrepresent official policies of his school district or educational

institution and shall clearly distinguish those views from his personal attitudes and opinions.

2. The educator shall honestly account for all funds committed to his charge and shall conduct his financial

business with integrity.

3. The educator shall not use institutional or professional privileges for personal or partisan advantage.

4. The educator shall accept no gratuities, gifts or favors that might impair or appear to impair professional

judgment.

5. The educator shall not offer any favor, service or thing of value to obtain special advantage.

6. The educator shall not falsify records, or direct or coerce others to do so.

PRINCIPLE II PROFESSIONAL PRACTICES AND PERFORMANCE The Texas educator, after qualifying in a manner established by law or regulation, shall assume responsibilities

for professional teaching practices and professional performance and shall continually strive to demonstrate

competence.

STANDARDS

1. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of

professional qualifications and shall adhere to the terms of a contract or appointment.

2. The educator shall possess mental health, physical stamina, and social prudence necessary to perform the

duties of his professional assignment.

3. The educator shall organize instruction that seeks to accomplish objectives related to learning.

4. The educator shall continue professional growth.

5. The educator shall comply with written local school board policies, state regulations, and applicable state

and federal laws.

PRINCIPLE III ETHICAL CONDUCT TOWARD PROFESSIONAL COLLEAGUES The Texas educator, in exemplifying ethical relations with colleagues, shall accord just and equitable treatment

to all members of the profession.

STANDARDS

1. The educator shall not reveal confidential information concerning colleagues unless disclosure serves

professional purposes or is required by law.he educator shall not willfully make false statements about

a colleague or the school system.

2. The educator shall adhere to written local school board policies and legal statutes regarding dismissal,

evaluation, and employment processes.

3. The educator shall not interfere with a colleague’s exercise of political and citizenship rights and

responsibilities.

4. The educator shall not discriminate against, coerce, or harass a colleague on the basis of race, color, creed,

national origin, age, sex, handicap, or marital status.

5. The educator shall not intentionally deny or impede a colleague in the exercise or enjoyment of any

professional right or privilege.

6. The educator shall not use coercive means or promise special treatment in order to influence professional

decisions or colleagues.

7. The educator shall have the academic freedom to teach as a professional privilege, and no educator shall

interfere with such privilege except as required by state and/or federal laws.

PRINCIPLE IV ETHICAL CONDUCT TOWARD STUDENTS The Texas educator, in accepting a position of public trust, should measure success by the progress of each student toward realization of his potential as an effective citizen.

STANDARDS 1. The educator shall deal considerately and justly with each student and shall seek to resolve problems

including discipline according to law and school board policy.

2. The educator shall not intentionally expose the student to disparagement.

3. The educator shall not reveal confidential information concerning students unless disclosure serves

professional purposes or is required by law.

4. The educator shall make reasonable effort to protect the student from conditions detrimental to learning,

physical health, mental health, or safety.

5. The educator shall endeavor to present facts without distortion.

6. The educator shall not unfairly exclude a student from participation in a program, deny benefits to a student,

or grant an advantage to a student on the basis of race, color, creed, sex, handicap, national origin, or marital

status.

7. The educator shall not unreasonably restrain the student from independent action in the pursuit of learning or

deny the student access to varying points of view.

PRINCIPLE V ETHICAL CONDUCT TOWARD PARENTS AND COMMUNITY The Texas educator, in fulfilling citizenship responsibilities in the community, should cooperate with parents and others to improve the public schools of the community. STANDARDS 1. The educator shall make reasonable effort to communicate to parents information, which should be revealed

in the interest of the student.

2. The educator shall endeavor to understand community cultures and relate the home environment of students

to the school.

3. The educator shall manifest a positive role in school public relations.

Note: Students exhibiting a pattern of concerns will be referred to the Assistant Dean. Failure to remediate areas

concern may result in a recommendation for the student to be dropped from the Educator Preparation Program.

Students dropped from the Educator Preparation Program will be required to shift to a non-certification degree

program in order to graduate.

DISTRICT TERMINATION OF FIELD PLACEMENT The placing of TAMU-SA students in clinical teaching requires a cooperative relationship between Texas A&M

University San Antonio and the partnering school district. Each student must understand that her/his presence

in the district, and in a particular classroom, is that of a guest. Occasionally there are circumstances in which

the district determines that the student is not an appropriate fit for their district/campus. The district will notify

the university regarding termination of the field experience based upon the best interest of the district. This is

a non-negotiable determination made by the school district and the university will not challenge such a decision.

If possible, the university will attempt to obtain a new placement for the candidate in another district, however;

it is possible that the candidate will need to drop clinical teaching and complete it in the next semester. If the

student is terminated due to violation of the TAMU-SA Student Code of Conduct or the Texas Educator Code

of Ethics or deemed unsatisfactory according to the dispositions evaluation, students may be counseled or

required to be removed from the Educator Preparation Program and continue to a non-certification plan.

Students who are terminated twice from a district will not be allowed to continue in the Education Preparation

Program and must seek a non-certification degree.

TAMUSA TERMINATION OF FIELD PLACEMENT The Assistant Dean, on the authority of the university, has the authority to remove any student from a field

placement, including clinical teaching, or the Educator Preparation Program as the result of significant policy

violations or situations resulting from a specific incident. INCOMPLETES AND REPEATS In some cases, in order to exhibit proficiency in concept mastery and performance requirements, students may

need additional time or may need to repeat a semester of clinical teaching. Should either of these situations be

required, a specific professional growth plan will be created and implemented. Students may only repeat a

clinical teaching once before being required to shift to a non-certification plan. Incompletes will be issued

only in very rare occasions and only after every attempt is made to complete the clinical teaching requirements

within the semester. In order to qualify for an Incomplete, at least 70% of clinical teaching requirements must

have been met and evidence of extreme extenuating circumstances must be approved by the Assistant Dean.

Candidates who do not complete 70% of the clinical teaching requirements will not receive credit for the

semester.

PROFESSIONAL DEVELOPMENT SEMINARS:

The Texas Education Agency requires all educators to engage in continuing professional development; therefore,

the Educator Preparation Program incorporates professional development seminars into each clinical teaching

semester. The professional development seminars are MANDATORY and occur once each month; the dates are

posted to the EPP Website. Starting times and length of the professional development seminar will vary.

LIABILITY INSURANCE:

Texas A&M San Antonio does not provide pre-service teachers with liability insurance. It is highly

recommended that students purchase liability insurance coverage from one of the professional organizations such

as ATPE, TCTA, TSTA, or others.

Clinical Teaching Student Events Calendar1—Fall 2017

Date Event Time

Friday, September 1 Mandatory Field Residency Orientation 10 a.m.

Monday, August 28 Field Residency Begins NA

Friday, September 8 Professional Development Seminar # 1 1 p.m.

Friday, October 13 Professional Development Seminar # 2 9 a.m.

Friday, November 10 Professional Development Seminar # 3 1 p.m.

Friday, December 8 Professional Development Seminar # 4 TBD

CLINICAL TEACHING ACTIVITIES/TASKS AND DUE DATES

The following activities are the required assignments for all students enrolled in clinical teaching. Although

different activities/tasks may be weighted differently in the calculation of the overall grade for clinical teaching,

failure to complete any of these activities by the stated due date may result in not passing clinical teaching;

students who do not earn credit for clinical teaching may be required to repeat clinical teaching the following

semester. Although all activities are completed and/or submitted in Digication; students will be required to turn

in paper copies of selected assignments at the last Professional Development Seminar meeting. All assignments

are due in Digication by the stated due date.

1. Attendance at all monthly Professional Development Seminars. Attendance will be taken; bring your student ID.

Must attend all PD Seminars to earn credit; no partial credit will be given. Value: Credit/No Credit

2. Resume and Current Teaching Philosophy (submitted in Digication by the end of the 8th week in the classroom).

Value: Up to 5 points

3. Sixteen (16) weeks of clinical teaching-full days. Completed and signed time sheets must be uploaded in Digication

by the last monthly Professional Development Seminar meeting. Value: Credit/No Credit

4. Three (3) Self-Reflective Journal Entries to be submitted in Digication: Value: Up to 15 (5 points each)

a. Reflect upon what you have learned in your education coursework and your experiences in Field Residency

1 and Field Residency 2. Discuss your expectations for your clinical teaching semester. Identify and discuss

what you are looking forward to during the semester as well as any concerns that you have beginning this

clinical experience. Due date: End of the 1st week in the classroom.

b. Review your first Self-Reflective journal and reflect on your experiences in clinical teaching to date.

Discuss your progress; what do you think is going well? Discuss any challenges or issues that you need to

focus on for the remainder of the semester. Detail your plan for the remainder of the semester to assure that

you overcome the challenges and issues that you are experiencing. Due date: End of the 8th week in the

classroom.

c. Reflect upon your experiences during the semester. Think about your future classroom. What did you

experience that you plan to implement; what do you plan to do differently and why? Due date: “Turn in

day” at the final Professional Development Seminar.

5. Three (3) Formal Lesson Plans and Delivery Observed by Teaching Specialist. Value: Up to 30 (10) points each

a. Students are required to submit a formal lesson plan in Digication a minimum of two (2) school days before

the scheduled observation.

b. One (1) observation should occur before the end of the 5th week of the semester; one (1) observation should

occur before the end of the 12th week of the semester, and one (1) observation-final- should occur before

the end of the 16th week but not before the end of the 12th week.

c. There must be a minimum of three (3) weeks between the observations.

1 Additional dates may be added for a Job Fair and/or on-campus interviews with school districts.

6. One (1) Mid-term Disposition (submitted by the cooperating teacher in Digication by the end of the 9th week).

Value: Credit/No Credit

7. Students who have not already passed the actual content TExES exam should register for and take the exam

immediately. Suggested test preparation activities are listed later in this handbook for students who need to prepare

for the exam or who have been unsuccessful on a previous attempt and need to complete remediation. NOTE:

Students who do not pass both the content TExES and the PPR TExES cannot earn any grade higher than a

“B” for clinical teaching. Value: Credit/No Credit

8. Students who have not already passed the actual Pedagogy and Professional Responsibilities (PPR) TExES exam

should register for and take the exam immediately. Suggested test preparation activities are listed later in this

handbook for students who need to prepare for the exam or who have been unsuccessful on a previous attempt and

need to complete remediation. NOTE: Students who do not pass both the content TExES and the PPR TExES

cannot earn any grade higher than a “B” for clinical teaching. Value: Credit/No Credit

9. Two (2) Formal Lesson Plans and Delivery Observed by Cooperating Teacher (submitted in Digication by the last

Professional Development Seminar meeting). Value: Up to 20 (10) points each

a. Students are required to submit a formal lesson plan in Digication a minimum of two (2) school days before

the scheduled observation.

b. One (1) observation should occur before the end of the 8th week of the semester; one (1) observation should

occur before the end of the 16th week of the semester.

c. There must be a minimum of three (3) weeks between the observations.

10. One (1) Differentiated Lesson Using Technology (submitted in Digication by the last Professional Development

Seminar meeting). Value: Up to 5 points

a. Select a lesson to differentiate in order to meet the instructional needs of students. Use existing technology

resources available on your campus. Be cognizant of student choice in content, process and product.

11. Data Collection and Analysis (submitted in Digication by the last Professional Development Seminar meeting).

Value: Up to 5 points

a. Describe the benchmarking and criterion referenced assessment program on you campus. Include an

explanation of how data are gathered, how results are analyzed and how this information is used to inform

instruction.

12. RtI/Case Study (submitted in Digication by the end of the 13th week of the semester). Value: Up to 15 points

a. Identify a student who is experiencing difficulty in achieving academic success. Describe the characteristics

of this student and follow his/her progress over time (at least 6 weeks) describing specific areas of targeted

skill deficits. Document efforts made to assist the student and specific results.

b. Describe the student’s area of need; be sure to include information regarding the assessment instrument

used to make the determination, the Tier designation, and the goal of the six (6) week intervention.

c. Include a weekly summary of the prescribed interventions. Discuss any materials used for the intervention,

the number of days per week and minutes per week for the intervention, and any formative assessment or

process you use to determine if the intervention is effective.

d. Finally, discuss the results/outcomes of the intervention. Describe any change in the students’ performance

or behavior, discuss any assessments or tools used to measure this change and make recommendations

regarding further interventions and assistance, if necessary.

13. Attend an ARD or 504 Meeting (submitted in Digication by the end of the 13th week of the semester). Value: Up

to 5 points

a. Develop a summary of your experience attending an ARD or 504 meeting. Include the following:

i. Individuals present at the meeting and their roles within the school (do NOT use actual names)

ii. Purpose for the meeting

iii. How your cooperating teacher contributed/participated in the meeting

iv. Any opportunity that you were provided to prepare for or participate in the meeting

v. Outcomes of the meeting

vi. Your general thoughts about the meeting and the process

14. Attend Grade Level and/or Content Area Planning and Professional Development Meetings (submitted in

Digication by the last Professional Development Seminar meeting). Keep a log of these meetings. Be sure to include

the names of the meetings, the dates and times of the meetings, the names and roles of the individuals who attended

the meetings, the purpose of the meetings and any outcomes associated with the meetings. Value: Credit/No Credit

15. One (1) End of Semester Attribute Form (submitted by the cooperating teacher in Digication by the last Professional

Development Seminar meeting). Value: Credit/No Credit

16. One (1) End of Semester Attribute Form (submitted by the university teaching specialist in Digication by the last

Professional Development Seminar meeting). Value: Credit/No Credit

PREPARING FOR THE TExES EXAMS As of September 1, 2015, candidates for teacher certification will be limited to five (5) total attempts on any

certification exam. This is a Texas Education Agency requirement.

Students will be granted permission to take an actual TExES exam once they have successfully completed the

required practice exams with a minimum score of 75% on each section of the practice exam.

The TExES exam will be available for first-time test takers from September through June of each year. The

TExES exam will be available for students who need to re-take a failed test or section of a test at any time during

the year. Please note that TEA rule requires a minimum of 45 days between each attempt on any TExES exam.

Students should take and pass the actual content and PPR TExES exams early in the semester during clinical

teaching.

Students who do not pass the actual exams for their content area and the PPR cannot earn any grade higher

than a “B” for clinical teaching.

Note: Students seeking certification in Special Education are also required by TEA to be certified in a base area.

This is most often EC-6 Core, 4-8 Core, or a middle school or high school content area. Special Education students

should plan to prepare for and take both practice tests.

Note: Students seeking certification in Bilingual Education should refer to the Bilingual Addendum to this

handbook for additional information regarding testing requirements.

Test Preparation:

Prior to entering the clinical teaching semester, students should have previously participated in test

preparation activities intended to facilitate their preparation for the TExES content and PPR exams.

Additionally, students will have at minimum passed the content practice exam with a grade of 75% or better

prior to beginning clinical teaching. Students who have been unsuccessful on a first attempt at taking an actual

content or PPR exam should expect to engage in significant remediation before the EPP approves a second

attempt on the exam. Suggested preparation activities are included below. Additional remediation activities

may be required by program faculty.

Suggested Test Preparation Activities

1. Completion of T-CERT modules

2. Completion of Certify Teacher modules

3. Attendance at student-lead study groups

4. Participation in the Test Preparation course EDED 0000 with Mrs. Massey

5. Participation in the Synthesis Matrix program EDED 0000 with Mr. Tejeda

6. Participation in the online EDED 0000 PPR and EC-6 courses

7. Attendance at faculty-lead study/review sessions

Approval to take a TExES exam:

1. Students must demonstrate readiness for and receive approval from the assistant dean to attempt an actual

TExES exam. Approval is secured by completing a TExES State Exam Approval Form each time they wish to

test. Forms are accepted on the first day of each month only.

2. Forms are available from the Educator Preparation Office in Madla-212.

3. The Certification Officer will process forms in date stamp order, and send an email to students with test

registration instructions.

EDUCATOR CERTIFICATION REQUIREMENTS

In order to apply for the Texas Standard Teaching Certificate, students must meet all of the requirements listed

below. Students may refer to the Educator Preparation Program website for additional information related to

Teacher Certification Requirements. Students should also access the website for instructions for printing,

completing and submitting the Teacher Certification Recommendation Form.

1. All coursework MUST be complete, including Clinical Teaching.

2. Your degree must be awarded and MUST be posted to your transcript.

3. ALL of the required TExES content exams and the Pedagogy and Professional Responsibilities (PPR)

TExES must be passed.

4. The Teacher Certification Recommendation form must be completed and submitted to Rebecca Longoria,

the Certification Officer, in Madla, Room 212.

Appendices

TEACHER CANDIDATE TIME SHEET (To be uploaded into Digication) Teacher Candidate Name: __

J/K#: District: Campus:

Date

Time-In

Time-Out

(15 minute increments)

Total Hours

Coop Teacher

Initials

Total hours/minutes (15 minute increments)

Cooperating Teacher’s Signature: Date:

Teacher Candidate Signature: Date:

Final Grading Sheet for Clinical Teaching To be uploaded into Digication

**Note: Failure to complete any of these activities by the stated due date may result in not passing clinical teaching. Students

who do not earn credit for clinical teaching will be required to repeat clinical teaching the following semester.

Assignment/Activity Points Earned/Points

Possible or CR/NC

Due Date

Attendance at ALL Professional Development

Seminars. No partial credit will be given.

CR____ NC ____

One per month – see EPP

calendar

Resume and Philosophy Statement

_____/5

By end of week 8

(approximately October13)

Complete Timesheet (16 full-day weeks)

CR____ NC ____

By end of week 16

(December 6)

Three Self-Reflection Journal Entries

Journal 1 ___/5

Journal 2 ___/5

Journal 3 ___/5

By end of week 1

By end of week 8

By end of week 16

Three Formal Lesson Plans Evaluated and

Lesson Delivery Observed by Teaching

Specialist

Observation 1 ___/10



By end of week 5

By end of week 12

By end of week 16

One Mid-term Disposition Form

CR____ NC ____

By end of week 9

TExES Content Exam

CR____ NC ____

By end of week 16

TExES PPR Exam

CR____ NC ____

By end of week 16

Two Formal Lesson Plans Evaluated and

Lesson Delivery Observed by Cooperating

Teacher



By end of week 8

By end of week 16

Differentiated Lesson Using Technology

_____/5

By end of week 16

Data Collection and Analysis

_____/5

By end of week 16

RTI Case Study

_____/15

By end of week 13

ARD or 504 Meeting

_____/5

By end of week 13

Planning Meeting/PD Log

CR____ NC ___

___

By end of week 16

End of Semester Attributes Form

CR____ NC ___

___

By end of week 16

End of Semester Attributes Form

CR____ NC ___

___

By end of week 16

Final Grade _______/100 Scale: 90-100 = A 80-89 = B 70-79 = C 60-69 = D

*Note: Failure to complete any of these activities (including the CR/NC assignments) by the stated due date

may result in not passing clinical teaching. Students who do not earn credit for clinical teaching will be

required to repeat clinical teaching the following semester.

**Note: A student will not receive a grade higher than a “B” for Clinical Teaching (CT) if he/she has not

passed the TExES CORE Content AND PPR exams by the end of the CT semester.

***Note: State certification requirements specify that students may not be certified if they earn any grade lower

than a “C” in an education course that is required by the Educator Preparation Program. Therefore, clinical

teachers must earn a grade of “C” or better in order to be recommended for certification to the State Board for

Educator Certification (SBEC) at the Texas Education Agency (TEA) upon completion of all degree, testing and

certification requirements.

Résumé Writing Rubric

Task Description: Complete a Personal Résumé that includes a brief philosophy of education statement.

Criteria

wei

gh

t

Exceptional Admirable Acceptable Attempted

Personal

Information 15%

Bolded and easily read

Legal name

Complete address

Complete phone number

Easily read

Name

Address

Phone number

Clear

Incomplete name

Incomplete address

Incomplete phone

number

Unclear

Missing name

Missing address

Missing phone number

Headings 40%

Each heading serves a purpose

for type of résumé

Pertinent information fits job

objective or personal

statement

Information listed in reverse

chronological order

Well written descriptions

Criteria submitted meets

stated objective

Most headings serve a

purpose for type of résumé

Includes pertinent

information under each

heading

Information in some order

Descriptions fairly well

written

Most criteria meets stated

objective

Unnecessary headings

included or lacking

necessary headings

Gaps in pertinent

information

Information in random

order

Basic descriptions

Some criteria meets

stated objective

Incomplete headings

Lacking pertinent

information

Information lacks dates

Incomplete descriptions

Criteria not relevant to

stated objective

References 15%

Submits separate reference

sheet and notes on résumé that

references are available

Notes that references are

available

Lists references on

résumé

No note or list of

references

Appearance 30%

Typed; format correct

Thorough and on one page

Professional font

Correct grammar, usage,

mechanics, spelling

Well organized

Typed; format acceptable

One page

Easily read font

Few grammar, usage,

mechanics, spelling errors

Adequately organized

Typed; poor format

Crowded one page

Difficult to read font

Several grammar, usage,

mechanics, spelling

errors

Poorly organized

Handwritten

More than one page

Difficult to read

Obvious grammar, usage,

mechanics, or spelling

errors

Lack of organization

Assignment Score ______________ + Beyonder/Bonus ______________ = Final Score _______/5 points possible___

SELF-REFLECTIVE JOURNAL TEMPLATE/INSTRUCTIONS

To be entered in Digication

Students are required to complete three (3) Self-reflective journals. One at the end of the 1st week in the classroom,

a second at the end of the 8th week in the classroom and a third at the end of the 16th week.

REFLECTIVE JOURNAL # 1 CLASSROOM ROUTINE (Due end of 1st week)

1. Reflect upon what you have learned in your education coursework and your experiences in FR 1 and FR 2.

2. Discuss your expectations for your clinical teaching semester.

3. Identify and discuss what you are looking forward to during the semester as well as any concerns that you

have beginning this clinical experience.

Due date: End of 1st week in the classroom.

REFLECTIVE JOURNAL # 2

CLASSROOM MANAGEMENT and RECORD KEEPING (Due end of 8th week)

1. Review your first Self-reflective journal and reflect on your experiences in clinical teaching to date.

2. Discuss your progress; what do you think is going well?

3. Discuss any challenges or issues that you need to focus on for the remainder of the semester.

4. Detail your plan for the remainder of the semester to assure that you overcome the challenges and issues

that you are experiencing.

Due date: End of the 8th week in the classroom

REFLECTIVE JOURNAL #3

STUDENT/TEACHER INTERACTION & MANAGEMENT TECHNIQUES (Due end of 16th week)

1. Reflect upon your experience in the classroom this semester.

2. Think about your future classroom.

3. What did you experience that you plan to implement; what do you plan to do differently and why?

Due date: “Turn in day at final Field Residency Seminar”

Differentiation and Technology Integration Assessment Rubric

Task Description: Select a lesson to differentiate for instructional needs of students. Use existing technological resources available on your campus. You do NOT have to teach this lesson for a formal observation.

Criteria W

eigh

t Exceptional Admirable Acceptable Attempted

Curriculum Goals & Technologies

(Curriculum-based technology use)

20%

Technologies selected for use in the instructional plan are strongly aligned with one or more curriculum goals.

Technologies selected for use in the instructional plan are aligned with one or more curriculum goals.

Technologies selected for use in the instructional plan are partially aligned with one or more curriculum goals.

Technologies selected for use in the instructional plan are not aligned with any curriculum goals.

Instructional Strategies & Technologies

(Using technology in teaching/ learning)

20%

Technology use optimally supports instructional strategies.

Technology use supports instructional strategies.

Technology use minimally supports instructional strategies.

Technology use does not support instructional strategies.

Technology Selection(s)

(Student Centered, Engaging and Relevant)

20%

Technology selection(s) are exemplary, given curriculum goal(s), instructional strategies, and is Student Centered.

Technology selection(s) are appropriate, but not exemplary, given curriculum goal(s) and instructional strategies.

Technology selection(s) are marginally appropriate, given curriculum goal(s) and instructional strategies.

Technology selection(s) are inappropriate, given curriculum goal(s) and instructional strategies.

“Fit”

(Content, pedagogy and technology together)

20%

Content, instructional strategies and technology fit together strongly within the instructional plan.

Content, instructional strategies and technology fit together within the instructional plan.

Content, instructional strategies and technology fit together somewhat within the instructional plan.

Content, instructional strategies and technology do not fit together within the instructional plan.

Differentiation

(Specific changes made to differentiate for students’ needs/learning styles)

20%

Lesson plan is adapted by Lesson Criteria: Content/Process/Product and/or Student Criteria: Ability/Learning Profile/Interest which optimally enhances and supports learning.

Lesson plan is adapted by Lesson Criteria: Content/Process/Product and/or Student Criteria: Ability/Learning Profile/Interest which supports learning.

Lesson plan is adapted by Lesson Criteria: Content/Process/Product and/or Student Criteria: Ability/Learning Profile/Interest which minimally supports learning.

Lesson plan is adapted in ways that does not support learning.

Assignment Score__________ + Beyonder/Bonus _______ = Final Score _______/5 points possible___

Data Collection and Analysis Rubric

Task Description: Write a short paper describing the benchmarking and criterion referenced assessment program(s) on your campus. You will need to talk with your cooperating teacher and an administrator to complete this assignment.

Criteria W

eigh


Description of benchmarking and criterion referenced assessments

20%

Clearly written and extremely thorough description of benchmarking and criterion referenced assessments

Clearly written and thorough description of benchmarking and criterion referenced assessments

Basic description of benchmarking and criterion referenced assessments

Unclear and/or poorly written description of benchmarking and criterion referenced assessments

Explanation of how data from benchmarking and criterion referenced assessments are gathered

20%

Clearly written and extremely thorough explanation of how data from assessments are gathered.

Clearly written and thorough explanation of how data from assessments are gathered.

Basic explanation of how data from assessments are gathered.

Unclear and/or poorly written explanation of how data from assessments are gathered.

Explanation of how results from benchmarking and criterion referenced assessments are analyzed

20%

Clearly written and extremely thorough explanation of how data from assessments are analyzed.

Clearly written and thorough explanation of how data from assessments are analyzed.

Basic explanation of how data from assessments are analyzed.

Unclear and/or poorly written explanation of how data from assessments are analyzed.

Explanation of how information from benchmarking and criterion referenced assessments are used to inform instruction

20%

Clearly written and extremely thorough explanation of how data from assessments are used to inform instruction.

Clearly written and thorough explanation of how data from assessments are used to inform instruction.

Basic explanation of how data from assessments are used to inform instruction.

Unclear and/or poorly written explanation of how data from assessments are used to inform instruction.

Preparation and General Thoughts

20%

Obvious, detailed effort on assignment 0-1 Grammatical and/or Mechanical Errors

Acceptable effort on all parts of the assignment 2-3 Grammatical and/or Mechanical Errors

Some effort on assignment 4-5 Grammatical and/or Mechanical Errors

Little or no effort on assignment 5+ Grammatical and/or Mechanical Errors


Response to Intervention (RTI) Rubric

Task Description: Identify a student who is experiencing academic difficulty, follow his/her progress and make record of progress for at least 6 weeks. See CT handbook for additional directions. Remember that students’ identity should always be kept confidential. Please use pseudonyms.

Criteria W

eigh


Describe student’s

area of need.

Include information

about assessments,

Tier designation and

goals.

20%

Extremely detailed and thorough description of student’s area of need including all listed components and previous attempts at intervention.

Detailed and thorough description of student’s area of need including all listed components.

General description of student’s area of need including all listed components.

Weak or confusing description of student’s area of need including all listed components.

Weekly Summary of prescribed interventions including lists of materials and descriptions, number of days/minutes per week of intervention and mini formative assessments

40%

Thorough, reflective and well organized weekly log that includes all components listed as well as ideas for additional interventions and/or opinions about the current interventions.

Thorough, reflective and well organized weekly log that includes all components listed.

Basic but well organized weekly log that includes all components listed.

Weak or confusing and/or poorly organized weekly log that may not include all components listed.

Results/Outcomes Describe the results of the intervention, assessment tools used and recommendations for the future

20%

Extremely detailed and thorough explanation of the results of the intervention including information about the assessment tools that were used and a reflective/thoughtful recommendation for future instruction.

Detailed and thorough explanation of the results of the intervention including information about the assessment tools that were used and a thoughtful recommendation for future instruction.

Basic explanation of the results of the intervention including information about the assessment tools that were used and a recommendation for future instruction.

Weak or confusing explanation of the results of the intervention which may not include information about the assessment tools that were used and/or a recommendation for future instruction.

Preparation and

General Thoughts

20%






ARD or 504 Meeting Assessment Rubric

Task Description: Attend an ARD or 504 Meeting and write a paper about the experience. See the handbook for specific instructions. Remember that students’ identity should always be kept confidential. Please use pseudonyms.

Criteria W

eigh


Identification of

Individuals and

their Roles

10%

Identification of all individuals with a thorough explanation of each person’s role.

Identification of some individuals with a thorough explanation of each person’s role.

Identification of some individuals with a loose explanation of each person’s role.

Unclear identification of individuals with a weak explanation of each person’s role.

Purpose 40%

Thorough and reflective explanation of the purpose of the meeting.

Thorough explanation of the purpose of the meeting.

Basic explanation of the purpose of the meeting.

Weak or confusing explanation of the purpose of the meeting.

Cooperating Teacher’s Role

20%

Thorough and clear explanation of the role and responsibilities that the classroom teacher has in the meeting.

Thorough explanation of the role and responsibilities that the classroom teacher has in the meeting.

Basic explanation of the role and responsibilities that the classroom teacher has in the meeting.

Weak or confusing explanation of the role and responsibilities that the classroom teacher has in the meeting.

Outcomes 20%

Detailed and thorough explanation of the outcomes/decisions that were made at the meeting and plans for “next steps”.

Thorough explanation of the outcomes/decisions that were made at the meeting and plans for “next steps”.

Basic explanation of the outcomes/decisions that were made at the meeting.

Weak or confusing explanation of the outcomes/decisions that were made at the meeting.

Preparation and

General Thoughts

10%






Teacher Candidate Midterm Disposition Form

(To be entered into Digication by Cooperating Teacher)

Teacher Candidate: __________________J/K#:_________________ Date of Evaluation: ___________________

Cooperating Teacher:__________________________Signature:____________________________________

Proficiency Levels

Distinguished Accomplished Proficient Developing Improvement Needed

Disposition/Behavior – Professional Requirements

Proficiency

Level

Comments

1. Attendance is regular and punctual.

2. Lesson plans are turned in on time.

3. Demonstrates appropriate command of both oral and written communication.

4. Open to accepting and testing the results of unfamiliar ways of teaching

5. Accepts and acts upon reasonable criticism.

6. Separates personal and professional issues when in the classroom.

7. Works collegially with parents, teachers, staff and administrators in school

settings and elsewhere.

8. Acts always for the benefit of all students.

9. Relationships with students, peers, supervisors, family members, staff and

faculty are emotionally, verbally and physically appropriate.

10. Demonstrates appropriate personal hygiene habits and dress for professional

contexts.

11. Adheres to the Code of Ethics and Standard Practices for Texas Educators.

Disposition/Behavior – Cultural & Social 12. Exhibit respect for supervisors, peers, and children and youth in all settings.

13. Values diversity, respects differences, and does not impose personal values on

others.

14. Accepts and accommodates for exceptional learners.

15. Demonstrates an ability to work with ethnically diverse populations.

16. Works productively with peers.

17. Speaks in a manner appropriate to the context of the learning environment.

18. Displays positive attitudes toward faculty, colleagues, and students.

19. Demonstrates appropriate social skills in professional and social interactions

with others.

Disposition/Behavior – Emotional, Mental, and Cognitive 20. Demonstrates effective stress management skills for personal and professional

success.

21. Uses sound judgment.

22. Demonstrates emotional and mental health required to function effectively as a

teacher.

23. Thinks analytically about educational issues.

24. Thoughtfully reflects about their practice.

25. Flexible, open to new ideas, and willing and able to modify their beliefs and

practices.

26. Questions and test their assumptions about teaching and schooling.

Additional Comments:

TEACHER CANDIDATE PROFESSIONAL GROWTH PLAN

Student Name (printed):__________________________________________Date:___________________ Student Signature:_________________________________________________________________________

Cooperating Teacher (printed):______________________ Signature:____________________________

Teaching Specialist (printed):_______________________ Signature:_____________________________

Areas of Concern: (Based on Professional Expectations Dispositions Referral)

Intervention Strategies:

Timeline for Meeting Goals: Date/Time to reconvene: _______________________ (must be prior to end of the semester) Signature: _____________________________________ Date: ________________

(Faculty/Teaching Specialist)

Teaching Specialists: Forward all professional growth plans to Field Faculty immediately.

COOPERATING TEACHER /TEACHING SPECIALIST EVALUATION

(To be entered into Digication)

Date: __________ Start Time: ________ End Time: ___________ Total Time2: _____________

Student:

J/K#: Grade Level:

Evaluator:

Subject:

This evaluation is aligned to the Texas Teacher Evaluation Support System (T-TESS). T-TESS is a

growth model evaluation system that is intended to support the continued development of educators.

It is not a quantified system nor should the levels of proficiency be equated to any sort of grading

system. The expectation is that even most experienced teachers will operate at the level of “proficient”.

T-TESS is comprised of four Dimensions: Planning, Instruction, Learning Environment and

Professional Practices and Responsibilities. This student evaluation includes Dimensions 1-3 only;

Professional Practices and Responsibilities will not be evaluated during this observation.

Proficient is the level of proficiency required in statute and is considered to be “rock solid teaching”.

It is not expected that many students will achieve the levels of proficiency “Accomplished” or

“Distinguished”. These levels of proficiency will only be assigned when there is clear evidence of

significant growth over time.


Student demonstrates distinguished performance at a high level always and consistently (Consistently Student Centered)

Student demonstrates accomplished expectations consistently most of the time (Mostly Student Centered)

Student applies proficient competencies, most of the time (Both Student and Teacher Centered)

Student demonstrates developing characteristics, or skills required some of the time (Mostly Teacher Centered)

Student demonstrates few

quality

characteristics, or

skill required rarely

(Teacher Centered)

2 Be sure to total the amount of time that the student was observed. This must be verified prior to the student receiving a

recommendation for certification. Do NOT include any time spent planning or debriefing with the student; only instructional time

should be included in this total.

Dimension 1-Planning Evidence – What the TEACHER said and did. Evidence – What the STUDENTS said and did. Rating

Standards and Alignment 1.1 The teacher designs clear, well-

organized, sequential lessons that

reflect best practice, align with the standards and are appropriate

for diverse learners.

Data and Assessment 1.2 The

teacher uses formal and informal

methods to measure student

progress, then manages and

analyzes student data to inform

instruction.

Knowledge of Students 1.3 Through knowledge of students

and proven practices, the teacher

ensures high levels of learning,

social-emotional development

and achievement for all students.

Activities 1.4 The teacher plans

engaging, flexible lessons that encourage

higher–order thinking,

persistence and achievement.

Dimension 2-Instruction

Evidence – What the TEACHER said and did. Evidence – What the STUDENTS said and did. Rating

Achieving Expectations 2.1 The teacher supports all learners in

their pursuit of high levels of

academic and social- emotional success.

Content Knowledge and Expertise

2.2 The teacher uses content and

pedagogical expertise to design and

execute lessons aligned with state

standards, related content and

student needs.

Communication 2.3 The

teacher clearly and accurately

communicates to support

persistence, deeper learning and

effective effort.

Differentiation 2.4 The teacher differentiates instruction, aligning

methods and techniques to diverse

student needs.

Monitor and Adjust 2,5 The teacher formally and informally collects, analyzes and uses student

progress data and makes needed

lesson adjustments.

Summary Comments/Goals: _________________________________________________________________________________________

Evaluator Signature: __________________________________Teacher Candidate Signature: ___________________________________

Dimension 3-Learning Environment

Evidence – What the TEACHER said and did. Evidence – What the STUDENTS said and did. Rating

Classroom Environment,

Routines and Procedures 3.1 The teacher organizes a safe,

accessible and efficient

classroom.

Managing Student Behavior 3.2

The teacher establishes,

communicates and maintains clear

expectations for student behavior.

Classroom Culture 3.3 The

teacher leads a mutually

respectful and collaborative

class of actively engaged

learners.

End of Semester Attributes Review

(To be entered into Digication) Field Residency Candidate:____________________________________________________________________

J/K#______________________________________ Semester: FR1 Spring Fall

Teaching Specialist:___________________________Cooperating Teacher:______________________________

Proficiency Levels


Proficiency Level

Comments

1.DEMEANOR &

COOPERATION Demonstrated positive attitudes in interactions with

Mentor Teacher, campus faculty, and students

2.RESPONSIBILITY &

INITIATIVE

Understood and completed assigned tasks. Displayed

independence in starting and completing activities,

products, and tasks

3. FLEXIBILITY AND

RESILIENCY Displayed a positive willingness and ability to adapt to

changes in events, conditions, activities and tasks

4. APPEARANCE Wears appropriate and professional attire. Adheres to

campus/district professional dress code

5. ATTENDANCE AND

PUNCTUALITY

Dependable and punctual

6. TIME

MANAGEMENT

& ORGANIZATION

Displayed the ability to monitor and

control time, materials and product due dates

7. RELATIONSHIP

ORIENTED

Displayed strong social and people skills. Displayed a

passionate desire to promote high student success

8.“WITH-IT-NESS” Integrated an array of emotional, attitudinal, intellectual

and behavioral attributes into a holistic, problem-solving

professionalism.

9.COMMUNICATION

(ORAL AND WRITTEN)

Oral communication displayed effective voice,

appropriate spelling, grammar, punctuation, syntax and

format

10.APPLICATION &

SYNTHESIS

Able to translate theory to practice and develop new

strategies, activities and processes based upon available

information and resources (demonstrated progress over

time toward achieving this)

Evaluator Name (printed) _________________________________________________

Evaluator Signature ______________________________________________________Date ____________

Student Signature _______________________________________________________ Date ____________

ATTENDANCE POLICY AND REQUEST FOR ABSENCE

The only automatic excuse for absence from Clinical Teaching is a severe personal illness or death in the

immediate family; but even in these cases, the principal, mentor teacher and the teaching specialist must be informed

by telephone and email as early as possible. The form must be signed within seven days of absence.

All other exceptions must be approved one week in advance. Any student who wishes to apply for a teaching

position should make arrangements after school hours or on Saturday morning; if no other time is possible the student

may request permission, in advance, for an interview. All other absences except personal illness or death in the

immediate family will be handled in the same manner. All absences are to be made up.

Procedure to request absences: If a student, other than for death or severe illness, thinks he/she should be

absent from the field assignment, he/she must get approval of the university partner and Teaching Specialist before

completing the absence request. This request is then presented, in advance of the proposed absence, to the Field

Faculty and Assistant Dean.

I, ____________________________________, request permission to be absent from my clinical

teaching placement on _________________________, 2017. The reason for my absence is:

_____________________________________________________________________________.

Approval should be requested in this order:

Clinical Teacher Name Signature Date

Cooperating Teacher Name Signature Date

University Teaching Specialist Name Signature Date

Field Faculty Name Signature Date

* Return this form to your University Supervisor and keep a copy for your professional portfolio

TEACHER AND LEADERSHIP PREPARATION PROGRAM

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT Texas A&M University San Antonio

One University Way, San Antonio, Texas 78224

CONFIDENTIALITY STATEMENT REGARDING STUDENT INFORMATION

I understand that printed, electronic and oral communications concerning a student’s: school

performance, academic records, disciplinary history, counseling data, health and developmental

history and current status, testing and evaluation data, disability status, records of evaluation and/or

treatment from health care providers and outside agencies, and family information, including but not

limited to socio-demographic, biographic, insurance, financial and health information, are

confidential.

In the course of my association with this school, access to such information from file folders, records,

computer display screens, computer printers, tele-copying machines and verbal communications may

be required for legitimate education purposes.

Release of this kind of information in printed, verbal, electronic, or any other form (except as required

in the performance of work) is a major violation of teacher conduct standards and professional

educator ethics. As such, disclosure of such information may be considered reason for disciplinary

action that may result in termination from the educator preparation program.

Any computer password assigned to me and keys to any files containing student information for which

I am responsible will be kept confidential and will be shared only with specifically authorized fellow

employees.

I have reviewed the Educator Preparation Program Clinical Teacher Handbook that contains

professional standards and ethics for educators. If I have any questions concerning the confidentiality

of student information, I will consult with my mentor teacher, university supervisor, and/or principal.

I, ____________________________, hereby declare that Texas A&M-San Antonio may release

my observation reports to campus administrators.

I have read, understand and agree with the above statements.

Clinical Teacher’s Name

___________________________________________________________ K#

Signature Date _____________________________________________________

* Return this form to your Teaching Specialist or Field Faculty and keep a copy for your professional portfolio.

clinical teaching requirements...be no visible tattoos, body piercing (excluding ear piercings for...

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