enhanced student teaching cooperating teacher
TRANSCRIPT
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ENHANCED STUDENT TEACHING
COOPERATING TEACHER HANDBOOK
2015-16
Master of Education in
Initial Teacher Licensure Program
Carter & Moyers School of Education
Carter & Moyers School of Education
Lincoln Memorial University
Harrogate, TN 37752
865-531-4116
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Table of Contents
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........................................................................................................................................................................ 3
Program Faculty ........................................................................................................................................................ 3
Introduction ................................................................................................................................................................ 4
MEdITL Program Mission ............................................................................................................................................ 5
Program Theme and Beliefs ...................................................................................................................................... 5
Teacher Education Candidate Professional Dispositions .......................................................................................... 6
Student Teaching ........................................................................................................................................................... 7
Roles and Responsibilities of the MEdITL Candidate .............................................................................................. 7
Student Teaching Policies ......................................................................................................................................... 7
Attendance ............................................................................................................................................................ 7
Corporal Punishment ............................................................................................................................................ 8
Course Work ......................................................................................................................................................... 8
Dress and Grooming ............................................................................................................................................. 8
Liability Insurance ................................................................................................................................................ 8
Licensure Questions .............................................................................................................................................. 8
Professional Activities .......................................................................................................................................... 9
Schedule ................................................................................................................................................................ 9
Substitute Teaching ............................................................................................................................................... 9
Termination of Student Teaching ......................................................................................................................... 9
Transportation ....................................................................................................................................................... 9
Visits from LMU Professional Education Faculty (PEF) ..................................................................................... 9
Requirements for Student Teaching .............................................................................................................................. 9
Cooperating Teachers’ Roles ....................................................................................................................................... 12
Cooperating Teacher Expectations .............................................................................................................................. 12
Clinical Practice Co-Teaching Guidelines ................................................................................................................... 13
Appendix A -F ……………………………………………………………………………………………………..15
INTASC Standards, Goals, and Performance Expectations 14
Disposition Form ………………………………………………………………………………………………….21
LMU Lesson Plan Format ....................................................................................................................................... 24
Modified TEAM Rubrics ..... …………………………………………………………………………………… 26
Modified TEAM Observation Form …………………………………………………………………………… .. 38
Helpful Key Terms .................................... ……………………………………………………………….…… ..40
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Directory
Dean, Carter & Moyers School of Education…….............. ............................. Dr. Michael Clyburn (423) 869-6223
Associate Dean, Carter & Moyers School of Education...... ............................... Dr. Teresa Bicknell (865) 531-4108
Director of MEd in Initial Teacher Licensure Program ....................................... Dr. Tammy Barnes (423) 361-3171
Program Counselor ...................................................................................................... Jamie Rutland (865) 531-4116
Director of Clinical/Field Experiences .................................................................. Dr. Cherie Gaines (865) 531-4154
Director of Testing/Certification ...................................................................................... Erin Brock (423) 869-6405
Director of Financial Aid ................................................................................................ Jonah Scent (423) 869-6274
Student Accounts ..........................................................................................................Joyce Stanley (423) 869-6305
Program Faculty
Dr. Tammy Barnes Assistant Professor, Program Director
Phone: 423-361-3171 E-mail: [email protected]
Dr. Rebecca Burleson Assistant Professor
Phone: 423-741-9656 E-mail: [email protected]
Dr. Kevin Jones Associate Professor
Phone: 423-489-0525 E-mail: [email protected]
Dr. Tony Maxwell Adjunct Professor
Phone: 423-869-6257 E-mail: [email protected]
Dr. Ashley Stanley Assistant Professor
Phone: 423-276-661 E-mail: [email protected]
Dr. Susan Wagner Assistant Professor
Phone: E-mail:
Dr. Vicki Clevinger Adjunct Faculty, Education
Phone: 423-335-5341 E-mail [email protected]
Professional Certification and Licensure Disclaimer
Authorization for the University to provide a program for the preparation of teachers or
administrators does not guarantee eligibility for certification or licensure. It is the sole
responsibility of the candidate to be knowledgeable about specific state certification/licensure
requirements, qualify for certification or licensure, and apply for the same.
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Introduction
Welcome to student teaching! This experience will be one of the most rewarding, exciting, and challenging
experiences of a lifetime. The faculty and staff at Lincoln Memorial University are dedicated to helping our teacher
candidates have a successful experience which can lead to a lifetime career in education.
This MEd in Initial Teacher Licensure (MEdITL) Cooperating Teacher Handbook is intended to assist
cooperating teacher mentors of these teacher candidates pursuing teacher licensure for Elementary, K-12, and
Secondary Education. This handbook is a dated publication; an online version may be found at
http://www.lmunet.edu/education/storage/. The complete Enhanced Student Teaching Handbook can also be
found at that site.
This graduate level teacher licensure program is designed to conform to current Tennessee and University guidelines
and requirements. Candidates should be aware that teacher education requirements are subject to change in order to
maintain compliance with state and university requirements. The Program reserves the right to make
programmatic changes and to implement such changes as deemed necessary by the Tennessee Department of
Education or Lincoln Memorial University.
Each MEdITL student is responsible for current information regarding his/her specific program of study. Each
student should review the program website on a regular basis. Faculty and staff will disseminate program
information as needed and are always available to answer questions. Candidates seeking inter-state reciprocity for
licensure are responsible for obtaining and completing all licensing and testing requirements for those states in
which they are seeking reciprocity.
Americans with Disabilities Act (ADA): Any student with a disability (learning or physical) should bring
documentation for the disability to the ADA Compliance Office of Student Services. When documentation has been
reviewed, a form will be completed stating the reasonable accommodations to be granted to the student with a
disability. The contact number for the Office of Student Services is (423) 869 6213.
Statement of Nondiscrimination: Lincoln Memorial University shall not discriminate against any person based
on age, color, creed, disability, ethnic/national origin, gender, military status, race, religion, or sexual orientation.
Unit Commitment to Diversity – The School of Education recognizes differences among groups of people and
individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual
orientation, and geographical area. The unit designs, implements, and evaluates curriculum and provides
experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary
to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to
diversity. Experiences provided for candidates include working with diverse populations, including higher
education and K-12 school faculty, candidates, and students in K-12 schools.
Social Networking Policy: Lincoln Memorial University supports use of blogs and social networking sites* by
University departments/programs. Users must recognize that:
All information posted on a University department/program blog and/or social networking site must: be in
compliance with the LMU's Acceptable Use Policy (outlined in the faculty/staff and student handbooks)
and all other University policies, follow acceptable social behaviors and comply with federal and state
regulations.
If an activity on a social networking site is reported as violating University policy as outlined in the
appropriate handbook, it will be investigated and handled according to the disciplinary process.
University department/program blogs and social networking websites/pages created in the University's
name are representatives of Lincoln Memorial University and therefore subject to the guidelines, policies
and branding of the LMU. Adherence to the University style manual is mandatory.
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University representatives can and do monitor these web sites regularly. LMU reserves the right to disable,
change or modify University department/program blog and or social networking sites if University policies
are not followed.
Personal blogs identifying a person as an LMU employee or student should have clear disclaimers that the
views expressed by the author in the blog is the author’s alone and do not represent the views of the
University. Sample disclaimer: This is my personal account and the content included here does not
represent the opinions of my employer.
Be respectful of the University, faculty, staff, students and University constituents.
Information published on University department/program or personal blogs and social networking sites
shall comply with the University’s confidentiality and HIPPA policies. Information which is confidential
and proprietary to the University shall not be posted. These restrictions also apply to comments posted on
other blogs, forums and social networking sites.
Respect copyright laws and reference or cite sources appropriately. All official University
department/program blogs and/or social networking sites must include this disclosure statement: This is an
officially recognized entity of Lincoln Memorial University. Any questions about content can be directed to
the Office of Public Relations and Marketing.
When considering creating a University department/program blog and/or social networking site, users are asked to
contact the director of social networking for assistance in setting up the page to match the look and feel of the
University branding and website. Additionally all official University department/program blogs and/or social
networking sites must be registered with the director of social networking, who should be added as an admin (where
available).
*Social networking sites include, but are not limited to: Facebook, Myspace, Twitter, Youtube, Flickr, LinkedIn,
etc.
(Proposed 9/4/09)
MEdITL Program Mission
The MEdITL Program supports the Lincoln Memorial Teacher Education Program’s mission and is dedicated to
preparing quality practitioners who are highly effective in their teaching and learning as a result of abilities acquired
through rigorous and diverse academic studies, and in collaboration with K-12 schools. This Program strives to
develop teacher-leaders who inspire renewal, who are capable of meeting the challenges of an ever increasingly
global society, and who possess an understanding of the moral, social, and political dimensions of education.
Program Theme and Beliefs
The MEdITL Program supports the theme and beliefs of the Lincoln Memorial Teacher Education Program that
provides the philosophical base, direction, and parameters for the faculty to prepare teachers for tomorrow’s
educational demands. Therefore, our candidates and the program should:
1. share a joint responsibility with Lincoln Memorial University and K-12 schools;
2. have a strong foundation in general education courses, academic majors, and specialty areas;
3. possess a strong background in professional methodology and pedagogy;
4. establish a firm teaching foundation based on the constructivist theory;
5. prepare reflective teachers who continuously assess their teaching and learning processes;
6. collaborate with a variety of K-12 schools for the purpose of promoting best practices to our K-12
stakeholders;
7. encourage an interdisciplinary and interactive approach to the teaching and learning process that
engages the candidate in professional development;
8. integrate coursework with clinical and field experiences by promoting the collaborative process with
participating schools;
9. provide experiences for candidates to understand and appreciate individuals with special needs and
abilities;
10. provide experiences for candidates to understand and appreciate diversity among teachers, students,
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and the community;
11. incorporate viable research on effective teaching and effective teacher education practices;
12. incorporate the use of new technology appropriate for the classroom;
13. prepare teachers to help students expand their horizons toward a world view while preserving the local
culture;
14. prepare teachers to disseminate scholarly knowledge in language understood by the local culture;
15. support Program graduates, and provide assistance during their first year of teaching, where possible;
and
16. prepare teachers to provide an education that gives students positive options for their futures.
Teacher Education Candidate Professional Dispositions
CAEP Standard 1 requires that teacher candidates exhibit Professional Dispositions, defined as
professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as
educators interact with students, families, colleagues, and communities. These positive behaviors support
student learning and development.
Candidate recommended from LMU to be certified by Tennessee must exhibit Professional Dispositions in their
interactions with all stakeholders, including classmates, K-12 mentoring teachers, K-12 administrators, cooperating
teachers, students, and university faculty, staff and supervisors while in the university environment and in field
placements. Reports of behavior, actions, or attitudes that are not considered professional or meeting the
Professional Disposition requirements could result in termination from the Teacher Education Program. Candidate
dispositions will be measured during all three Program Modules. Candidates, whose dispositions are in question,
regardless of academic achievement, are subject to a developmental plan or dismissal at any time during the
program when concerns are raised by Program faculty. Students dismissed during any stage of the program can
appeal using the Appeals Policy stated in the Graduate Education catalog.
Review boards will be held at the end of each semester for those students whose dispositions and/or academic
achievement are in question.
The following is a summary list of Professional Dispositions indicators:
1. Attendance and Punctuality
2. Initiative
3. Work Habits
4. Oral Communication
5. Written Communication Skills
6. Collegiality
7. Respect (in action and speech)
8. Commitment to Profession
9. Professionalism in Clinical & Field Placement (Ethics, Professional Growth, and
Confidentiality)
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Student Teaching
Student teaching is a professional semester that will focus on direct teacher experience in at least two classrooms
which may be at different schools that requires the teacher candidate to teach full-time in approved K-12 public
school(s) for a minimum of one semester (approximately 16 weeks total). Students are required to join STEA or
maintain equivalent professional liability insurance.
Roles and Responsibilities of the MEdITL Candidate
The roles and responsibilities of the MEdITL Candidate, throughout his/her student teaching experience, is one of a
learner. A student teacher should:
1. understand that she/he is a guest in the K-12 public school;
2. acquire a student handbook from the school administrator’s office;
3. become familiar with and abide by the K-12 school rules, regulations, and expectations, including
dress code and professional behavior listed in this handbook;
4. become familiar with the school, its community, faculty, organization, curriculum, and physical plant;
5. make her/his day at school the same (as a minimum) as that of the cooperating teacher regarding and
length of the school day, extra-curricular assignments, duties, etc.;
6. ask questions: know definitively what the expectations are of the cooperating teacher, the field
supervisor, and the seminar instructor;
7. attend and participate in school functions such as faculty meetings, school board meetings, staff
development, and parent conferences;
8. be punctual and dependable regarding all school related activities;
9. notify, as far in advance as possible, the cooperating teacher(s), university supervisor, and school
office secretary or administrator, if she/he must be late or absent from student teaching;
10. inquire about making up any missed time regarding a tardy or absence, as soon as possible;
11. demonstrate effective pedagogical skills, as learned in class and on the job;
12. display competence in the content knowledge area, while exerting both an effort and a willingness to
learn more from an experienced teacher;
13. be action-oriented and creative; make teaching and learning come alive;
14. seek assistance from cooperating teachers regarding appropriate curriculum and methodology for each
student and accept the teachers’ decisions;
15. develop written instructional plans for all classes for which he or she is responsible, and have the plans
approved and initialed by the cooperating teacher at least 24-hours prior to implementation;
16. accept the cooperating teacher’s advice and decisions regarding the content material to be taught;
17. endeavor to establish and maintain effective professional working relationships with the cooperating
teacher, administration, and the faculty and staff at the host school;
18. accept cooperating teacher’s suggestions as a constructive critique and review and study intently any
feedback from cooperating teachers regarding subjects such as planning, teaching, student assessment,
classroom management, conferences, and evaluations, using this information to make necessary
adjustments;
19. protect confidential information, such as student records, in a professional and responsible manner;
20. attend all student teacher seminars as scheduled by the program;
21. demonstrate professionalism and a positive attitude to all university and public school faculty and staff;
and
22. diligently and continually strive to develop one’s self as a well-rounded teaching professional, thus
promoting a positive image of the teaching profession.
Student Teaching Policies
22TAttendance 22T: Student teaching consists of a minimum of one semester of observation and student teaching. The student
teacher is expected to be in attendance EVERY DAY throughout the entire period of student teaching, and to be there,
at a minimum, for the same school hours as his/her cooperating teacher. If it is necessary to be late or absent from
student teaching, the candidate must notify, as soon as possible, the cooperating teacher, the university PEF, and the
school to which they are assigned. Absences of more than two consecutive days must be cleared through the Program
Director.
Early dismissal from the student teaching day is not permitted except where necessary to attend a scheduled function
that has been pre-approved by the LMU supervisor. Student teaching is a planned professional semester that requires
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a student teacher to adhere to their cooperating teacher’s schedule.
Background Check: In addition to the Tennessee Cogent TBI-L1 Background Check completed at program
admission, some school systems may require additional testing at the candidate’s expense before candidates may enter
the school for field experiences or student teaching.
Cancellation of an Assignment: When change/cancellation/reassignment of a field experience assignment becomes
necessary, the appropriate LMU field supervisor should notify the Field Placement Coordinator and Program Director.
These changes will be made only after the approval of the Program Director, Director of Clinical/Field Placement,
Field Placement Coordinator and the appropriate school and district personnel. Students should not leave their
assigned schools without the direct permission of their university supervisor(s).
Cell Phones and Laptops: Cell phones are not to be used during student teaching hours. It is intended for laptops to
be used for assignments only. The unnecessary use of laptops during discussion, lecture, or other classroom
activities will be considered inappropriate.
Children
Children are not to be brought to the host school during student teaching and/or other activities at the school unless
these are extra-curricular activities.
22TCorporal Punishment 22T: Student teachers may not administer corporal punishment to students or arrange to have
someone else administer it. Also, they may not serve as witness if school staff members administer corporal
punishment.
22TCourse Work22T: No other course work may be taken by candidates during their Enhanced Student Teaching semester.
In exceptional cases, student teachers may seek the approval of the head of the college or department of education to
take no more than one additional course during this semester provided: (1) the course does not interfere with the
student teacher’s full participation in all activities associated with student teaching, and (2) no other opportunity exists
for the student to take the course before completion of the teacher education program.
–Tennessee Licensure Standards and Induction Guidelines
22TDress and Grooming 22T: The attire and grooming of the student teacher while in the K-12 public school should conform
to the standards and expectations of the school for its faculty and of the teaching profession in general (i.e., blue jeans
and t-shirts are NOT acceptable attire). Failure to conform to dress code standards will result in disciplinary action
and may jeopardize the successful completion of student teaching and teacher certification.
Ethical Behavior
Candidates must sign a Statement of Ethics (see Appendix C) and a Certificate of Authorship (see Appendix D) to
indicate professional behavior in all work, both inside and outside of the LMU classes as well as student teaching.
22TLiability Insurance 22T:22T All candidates enrolled in any field or clinical experiences in the MEdITL program are required
to be protected by professional liability insurance prior to working or visiting any K-12 school to complete coursework
requirements. Insurance through a personal provider must be approved by the university and be equivalent to the
amount provided through a professional academic organization. This liability insurance must be current through
all field experiences until the end of student teaching.
22TLicensure Questions22T: For questions regarding additional licensure recommendations, please contact Director of
Testing/Certification, Erin Brock, (423) 869-6405.
Materials: All student teachers must acquire and maintain: a lesson plan book, a personal grade book, a listing of
all students in their classrooms, a copy of classroom discipline plans, personal student teacher time log (see format).
These materials should be brought to seminar with you each scheduled class meeting.
Placement Request: Candidates may request a county for placement during student teaching; however, there is no
guarantee of any placement in any county, even the one requested. Student teachers should not be placed at schools
in which an immediate relative or close family friend is a student or staff member.
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22TProfessional Activities 22T: The student teacher should attend and participate in professional meetings. These include
staff development, faculty meetings, PTO meetings, parent conferences, departmental meetings, and other
involvement at the invitation of the cooperating teacher or school administrator.
Professionalism: In order to begin the student teaching experience and to remain in the experience, each student must
not only be successful in coursework but must also exhibit the Professional Dispositions required by the School of
Education. Students who are not doing well in coursework or who do not exhibit the required Professional
Dispositions are subject to either a developmental plan or dismissal from the program based on the recommendations
of the faculty. Students in EDUC 570, EDUC 571, or EDUC 591 whose progress is in question will meet with a board
comprised of faculty members and the Program Director.
Social Activities: It is expected that student teachers will lead normal lives, both professionally and socially. Student
teachers should seek to broaden contacts with people in the community through social activities open to a teacher in
the community. Use tact, discretion, and caution in social interactions and with social media with students and parents.
Under no conditions should a student teacher date or develop a non-professional relationship with a student.
22TSchedule 22T: It is the student teacher’s responsibility to keep the PEF informed of her/his teaching schedule and
changes made to that schedule. The student teacher is required to send weekly reflections about each week’s
experience in reflections to both the PEF and the seminar instructor.
22TSubstitute Teaching 22T: Student teachers must not serve as substitute teachers. In case of an emergency, the school
administrator should appoint a faculty member to monitor and assist the student teacher until a substitute arrives.
Student teachers must not receive payment for any school-related activity during the academic school day. This is a
regulation from the Tennessee State Board of Education.
Travel Requirements: LMU, in accordance with CAEP accreditation, requires candidates be able to teach all students
from all backgrounds. Due to this requirement, candidates may be required to travel up to 65 miles from your
institutional school base to complete the requirements for field experiences and/or clinical experience.
22TTermination of Student Teaching 22T: A student teacher whose progress is considered unsatisfactory by the LMU PEF,
the cooperating teacher, the Director of Clinical/Field Placement, and the Program Director may be administratively
withdrawn from student teaching. Success must be attained during the first 8-week placement to advance to the
second placement. The possibility of re-entry into student teaching will be decided on a case-by-case basis and may
include remediation of classes/coursework, a personal developmental plan, and other requirements as determined by
the program administration and appropriate stakeholders.
22TTransportation 22T: It is the responsibility of the student teacher to arrange for transportation to and from the teaching
site.
Vacations: Student teachers will follow the vacation schedules of school systems to which they are assigned rather
than university vacation schedules. Teacher Candidates are required to attend all seminars, even those that may be
scheduled during the school system’s scheduled vacation.
22TVisits from LMU Professional Education Faculty: The LMU MEdITL program maintains a cadre of experienced
field supervisors who are educators with advanced degrees and experience and who are committed to the preparation
of professional educators of distinction to make a positive impact on this generation and the next. The LMU field
supervisor will visit the student teacher periodically during student teaching. Usually, a visit will be made early in the
period before the student teacher assumes complete teaching responsibility. Additional visits will be made when full-
time teaching begins. A minimum of five evaluations are required during the semester of student teaching. The total
number of visits will depend on the student teacher’s progress and will be at the discretion of university employees.
Requirements for Student Teaching
as Delineated by the Department of Education and the MEdITL Program
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at Lincoln Memorial University
Each candidate will show evidence of achieving the program goals in a Professional Program Portfolio and in an
Educator Work Sample (EWS) which will come from designated assignments throughout the program. Upon
successful completion of the student teaching experience, each candidate will give a final demonstration of
achievement of the Program Goals in an Exit Interview before faculty and peers. The EWS will be discussed in
classes in each module. *Be sure to keep a copy of all paperwork submitted. This is good practice and may prevent
many unforeseen problems. General requirements include the following:
1. Collect and organize materials for professional/exit interview portfolio; this portfolio and selected works
from previous courses will be selected to develop and present an online portfolio to be used for exit interview
and Teacher Work Sample (EWS).
2. Complete full-time student teaching in two different grade level placements or with two different cooperating
teachers. Elementary student teachers must have both primary and intermediate placements. Secondary
must teach with two different cooperating teachers at two different grade levels during the semester (Ex:
teacher A teaching at sophomore level and teacher B teaching at senior level).
3. Be in attendance throughout the entire period of student teaching. Observe the same school hours and
assigned duties as the cooperating teacher. Attend all school functions such as faculty meetings, professional
development activities, and in-service. It is advised that student teachers ask permission from the cooperating
teacher or school administrator before attending those meetings that might be considered “confidential.”
4. Attendance at all 591 seminar classes is mandatory. Dates for all seminar sessions are listed on the syllabus.
Dates for all seminar sessions should be provided to the cooperating teachers and the school administrator.
Students should not ask to arrive late or leave seminar early. Schools district scheduled vacations or break
times are not excused absences from attendance at scheduled seminars. Failure to attend seminar or complete
all assigned work will affect course completion.
5. Complete and submit all assignments on time as given by the EDUC 591 seminar instructor.
6. Assist cooperating teacher with all assignments (e.g., lunch duty, bus duty, hall monitoring, etc.) that are
required of the cooperating teacher.
7. Tour the school building; familiarize yourself with school policy, disciplinary policy, emergency exits,
fire-escape routes, other grade levels, departments, and disciplines. Student teachers are responsible for
executing the same school and discipline policy/emergency procedures required of their cooperating teachers.
8. Familiarize yourself with available school equipment: copy machine, overhead, DVD, iPad, Smartboard, etc.
9. Acquaint yourself with the school library, policies, and materials available as well as the check-out process.
10. All student teachers must participate in a minimum of one Service Learning Project during the semester.
**All student teachers should plan, develop and demonstrate the appropriate use of a wide variety of teaching
strategies and activities in the classroom which may include Learning Centers; Learning Stations; Thematic
Units; Plays, Trials, and Debates; Musicals; and Cooperative Learning Activities. Be sure to document the
use of these activities and, where possible, take pictures for the portfolio.
Service Learning Requirements
All service learning activities must meet, at a minimum, the following requirements:
Must be approved by faculty member before service learning activity is performed;
Must be a major community or school activity;
Must involve children or a school;
Must include a minimum of 5-7 hours;
Must include a written reflection, minimum of 1 page;
Must include 1-3 pictures; and
Must be submitted electronically and in hard copy to seminar class instructor and placed in the
electronic portfolio.
Student Teacher Weekly Reflection and Log
On a weekly basis, the student teacher will be expected to submit a student teaching reflection. This should be
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submitted via e-mail to both the field supervisor and seminar instructor. This reflection must be submitted each
week by Saturday at noon (or earlier, as required by field supervisor and/or seminar instructor).
Failure to turn in this weekly reflection, or to submit it on time, may have an adverse effect upon the student
teacher’s final evaluation.
Weekly reflections must include the following information.
1. Weekly accomplishments
2. Notes on things the student teacher might have done, or will do, differently
3. Specific goals or areas on which the student teacher is concentrating
4. Problems or concerns that the student teacher may have
5. Specific areas of support that might be needed
6. The total number of hours spent in teaching/planning per week and a running total of hours logged
during this student teaching experience. (e.g., This week I spent 35 hours teaching science, math
and spelling. I also spent 12 hours after school grading paperwork and planning for this week’s
teaching. So far, I have logged 148 hours of teaching and planning for the semester.)
A weekly Time Log will be maintained in both hard copy and electronic format. This time log will be turned in with
all student teaching requirements at your exit interview. Hours may be counted toward student teaching if used in
the following manner:
1. Required hours during the school day;
2. Planning/grading outside the regular school day, up to 2 hours per day;
3. Extra-curricular duties assigned by the school administrator or cooperating teacher (i.e., bus,
cafeteria breakfast, after school detention, supervising ball games, or after school activities);
4. After school meetings, including parent meetings, parent’s night, school board meetings,
PTA/PTO; and
5. Two hours per day on the weekends (total 4 hours) if used for planning, grading, or preparation for
teaching.
NOTE: Hours acquired/required for coaching an athletic team may not be counted toward logged hours for
student teaching.
Evaluation Format
The lesson plan (see Appendix C) format has been approved by LMU MEdITL program faculty and staff and should
be used for all student teaching evaluations. Student teachers will be evaluated five times with a modified version of
the Tennessee Educator Acceleration Model (TEAM), based on the evaluation system used by the Tennessee
Department of Education (see Appendix D and Appendix E). A minimum of five evaluations is required during the
semester of student teaching; however, the total number of visits will depend upon the student teacher’s progress.
In addition, the student teacher will be required to video a portion of their lesson for self-assessment.
Steps for Evaluation
48 hours (minimum) before teaching the lesson, or as instructed by the field supervisor, the student teacher must do
the following:
1. Complete LMU format lesson plan and e-mail to field supervisor, and
2. Gather and have copies of all paperwork needed, including an extra copy of lesson plan with
cooperating teacher’s signature, a seating chart (not identifying students by name), and other relevant
forms.
Day of Evaluation:
1. Have a seat for the field supervisor out of the immediate sight range of students. Have all paperwork,
including lesson plan and seating chart, readily available for the field supervisor.
3. Meet with field supervisor after the lesson to reflect on the lesson and complete paperwork.
4. Make a copy of all paperwork for your files—field supervisor needs to keep originals.
5. Use the information/feedback from the evaluation to prepare for future lessons.
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Cooperating Teachers/Mentors
Cooperating Teacher Selection
Cooperating teachers are selected based on the following criteria.
At least 4 years of full-time teaching experience
Appropriate certification
Highly competent based on local, state, or national evaluation
Willingness to assume the role of mentor by
o Supervising candidate’s instructional activities, observing candidate, and providing and
documenting formative performance feedback,
o Demonstrating effective classroom instruction to candidate,
o Being present in classroom with candidate (or designate another appropriate individual for
unexpected short-term absences),
o Meeting daily with candidate to provide assistance in planning curriculum and instruction,
diagnosing learner needs and differences, evaluating student progress, developing classroom
management skills, selecting teaching strategies and instructional materials, and adapting to school
culture,
o Meeting with field supervisor to identify candidate needs, plan assistance strategies, discuss
candidate progress, and participate in orientation and training for candidate teams,
o Providing pedagogical instruction to candidate as determined in cooperation with student teaching
team, and
o Assisting in candidate evaluation.
Principal recommendation.
Cooperating Teacher Expectations
During the semester, the cooperating teacher will be asked to do the following:
Serve as a mentor by supervising student teachers in instructional activities and providing and documenting
formative performance feedback
Participate in co-teaching with the student teacher in the classroom
Demonstrate effective classroom instruction and classroom management techniques to candidates
Be present in classroom while clinical experience candidates are in the classroom
Meet regularly with student teacher to provide assistance in planning and instruction, diagnosing learner
needs and differences, evaluating student progress, developing classroom management skills, selecting
teaching strategies and instructional materials, and adapting to school culture
Communicate with field supervisors to identify candidate needs, plan assistance strategies, and discuss
candidate progress
Contact appropriate LMU personnel immediately if problem arises
Attend training by LMU
Complete Cooperating Teacher Profile (online form)
Evaluate candidates monthly
Evaluate Initial Teacher Licensure Program at end of placement (online form)
**It is extremely important that the student teacher have common preparation/planning period with the
cooperating teacher(s). This planning period should be used to reflect and plan subsequent teaching, to
observe strategies and techniques in other classrooms, and to complete assigned teaching experiences.
Clinical Practice Co-Teaching Guidelines
Given the renewed emphasis in Tennessee on teacher assessment and accountability, LMU candidates will serve as
co-teachers in clinical practice and teaching assistants in field experiences.
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Clinical Practice: Instead of the focus of clinical practice being on the student teacher easing in and out of
classroom teaching, the student teacher will co-teach with the cooperating teacher to enhance the candidates’
learning opportunities. While most LMU student teachers possess a high level of content knowledge, what is still
needed is the application of that knowledge to diverse teaching strategies, individual learning styles, and classroom
management skills. The tutelage of the cooperating teacher will continue to be of paramount importance during
clinical practice as the student teacher develops the knowledge, skills, and dispositions necessary for a highly
qualified and proficient teacher. Co-teaching will commence as near to the beginning of each clinical practice
placement as is feasible. Components of this co-teaching partnership between the clinical practitioner and the
cooperating teacher will be as follows:
Shared instructional responsibility
Primarily in a single classroom or workspace with one group of students
Presentation of content that meets state standards and prepares students for competency, TCAP, and/or end-
of-course tests
Mutual ownership, pooled resources, and joint accountability
Varying levels of participation in daily presentations and routines
With input and direction from the LMU supervisor, building principal, and other professional colleagues, the school-
specific co-teaching partnership may manifest itself on any given day or throughout the entire placement in any of
the following ways:
One teaches while the other observes and gathers data that can help shape instruction for future lessons of
the whole class or for tutoring or guided instruction of individuals and small groups.
One teaches while the other assists with student participation, understanding, and interaction offering
unobtrusive assistance as needed.
Parallel teaching has both teachers presenting the same information simultaneously to a divided class thus
creating smaller groups and enhancing opportunities for participation and questioning.
Station teaching has each teacher presenting different content to half of the student simultaneously. Then
teachers switch groups. A third station could require students to work independently.
Alternative/differentiated teaching is structured so that one teacher instructs a small group needing
specialized attention while the other teacher teaches the majority of the class.
Team teaching or the one brain in two bodies approach is the most complex of the co-teaching
manifestations and is the most dependent on individual teaching styles. With this approach, there is an
invisible flow of instruction between the two co-teachers.
It is strongly suggested that a combination of these are utilized during student teaching, with the LMU candidate
assuming the role as the lead teacher before the end of the semester. Co-teaching does not take the place of solo
teaching. While a specific period of solo teaching is no longer a requirement, it is strongly recommended that the
student teacher be allowed to have teaching time on his/her own.
Appendix A
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INTASC Standards, Goals, and Performance Expectations
A primary purpose of the Masters in Initial Teacher Licensure Program is to prepare teachers who demonstrate
acquisition of appropriate content knowledge, skills, and professional dispositions, that enable them to be effective
and successful in the classroom, to make a positive impact on this generation and the next. Each goal below is
accompanied by one or more performance expectations that are required to be met by the candidate. Course syllabi
are directly connected to the goals and performance expectations, the Institutional Standards, and linked to the
Tennessee Licensure Standards, InTASC (Interstate Teacher Assessment and Support Consortium), and NCATE
Standards.
The goals and performance expectations are introduced in Module I and are sequenced throughout Module II and
Module III. Evidence that each candidate has achieved and/or accomplished each goal and performance expectation
is assessed systematically beginning in Module I and culminating with the Exit Interview in Module IV.
Goal 1: Learner Development
The candidate understands how learners grow and develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Performances:
1.P(a): The candidate regularly assesses individual and group performance in order to design and modify
instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and
physical) and scaffolds the next level of development.
1.P(b): The candidate creates developmentally appropriate instruction that takes into account individual learners’
strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
1.P(c): The candidate collaborates with families, communities, colleagues, and other professionals to promote
learner growth and development.
Knowledge:
1.K(a): The candidate understands how learning occurs – how learners construct knowledge, acquire skills, and
develop disciplined thinking processes – and knows how to use instructional strategies that promote student
learning.
1.K(b): The candidate understands that each learner’s cognitive, linguistic, social emotional, and physical
development influences learning and knows how to make instructional decisions that build on learners’ strengths
and needs.
1.K(c): The candidate identifies readiness for learning, and understands how development in any one area may
affect performance in others.
1.K(d): The candidate understands the role of language and culture in learning and knows how to modify
instruction to make language comprehensible and instruction relevant, accessible, and challenging.
Goal 2: Learning Differences
The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high standards.
Performances:
2.P(a): The candidate designs, adapts, and delivers instruction to address each student’s diverse learning strengths
and needs and creates opportunities for students to demonstrate their learning in different ways.
2.P(b): The candidate makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task
demands, communication, assessment, and response modes) for individual students with particular learning
differences or needs.
2.P(c): The candidate designs instruction to build on learners’ prior knowledge and experiences, allowing learners
to accelerate as they demonstrate their understandings.
2.P(d): The candidate brings multiple perspectives to the discussion of content, including attention to learners’
personal, family, and community experiences and cultural norms.
2.P(e): The candidate incorporates tools of language development into planning and instruction, including
strategies for making content accessible to English language learners and for evaluating and supporting their
development of English proficiency.
2.P(f): The candidate accesses resources, supports, and specialized assistance and services to meet particular
learning differences or needs.
Knowledge:
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2.K(a): The candidate understands and identifies differences in approaches to learning and performance and knows
how to design instruction that uses each learner’s strengths to promote growth.
2.K(b): The candidate understands students with exceptional needs, including those associated with disabilities
and giftedness, and knows how to use strategies and resources to address these needs.
2.K(c): The candidate knows about second language acquisition processes and knows how to incorporate
instructional strategies and resources to support language acquisition.
2.K(d): The candidate understands the learners bring assets for learning based on their individual experiences,
abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and
community values.
2.K(e): The candidate knows how to access information about the values of diverse cultures and communities and
how to incorporate learners’ experiences, cultures, and community resources into instruction.
Goal 3: Learning Environments
The candidate works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self-motivation.
Performances:
3.P(a): The candidate collaborates with learners, families, and colleagues to build a safe, positive learning climate
of openness, mutual respect, support, and inquiry
3.P(b): The candidate develops learning experiences that engage learners in collaborative and self-directed
learning and that extend learner interaction with ideas and people locally and globally.
3.P(c): The candidate collaborates with learners and colleagues to develop shared values and expectations for
respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.
3.P(d): The candidate manages the learning environment to actively and equitably engage learners by organizing,
allocating, and coordinating the resources of time, space, and learners’ attention.
3.P(e): The candidate uses a variety of methods to engage learners in evaluating the learning environment and
collaborates with learners to make appropriate adjustments.
3.P(f): The candidate communicates verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspective learners bring to the learning environment.
3.P(g): The candidate promotes responsible learner use of interactive technologies to extend the possibilities for
learning locally and globally.
3.P(h): The candidate intentionally builds learner capacity to collaborate in face-to-face and virtual environments
through applying effective interpersonal communication skills.
Knowledge:
3.K(a): The candidate understands the relationship between motivation and engagement and knows how to design
learning experiences using strategies that build learner self-direction and ownership of learning.
3.K(b): The candidate knows how to help learners work productively and cooperatively with each other to achieve
learning goals.
3.K(c): The candidate knows how to collaborate with learners to establish and monitor elements of a safe and
productive learning environment including norms, expectations, routines, and organizational structures.
3.K(d): The candidate understands how learner diversity can affect communication and knows how to
communicate effectively in differing environments.
3.K(e): The candidate knows how to use technologies and how to guide learners to apply them in appropriate,
safe, and effective ways.
Goal 4: Content Knowledge
The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.
Performances:
4.P(a): The candidate effectively uses multiple representations and explanations that capture key ideas in the
discipline, guide learners through learning progressions, and promote each learner’s achievement of content
standards.
4.P(b): The candidate engages students in learning experiences in the discipline(s) that encourage learners to
understand, question, and analyze ideas from diverse perspectives so that they master the content.
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4.P(c): The candidate engages learners in applying methods of inquiry and standards of evidence used in the
discipline. 4.P(d): The candidate stimulates learner reflection on prior content knowledge, links new concepts to
familiar concepts, and makes connections to learners’ experiences.
4.P(e): The candidate recognizes learner misconceptions in a discipline that interfere with learning, and creates
experiences to build accurate conceptual understanding.
4.P(f): The candidate evaluates and modifies instructional resources and curriculum materials for their
comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her
learners.
4.P(g): The candidate uses supplementary resources and technologies effectively to ensure accessibility and
relevance for all learners.
4.P(h): The candidate creates opportunities for students to learn, practice, and master academic language in their
content.
4.P(i): The candidate accesses school and/or district-based resources to evaluate the learner’s content knowledge
in their primary language.
Knowledge: 4.K(a): The candidate understands major concepts, assumptions, debates, processes of inquiry, and ways of
knowing that are central to the discipline(s) she/he teaches.
4.K(b): The candidate understands common misconceptions in learning the discipline and how to guide learners
to accurate conceptual understanding.
4.K(c): The candidate knows and uses the academic language of the discipline and knows how to make it
accessible to learners.
4.K(d): The candidate knows how to integrate culturally relevant content to build on learners’ background
knowledge.
4.K(e): The candidate has a deep knowledge of student content standards and learning progressions in the
discipline(s) she/he teaches.
Goal 5: Application of Content
The candidate understands how to connect concepts and use differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Performances:
5.P(a): The candidate develops and implements projects that guide learners in analyzing the complexities of an
issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study
that draws upon biology and chemistry to look at factual information and social studies to examine policy
implications).
5.P(b): The candidate engages learners in applying content knowledge to real world problems through the lens of
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.P(c): The candidate facilitates learners’ use of current tools and resources to maximize content learning in varied
contexts.
5.P(d): The candidate engages learners in questioning and challenging assumptions and approaches in order to
foster innovation and problem solving in local and global contexts.
5.P(e): The candidate develops learners’ communication skills in disciplinary and interdisciplinary contexts by
creating meaningful opportunities to employ a variety of forms of communication that address varied audiences
and purposes.
5.P(f): The candidate engages learners in generating and evaluating new ideas and novel approaches, seeking
inventive solutions to problems, and developing original work.
5.P(g): The candidate facilitates learners’ ability to develop diverse social and cultural perspectives that expand
their understanding of local and global issues and create novel approaches to solving problems.
5.P(h): The candidate develops and implements supports for learner literacy development across content areas.
Knowledge:
5.K(a): The candidate understands the ways of knowing in his/her discipline, how it relates to other disciplinary
approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and
concerns.
5.K(b): The candidate understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global
awareness) connect to the core subjects and knows how to weave those themes into meaningful learning
experiences.
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5.K(c): The candidate understands the demands of accessing and managing information as well as how to evaluate
issues of ethics and quality related to information and its use.
5.K(d): The candidate understands how to use digital and interactive technologies for efficiently and effectively
achieving specific learning goals.
5.K(e): The candidate understands critical thinking processes and knows how to help learners develop high level
questioning skills to promote their independent learning.
5.K(f): The candidate understands communication modes and skills as vehicles for learning (e.g., information
gathering and processing) across disciplines as well as vehicles for expressing learning.
5.K(g): The candidate understands creative thinking processes and how to engage learners in producing original
work.
5.K(h): The candidate knows where and how to access resources to build global awareness and understanding,
and how to integrate them into the curriculum.
Goal 6: Assessment
The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teacher’s and learner’s decision making.
Performances:
6.P(a): The candidate balances the use of formative and summative assessment as appropriate to support, verify,
and document learning.
6.P(b): The candidate designs assessments that match learning objectives with assessment methods and minimizes
sources of bias that can distort assessment results.
6.P(c): The candidate works independently and collaboratively to examine test and other performance data to
understand each learner’s progress and to guide planning.
6.P(d): The candidate engages learners in understanding and identifying quality work and provides them with
effective descriptive feedback to guide their progress toward that work.
6.P(e): The candidate engages learners in multiple ways of demonstrating knowledge and skills as part of the
assessment process.
6.P(f): The candidate models and structures processes that guide learners in examining their own thinking and
learning as well as the performance of others.
6.P(g): The candidate effectively uses multiple and appropriate types of assessment data to identify each student’s
learning needs and to develop differentiated learning experiences.
6.P(h): The candidate prepares all learners for the demands of particular assessment formats and makes appropriate
accommodations in assessments or testing conditions, especially for learners with disabilities and language
learning needs.
6.P(i): The candidate continually seeks appropriate ways to employ technology to support assessment practice
both to engage learners more fully and to assess and address learner needs.
Knowledge:
6.K(a): The candidate understands the differences between formative and summative applications of assessment
and knows how and when to use each.
6.K(b): The candidate understands the range of types and multiple purposes of assessment and how to design,
adapt, or select appropriate assessments to address specific learning goals and individual differences, and to
minimize sources of bias.
6.K(c): The candidate knows how to analyze assessment data to understand patterns and gaps in learning, to guide
planning and instruction, and to provide meaningful feedback to all learners.
6.K(d): The candidate knows when and how to engage learners in analyzing their own assessment results and in
helping to set goals for their own learning.
6.K(e): The candidate understands the positive impact of effective descriptive feedback for learners and knows a
variety of strategies for communicating this feedback.
6.K(f): The candidate knows when and how to evaluate and report learner progress against standards.
6.K(g): The candidate understands how to prepare learners for assessments and how to make accommodations in
assessments and testing conditions, especially for learners with disabilities and language learning needs.
Goal 7: Planning for Instruction
18
The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
Performances:
7.P(a): The candidate individually and collaboratively selects and creates learning experiences that are appropriate
for curriculum goals and content standards, and are relevant to learners.
7.P(b): The candidate plans how to achieve each student’s learning goals, choosing appropriate strategies and
accommodations, resources, and materials to differentiate instruction for individuals and groups of learners
7.P(c): The candidate develops appropriate sequencing of learning experiences and provides multiple ways to
demonstrate knowledge and skill.
7.P(d): The candidate plans for instruction based on formative and summative assessment data, prior learner
knowledge, and learner interest.
7.P(e): The candidate plans collaboratively with professionals who have specialized expertise (e.g., special
educators, related service providers, language learning specialists, librarians, media specialists) to design and
jointly deliver as appropriate learning experiences to meet unique learning needs.
7.P(f): The candidate evaluates plans in relation to short- and long-range goals and systematically adjusts plans to
meet each student’s learning needs and enhance learning.
Knowledge:
7.K(a): The candidate understands content and content standards and how these are organized in the curriculum.
7.K(b): The candidate understands how integrating cross-disciplinary skills in instruction engages learners
purposefully in applying content knowledge.
7.K(c): The candidate understands learning theory, human development, cultural diversity, and individual
differences and how these impact ongoing planning.
7.K(d): The candidate understands the strengths and needs of individual learners and how to plan instruction that
is responsive to these strengths and needs.
7.K(e): The candidate knows a range of evidence-based instructional strategies, resources, and technological tools
and how to use them effectively to plan instruction that meets diverse learning needs.
7.K(f): The candidate knows when and how to adjust plans based on assessment information and learner responses.
7.K(g): The candidate knows when and how to access resources and collaborate with others to support student
learning (e.g., special educators, related service providers, language learner specialists, librarians, media
specialists, community organizations).
Goal 8: Instructional Strategies
The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Performances:
8.P(a): The candidate uses appropriate strategies and resources to adapt instruction to the needs of individuals and
groups of learners.
8.P(b): The candidate continuously monitors student learning, engages learners in assessing their progress, and
adjusts instruction in response to student learning needs.
8.P(c): The candidate collaborates with learners to design and implement relevant learning experiences, identify
their strengths, and access family and community resources to develop their areas of interest.
8.P(d): The candidate varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience)
in relation to the content and purposes of instruction and the needs of learners.
8.P(e): The candidate provides multiple models and representations of concepts and skills with opportunities for
learners to demonstrate their knowledge through a variety of products and performances.
8.P(f): The candidate engages all learners in developing higher order questioning skills and metacognitive
processes. 8.P(g): The candidate engages learners in using a range of learning skills and technology tools to
access, interpret, evaluate, and apply information.
8.P(h): The candidate uses a variety of instructional strategies to support and expand learners’ communication
through speaking, listening, reading, writing, and other modes.
8.P(i): The candidate asks questions to stimulate discussion that serves different purposes (e.g., probing for learner
understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping
learners to question).
Knowledge:
19
8.K(a): The candidate understands the cognitive processes associated with various kinds of learning (e.g., critical
and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these
processes can be stimulated.
8.K(b): The candidate knows how to apply a range of developmentally, culturally, and linguistically appropriate
instructional strategies to achieve learning goals.
8.K(c): The candidate knows when and how to use appropriate strategies to differentiate instruction and engage
all learners in complex thinking and meaningful tasks.
8.K(d): The candidate understands how multiple forms of communication (oral, written, nonverbal, digital, visual)
convey ideas, foster self-expression, and build relationships.
8.K(e): The candidate knows how to use a wide variety of resources, including human and technological, to engage
students in learning.
8.K(f): The candidate understands how content and skill development can be supported by media and technology
and knows how to evaluate these resources for quality, accuracy, and effectiveness.
Goal 9: Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Performances:
9.P(a): The candidate engages in ongoing learning opportunities to develop knowledge and skills in order to
provide all learners with engaging curriculum and learning experiences based on local and state standards.
9.P(b): The candidate engages in meaningful and appropriate professional learning experiences aligned with
his/her own needs and the needs of the learners, school, and system.
9.P(c): Independently and in collaboration with colleagues, the candidate uses a variety of data (e.g., systematic
observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt
planning and practice.
9.P(d): The candidate actively seeks professional, community, and technological resources, within and outside
the school, as supports for analysis, reflection, and problem-solving.
9.P(e): The candidate reflects on his/her personal biases and accesses resources to deepen his/her own
understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more
relevant learning experiences.
9.P(f): The candidate advocates, models, and teaches safe, legal, and ethical use of information and technology
including appropriate documentation of sources and respect for others in the use of social media.
Knowledge:
9.K(a): The candidate understands and knows how to use a variety of self-assessment and problem-solving
strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.
9.K(b): The candidate knows how to use learner data to analyze practice and differentiate instruction accordingly.
9.K(c): The candidate understands how personal identity, worldview, and prior experience affect perceptions and
expectations, and recognizes how they may bias behaviors and interactions with others.
9.K(d): The candidate understands laws related to learners’ rights and teacher responsibilities (e.g., for educational
equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of
learners, reporting in situations related to possible child abuse).
9.K(e): The candidate knows how to build and implement a plan for professional growth directly aligned with
his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner
performance, and school- and system-wide priorities.
Goal 10: Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner
growth, and to advance the profession.
Performances:
10.P(a): The candidate takes an active role on the instructional team, giving and receiving feedback on practice,
examining learner work, analyzing data from multiple sources, and sharing responsibility for decision-making and
accountability for each student’s learning.
10.P(b): The candidate works with other school professionals to plan and jointly facilitate learning on how to meet
diverse needs of learners.
20
10.P(c): The candidate engages collaboratively in the school-wide effort to build a shared vision and supportive
culture, identify common goals, and monitor and evaluate progress toward those goals.
10.P(d): The candidate works collaboratively with learners and their families to establish mutual expectations and
ongoing communication to support learner development and achievement.
10.P(e): Working with school colleagues, the candidate builds ongoing connections with community resources to
enhance student learning and well-being.
10.P(f): The candidate engages in professional learning, contributes to the knowledge and skill of others, and
works collaboratively to advance professional practice.
10.P(g): The candidate uses technological tools and a variety of communication strategies to build local and global
learning communities that engage learners, families, and colleagues.
10.P(h): The candidate uses and generates meaningful research on education issues and policies.
10.P(i): The candidate seeks appropriate opportunities to model effective practice for colleagues, to lead
professional learning activities, and to serve in other leadership roles.
10.P(j): The candidate advocates to meet the needs of learners, to strengthen the learning environment, and to
enact system change.
10.P(k): The candidate takes on leadership roles at the school, district, state, and/or national level and advocates
for learners, the school, the community, and the profession.
Knowledge:
10.K(a): The candidate understands schools as organizations within a historical , cultural, political, and social
context and knows how to work with others across the system to support learners.
10.K(b): The candidate understands that alignment of family, school, and community spheres of influence
enhances student learning and that discontinuity in these spheres of influence interferes with learning.
10.K(c): The candidate knows how to work with other adults and has developed skills in collaborative interaction
appropriate for both face-to-face and virtual contexts.
10.K(d): The candidate knows how to contribute to a common culture that supports high expectations for student
learning.
21
Appendix B
Professional Disposition Form
The Council for Accreditation of Educator Preparation (CAEP) Standard 1 requires that education professionals
exhibit professional dispositions. Candidates recommended from LMU to be certified by Tennessee must
exhibit professional dispositions in their interactions with all stakeholders, including classmates, P-12
cooperating classroom teachers, P-12 administrators, cooperating teachers, students, and university faculty,
staff and supervisors while in the university environment and in field placements.
Teacher Candidate’s Name: Date:
University Class (Prefix/Course Number): / Semester / Year /
Evaluator Name: Position:
CHECK Self/
Student: Professional Education
Faculty: P-12 School
Personnel:
RATE THE DISPOSITION INDICATOR STATEMENTS BY PLACING AN X IN THE APPROPRIATE BOX
4 = Above Expectations; 3 = At Expectations; 2 = Below Expectations;
1 = Significantly Below Expectations; 0 = Not Applicable.
Explain Below Expectations (1 or 2) Evaluation Scores at the end of the form in the comment section and document an
Action Plan for improvement of these scores. Also, document if such plan is accomplished at end of semester.
A. Attendance and Punctuality 4 3 2 1 0
Meets attendance requirements
Arrives at required time/Remains until required departure time
Comments:
B. Initiative 4 3 2 1 0
Demonstrates self-initiative
Has good ideas, works with limited supervision
Creative and resourceful
Works independently, when appropriate, of cohorts/teammates
Comments:
C. Work Habits 4 3 2 1 0
Completes lesson plans/forms/assignments correctly and on time
Responsible, attends to necessary paperwork, makes no excuses except under dire distress
Works independently needing a minimum of help
Demonstrates commitment to achieve professional, program of studies’ goals*
Reaches beyond the minimum and does excellent work
Engages in and values both long term and short term planning*
Effectively uses instructional technology in the field placement/university classes*
Committed to reflection, assessment, and learning as an ongoing process
Establishes and maintains a positive climate in the field placement/university classes *
Observes modeling of cooperating classroom teachers and effectively uses modeling techniques
in the field placement/university classes*
22
Comments:
D. Oral Communications 4 3 2 1 0
Easily express self
Articulate, uses standard English grammar without colloquial expressions
Recognizes power of language for fostering self-expression, identity development, and learning*
Thoughtful and responsive listener*
Comments:
E. Written Communication Skills 4 3 2 1 0
Written work uses standard English grammar without colloquial expressions
Writing is clear and organized
Frequently and effectively communicates with others
Comments:
F. Collegiality 4 3 2 1 0
Works well on a team while encouraging, assisting, and inspiring peers to excel*
Values planning as a collegial activity*
Willing to give and receive help*
Comments:
G. Respect (in action and speech) 4 3 2 1 0
Does not create classroom disruptions (such as using cell phone)
Diplomatic, sensitive to other’s needs
Avoids sharing information that is confidential*
Demonstrates respect to all stakeholders as defined on first page
Demonstrates respect for diverse and individual cultures*
Participates in discussions, shares ideas and opinions
Comments:
H. Commitment to Profession 4 3 2 1 0
Strives to promote a caring, non-discriminatory, and equitable environment.
Seeks help from others to develop professional skills
Attempts to implement suggestions for improvement without being defensive
Interested in profession and displays enthusiasm for improving one’s own skills
Actions imply commitment to teaching
Committed to continuous learning and engages in professional discourse about subject matter
knowledge and students’ learning of the discipline*
Makes positive decisions about professional growth and development *
Makes positive changes in attitude suggested by instructors
Comments:
I. Professionalism in Clinical and Field Placement (Ethics, professional
growth, and confidentiality) 4 3 2 1 0
Dresses appropriately (initial licensure students) Records (i.e., observation logs, journals, applications, etc.) are accurate without any misrepresentation of
facts
23
All documents are free of any plagiarism* Adheres to all rules and requirements and supports decisions made by the Carter & Moyers School of
Education*
Demonstrates honesty and integrity in all circumstances*
Comments:
Comment Section Regarding Weakness(es) (if applicable):
Action Plan (if weakness cited): (Teacher candidate must complete with person filling out the
disposition checklist.)
____Accomplished _____ Not accomplished
Teacher Candidate Signature: Date:
Faculty/Teacher Signature: Date:
24
Appendix C
Lesson Plan Format Lincoln Memorial University
Name of Candidate __________________________________ Date of Lesson______________________________________ Title of Lesson/Unit__________________________________ Grade/Subject______________________________________
State /Common Core Standard(s) Learning Target(s) (e.g., Essential Question, Goal, I Can Statement): What should the student be able to answer and do at the end of the lesson?
Objectives(s): Clear, Specific, Observable, Demanding, High Quality, Measurable, Aligned to Standard(s) Theory/Reflection: Which learning theorist(s) will be the basis for your planning/instruction? Theorist:
How was his/her theory used in the lesson?
Materials/Technology: What do you need for this lesson? Identify the specific technologies that you AND your students will use. Instructional Procedures: Hook/Motivator (How will you engage students’ attention and focus on learning?): Step-by-Step Procedures (What will the teacher and student be doing during the lesson (e.g., direct instruction, modeling, questioning, grouping strategies, differentiated strategies, etc.): Differentiated Instruction Strategies:
(Please Check)
Undergraduate: _____ or
MEd: ______
25
Assessment/Evaluation: Students should show evidence of proficiency through a variety of assessments. These should be aligned with the objectives. Formative Assessment(s) (Required): Summative Assessment (If Applicable): Co-Teaching Strategies: Circle all that apply AND explain. One Teach, One Observe: One Teach, One Assist: Station Teaching: Parallel Teaching: Supplemental Teaching: Alternative (Differentiated): Team Teaching:
Closure/Wrap Up: (summarizing, reminding, reflecting, restating, connecting) Cross-Curricular Connections: Show connections to other disciplines/subjects, if applicable. List standards, activities, and assessments that connect with other subject areas. Reflection: (After teaching the lesson)
____________________________________________________________________________________
26
Appendix D
Modified TEAM Evaluation Rubrics
NOTE: Evaluation standards are directly connected to the goals and performance expectations, the
Institutional Standards (IS), and linked to the Tennessee Licensure Standards (TLS), and Interstate
Teacher Assessment and Support Consortium (InTASC) standards.
Planning Rubric
Above Expectations
4
At Expectations
3
Below
Expectations 2
Significantly
Below
Expectations 1
Not
Observed
0
Not
Applicable
N/A
Instructional
Plans
TLS: 1, 2, 7
InTASC: 1, 2, 3, 4, 5, 6, 7,
8, 9
Instructional plans
include:
measurable and
explicit goals aligned to state
content standards;
activities,
materials, and
assessments that:
o are aligned to state standards.
o are sequenced
from basic to complex.
o build on prior
student knowledge, are
relevant to
students’ lives, and integrate
other disciplines.
o provide appropriate time
for student work, student
reflection, and
lesson and unit closure.
evidence that plan
is appropriate for the age,
knowledge, and
interests of all learners;
evidence that the plan provides
regular
opportunities to accommodate
individual student
needs.
Instructional plans
include:
measurable
and explicit goals aligned
to state content
standards;
activities,
materials, and
assessments that:
o are aligned to
state standards. o are sequenced
from basic to
complex. o build on prior
student
knowledge, are relevant to
students’ lives,
and integrate other
disciplines. o provide
appropriate
time for student work,
student
reflection, and lesson and unit
closure.
Instructional plans
include:
goals aligned to
state content standards;
activities,
materials, and
assessments
that:
o are aligned to state standards.
o are sequenced
from basic to complex.
o build on prior
student knowledge.
o provide
appropriate time for student
work, and
lesson and unit closure.
evidence that plan is
appropriate for
the age, knowledge, and
interests of
most learners;
evidence that
the plan provides some
opportunities to
accommodate individual
student needs.
Instructional plans
include:
few goals
aligned to state content
standards;
activities,
materials, and
assessments that:
o are rarely aligned to state
standards.
o are rarely logically
sequenced.
o rarely build on prior student
knowledge.
o inconsistently provide time for
student work,
and lesson and unit closure.
little evidence that the plan is
appropriate for
the age, knowledge, or
interests of the
learners;
little evidence
that the plan provides some
opportunities to
accommodate individual
student needs.
Appropriate
but not
evident
Not
applicable for this
lesson
27
Planning Rubric, Page 2 of 2
Above Expectations
4
At Expectations
3
Below Expectations
2
Significantly
Below Expectations
1
Not
Observed
0
Not
Applicable
N/A
Student Work
TLS: 7
InTASC: 5, 6, 7
Planned assignments require students to:
organize, interpret, analyze,
synthesize, and
evaluate information rather
than reproduce it;
draw conclusions, make
generalizations,
and produce arguments that are
supported through
extended writing;
connect what they
are learning to
experiences,
observations,
feelings, or situations
significant in their
daily lives both inside and outside
of school.
Planned assignments require students to:
interpret information
rather than
reproduce it;
draw
conclusions
and produce arguments that
are supported
through writing;
connect what they are
learning to
prior learning
and some life
experiences.
Planned assignments require
students to:
demonstrate application of
information rather than
reproduce it;
draw conclusions and
support them
through writing;
connect what
they are learning to prior
learning and
some life
experiences.
Planned assignments require
students to:
mostly reproduce information;
rarely draw conclusions and
support them
through writing;
rarely connect
what they are learning to prior
learning or life
experiences.
Appropriate
but not
evident
Not applicable
for this
lesson
Assessment
TLS: 2, 7, 8
InTASC: 1, 2, 6
Assessment plans:
are aligned with
state content
standards;
have clear
measurement criteria;
measure student performance in
more than three
ways (e.g.,
project,
experiment,
presentation, essay, short
answer, or
multiple choice test);
require written tasks;
address clear
illustrations of student progress
toward state
content standard;
include
descriptions of how assessment
results will be
used to guide future instruction.
Assessment plans:
are aligned
with state
content standards;
measure student
performance
(e.g., project, experiment,
presentation,
essay, short answer, or
multiple choice
test);
include
performance checks
throughout the
school year.
Assessment plans:
are aligned with
state content
standards;
have
measurement criteria;
measure student performance
(e.g., project,
experiment,
presentation,
essay, short
answer, or multiple choice
test).
Assessment plans:
are rarely aligned
with state content
standards;
have ambiguous
measurement criteria;
include performance
checks, although
the purpose of
these checks is
not clear.
Appropriate
but not
evident
Not applicable
for this
lesson
28
Environment Rubric
Above
Expectations
4
At Expectations
3
Below
Expectations
2
Significantly
Below
Expectations
1
Not
Observed
0
Not
Applicable
N/A
Expectations
TLS: 1, 5
InTASC: 1,
2, 3, 8
Teacher sets
high and
demanding
academic
expectations for
every student.
Teacher
encourages
students to
learn from
mistakes.
Teacher creates
learning
opportunities
where all
students can
experience
success.
Students take
initiative and
follow through
with their own
work.
Teacher
optimizes
instructional
time and
demands better
performance
from every
student.
Teacher sets
high and
demanding
academic
expectations
for every
student.
Teacher
encourages
students to
learn from
mistakes.
Teacher creates
learning
opportunities
where all
students can
experience
success.
Students take
initiative and
follow through
with their own
work.
Teacher sets
high and
demanding
academic
expectations for
every student.
Teacher
encourages
students to learn
from mistakes.
Teacher creates
learning
opportunities
where most
students can
experience
success.
Students
complete their
work according
to teacher
expectations.
Teacher
expectations
are not
sufficiently
high for every
student.
Teacher
creates an
environment
where
mistakes and
failure are not
viewed as
learning
experiences.
Students
demonstrate
little or no
pride in the
quality of their
work.
Appropriate
but not
evident
Not
applicable for this
lesson
Classroom
TLS: 5
InTASC: 2,
3
Environment:
welcomes all
members and
guests;
is organized
and
understandable
to all students;
provides
supplies,
equipment, and
resources that
are easily and
readily
accessible and
used
effectively;
displays work
of all students.
Environment:
welcomes most
members and
guests;
is organized
and
understandable
to most
students;
provides
supplies,
equipment, and
resources that
are easily and
readily
accessible;
displays
student work.
Environment:
is organized
and
understandable
to some
students;
provides
supplies,
equipment,
and resources
that are
accessible;
displays
student work.
Environment:
is somewhat
cold and
uninviting;
is not well
organized and
understandable
to students;
provides
supplies,
equipment,
and resources
that are
difficult to
access;
does not
display student
work.
Appropriate
but not
evident
Not applicable
for this
lesson
29
Environment Rubric, Page 2 of 2
Above Expectations
4
At Expectations
3
Below
Expectations
2
Significantly
Below
Expectations
1
Not
Observed
0
Not
Applicable
N/A
Managing
Student
Behavior
TLS: 5
InTASC: 2, 3
Students are
consistently well-behaved and on
task.
Teacher and students establish
clear rules for
learning and behavior.
The teacher uses several techniques,
such as social
approval, contingent
activities, and
consequences, to
maintain
appropriate
student behavior.
The teacher
overlooks inconsequential
behavior.
The teacher deals with students who
have caused disruptions rather
than the entire
class.
The teacher
attends to
disruptions quickly and
firmly.
Students are
mostly well-behaved and on
task.
Teacher and students
establish rules
for learning and behavior.
The teacher uses some
techniques, such
as social approval,
contingent
activities, and
consequences,
to maintain
appropriate student
behavior.
The teacher overlooks some
inconsequential behavior.
The teacher deals with
students who
have caused disruptions.
Students are
mostly well-behaved and on
task, some
minor learning disruptions
may occur.
Teacher establishes
rules for
learning and behavior.
The teacher uses some
techniques,
such as social
approval,
contingent
activities, and consequences,
to maintain
appropriate student
behavior.
The teacher overlooks some
inconsequential behavior, but at
other times
addresses it, stopping the
lesson.
The teacher deals with
students who
have caused
disruptions, yet
sometimes he or she
addresses the
entire class.
Students are not
well-behaved and are often off
task.
Teacher establishes few
rules for learning
and behavior.
The teacher uses
few techniques to maintain
appropriate
student behavior.
The teacher
cannot distinguish
between
inconsequential behavior and
inappropriate
behavior.
Disruptions
frequently interrupt
instruction.
Appropriate
but not
evident
Not
applicable
for this lesson
Respective Culture
TLS: 3, 9, 10 InTASC: 1, 2,
3, 9, 10
Teacher-student interactions
demonstrate caring and respect for one
another.
Students exhibit caring and respect
for one another.
Teacher seeks out
the interests and opinions of all
students.
Positive relationships and
interdependence
characterize the classroom.
Teacher-student interactions are
generally friendly.
Students exhibit respect for the
teacher, and are
generally polite to each other.
Teacher is usually receptive to the
interests and
opinions of students.
Teacher-student
interactions are generally
friendly, but
may reflect occasional
inconsistencies,
or favoritism.
Students
exhibit respect for the teacher,
and are polite
to each other.
Teacher is
receptive to the interests and
opinions of
students.
Teacher-student interactions are
authoritarian, negative, or
inappropriate.
Students exhibit respect for the
teacher.
Student
interaction is characterized by
conflict,
sarcasm, or put-downs.
Teacher is not
receptive to interests and
opinions of
students.
Appropriate
but not
evident
Not applicable
for this
lesson
30
Instruction Rubric
Above Expectations
4
At Expectations
3
Below
Expectations
2
Significantly
Below
Expectations
1
Not
Observed
0
Not
Applicable
N/A
Standard and Objectives
TLS: 1, 7 InTASC: 1, 3,
6, 7
All learning objectives and
state content
standards are explicitly
communicated.
Instructional objectives are: (a)
consistently connected to what
students have
previously learned, (b) know
from life
experiences, and (c) integrated
with other
disciplines.
Expectations for
student performance are
clear, demanding,
and high.
State standards
are displayed and referenced
throughout the
lesson.
There is evidence
that most students
demonstrate mastery of
objective.
All learning objectives and
state content
standards are explicitly
communicated.
Instructional objectives are: (a)
consistently connected to what
students have
previously learned, (b) know
from life
experiences.
State standards
are displayed and referenced
throughout the
lesson.
There is evidence
that many students
demonstrate
mastery of objective.
Most learning objectives and
state content
standards are communicated.
Instructional objectives are
connected to
what students have previously
learned.
Expectations for student
performance are clear.
State standards
are displayed.
There is
evidence that some students
demonstrate
mastery of the objective.
Few instructional
objectives and
state content standards are
communicated.
Instructional objectives are
rarely connected to what students
have previously
learned.
Expectations for
student performance are
vague.
State standards are displayed.
There is evidence that
few students
demonstrate mastery of the
objective.
Appropriate
but not
evident
Not applicable
for this
lesson
Motivating Students
TLS: 2, 5 InTASC: 1, 2,
3, 5, 8
The teacher organizes the
content so that it is personally
meaningful and
relevant to all students.
The teacher
develops learning experiences
where inquiry,
curiosity, and exploration are
valued.
The teacher
regularly
reinforces and rewards efforts of
all students.
The teacher organizes the
content so that it is personally
meaningful and
relevant to the majority of the
students.
The teacher develops learning
experiences
where inquiry, curiosity, and
exploration are valued.
The teacher
reinforces and rewards efforts of
all students.
The teacher attempts to
organize the content so that it
is personally
meaningful and relevant to the
majority of the
students.
The teacher
sometimes
develops learning
experiences where inquiry,
curiosity, and
exploration are valued.
The teacher
sometimes
reinforces and
rewards effort.
The teacher attempts to
organize the content so that it
is personally
meaningful and relevant to
students.
The teacher attempts to
develop learning
experiences where inquiry,
curiosity, and exploration are
valued.
The teacher attempts to
reinforce and
reward effort.
Appropriate
but not
evident
Not applicable
for this
lesson
31
Instruction Rubric, Page 2 of 8
Above Expectations 4
At Expectations 3
Below Expectations
2
Significantly
Below Expectations
1
Not
Observed 0
Not
Applicable N/A
Presenting
Instructional Content
TLS: 1, 4 InTASC: 1, 5,
8
Presentation of
content always includes:
visuals that establish the
purpose of the
lesson, preview the organization
of the lesson, and
include internal summaries of the
lesson;
examples, illustrations,
analogies, and labels for new
concepts and
ideas;
modeling by the
teacher to demonstrate his or
her performance
expectations;
concise
communication;
logical sequencing and
segmenting;
all essential
information;
no irrelevant,
confusing, or non-essential
information.
Presentation of
content most of the time includes:
visuals that establish the
purpose of the
lesson, preview the organization
of the lesson, and
include internal summaries of the
lesson;
examples, illustrations,
analogies, and labels for new
concepts and
ideas;
modeling by the
teacher to demonstrate his
or her
performance expectations;
concise
communication;
logical
sequencing and segmenting;
all essential information;
no irrelevant, confusing, or
non-essential
information.
Presentation of
content some of the time includes:
visuals that establish the
purpose of the
lesson, preview the organization
of the lesson,
and include internal
summaries of the
lesson;
examples,
illustrations, analogies, and
labels for new
concepts and ideas;
modeling by the teacher to
demonstrate his
or her performance
expectations;
concise communication;
logical sequencing and
segmenting;
all essential information;
no irrelevant, confusing, or
non-essential information.
Presentation of
content rarely includes:
visuals that establish the
purpose of the
lesson, preview the organization
of the lesson,
and include internal
summaries of the
lesson;
examples,
illustrations, analogies, and
labels for new
concepts and ideas;
modeling by the teacher to
demonstrate his
or her performance
expectations;
concise communication;
logical sequencing and
segmenting;
all essential information;
no irrelevant, confusing, or
non-essential information.
Appropriate
but not evident
Not
applicable for this
lesson
Lesson
Structure and
Pacing
TLS: 2, 4
InTASC: 2
The lesson starts
promptly.
The lesson's
structure is
coherent, with a beginning,
middle, end, and time for
reflection.
Pacing is brisk and provides
many
opportunities for individual
students who
progress at different learning
rates.
Routines for distributing
materials are seamless.
No instructional time is lost during
transitions.
The lesson starts
promptly.
The lesson's
structure is
coherent, with a beginning,
middle, and end.
Pacing is
appropriate and
provides opportunities for
students who
progress at different learning
rates.
Routines for distributing
materials are efficient.
No instructional time is lost during
transitions.
The lesson starts
promptly.
The lesson has a
structure, but
may be missing closure or
introductory elements.
Pacing is
appropriate and sometimes
provides
opportunities for students who
progress at
different learning rates.
Routines for distributing
materials are
efficient.
Little
instructional time is lost
during
transitions.
The lesson does
not start promptly.
The lesson has a
structure, but may be missing
closure and introductory
elements.
Pacing is appropriate for
few of the
students and rarely provides
opportunities for
students who progress at
different learning
rates.
Routines for
distributing materials are
disruptive.
Considerable time is lost
during transitions.
Appropriate
but not
evident
Not
applicable
for this lesson
32
Instruction Rubric, Page 3 of 8
Above Expectations 4
At Expectations 3
Below Expectations
2
Significantly
Below Expectations
1
Not
Observed 0
Not
Applicable N/A
Activities and
Materials
TLS: 1, 2, 4,
11 InTASC: 1, 2,
4, 5, 6, 8
Activities and
materials support the lesson objectives and
include all of the
following:
are challenging;
sustain students’ attention;
elicit a variety of thinking;
provide time for reflection;
are relevant to students’ lives;
provide opportunities for
student-to-student
interaction;
induce student
curiosity and
suspense;
provide students
with choices;
incorporate
multimedia and technology;
incorporate
resources beyond the school
curriculum texts
(e.g., teacher-made materials,
manipulatives,
resources from
museums, cultural
centers);
uses activities that
are game-like,
involve simulations,
require creating
products, and demand self-
direction and self-
monitoring.
Activities and
materials support the lesson objectives
and include most of
the following;
are challenging;
sustain students’ attention;
elicit a variety of thinking;
provide time for reflection;
are relevant to students’ lives;
provide opportunities for
student to student
interaction;
induce student
curiosity and
suspense;
provide students
with choices;
incorporate
multimedia and technology;
incorporate
resources beyond the school
curriculum texts
(e.g., teacher-made materials,
manipulatives,
resources from
museums,
cultural centers).
Activities and
materials support the lesson
objectives and
include some of the following;
elicit a variety of thinking;
provide time for reflection;
are relevant to students’ lives;
provide
opportunities for student to
student
interaction;
induce student
curiosity and suspense;
provide students with choices;
incorporate
multimedia and technology; and
incorporate resources
beyond the
school curriculum texts
(e.g., teacher
made materials, manipulatives,
resources from
museums, cultural centers).
Activities and
materials support the lesson
objectives but are
limited in nature.
Appropriate
but not
evident
Not
applicable for this
lesson
33
Instruction Rubric, Page 4 of 8
Above Expectations 4
At Expectations 3
Below Expectations
2
Significantly
Below Expectations
1
Not
Observed 0
Not
Applicable N/A
Questioning
TLS: 1, 2, 4, 6
InTASC: 1, 2,
5, 6, 8
Teacher questions are varied and
high quality,
providing a balanced mix of
question types:
o knowledge and comprehension;
o application and
analysis; o creation and
evaluation.
Questions are consistently
purposeful and coherent.
A high frequency of questions is
asked.
Questions are consistently
sequenced with
attention to the instructional
goals.
Questions regularly require
active responses (e.g., whole class
signaling, choral
responses, written and shared
responses, or
group and individual
answers).
Wait time (3-5 seconds) is
consistently provided.
The teacher calls on volunteers and
non-volunteers
and a balance of students based on
ability and sex.
Students generate questions that
lead to further
inquiry and self-directed learning.
Teacher questions are varied and
high quality
providing for some, but not all,
question types:
o knowledge and comprehension;
o application and
analysis; o creation and
evaluation.
Questions are usually
purposeful and coherent.
A moderate frequency of
questions asked.
Questions are sometimes
sequenced with
attention to the instructional
goals.
Questions sometimes
require active responses (e.g.,
whole class
signaling, choral responses, or
group and
individual answers).
Wait time is sometimes
provided.
The teacher calls on volunteers and
non-volunteers and a balance of
students based on
ability and sex.
Teacher questions are
varied providing
for some, but not all, question
types:
o knowledge and comprehension;
o application and
analysis; o creation and
evaluation.
Questions are usually
purposeful and coherent.
A moderate frequency of
questions asked.
Questions are sometimes
sequenced with
attention to the instructional
goals.
Questions sometimes
require active responses (e.g.,
whole class
signaling, choral responses, or
group and
individual answers).
Wait time is sometimes
provided.
The teacher calls on volunteers
and non-volunteers and a
balance of
students based on ability and
sex.
Teacher questions are
inconsistent in
quality and include few
question types:
o knowledge and comprehension;
o application and
analysis; o creation and
evaluation.
Questions are random and lack
coherence.
A low frequency
of questions is asked.
Questions are
rarely sequenced with attention to
the instructional
goals.
Questions rarely
require active responses (e.g.,
whole class
signaling, choral responses, or
group and
individual answers).
Wait time is inconsistently
provided.
The teacher mostly calls on
volunteers and high-ability
students.
Appropriate
but not
evident
Not
applicable for this
lesson
34
Instruction Rubric, Page 5 of 8
Above Expectations 4
At Expectations 3
Below Expectations
2
Significantly
Below Expectations
1
Not
Observed 0
Not
Applicable N/A
Academic Feedback
TLS: 2, 4, 6 InTASC: 2,
6, 8
Oral and written feedback is
consistently academically
focused, frequent,
and high quality.
Feedback is
frequently given during guided
practice and
homework review.
The teacher
circulates to prompt student
thinking, assess
each student’s
progress, and
provide individual
feedback.
Feedback from students is
regularly used to
monitor and adjust instruction.
Teacher engages students in giving
specific and high
quality feedback to one another.
Oral and written feedback is
mostly academically
focused,
frequent, and mostly high
quality.
Feedback is sometimes given
during guided practice and
homework
review.
The teacher
circulates during
instructional
activities to
support engagement, and
monitor student
work.
Feedback from
students is used
to monitor and adjust instruction.
Teacher engages students in giving
specific feedback
to one another.
Oral and written feedback is
mostly academically
focused.
Feedback is sometimes given
during guided practice and
homework
review.
The teacher
circulates during
instructional activities to
support
engagement, and
monitor student
work.
Feedback from
students is
sometimes used to monitor and
adjust
instruction.
The quality and timeliness of
feedback is inconsistent.
Feedback is rarely given
during guided
practice and homework
review.
The teacher circulates during
instructional
activities, but monitors mostly
behavior.
Feedback from
students is rarely
used to monitor or adjust
instruction.
Appropriate but not
evident
Not applicable
for this
lesson
Grouping
Students
TLS: 2, 5
InTASC: 1, 2, 3, 8
The instructional
grouping arrangements
maximize student
understanding and learning
efficiency.
All students in groups know
their roles, responsibilities,
and group work
expectations.
All students
participating in groups are held
accountable for
group and individual work.
Group composition is
varied to best
accomplish the goals of the
lesson.
Instructional groups facilitate
opportunities for
students to set goals and
evaluate their
learning.
The instructional
grouping arrangements
adequately
enhance student understanding
and learning
efficiency.
Most students in
groups know their roles,
responsibilities,
and group work expectations.
Most students participating in
groups are held
accountable for group work and
individual work.
Instructional group
composition is varied (e.g., race,
gender, ability,
age) to most of the time,
accomplish the
goals of the lesson.
The instructional
grouping arrangements
enhance student
understanding and learning
efficiency.
Some students in groups know
their roles, responsibilities,
and group work
expectations.
Some students
participating in groups are held
accountable for
group work and individual work.
Instructional group
composition is
varied (e.g., race, gender,
ability, age) to
most of the time, accomplish the
goals of the
lesson.
The instructional
grouping arrangements
inhibit student
understanding and learning
efficiency.
Few students in groups know
their roles, responsibilities,
and group work
expectations.
Few students
participating in groups are held
accountable for
group work and individual work.
Instructional group
composition
remains unchanged
irrespective of
the learning and instructional
goals of a
lesson.
Appropriate
but not
evident
Not
applicable for this
lesson
35
Instruction Rubric. Page 6 of 8
Above Expectations 4
At Expectations 3
Below Expectations
2
Significantly
Below Expectations
1
Not
Observed 0
Not
Applicable N/A
Teacher
Content Knowledge
TLS: 1 InTASC: 4, 5
Teacher displays extensive content
knowledge of
subject.
Teacher regularly
implements a variety of subject
specific
instructional strategies to
enhance student
content knowledge.
The teacher regularly
highlights key
concepts and ideas and uses
them as bases to
connect other powerful ideas.
Teacher displays accurate and
broad content
knowledge of subject.
Teacher implements a
variety of subject
specific instructional
strategies.
The teacher highlights key
concepts and ideas and uses
them as bases to
connect other powerful ideas.
Teacher displays accurate content
knowledge of
subject.
Teacher
sometimes implements
subject-specific
instructional strategies to
enhance student
content knowledge.
The teacher sometimes
highlights key
concepts and ideas and uses
them as bases to
connect other ideas.
Teacher displays under-developed
content
knowledge in subject area.
Teacher rarely implements
subject-specific
instructional strategies to
enhance student
content knowledge.
Teacher does not understand key
concepts and
ideas in the discipline and
therefore
presents content in a disconnected
Appropriate
but not
evident
Not
applicable for this
lesson
Teacher
Knowledge of Students
TLS: 3, 7 InTASC: 1, 2
Teacher practices display
understanding of
each student’s anticipated
learning
difficulties.
Teacher practices
regularly incorporate
student interests
and cultural heritage.
Teacher regularly
provides differentiated
instructional methods and
content to ensure
children have the opportunity to
master what is
being taught.
Teacher practices display
understanding of
student anticipated
learning
difficulties.
Teacher practices
incorporate student interests
and cultural
heritage.
Teacher provides
differentiated
instructional methods and
content to ensure children have the
opportunity to
master what is being taught.
Teacher practices display
understanding of
some student anticipated
learning
difficulties.
Teacher
practices sometimes
incorporate
student interests and cultural
heritage.
Teacher sometimes
provides differentiated
instructional
methods and content to ensure
children have the
opportunity to master what is
being taught.
Teacher practices
demonstrate
minimal knowledge of
students
anticipated learning
difficulties.
Teacher practices rarely
incorporate student interests
or cultural
heritage.
Teacher
practices demonstrate
little
differentiation of instructional
methods or
content.
Appropriate
but not
evident
Not
applicable for this
lesson
36
Instruction Rubric, Page 7 of 8
Above Expectations 4
At Expectations 3
Below Expectations
2
Significantly
Below Expectations
1
Not
Observed 0
Not
Applicable N/A
Thinking
TLS: 1, 2, 4
InTASC: 1, 5,
6, 8
The teacher thoroughly
teaches three or
more types of thinking:
o analytical
thinking, where students
analyze,
compare and contrast, and
evaluate and
explain information;
o practical
thinking, where
students use,
apply, and
implement what they learn in
real-life
scenarios; o creative
thinking, where
students create, design,
imagine, and suppose;
o research-based
thinking, where students explore
and review a
variety of ideas, models, and
solutions to
problems.
The teacher
provides
opportunities where students:
o generate a
variety of ideas and
alternatives; o analyze
problems from
multiple perspectives
and viewpoints;
o monitor their thinking to
ensure
understanding and are aware
of the learning
strategies that they are using
and why.
The teacher thoroughly
teaches two types
of thinking: o analytical
thinking, where
students analyze,
compare and
contrast, and evaluate and
explain
information; o practical
thinking, where
students use,
apply, and
implement
what they learn in real-life
scenarios;
o creative thinking, where
students create,
design, imagine, and
suppose; o research-based
thinking, where
students explore and
review a variety
of ideas, models, and
solutions to
problems.
The teacher
provides
opportunities where students:
o generate a
variety of ideas and
alternatives; o analyze
problems from
multiple perspectives
and
viewpoints.
The teacher thoroughly
teaches one type
of thinking: o analytical
thinking, where
students analyze,
compare and
contrast, and evaluate and
explain
information; o practical
thinking, where
students use,
apply, and
implement
what they learn in real-life
scenarios;
o creative thinking, where
students create,
design, imagine, and
suppose; o research-based
thinking, where
students explore and
review a
variety of ideas, models,
and solutions to
problems.
The teacher
provides
opportunities where students:
o generate a
variety of ideas and
alternatives; o analyze
problems from
multiple perspectives
and viewpoints.
The teacher implements
learning
experiences that thoroughly teach
any type of
thinking.
The teacher
provides opportunities
where students:
o generate a variety of ideas
and
alternatives; or o analyze
problems from
multiple perspectives
and viewpoints.
Appropriate
but not
evident
Not
applicable for this
lesson
37
Instruction Rubric, Page 8 of 8
Above Expectations
4
At Expectations 3
Below Expectations 2
Significantly
Below Expectations 1
Not
Observed 0
Not
Applicable
N/A
Problem
Solving
TLS: 1, 2,
4
InTASC:
5, 8, 9
The teacher
implements activities that
teach and
reinforce four or more of the
following problem-solving
types:
Abstraction
Categorization
Drawing Conclusions/
Justifying Solutions
Predicting
Outcomes
Observing and
Experimenting
Improving
Solutions
Identifying
Relevant/
Irrelevant Information
Generating Ideas
Creating and Designing
The teacher
implements activities that teach
three of the
following problem-solving types:
Abstraction
Categorization
Drawing Conclusions/Jus
tifying Solution
Predicting
Outcomes
Observing and Experimenting
Improving
Solutions
Identifying Relevant/
Irrelevant
Information
Generating
Ideas Creating and
Designing
The teacher implements
activities that teach two of the following
problem-solving types:
Abstraction
Categorization
Drawing
Conclusions/Justifyi
ng Solution
Predicting Outcomes
Observing and Experimenting
Improving Solutions
Identifying Relevant/
Irrelevant Information
Generating Ideas
Creating and
Designing
The teacher implements
no activities that teach one of the following
problem-solving types:
Abstraction
Categorization
Drawing
Conclusions/Justifyin
g Solution
Predicting Outcomes
Observing and Experimenting
Improving Solutions
Identifying Relevant/
Irrelevant Information
Generating Ideas
Creating and
Designing
Appropria
te but not
evident
Not
applicable for this
lesson
Appendix E
Modified TEAM Observation Form
Candidate Name: _______________________ Candidate ID: ________________ Date: ___________
Cooperating Teacher: ______________________ Field Supervisor:
______________________________
School Site: __________________ Grade: __________ Subject: ______________ Time:
38
______________
4 = Above Expectations; 3 = At Expectations; 2 = Below Expectations; 1 = Significantly Below
Expectations;
0 = No Evidence; N/A = Not Applicable to Lesson
Designing and Planning
Instruction
Observer
Score
Self
Score
Instructional Plans (IP)
Student Work (SW)
Assessment (AS)
Learning Environment Observer
Score
Self
Score
Expectations (EX)
Managing Student
Behavior (MSB)
Environment (ENV)
Respectful Culture (RC)
Instruction Observer
Score
Self
Score
Standards and Objectives
(SO)
Motivating Students (MS)
Presenting Instructional
Content (PIC)
Lesson Structure and
Pacing (LS)
Activities and Materials
(ACT)
Questioning (QU)
Academic Feedback
(FEED)
Grouping Students (GRP)
Teacher Content
Knowledge (TCK)
Teacher Knowledge of
Students (TKS)
Thinking (TH)
Problem Solving (PS)
Reinforcement Objective (Area of Strength):
Indicator: _______________________________
Notes:
Refinement Objective (Area to Strengthen):
Indicator: _______________________________
Notes:
39
Observer Signature _________________________________ Date ___________________
Candidate Signature _______________________________ Date ___________________
Teacher Reflection on Observation (Optional):
Observer Reflection on Observation (Optional):
40
Appendix F
Helpful Key Terms
Adjunct faculty Part-time faculty in the professional education unit who are not full-
time employees of the institution
Assessment An evaluated activity or task used by a program or unit to determine the
extent to which specific learning proficiencies, outcomes, or standards
have been mastered by candidates
Candidates Individuals admitted to, or enrolled in, programs for the initial or
advanced preparation of teachers, teachers continuing their professional
development, or other school professionals; candidates are
distinguished from students in P–12 schools
Clinical Practice Student teaching
Constructivist Theory Method of teaching where learners actively engage in the learning
process where they build upon prior knowledge and previous
experience
Cooperating Teacher Mentoring teacher during clinical practice and/or field experience
Field Experiences A variety of early and ongoing field-based opportunities in which
candidates may observe, assist, tutor, instruct, and/or conduct research;
may occur in off-campus settings such as schools, community centers,
or homeless shelters
Field Supervisors Those individuals, employed by LMU, who observe candidates in field
and clinical experiences
InTASC The Interstate New Teacher Assessment and Support Consortium, a
project of the Council of Chief State School Officers that has developed
model performance-based standards and assessments for the licensure of
teachers
Licensure The official recognition by a state governmental agency that an
individual has met certain qualifications specified by the state and is,
therefore, approved to practice in an occupation as a professional
Philosophy of Education Preparing professional educators of distinction to make a positive impact
on this generation and the next in the areas of education, values, and
service
Professional Development Opportunities for educators to develop new knowledge and skills
through activities such as in-service education, conference attendance,
sabbatical leave, summer leave, intra- and inter-institutional visitations,
fellowships, and work in P–12 schools
41
Professional Dispositions Professional attitudes, values, and beliefs demonstrated through both
verbal and non-verbal behaviors as educators interact with students,
families, colleagues, and communities
Proficiencies University required knowledge and skills
Service Learning A teaching/learning method that integrates community service into
academic courses, using structured reflective thinking to enhance
learning of course content
Students Individuals in P-12 schools; distinguished from candidates in the Initial
Teacher Licensure program
Student Teaching Pre-service clinical practice in P–12 schools for candidates preparing to
teach
Teacher Candidate Individuals admitted to, or enrolled in, programs for the initial teacher
licensure, including student teachers