university of the cumberlands · 2014-10-31 · university of the cumberlands strives to provide...

University of the Cumberlands

School of Education

Student Teaching/Professional Experience

Cooperating Teacher Handbook

2014-2015

Reflective Constructors of

Quality Learning Experiences

through Critical Thinking

University of the Cumberlands’ Cooperating Teacher Handbook

Matrix Connecting Kentucky and University of the Cumberlands’ Standards to Supervised Student Teaching

I II III IV V VI VII VIII IX X XI XII

X X X X X X X X X X X X

Standard I Demonstrates applied content knowledge

Standard II Designs and plans instruction

Standard III Creates and maintains learning climate

Standard IV Implements and manages instruction

Standard V Assesses and communicates learning results

Standard VI Demonstrates the implementation of technology

Standard VII Reflects on and evaluates teaching and learning

Standard VIII Collaborates with colleagues, parents, and others

Standard IX Evaluates teaching and implements professional development

Standard X Provides leadership within the school, community, profession

Standard XI Demonstrates behavior supportive of the University’s Mission Statement

with particular emphasis on the Department’s identified dispositions (caring,

strong work ethic, critical & creative thinking, commitment to excellence &

professional integrity)

Standard XII Demonstrates behaviors supportive of the Kentucky School Professional

Conceptual Framework

The Department of Education at University of the Cumberlands has adopted the motto

“Reflective Constructors of Quality Learning Experiences through Critical Thinking” to

communicate the key concepts of the conceptual framework for its professional education

programs. The goal is to ensure that candidates become reflective constructors of quality

learning experiences based on Christian values, respect for the truth, and concern for

humanity. Emphasis is placed on providing interaction with multicultural and diverse

populations. Each certification program is connected to this philosophy as shown in the

logo, at the conceptual, strategic, evaluative, or communicative knowledge base.

Revised 8/2015


Table of Contents

Section Page

ABOUT OUR PROGRAM 3

SELECTION OF COOPERATING TEACHERS 4

RESPONSIBILITIES OF THE COOPERATING TEACHER 5

Before the Student Teacher/Teacher Candidate Intern Arrives 5

Leaving the Student Teacher/Teacher Candidate Intern Unattended 6

When the Student Teacher/Teacher Candidate Intern Arrives 7

The Student Teacher/Teacher Candidate Intern’s First Week 9

During the Semester 10

POLICIES 15

OTHER GENERAL GUIDELINES 16

COMMON STUDENT TEACHER CONCERNS- WHAT TO DO? 17

GLOSSARY OF TERMS 26

APPENDIX (Forms and Lists) 29

Historically, University of the Cumberlands’ School of Education has been

strengthened through the consistent and dedicated collaborative efforts of our P-12

partners. There has been and continues to be an open line of communication and

professional respect between the University and our public schools. The

Cooperating Teacher Handbook has been crafted specifically for University of the

Cumberlands’ teacher preparation programs as our P-12 faculty have provided

significant direction to creating this document.


The School of Education of University of the Cumberlands strives continually to keep

pace with current trends and developments in teacher training to meet the needs of

prospective teachers and to provide quality learning experiences. As the University’s

Mission Statement affirms, the goal of higher education is to ensure that the welfare of

society is safeguarded and enhanced. Because the quality of our teachers is of primary

importance to the growth and preservation of our society, the educator preparation

programs are designed to help candidates construct knowledge and skills with critical

thinking, reflect on their professional strengths and growth areas, provide for a diverse

population of learners and to ensure all students learn. Programs are intentionally

designed to support the development of future educators’ conceptual, strategic,

communicative and evaluative knowledge.

University of the Cumberlands strives to provide educator preparation programs that

nurture the candidate’s dispositions of caring, a strong work ethic, critical and creative

thinking, and a commitment to excellence and professional integrity. Each of the four

dispositions may be clearly evidenced as candidates consistently demonstrate the

following habits and behaviors.

Strong Work Ethic Critical & Creative Thinking

Has high expectations for self Is flexible

Is dependable Provides for all learners

Is timely in completing

responsibilities

Expresses thoughts and ideas clearly

Is a self-starter; takes initiative Demonstrates ability to problem

solve

Caring Commitment to Excellence/KY Code of

Ethics

Has a positive attitude Has a professional appearance

Is cooperative Uses technology effectively

Is respectful of others Demonstrates leadership abilities

Establishes rapport with diverse

populations

Uses appropriate spoken & written

English


SELECTION OF COOPERATING TEACHERS

University of the Cumberlands’ student teaching program is the culmination of the pre-

service teacher’s undergraduate studies. The experience is designed to assist the student

teacher/teacher candidate intern in applying the knowledge, skills, theory, and pedagogy

learned from course work as well as from previous field and personal experiences.

Public school supervisors and university supervisors work collaboratively to support the

student teacher/teacher candidate interns in their professional growth.

Decisions related to the cooperating teachers are made by both the principal of the host

public school(s) and the Director of Student Teaching. University of the Cumberlands

seeks to identify those cooperating teachers who consistently model the dispositions of

caring, a strong work ethic, critical and creative thinking, a commitment to excellence

and professional integrity and strive to use best practices in the classroom environment.

Cooperating Teachers are carefully selected with consideration given to their willingness

to mentor and guide student teacher/teacher candidate interns and in compliance with the

Kentucky Legislature and the Kentucky Education Professional Standards Board. The

requirements (16 KAR 5:040) to serve as a cooperating teacher include:

Section 2. Cooperating Teacher Eligibility Requirements. (1) The cooperating teacher,

whether serving in a public or nonpublic school, shall have:

(a) A valid teaching certificate or license for each grade and subject taught; and

(b) At least three (3) years of teaching experience as a certified educator.

(2) A teacher assigned to a teaching position on the basis of a provisional,

probationary, or emergency certificate issued by the Education Professional Standards

Board shall not be eligible for serving as a cooperating teacher.

(3) The district and educator preparation program shall select teachers to be

cooperating teachers who demonstrate the following:

(a) Effective classroom management techniques that promote an environment

conducive to learning;

(b) Best practices for the delivery of instruction;

(c) Mastery of the content knowledge or subject matter being taught;

(d) Aptitude and ability to contribute to the mentoring and development of a pre-

service educator;

(e) Usage of multiple forms of assessment to inform instruction; and

(f) Creation of learning communities that value and build upon students’ diverse

backgrounds.

(4) An educator preparation program shall give a teacher who holds a teacher leader

endorsement pursuant to 16 KAR 5:010, Section 12(3), priority consideration when

selecting a cooperating teacher.


(5) Beginning September 1, 2013, prior to student teacher/teacher candidate intern

placement, a cooperating teacher shall receive training approved by the Education

Professional Standards Board and provided at no cost to the cooperating teacher by the

educator preparation institution which shall include the following components:

(a) Basic responsibilities of a cooperating teacher;

(b) Best practice in supporting the student teacher/teacher candidate intern; and

(c) Effective assessment of the student teacher/teacher candidate intern.

The EPSB requires that all cooperating teachers have training on the regulation (Part A)

through their website, co-teaching training (Part B, through online sources or face-to-

face) and University requirements training (Part C).

In addition, the University of the Cumberlands requires that cooperating teachers hold a

Rank II certification and have taught in the present school system at least one (1) year

immediately prior to being assigned a student teacher/teacher candidate intern.

Placement guidelines from the Kentucky Education Professional Standards Board (16

KAR 5:040) include:

Beginning September 1, 2013, each educator preparation institution shall provide a full

professional semester to include a period of student teaching for a minimum of seventy

(70) full days, or its equivalent, in instructional settings that correspond to the grade

levels and content areas of the student teacher/teacher candidate intern’s certification

program.

(a) Candidates pursuing a primary through grade 12 certificate shall have their

student teaching balanced between an elementary school placement and middle school or

high school placement.

(b) Candidates pursuing an elementary certificate shall have their student teaching

balanced between a placement in primary through grade 3 and a placement in grade 4 or

grade 5.

(c) Candidates seeking dual certification in either middle school or secondary content

areas shall have equal placements in both content areas.

University of the Cumberlands Additional Placement Policy

No student teacher/teacher candidate intern may be placed in the high school they

attended. Elementary and Middle School candidates must have at least one placement in a

district or school other than their home district. To ensure a breadth of experience,

elementary student teacher/teacher candidate interns are placed in non-adjacent grades for

their two placements.

The School of Education at University of the Cumberlands strongly emphasizes the

need for all cooperating teachers to assist in evaluating the standards-based unit of

instruction and to submit the assessment to the University Supervisor in a timely

manner. Every effort is made to select cooperating teachers who contribute to this

critical program review.


RESPONSIBILITIES OF THE

COOPERATING TEACHER

Before the Student Teacher/Teacher Candidate Intern Arrives (See pages 32 and 34

for helpful checklists.)

Prepare the classroom students

Classroom students should know that a student teacher/teacher candidate intern will be

joining the classroom. Referring to the student teacher/teacher candidate intern as Miss,

Mr., or Ms., the cooperating teacher conveys professional acceptance. When the student

teacher/teacher candidate intern’s personal information records have been received,

interesting sections from these records may be read to the students so that they may be

“introduced” to the student teacher/teacher candidate intern prior to the student

teacher/teacher candidate intern’s arrival.

Prepare the parents

Parents will appreciate knowing that a student teacher/teacher candidate intern will be

working in the classroom. A letter providing interesting information about the student

teacher/teacher candidate intern may enhance parent acceptance of the student

teacher/teacher candidate intern.

Prepare the classroom

The student teacher/teacher candidate intern will need a desk and area for personal

belongings. The position of the desk will subtly communicate the value placed on the

student teacher/teacher candidate intern’s anticipated contribution to the classroom.

Younger students may enjoy making a welcome bulletin board with photographs of

themselves or pictures telling about the class. A machine printed banner or sign would be

welcomed by a student teacher/teacher candidate intern in the middle or upper grades. If

time allows, the students may write a letter of welcome or short autobiography so that the

student teacher/teacher candidate intern may learn a little about them.

Examine the Teacher Performance Assessment (TPA) requirements

The Kentucky Teacher Internship Program (KTIP) requires that all beginning teachers

demonstrate mastery of the Kentucky Teacher standards as evidenced in the TPAs.

Please become knowledgeable of the TPA requirements so that you are able to effectively

mentor and guide the student teacher/teacher candidate intern through each of the

required tasks. The complete TPA document is available on the Kentucky Education

Professional Standards Board website.

http://www.kyepsb.net/internships/ktipforms.asp

http://www.kyepsb.net/internships/ktipforms.asp


Prior to the student teacher/teacher candidate intern’s arrival, help relieve anxiety

Once student teacher/teacher candidate intern assignments have been made, the

cooperating teacher is encouraged to invite the student teacher/teacher candidate intern

for a meeting and to show them the school. A “welcome” phone call will also convey

eagerness to work with this aspiring teacher.

If time allows, the student teacher/teacher candidate intern will benefit from a visit to the

classroom prior to the first day of student teaching. Cooperating teachers may identify

storage areas, supplies, computers, and other available materials as well as provide the

student teacher/teacher candidate intern with manuals and texts to examine. Having

copies of the school report card, teacher’s manual and texts will allow the student

teacher/teacher candidate intern to spend time planning and preparing outside of the

classroom.

Complete and submit the Cooperating Teacher Agreement

The Cooperating Teacher Agreement verifies qualifications to serve as a student

teacher/teacher candidate intern supervisor. Additionally, agreement information is

required for the University’s report to the Education Professional Standards Board and

for issuing stipends at the conclusion of the semester. The agreement must be

immediately returned to the Director of Student Teaching. (See Appendix p. 29 for

agreement form.) Additionally, a W-9 will be required for the first time the cooperating

teacher has been paid by University of the Cumberlands.

Leaving the Student Teacher/Teacher Candidate Intern Unattended

The cooperating teacher is the teacher of record and is legally responsible for the physical

safety and academic achievement of the students as well as the professional development

of the student teacher/teacher candidate intern. 16 KAR 5:040 requires that the student

teacher/teacher candidate intern NOT be left alone in the classroom or be placed

alone in a supervisory capacity under any circumstances ( monitoring restrooms,

cafeteria, halls, etc.) during their student teaching experience.

If an emergency arises requiring the cooperating teacher to leave the classroom, the

cooperating teacher is responsible for securing another faculty member or administrator

to assist the student teacher/teacher candidate intern. At no time should a student

teacher/teacher candidate intern serve as a substitute teacher, filling the absence of

the cooperating teacher or another faculty member.

When the Student Teacher/Teacher Candidate Intern Arrives

Prior to the arrival of the student teacher/teacher candidate intern, the cooperating teacher

will receive the student teacher/teacher candidate intern’s professional portfolio. From

this, the supervisor can glean the student teacher/teacher candidate intern’s areas of

interest or strengths. When the student teacher/teacher candidate intern arrives, time

should be spent during that first day identifying academic strengths, hobbies, areas of


interest and travel experiences. The student teacher/teacher candidate intern’s initial

instruction will be more successful if based upon strengths, experiences, or areas of

interests.

Provide the student teacher/teacher candidate intern with written information such as:

a seating chart for all classes;

the names of and procedures for students with special needs, i.e.:

medications, allergies, religious considerations;

a copy of the school handbook, school report card, faculty policies and procedures, an extra copy of manuals, Curriculum documents such as KY Core

Academic Standards (Common Core Standards), the curriculum map and any

other instructional materials necessary for planning, relevant assessment data for

the classroom;

IEP, 504 and GSSP information necessary for making appropriate accommodations;

the duty schedule;

school sign-in, sign-out procedures, if applicable;

the cost of school lunches, coffee, soft drinks, etc.;

students who may or may not leave with identified persons;

emergency procedures such as lock down procedures;

bus information;

the fire and tornado drill procedures; and

schedules for the school’s extracurricular events.

The student teacher/teacher candidate intern must also have a written copy of the

cooperating teacher’s guidelines or expectations. The expectations and guidelines should

be explained and discussed during the student teacher/teacher candidate intern’s first day.

The written expectations might include:

expected time of arrival and departure each day;

faculty meeting dates;

in-service dates;

the cooperating teacher’s home/cell and school’s telephone numbers so that

the cooperating teacher may be reached in case of an illness or emergency;

possible topics for the interdisciplinary standards-based unit;

samples of the cooperating teacher’s “best” lesson plans, open-response questions, sample rubrics;

the cooperating teacher’s specific planning requirements; and

a tentative pacing guide. This will include classes, subjects, and topics for which the student teacher/teacher candidate intern is responsible and a general, tentative

schedule for the student teacher/teacher candidate intern to gradually assume all

instructional responsibilities.


The cooperating teacher will also want to talk with the student teacher/teacher candidate

intern about subtle nuances or unwritten expectations at the school. These topics might

include:

where to park (Does the principal have his/her favorite parking space?);

acceptable dress codes for school, i.e., color day; and

where to eat lunch. Some schools have inadequate space in the faculty lounge for a large number of student teacher/teacher candidate interns. Other schools

designate specific tables in the cafeteria for teachers.

On the first day, the principal or cooperating teacher should provide the student

teacher/teacher candidate intern with an orientation to the school. If the school is a large

facility, a school map will be helpful. The cooperating teacher will also want to:

demonstrate procedures for using equipment, reserving the computer lab, etc.;

explain the procedures for making or having copies made;

introduce the student teacher/teacher candidate intern to the backbone of the

school… the secretaries, maintenance staff and cafeteria personnel as well as the

other faculty members. Again, introducing a student teacher/teacher candidate

intern as “Ms. Jones” or “Mr. Smith” immediately conveys your professional

acceptance of the student teacher/teacher candidate intern.

If the public school frequently accepts responsibility for student teacher/teacher candidate

interns, the cooperating teacher may wish to collaborate with other faculty members

serving in the mentoring capacity in the construction of guidelines generic to the school,

team, or department. Common school-related guidelines provide consistency for all

student teacher/teacher candidate interns placed in a particular school.

The Student Teacher/teacher Candidate Intern’s First Week

During the first week, it is critical that the cooperating teacher model the standards for

planning, instruction, classroom management, content knowledge, assessment, reflection,

technology and collaboration that are expected from the student teacher/teacher candidate

intern. Be prepared to demonstrate your best professional skills and dispositions.

The first week is a period of orientation and adjustment for the student teacher/teacher

candidate intern. While the student teacher/teacher candidate intern will benefit from

observations, limiting the beginning teacher to merely observing will minimize progress.

The student teacher/teacher candidate intern’s readiness level will dictate the appropriate

responsibilities assigned during the early days of the placement. Activities for

involvement that will provide a gradual induction and enhance the student teacher/teacher

candidate intern’s awareness of the students’ individual abilities and group social

structure might include:

one on one tutorial work;

“grading” papers;

perusing portfolio entries, journals;

taking attendance;


providing feedback on homework;

managing learning centers;

circulating and providing assistance during independent seat work or cooperative learning activities;

distributing lunch tickets;

reviewing your rubrics and assessment data;

reading to the students; and

instructing during Daily Oral Language, Daily Oral Math, Calendar Math, etc.

The student teacher/teacher candidate intern will benefit from identifying skills and

concepts that students have previously mastered as well as skills and concepts that

students will be expected to master. With this information, the student teacher/teacher

candidate intern will be better prepared to plan with the students’ existing schemata in

mind and apply best practices for scaffolding instruction. The student teacher/teacher

candidate intern will also realize how the present content serves as a foundation for future

learning.

The cooperating teacher will also want to share knowledge of the students’ interests with

the student teacher/teacher candidate intern. This does not relieve the student

teacher/teacher candidate intern from having students complete interest inventories,

perusing journals to identify interests or having conversations with students to become

familiar with their hobbies, talents, fears, etc. This does, however, provide immediate,

valuable information for the student teacher/teacher candidate intern to enhance success

during initial planning efforts.

During The Semester

Feedback The student teacher/teacher candidate intern requires continuous specific verbal and

written feedback. Feedback should be supported with specific data gathered from

observations, lesson plans, other written requirements, as well as the observed

student teacher/teacher candidate intern’s dispositions. The classroom assessment

results and behavior management concerns will also be a major focus. Maximum

growth will be achieved when the student teacher/teacher candidate intern:

receives daily written and verbal feedback. The student teacher/teacher candidate intern will be more

receptive to feedback when comments focus first on strengths then on

suggested areas for improvement;

is actively engaged in self-evaluative reflections during both formal conferences

and informal conversations; and

receives feedback in private. Correcting student teacher/teacher candidate interns in front of the students (unless the situation is serious and needs to be immediately

corrected) or other faculty may result in humiliation.


Student teacher/teacher candidate intern feedback should focus on and support the

Kentucky Teacher Standards, the Professional Code of Ethics (UC Standard 12) and the

Mission Statement of the University and School of Education (UC Standard 11). The

cooperating teacher will need to be familiar with the observation instruments and the

internship processes so as to fully prepare the student teacher/teacher candidate intern for

a successful first year of teaching. Evaluation forms are provided by the University

supervisors. Feedback on the forms should be discussed with the student teacher/teacher

candidate intern with copies promptly submitted to the university supervisor. These

forms include:

1. Cooperating Teacher’s Formative Evaluation (third and tenth weeks)

2. Cooperating Teacher’s Summative Evaluation (to be completed at the

conclusion of each placement for those student teacher/teacher candidate

interns having two placements or to be completed as a midterm and final for

those student teacher/teacher candidate interns having only one placement)

The university supervisor must be apprised of the student teacher/teacher candidate

intern’s progress. Early intervention and remedial strategies are crucial to a successful

student teaching experience. The cooperating teacher should make every effort to arrange

the schedule so that a conference with all of the triad (the cooperating teacher/student

teacher/teacher candidate intern/university supervisor) present may be conducted on days

that the university supervisor is scheduled for a formal observation. This will enhance

consistency in feedback.

Each university supervisor will hold student teacher/teacher candidate interns responsible

for evidence of competency for all Kentucky Teacher Standards, University of the

Cumberlands Standards, and successful completion of all requirements identified on the

Student Teaching course syllabus. However, like all teachers, university supervisors have

their own “style,” their own areas of emphasis, their own areas of expertise, and their

own “personalities.” Modeling professional support and respect for your university

colleagues will positively impact the student teacher/teacher candidate interns.

Co-teaching

University of the Cumberlands’ student teacher/teacher candidate interns have been

trained in and have used the identified co-teaching strategies from the St. Cloud model.

(see Appendix p. 58) Both cooperating teachers and student teacher/teacher candidate

interns will be expected to use these frequently during the semester in their regular plans.

Starting September 2013, all cooperating teachers are required be trained in co-teaching.

Sessions will be held each semester.

Technology

Model and encourage use of the technology available in your school. Because student

teacher/teacher candidate interns tend to teach the way they were taught, the cooperating

teacher’s impact on the student teacher/teacher candidate intern’s future effective use of

technology may be significant. At the onset of the placement, ask that the school’s


technology coordinator provides an orientation for using available resources and discuss

the school’s policy regarding ethical use of technology.

Library

Model and encourage use of library resources available in your school. At the onset of

the placement, ask that the school’s library or media specialist provide an orientation to

using available resources.

Relieving Stress

Student teacher/teacher candidate interns frequently experience a high stress level as they

may have part time jobs, demanding family responsibilities, or spend long hours

commuting to the student teaching site. Cooperating teachers may share personally

effective stress reducing actions that might include:

using time management and organization techniques;

spending time each day walking or exercising. demonstrating how to prioritize

responsibilities;

reevaluating the use of time each day; and

monitoring sleeping and eating habits.

Conferencing Communication between the cooperating teacher and student teacher/teacher candidate

intern should be open, continuous, collaborative and intentional. There is a need for both

verbal and written comments. Cooperating teachers and their student teacher/teacher

candidate interns have frequent, informal conversations throughout the course of the day.

These conversations are essential. Yet, critical to the success of the student

teacher/teacher candidate intern is the scheduled weekly conference. This intentional,

uninterrupted conference enables the cooperating teacher and student teacher/teacher

candidate intern to have in-depth, reflective conversations. Again, feedback should be

supported with specific, documented data gathered from the student teacher/teacher

candidate intern’s performance as well as from the classroom students’ academic

progress and social behavior. Student teacher/teacher candidate intern’s strengths

and growth areas must be directly related to the KY and University Standards and

become the driving force in creating and continually revising the Professional

Growth Plan. During formal conferences, the cooperating teacher is advised to:

establish a time frame for the weekly conference and adhere to the designated time. For example, the conference is scheduled after school from 3:00-4:00 p.m.

A student teacher/teacher candidate intern who has after school responsibilities

will appreciate a timely conclusion to the conferences;

avoid interruptions by placing a sign on the classroom door;

Ex: “Conference in Session. Please stop back at 4:00p.m.”

ask the student teacher/teacher candidate intern to prepare written questions or concerns that he/she feels need to be addressed. This will give the student

teacher/teacher candidate intern ownership in the conference process. Address

these issues at the onset of the conversation;


use the Professional Growth Plan as the essential focus of the conference;

prepare a list of topics, questions, and an agenda for the conference that focus

discussions on major areas of concern;

use the “sandwich technique.” Begin with positive comments, next discuss growth areas and then conclude the conference on a positive note;

have necessary materials at hand. If the purpose of the conference is to discuss the standards-based unit plans, have written copy of guidelines, possible research

materials, idea books, manuals, etc.;

conduct the conference in an inviting setting. Ideally a table provides for eye to eye contact in an unintimidating atmosphere;

make every effort to engage the student teacher/teacher candidate intern in self-

evaluation and reflective analysis based on data gathered from observations, video

tapings, and the student’s academic performance and social behavior;

monitor the conversation to ascertain who does the most talking;

use self-disclosure when appropriate, yet sparingly;

document all conferences. Ask the student teacher/teacher candidate intern to sign

all written documentation. A copy of the documentation should be kept in the

cooperating teacher’s file and a copy made for the student teacher/teacher

candidate intern’s working portfolio. The university supervisor will appreciate

having a copy of the cooperating teacher’s written feedback;

have the student teacher/teacher candidate intern write down plans for improvement, assignments, etc. Again, this gives the student teacher/teacher

candidate intern ownership in the process;

establish a specific timeline for the completion of assignments or actions agreed upon during the conference;

summarize the major points made at the end of the conference time; and

whenever possible establish conference times when all members of the Triad (the cooperating teacher, university supervisor, and student teacher/teacher candidate

intern) are able to meet.

When the student teacher/teacher candidate intern first arrives, the cooperating teacher

will be responsible for conveying pertinent information and for guiding the instructional

decisions. Thus, initial conferences may require that the cooperating teacher do much of

the talking. However, as the semester progresses, the cooperating teacher is encouraged

to talk less and listen more by posing reflective questions that lead the student

teacher/teacher candidate intern to assume an increased responsibility for decision

making, engage in critical reflective thinking, become more self-evaluative, and take the

lead in the professional growth planning process.

Professional Growth Plan (PGP) The Professional Growth Plan is the pivotal, ever-evolving piece in mentoring and

guiding the student teacher/teacher candidate intern’s professional growth. During

conferences, encourage the student teacher/teacher candidate intern to build on identified

strengths and continue to make progress toward eliminating growth areas. Data gathered


from observations, lesson plans, written requirements, and exhibited dispositions should

be the basis for PGP decisions. Strengths and growth areas will also be based on the

assessment data gathered from the classroom students’ academic progress. The

student teacher/teacher candidate intern will claim greater ownership if he/she is the

author and editor of the PGP.

A-1 Context and A-2 Lesson Plans

Reading the student teacher/teacher candidate intern’s context (Task A-1) and lesson

plans (Task A-2) is essential for ensuring the physical well-being and academic

achievement in the classroom. Once the cooperating teacher has carefully read and

discussed the written context and plans with the student teacher/teacher candidate

intern, the cooperating teacher should initial and document the date plans were

submitted. Recording the date emphasizes the need for timely completion of plans. A

student teacher/teacher candidate intern should NOT be permitted to teach any lesson for

which context and plans have not been previously approved. A lesson plan should be

written for each lesson that a student teacher/teacher candidate intern creates until the

University Supervisor and the Cooperating Teacher agree that the candidate shows

proficiency, at least after the second observation in that placement. For all observed

lessons, all University of the Cumberlands’ student teacher/teacher candidate interns are

required to use the KTIP Context (Task A-1) and Lesson Plan template (Task A-2)

available in the Student Teaching Professional Experience Handbook and on the EPSB

website. (Use the templates-Word version at

http://kyepsb.net/internships/ktiptpatemplates.asp )

For all other lessons taught (not observed), lesson plans should be created on school

templates.

Exit Requirements

Exit Portfolios and TPA tasks are mandatory requirements for University of the

Cumberlands’ student teacher/teacher candidate interns. Portfolios should capture the

professional personality of the student teacher/teacher candidate intern. Entries must

provide evidence of competency in all Kentucky Teacher Standards, the Professional

Code of Ethics, the Mission statement of the University and the Education Department’s

dispositions, and include only the original work of the student teacher/teacher candidate

intern. The cooperating teacher can assist the student teacher/teacher candidate intern in

this process by:

encouraging the student teacher/teacher candidate intern to take classroom pictures and videotape periodically. In cases where parents object to their children

being photographed or video-taped, the student teacher/teacher candidate intern

may take pictures of self-made bulletin boards, learning centers, students’

projects, collaborative meetings with other faculty

members, etc. The cooperating teacher may want to take the photographs so that

the student teacher/teacher candidate intern will be featured in the photographs;

providing student teacher/teacher candidate interns with the opportunity to collaborate with other faculty members and community resource people;

http://kyepsb.net/internships/ktiptpatemplates.asp


paving the way for student teacher/teacher candidate interns to plan interdisciplinary activities by talking with other faculty members with whom the

student teacher/teacher candidate intern might work;

assisting the student teacher/teacher candidate intern in identifying an appropriate

leadership project that will contribute to and impact the classroom, school or

community;

assisting the student teacher/teacher candidate intern in identifying extracurricular

involvements that might serve as valuable portfolio pieces, i.e., collaboration with

faculty and parents in presenting a school play or collaborating with parents in a

fund raising effort; and

providing positive feedback on written requirements that the student teacher/teacher candidate intern might showcase in the Exit Portfolio.

Video/Audio Taping The student teacher/teacher candidate intern is required to video a lesson during the

semester. Ideally, a peer (another student teacher/teacher candidate intern) should

perform the taping. Together, the student teacher/teacher candidate intern and peer

should analyze the videoed lesson and engage in a self and peer evaluation.

Student teacher/teacher candidate interns experiencing difficulties will benefit from

additional video or audio recording. The audio recording is less intrusive or distracting

and will provide specific evidence of a student teacher/teacher candidate intern’s oral

communication skills related to grammar, vocal qualities, clear instruction, use of

vocabulary inappropriate for the level of the students, etc. The video, however, provides

concrete evidence of ineffective body language, distracting mannerisms, inadequate

circulation, ineffective behavior management, inadequate preparation, etc. Watching or

listening to tapes made for identification and monitoring of growth areas should be

viewed by the supervisor and student teacher/teacher candidate intern. Together, once

ineffective behaviors are identified, reflective problem solving questions should be the

foundation for selection of prescriptive strategies. Video recording applies only where

parent permission for video recording of students has been obtained in writing.

Observing in Other Classrooms/Instructional Settings

Student teacher/teacher candidate interns will gain insight into the total school academic

program by observing in other classrooms and instructional settings. They will also have

the opportunity to observe a variety of instructional strategies and behavior management

techniques. Cooperating teachers should facilitate these observations by assisting the

student teacher/teacher candidate interns in scheduling these observations with highly

qualified teacher. Leaving the classroom to observe should be scheduled after student

teacher/teacher candidate interns becomes fairly secure in their placement.

Confidentiality Confidentiality is critical in any profession. In an effort to ensure that confidentiality is

maintained, an effective cooperating teacher will:


provide the student teacher/teacher candidate intern with information about the students in a confidential manner. Conveying student information to your student

teacher/teacher candidate intern in a crowded faculty room communicates a

disregard for maintaining confidentiality; and

avoid talking derogatorily about the student teacher/teacher candidate intern with

other faculty members, school personnel or community members. This models

insensitivity and disregard for and breach in confidentiality.

External Evaluation-

The purpose of the External Evaluation is to provide the undergraduate teacher

preparation program with feedback and assessment data related to student

teacher/teacher candidate interns meeting the Kentucky Teacher Standards and

University of the Cumberlands’ Standards. Cooperating teachers are responsible

for participating in this critical program review.

The External Evaluation serves as the program evaluation and, with feedback from the

cooperating teachers, the University and School of Education are better able to prepare

student teacher/teacher candidate interns for their chosen profession. This program

review engages P-12 teachers in analyzing a standards-based unit of instruction and

engages student teacher/teacher candidate interns in reflective, analytical interviews

related to their individual products. Each cooperating teacher will evaluate the unit on the

provided forms and then forward the forms to the University Supervisor.

Participation in the External Evaluation rigorously and actively engages the public school

teachers in the following processes:

reading, analyzing and assessing standards-based units of study;

ensuring the alignment of KY Core Academic Standards with the standards-based

unit content;

identifying effective assessment strategies for standards-based instruction and the targeted KY Core Academic Standards;

analyzing the standards-based unit’s assessment data with emphasis on the identifying gaps in learning; and

requiring student teacher/teacher candidate interns to reflect, analyze, and defend their planning and instructional decisions.

Evaluation

Upon arrival, the cooperating teacher should provide the student teacher/teacher candidate intern with written guidelines and criteria for evaluation.

Provide the student teacher/teacher candidate intern with ongoing verbal and

written prescriptive feedback throughout the semester.

Complete the University’s formative evaluation form at the designated intervals. Have conversations with the student teacher/teacher candidate intern about these

evaluations. (see Appendix page 35)


Complete the midterm (full semester student teacher/teacher candidate interns) and final evaluation form (for both full semester and two placement student

teacher/teacher candidate interns) provided by the University.

Submit all university evaluation forms to the university supervisor in a timely

fashion.

When the Student Teacher/teacher Candidate Intern Completes the Student

Teaching/Professional Experience Semester

Complete all student teacher/teacher candidate intern assessment forms for the student teacher/teacher candidate intern. The cooperating teacher should be

certain that both the student teacher/teacher candidate intern and university

supervisor have copies of all assessment documents.

Be certain the student teacher/teacher candidate intern has returned all borrowed material.

Complete the Cooperating Teacher Self-Evaluation form and submit it to the Director of Student Teaching.

Enter all necessary information on the Education Professional Standard Board’s

data base.

POLICIES

Distribution of Student Teacher/teacher Candidate Intern Grade

1/2-Assigned by the university supervisor based upon attendance, degree of competency

demonstrated during classroom observations and conferences, and the working and exit

portfolio requirements. A scoring guide is included in the Student Teacher/Teacher

Candidate Intern Handbook which is available at the following site.

http://www.ucumberlands.edu/academics/education/downloads/ProfessionalSemesterCan

didateHandbook.pdf

1/2-Assigned by the cooperating teacher(s) based upon the degree of competency

demonstrated in the classroom and successful completion of all other state, institution,

and public school requirements.

Professional Dispositions- The concept of “professional dispositions” refers to the

beliefs and attitudes that influence a teacher’s behaviors and interactions with students,

parents, colleagues, and others. University of the Cumberlands’ Teacher Education

Program believes that caring, a strong work ethic, critical thinking and creative thinking

as well as a commitment to excellence and professional integrity are essential

professional dispositions. Often, educators are unaware of verbal and nonverbal

http://www.ucumberlands.edu/academics/education/downloads/ProfessionalSemesterCandidateHandbook.pdf



behaviors that convey negative dispositions. If a student teacher/teacher candidate

intern’s dispositions are of concern, the cooperating teacher, and university supervisor if

appropriate, is strongly encouraged to engage the student teacher/teacher candidate intern

in completing the Individual Action Plan form. (see Appendix page 57)

Removing a Student Teacher/teacher Candidate Intern from the Classroom

Student teacher/teacher candidate interns must be aware that the cooperating teacher’s

first responsibility is to the students in his/her classroom. If, after continued mentoring

and feedback from the University Supervisor, Cooperating Teacher, Director of Student

Teaching and Undergraduate Department Chair or other professional educator, the

student teacher/teacher candidate intern’s professional skills or personal behavior is such

that the classroom student’s learning or well-being is being compromised, the

cooperating teacher and the university supervisor, in consultation with the Director of

Student Teaching and the Undergraduate Department Chair, have the responsibility of

removing the student teacher/teacher candidate intern from the classroom. If possible,

every effort will be made to reassign the candidate to a new classroom for the remainder

of the placement.

A student teacher/teacher candidate intern may also be removed for any serious breach of

the Professional Code of Ethics. Student teacher/teacher candidate interns do, however,

have the right to appeal removal from the student teaching program. The process for

appeal is articulated in University of the Cumberlands Undergraduate Catalog.

Attendance

The university supervisors will strictly enforce the UC Education Department attendance

policy:

Candidates in the student teaching professional experience must serve a minimum of 70

days in practice in the P-12 and University classroom.

If the student teacher/teacher candidate intern must be absent from the assigned

placement, the candidate must contact the cooperating teacher and university supervisor

by phone and/or email as soon as possible.

The student teacher/teacher candidate intern will arrive and depart based upon the

cooperating teacher’s employment contract. Student teacher/teacher candidate interns

will wear their University of the Cumberlands’ ID and sign in daily at the main office or

with the cooperating teacher.

OTHER GENERAL GUIDELINES


1. In cases where the student teacher/teacher candidate intern exhibits more than one area

of weakness, target the most serious concern first. Attempting to deal with multiple

concerns will frustrate and confuse the student teacher/teacher candidate intern.

2. Document all interactions, discussions, and conferences with written feedback to the

student teacher/teacher candidate intern. Ask that the student teacher/teacher candidate

intern sign and date all written feedback. Share the documentation with the university

supervisor.

3. Utilize the Professional Growth Plan for clearly stating desired prescriptive actions and

the date when the evidence must be demonstrated.

4. Secure copies of working portfolio entries that give evidence of weakness. Ex:

inadequate planning, inappropriate assessment.

5. Make every effort to provide and document remedial assistance to the student


6. Conduct conferences with the triad (student teacher/teacher candidate intern,

cooperating teacher and university supervisor). At this time, it is critical that both the

supervisor and cooperating teacher have conversed prior to the conference and are united

and consistent. If necessary, the cooperating teacher, Supervisor and student

teacher/teacher candidate intern may find it necessary to create and Individual Action

Plan. (see Appendix page 40)

7. When appropriate, the building principal, another university supervisor, or a university

faculty member may be asked to observe the student teacher/teacher candidate intern in

an effort to provide additional feedback.

8. The cooperating teacher is encouraged to follow protocol with an unresolved student

teacher/teacher candidate intern problem. Contacts should be made as follows:

The University Supervisor

The Director of Undergraduate Student Teaching

The School of Education Undergraduate Department Chair

The Vice President for Academic Affairs

The University President

9. Should any concern persist, if a problem is severe enough to be deemed academically

or physically detrimental to the students, or if the behavior is considered unethical, the

university supervisor should be contacted immediately, who will then contact the

Director of Undergraduate Student Teaching. Specific documentation must support any

expressed concerns of the cooperating teacher.

COMMON STUDENT TEACHER/TEACHER CANDIDATE


INTERN CONCERNS….

WHAT TO DO?

Frequent Tardies or Absences, Early Departures:

-Request that the student teacher/teacher candidate intern maintain a sign-in, sign-out log

to be initialed daily by the cooperating teacher.

-Suggest specific proactive actions to assist in a timely arrival.

-Contact the University Supervisor.

Inability to Critically Analyze and Engage in Reflection:

-Initially, model your reflective thinking process.

-Pose open-ended questions that require the student teacher/teacher candidate intern to

explain, justify, or evaluate.

-Sample questions

“Why did you choose the lesson activities identified on your plan?”

“On what contextual factors did you base your planning decisions?”

“How will the lesson directly connect to and support the KY curriculum?”

“How will you be certain students have met your learning targets?”

“How will the activity build on what students already know?”

“How will you connect the lesson to the students’ lives?

“How will the activity maximize student involvement, hold all students

accountable, provide for diverse learner needs, etc.?”

“How might you modify assessments to accommodate diverse learners?”

“What gap groups are identified as a result of your assessment analysis?”

“Why do you believe your selected assessment tool is the most accurate tool to

assess the lesson outcomes?”

“In what way will your lesson activities enhance or be a deterrent to desired

student behavior?”

“If you were to reteach this lesson, what would you do to improve student

learning, student behavior, time management, etc?”

“After looking at the assessment data, what conclusions can you make about

student mastery of the content?”

“How will the assessment results help you in planning the next lessons?”

“How did this lesson demonstrate your ability to think critically?”

“How were your professional dispositions demonstrated during the planning,

implementation and assessing of the lesson?”

Failure to Implement Appropriate Suggestions:

-Write down suggestions/expectations. Document and date implementation or failure to

follow through with suggestions. Give the student teacher/teacher candidate intern a copy

of this documentation at the end of each day and require that the student teacher/teacher

candidate intern sign the documentation. Retain a copy and provide a copy for the student



-Ask the student teacher/teacher candidate intern why suggestions have not been

implemented. If an overloaded schedule is the deterrent, engage the student

teacher/teacher candidate intern in the problem solving process, searching for ways to

improve time management and prioritization.

Inadequate Planning

-Verbally model the planning process. The cooperating teacher should have personal

examples of “best plans.”

-Ask that the student teacher/teacher candidate intern provide a rough draft of plans

several days earlier than the time designated for plans to be completed. This will allow

time for necessary modifications or revisions.

-Ask that the student teacher/teacher candidate intern, during the planning process, check

off all components of effective planning as identified in the University’s guidelines and

Kentucky Teacher Standards.

Ineffective Time Management

-Require that the student teacher/teacher candidate intern maintain a daily calendar,

allotting specific blocks of

time for completing plans and preparing of materials and meeting other student teaching

course requirements.

-Identify appropriate time during the school day when the student teacher/teacher

candidate intern might complete some planning. However, student teacher/teacher

candidate interns should not use daily instructional time for planning and preparation.

-Suggest that the student teacher/teacher candidate intern arrive early or remain later in

the school day to work on plans and teaching materials.

-Require that the student teacher/teacher candidate intern have all materials ready for the

following day before leaving the classroom that day.

-Provide long range planning requirements to allow for lead time and early completion of

plans.

-Ask the student teacher/teacher candidate intern to maintain a short and long range

checklist of “things to do.”

Inadequate Content Knowledge

-Provide materials, texts for the student teacher/teacher candidate intern to study.

-Require a detailed outline of the topic or content to be covered.

-Require that the student teacher/teacher candidate intern script and include specific

examples and non-examples in the instructions.

-Require that the student teacher/teacher candidate intern script scaffolded, essential

questions.

-Require that the student teacher/teacher candidate intern provide visual graphics for the

students that include definitions, attributes, key terms etc. This will provide the student

teacher/teacher candidate intern with necessary “crutches” that may eliminate the

likelihood of misinformation being disseminated or critical information being omitted.

Inability to Clearly Instruct Explain Content


-Require the student teacher/teacher candidate intern to introduce content or skill areas

with activities that identify the student’s existing background knowledge.

-Require the development of charts providing new terms and age/grade level appropriate

definitions.

-Ask that the student teacher/teacher candidate intern demonstrate the skill or concept for

you prior to the actual lesson.

-Require scripted specific questions, examples and non-examples in the lesson plans that

support the content.

-Video or audio tape the student teacher/teacher candidate intern. Together, listen for

developmentally inappropriate and/or vagueness terms.

-When there are multiple sections of class, model teaching the first class. Then have the

student teacher/teacher candidate intern duplicate your instruction.

-Emphasize the need for opening and closing reviews as well as distributed repetition.

-Suggest that the student teacher/teacher candidate intern ask the students to repeat back

directions or content to ensure comprehension.

-Ask the student teacher/teacher candidate intern to assess student work and relate the

assessment to clarity of instruction.

Difficulty in Pacing Instructions

-Ask the student teacher/teacher candidate intern to allot time for each activity in the

lesson. A written notation should be made on lesson plans. The time allotment might

also be written on the board, along with the agenda. This will make students and the

student teacher/teacher candidate intern aware of the time allocated for each activity.

Example: Opening Review 10:00-10:05

Group Activity 10:05-10:25

Class Discussion 10:25-10:45

Independent Work 10:45-10:55

Closing Review 10:55-11:00

-Provide the student teacher/teacher candidate intern with a timer to be set for each

activity in or component of the lesson.

-Ask the student teacher/teacher candidate intern to rehearse and practice learning

activities to more accurately anticipate the time required for each portion of the lesson.

Monotone Voice/Inability to Convey Enthusiasm for the Content

-In the written lesson plan, ask that the student teacher/teacher candidate intern script

marker expressions.

(Ex. “This is the most important!” “If you don’t remember anything else…”), task

attraction (Ex. “This is such a funny story.” “I’m certain you’ll enjoy this. It has a real

surprise ending.”) and task challenge (Ex. “This is a really tough problem.” “We’re

going to have to work our brains to do this one.”) Remember the adage, “If you don’t

write it down, you won’t do it.”

-Have the student teacher/teacher candidate intern write these task attractions, task

challenges and marker expressions on post-it-notes. These notes may then be placed in

strategic places (Ex: on the first page of a story, on the top copy of the day’s worksheets)

as reminders to verbally incorporate these key motivating phrases in instruction.


-Audio and/or video record the student teacher/teacher candidate intern. Together,

review the recording to identify and evidence voice modulation or verbal and nonverbal

expressiveness. Ask the student teacher/teacher candidate intern to reflect as to why

expressiveness was demonstrated at a certain time. Build on even the most limited

indication of enthusiasm.

-Provide the student teacher/teacher candidate intern with opportunities to teach in his/her

areas of expertise or to connect areas of interest to the content. (Ex: The student

teacher/teacher candidate intern enjoys auto racing. Have the student teacher/teacher

candidate intern develop math word problems with auto racing as the general theme.)

-Require that the student teacher/teacher candidate intern incorporate “game” practice

activities in review lessons.

-Ask that the student teacher/teacher candidate intern employ a wide variety of teaching

tools such as educational videos, “computer treasure hunts.” The variety of exciting

learning activities will, to some degree, compensate for the lack of a “naturally”

enthusiastic personality.

-Require plans for activities that maximize student involvement. The straight, formal

lecture will be an enemy of an unenthusiastic teacher.

-For elementary student teacher/teacher candidate interns, the use of a puppet or mask

may provide a disguise behind which the student teacher/teacher candidate intern may

feel less inhibited and more expressive.

-Ask the student teacher/teacher candidate intern to audio or video tape practice

presentations of content and then self-assess for evidence of specific enthusiastic,

expressive behaviors.

Inability to Relate to Students

-Require that the student teacher/teacher candidate intern watch T.V. programs, sports

events and listen to music that are of interest to the students in the classroom.

-Where appropriate, have the student teacher/teacher candidate intern eat lunch with the

students.

-As appropriate, ask the student teacher/teacher candidate intern to interact with the

students in informal settings such as school athletic events, during bus duty and break

time, etc.

-Provide opportunities for the student teacher/teacher candidate intern to engage in one-

to-one instructional assistance or small group work. This might, for example, include

tutoring a small group working on a certain skill, monitoring learning centers, or assisting

several students who are building props for a class play.

-Ask that the student teacher/teacher candidate intern read the students’ journal entries

identifying students’ interests.

Inability to Stimulate Higher Level Thinking

-Require that the student teacher/teacher candidate intern script questions reflective of all

levels of Bloom’s Taxonomy.

-Provide the student teacher/teacher candidate intern with sample open-ended, divergent

questions. Copies of sample released items, or other current state testing formats, may

serve as valuable references. Ask that the student teacher/teacher candidate intern


develop open-ended questions to accompany topics for which the student teacher/teacher

candidate intern is responsible for teaching.

-Ask that the student teacher/teacher candidate intern incorporate brainstorming and

creative problem solving activities whenever possible and appropriate.

-Provide critical thinking resources for the student teacher/teacher candidate intern.

Failure to Include All Students in Learning Activities

-Ask the student teacher/teacher candidate intern to utilize techniques for random

selection of reciters.

(Ex: pulling name cards out of a box, spinning a wheel with all students’ names on the

wheel)

-Encourage the student teacher/teacher candidate intern to assist and give feedback to all

students during independent work. This will require brief stops at each student’s work

place.

-Suggest that the student teacher/teacher candidate intern utilize unison response

techniques when appropriate (Ex: thumbs up, all writing responses and one student

verbally answering)

-Require the student teacher/teacher candidate intern to implement structured cooperative

learning activities that ensure individual accountability and equal participation of all

group members.

Inability to Provide For Diverse Needs

- Require the student teacher/teacher candidate intern to include learning experiences that

meet the needs of all learning modalities and preferences. A matrix for weekly planning

will insure the inclusion of all necessary experiences. Refer to the template included in

the Student Teacher/teacher Candidate Intern Handbook

http://www.ucumberlands.edu/academics/education/downloads/ProfessionalSemesterCan

didateHandbook.pdf

-Provide the student teacher/teacher candidate intern with ethnic, racial, religious, etc.

information of class members. Ask the student teacher/teacher candidate intern to

research each area of diversity and include information on each in appropriate learning

activities.

-Suggest that the student teacher/teacher candidate intern create a theme/unit focusing on

diversities in your room (i.e., Traditions, History of …, Famous people of …, Holidays).

-Supply the student teacher/teacher candidate intern with necessary and legally

permissible IEP information to enhance provisions for identified special education

students and modifications necessary for 504 students.

-Arrange for the student teacher/teacher candidate intern to conference with a special

education teacher and/or gifted and talented teacher and secure appropriate

accommodations for identified students.

-Require the student teacher/teacher candidate intern to articulate and highlight

accommodations in all lesson plans.

-Suggest that the student teacher/teacher candidate intern provide extended wait time

when appropriate.




-Model and explain the rationale for accommodations.

-Require enrichment activities for early finishers.

Ineffective Classroom Management

-Require that all materials necessary for the student teacher/teacher candidate intern’s

lessons for the following day are ready prior to the student teacher/teacher candidate

intern leaving school that day.

-Suggest that the student teacher/teacher candidate intern identify student assistants to

more efficiently facilitate deployment and collection of materials. The student

teacher/teacher candidate intern should be reminded to systematically rotate the

“assistant” position to include all students.

-Stress the necessity of giving all directions and instructions prior to any transition. (Ex:

moving to work in groups, completing an independent assignment)

-Require that the student teacher/teacher candidate intern establish a routine by which

students seek assistance that will minimize the number of students approaching the

student teacher/teacher candidate intern.

-Require evidence in the student teacher/teacher candidate intern’s plans that additional,

meaningful work will be provided for early finishers and other special needs students.

-Assist the student teacher/teacher candidate intern in creating an effective behavior

management plan.

Ineffective Classroom Discipline

-Provide the student teacher/teacher candidate intern with research on discipline models

that are age-level appropriate.

-Video and/or audio record the student teacher/teacher candidate intern. Together,

analyze the recording for inconsistencies in dealing with discipline and for ineffective

communication.

-When in the classroom or with the students, address the student teacher/teacher

candidate intern Mr., Mrs., or Ms. This conveys your perception of the student

teacher/teacher candidate intern as a professional who is in control.

-Assist the student teacher/teacher candidate intern in designing a discipline program that

is consistent with the existing policies in your classroom but that is also “comfortable”

for the student teacher/teacher candidate intern’s use.

-For chronic misbehaviors, ask that the student teacher/teacher candidate intern meet with

the special education teacher for assistance in crafting and implementing a behavior

management plan.

-Model effective discipline techniques. Verbally reflect on your discipline choices, why

you should use them and how they affect the students.

-Ask the student teacher/teacher candidate intern to monitor and reflect on assessment of

student’s work and reflect how evaluation might impact student behavior.

-Arrange for the student teacher/teacher candidate intern to observe teachers who have

approaches to discipline different from your own but that are equally effective. Invite the

student teacher/teacher candidate intern to reflect on these observations and discuss

techniques observed.


-Monitor the student teacher/teacher candidate intern’s questioning techniques to

ascertain whether excessive call outs are being permitted. (The effective teacher asks the

question first then randomly calls on a specific student by name. Teachers may need to

verbally or nonverbally cue students to wait to be called upon.)

Ex: Raise your hand if you can… (verbal)

Teacher raises hand while posing questions… (nonverbal)

-Ask the student teacher/teacher candidate intern to refer to the students’ interest

inventories to ensure learning activities are of interest to the students.

-Utilize the video tape and/or a “walking map” to collect data of the student

teacher/teacher candidate intern’s proximity control.

Inadequacies in Assessment

-Provide the student teacher/teacher candidate intern with samples of multiple

assessments. (open response questions, pre and post assessments, performance events,

well written tests, etc.) Require the use of a variety of assessments.

-Model the use of formative assessment tools for both academic and social behavior, (Ex:

checklists, anecdotal records, student conference notes) and then require that the student

teacher/teacher candidate intern devise similar forms and data collecting techniques.

-Ask the student teacher/teacher candidate intern to share evidence of specific positive

and prescriptive feedback on student work.

-Suggest that the student teacher/teacher candidate intern begin planning all learning

activities by producing a rubric, scoring guide and/or specific academic competencies

that are congruent with the established Kentucky curriculum.

Inability to Critically and Reflectively Analyze Teaching and Learning

-Engage the student teacher/teacher candidate intern in brainstorming sessions to identify

alternate plans.

-Provide the student teacher/teacher candidate intern with thorough documentation of

ineffective behaviors (Ex: tally the number of call outs, script sarcastic comments, audio

tape as evidence of monotone voice). Ask the student teacher/teacher candidate intern to

identify possible causes. If the student teacher gives no response; provide the student

teacher/teacher candidate intern with research materials to read identifying alternate

behaviors. Together, select suggestions from the research. Ask the student teacher/teacher

candidate intern to reflect on the effectiveness of the alternate behavior.

-Model self-analysis and critical, reflective thinking.

-Direct the student teacher/teacher candidate intern to assessment results as a focus of

reflection.

Inability to Relate or Collaborate With Other Faculty and Staff Members

-Encourage the student teacher/teacher candidate intern to eat lunch with you and one or

two other faculty or staff members.

-Invite the student teacher/teacher candidate intern to participate in team or grade level

planning meetings.


-Ask the student teacher/teacher candidate intern to accompany you to faculty and in-

service meetings.

-Provide opportunities for the student teacher/teacher candidate intern to interact with

school personnel in non- academic settings. (Ex: sit with another staff or faculty member

collecting tickets at a ballgame or carnival).

-Arrange for the student teacher/teacher candidate intern to observe in other classrooms.

Professional Appearance

-Provide the student teacher/teacher candidate intern with the school or district’s dress

code.

-Model professional appearance and dress.

-Discuss the importance of professional dress that is appropriate for your instructional

setting. Encourage the student teacher/teacher candidate intern to reflect on how

inappropriate dress impacts the perceptions of students, faculty, parents and

administration. (“As you are dressed, so shall you be perceived. As you are perceived,

so shall you be treated.” Harry Wong)

-Should hygiene be a concern, provide the student teacher/teacher candidate intern with

time during the day to “freshen up.”

-Encourage the student teacher/teacher candidate intern to keep personal hygiene items at

school to be used when necessary.


GLOSSARY OF TERMS

Bloom’s Taxonomy- the classification of cognitive levels (knowledge, comprehension,

application, analysis, synthesis, evaluation); the framework for creating

questions that encourage students to engage in different thought processes

and higher level thinking

Collaboration- working and cooperating with peers, other professionals, parents, and

community resources for the purpose of improving student learning and/or

the educational process

Context- conditions that exist in the classroom, school and community that directly

affect instructional decisions (Ex: number of students in a class,

availability of technology, socioeconomic status of school families, etc.)

Continuous assessment- the systematic, ongoing process that enables the student and/or

student teacher/teacher candidate intern to identify what has been learned,

progress made, strengths and growth areas

Co-teaching- two teachers working together with groups of students- sharing the

planning, organization, delivery and assessment of instruction, as well as

the physical space.

Critical thinking- the process of thinking that goes beyond memorizing information (Ex:

analyzing information and situations; creating new, innovative

approaches, lessons, programs; assessing and evaluating the effectiveness

of lessons, activities based on data)

Data Folder- the packet of information provided to the cooperating teacher that includes

the student teacher/teacher candidate intern’s resume, autobiography and

philosophy of education

Director of Undergraduate Student Teaching- a member of the education department

faculty responsible for the coordination and oversight of the student

teaching program

Dispositions- beliefs and attitudes that influence behaviors and interactions with

students, parents, colleagues, and others (University of the Cumberlands’

dispositions- caring, a strong work ethic, critical and creative thinking, a

commitment to excellence and professional integrity)


Disposition recommendations- feedback related to growth areas related to meeting the

KY Teacher Standards or to undesired professional behaviors

Diversity- the differences that must be considered in the planning, implementation,

managing, and assessing students (These differences may include but are

not limited to race, ethnicity, gender, religion, learning styles, rates of

learning, achievement levels, interests, background experiences,

socioeconomic status, and age.)

Education Professional Standards Board (EPSB) - the standards and accreditation agency

for Kentucky teachers, administrators and for programs of education at

Kentucky colleges and universities

Exit Portfolio- documents or evidence representing the student teacher/teacher candidate

intern’s best work including the standards-based unit of study

External Evaluation- the process during which the P-12 cooperating teachers evaluate

student teacher/teacher candidate interns’ standards-based units and

provide the School of Education with continuous assessment feedback

Formative Assessment- the essential on-going, continuous feedback that assists a learner

(student teacher/teacher candidate intern) in making progress toward the

established standards

Learning Targets-statements of intended learning; criteria is established as a standard for

meeting the specified outcomes

Pedagogy- teaching or instructional strategies, methods

Philosophy of Education- the process of clearly explaining beliefs about learning,

education, teaching, knowledge acquisition, schools, etc.

Professional Growth Plan (PGP)- an ongoing process that engages the student

teacher/teacher candidate intern in self-assessment identifying strengths,

growth areas, a plan for eliminating growth areas, and evidence that

actions were taken to eliminate the growth areas; the PGP process assists

the student teacher/teacher candidate intern in meeting all of the Kentucky

and university teacher standards

Reflection- consciously, honestly, and consistently considering one’s own knowledge,

skills, and dispositions and teaching behaviors; the ability to explain the

whys, hows, and outcomes of teaching decisions and experiences; thinking

critically about educational issues based on previous experiences,

research, best practices, assessment data


Standards- statements and set criteria establishing what the professional educator

must be able to demonstrate/do

Standards-Based Unit of Study- a student teacher/teacher candidate intern created

sequence of lessons (for a minimum of one week) developing a topic or

theme with established standards for students that are congruent with the

Kentucky Core curriculum

Student teacher/teacher candidate intern- a full time student who has met all state and

university requirements and is admitted to the 12 semester hour

Supervised Student Teacher/teacher Candidate Intern course

Student Teacher/teacher Candidate Intern Handbook (also Student Teaching Professional

Experience Handbook) - specific directions and explanation of the

education department’s requirements for the Supervised Student Teaching

course

Summative Assessment- the comprehensive evaluation of the learner’s (student

teacher/teacher candidate intern’s) collective or total performance/work as

evidence of meeting the established standards

Cooperating Teacher- a full-time, licensed P-12 teacher who has met all of the Kentucky

and university requirements, has demonstrated exceptional professional

skills, and is responsible for mentoring the student teacher/teacher

candidate intern

Teacher Performance Assessments (TPAs) - a set of required tasks that provide evidence

of the beginning teacher’s ability to meet the Kentucky Teacher Standards

Triad- the P-12 cooperating teacher, the student teacher/teacher candidate intern,

and the University supervisor

University Supervisor- full-time or adjunct university faculty who serves as a liaison

between the P-12 schools and the university and observes, conferences

and supports the student teacher/teacher candidate intern in meeting the

Kentucky and university standards

Working portfolio- a compilation of the student teacher/teacher candidate intern’s work

throughout the student teaching semester


APPENDIX

Cooperating Teacher Agreement p. 30

Cooperating Teacher’s Self-Evaluation and Reflection p. 31

Student Teacher/teacher Candidate Intern’s Evaluation of Cooperating Teacher p. 32

Cooperating Teacher Checklist p. 33

Student Teacher/teacher Candidate Intern Checklist p. 35

Cooperating Teacher’s Formative Assessment p. 37

Cooperating Teacher’s Summative Assessment p. 39

Instructional Standards-based Unit p. 47

Education Professional Candidate Disposition Feedback p. 55

Individual Action Plan p. 56

Co-teaching Strategies p. 58

Observation Cycles List p. 59

Professional Semester Candidate

Cycle


Cooperating Teacher Agreement

***Please print legibly in order to expedite payment of stipend upon completion of agreement. The information

provided on this form MUST be completed. Failure to complete form in its entirety may result in loss of stipend.

Student Teacher/teacher Candidate Intern Name_____________________________________

(Please print) Last First MI

Cooperating Teacher Name____________________________________ _____-_____-_____

(Please print) Last First MI Social Security #

________________________________________ _____________ ______ ____________ ____________ Cooperating Teacher Home Address City State Home Phone* Cell Phone*

______________________________________ _______________________________ ___________

Email Subject(s) Grade Level

_______________________ __________________________ (____)_____-______ School District/County Name of School School Phone

_________________________________ ______________ _______ __________ School Address City State Zip Code

Please place a check () in the appropriate box ( ) provided and fill in blank for number of years

Degree Completed: BS/BA MS/MA Rank I PhD/EdD

Certified in Current Teaching Assignment YES NO

Completed Course in Supervision of Student Teaching YES NO Date:

Trained in KTIP recommended, not required YES NO Date:

Completed or will complete Co-Teaching (St. Cloud Model) YES NO Date:

Completed or will complete EDMODO training YES NO Date:

Number of Years of Teaching Experience (at least 3 yrs., professional certificate ) ______

Number of Years in Current District (at least one year prior) ________

Participating Educators: This agreement is valid for the (circle one): FALL SPRING semester 20___ and implies your acceptance of a student teacher/teacher candidate intern from University of the Cumberlands. This

agreement form indicates your agreement to support the student teacher/teacher candidate intern in meeting all of the

established standards and requirements. Your signature below also verifies the fact that you have read and will adhere to the guidelines provided in University of the

Cumberlands’ Cooperating Teacher Handbook, attended a training session either in person or via iLearn prior to the

beginning of the student teaching assignment, and that you are not a relative of the student teacher/teacher candidate intern.

The Department of Education at the University of the Cumberlands has adopted the motto, “Reflective Constructors of Quality

Learning Experiences through Critical Thinking” to communicate the key concepts of the conceptual framework for its professional

education programs. The goal is to ensure that candidates become reflective constructors of quality learning experiences through

critical thinking based on Christian values, respect for the truth, and concern for humanity. Emphasis is placed on providing

experiences that help all students learn. Each certification program is connected to this philosophy as shown in the logo, at the

Conceptual, Strategic, Evaluative or Communicative knowledge base.

_______________________ ______ ________________________ ______ Cooperating Teacher Signature Date Student Teacher/teacher Candidate Intern Signature

Date

____________________________ ______ ____________________________ ______ Principal/Superintendent Signature Date University Supervisor Signature Date


Please mail or fax to: University of the Cumberlands, 7792 College Station Dr., 110 Luecker Building, Williamsburg, Ky. 40769

Fax: (606) 539-4014 Attention: Garnet Chrisman *Please include area code University of the Cumberlands

Cooperating Teacher’s Reflection and Self- Evaluation Name____________________________________ Grade/Subject_____________

Semester- Fall or Spring & Year_______________ School__________________

Please indicate the date each action was completed. Then, reflect and evaluate your

performance as a cooperating teacher. Use the rating scale below. Thank you.

3- Satisfactory 2- Making progress 1-Significant improvement needed

Before the student teacher/teacher candidate intern arrived I Date

Completed

3 2 1 NA Benchmark

Prepared necessary materials (information, texts, resources, etc.)

Prepared a desk/place for the student teacher/teacher candidate intern

Created an outline of expectations and a tentative pacing guide for assuming teaching

responsibilities

Prepared other faculty, students and parents for the arrival of the student teacher/teacher

candidate intern

Became knowledgeable of the Kentucky and University Standards and student

teacher/teacher candidate intern requirements

When the student teacher/teacher candidate intern arrived I Date

Completed

3 2 1 NA Benchmark

Provided an orientation to the school, technology resources, general school procedures

Explained processes for grading, taking attendance, releasing students from school,

reporting accidents, etc.

Introduced to students, faculty, staff, parents, administrators

Discussed expectations, class procedures

During the semester I Date

Completed

3 2 1 NA Benchmark

Modeled best practices for instruction, use of technology, planning, classroom management, etc.

Demonstrated professional dispositions

Reviewed and initialed lesson plans prior to the student teacher/teacher candidate intern’s lesson being taught

Treated the student teacher/teacher candidate intern with respect

Encouraged critical, creative and reflective thinking

Provided specific written and oral feedback both in the formal conference setting and during informal conversations

Supported the student teacher/teacher candidate intern in scheduling observations in other classrooms, collaborating with other faculty, staff and community resources

Gradually assigned teaching responsibilities and then provided the student teacher/teacher candidate intern with the opportunity to “solo” or assume the full teaching load

Completed all University forms and the Education Professional Standards Board’s survey for the data base

Assisted the student teacher/teacher candidate intern in planning and analyzing student work/progress

Maintained on-going communication with the University Supervisor

Attended the External Evaluation

At the conclusion of the semester I Date

Completed

3 2 1 NA Benchmark


Submitted the student teacher/teacher candidate intern’s summative evaluation

Completed the cooperating teacher’s self-evaluation


Student Teacher/teacher Candidate Intern’s Evaluation of Cooperating Teacher Cooperating Teacher__________________________ Grade/Subject_____________ Semester Fall or Spring Year_______________ School___________________ Please reflect and evaluate your cooperating teacher’s performance during the semester. Use the analytic scoring key for each benchmark. Thank you. 3- Satisfactory 2- Making progress 1- Significant improvement needed Before I arrived the cooperating teacher

Rank Benchmark

Prepared necessary materials (information, texts, resources, etc.)

Prepared a desk/place for me

Created an outline of expectations and a tentative pacing guide for assuming teaching responsibilities

Prepared other faculty, students and parents for my arrival

Became knowledgeable of the Kentucky and University standards and student teacher/teacher candidate intern requirements

When I arrived the cooperating teacher

Rank Benchmark

Provided me with an orientation to the school, technology resources, general school procedures

Explained processes for grading, taking attendance, releasing students from school, reporting accidents, etc.

Introduced me to students, faculty, staff, parents, administration

Discussed expectations, class procedures

During the semester the cooperating teacher

Rank Benchmark

Modeled best practices for instruction, use of technology, planning, classroom management, etc.

Demonstrated professional dispositions

Reviewed and initialed lesson plans prior to the student teacher/teacher candidate intern’s lesson being taught

Treated me with respect

Encouraged critical, creative, and reflective thinking

Provided specific written and oral feedback both in the formal conference setting, during informal conversations and with the formative evaluations

Assisted me in scheduling observations in other classrooms, collaborating with other faculty, staff, and community resources

Gradually assigned teaching responsibilities and then provided me with the opportunity to “solo” or assume the full teaching load

Completed all University forms and the Education Professional Standards Board’s data base

Assisted me in planning and analyzing student work/progress

Maintained on-going communication with the University Supervisor

Attended the External Evaluation (Undergraduate Program Only)

At the conclusion of the semester the cooperating teacher


Rank Benchmark

Submitted and discussed with me the summative evaluation Completed and submitted the cooperating teacher’s self-evaluation

University of the Cumberlands Student Teaching Professional Experience Cooperating Teacher Checklist

In an effort to assist in the effective supervision and mentoring of a student teacher/teacher candidate intern, the following checklist is provided. ________________________________________________________________

Before the student teacher/teacher candidate intern arrives √ ___ Complete and return the Cooperating teacher Agreement to the University Supervisor ___ Read the student teacher/teacher candidate intern’s autobiography and professional data folder ___ Prepare a desk or place for the student teacher/teacher candidate intern ___ Secure copies of teacher’s manuals, texts, instructional materials, and the Kentucky

curriculum to be used during the semester ___ Prepare written expectations for success in the classroom (see p. 7-8 of Cooperating

teacher Handbook) ___ Create a tentative pacing guide indicating the classes or subjects for which the student teacher will gradually assume instructional responsibility ___ Secure a copy of the school handbook, school report card, discipline policies, faculty

policies and procedures ___ Make copies of fire, tornado, lock-down, etc. procedures ___ Prepare an information sheet that includes the daily schedule, hours/supervisory duties,

general meeting dates for PTA/PTO, board meetings, team or grade level meetings, weekly conference times, etc.

___ Prepare general information about school breakfast and lunches, availability of a refrigerator ___ Prepare students, other faculty, and parents for the arrival of the student teacher/teacher

candidate intern ___ Contact the student teacher/teacher candidate intern prior to the first day of student teaching ___ Become knowledgeable of the KY Teacher and University of the Cumberlands’ standards

as well as the Teacher Performance Assessment tasks

When the student teacher/teacher candidate intern arrives √

___ Conduct a tour of the school and overview of the school’s programs/facilities ___ Discuss expectations and the tentative pacing guide ___ Provide an orientation to the school’s technology resources explaining the procedure for

reserving the computer lab and technology or media equipment ___ Explain the process for grading and recording student grades, entering plans in the

computer or plan book, posting attendance, etc. ___ Provide information on school procedures for releasing students to parents/guardians/others, class visitors, etc. ___ Identify other teachers who will be of assistance if the cooperating teacher is unavailable ___ Provide directions for having copies made ___ Explain procedures for reporting accidents, discipline incidences, etc.


During the semester √ ___ Model best practices for instruction, assessment and management ___ Model critical, reflective thinking during your own planning, implementation and assessment processes ___ Model the use of technology to enhance student learning ___ Model professionalism through attendance, timely completion of required forms,

appearance, planning and preparation, confidentiality, etc. ___ Model and assist the student teacher/teacher candidate intern in modifying instruction to

meet the needs of all students ___ Model and assist the student teacher/teacher candidate intern in using student work

(assessment analysis) in on-going planning decisions ___ After formal and informal observations, provide the student teacher/teacher candidate

intern with ongoing, specific feedback ___ Provide feedback gathered from observations, student progress/work and behavior

demonstrated in all areas of the profession ___ Assist the student teacher/teacher candidate intern in creating, revising, and using the

Professional Growth Plan ___ Establish and meet with the student teacher/teacher candidate intern during formal

conferences each week (see Cooperating teacher Guidelines p. 11-12 for conferencing suggestions)

___ Encourage the student teacher/teacher candidate intern to express his/her opinions, offer ideas and suggestions, and implement “new” instructional strategies/activities

___ Guide the student teacher/teacher candidate intern to think critically and analytically by Asking effective questions that require problem solving and self-evaluation ___ Encourage the student teacher/teacher candidate intern to critically analyze and self-

evaluate his/her professional skills ___ Assist the student teacher/teacher candidate intern in scheduling observations in other

classrooms/instructional areas ___ Assist the student teacher/teacher candidate intern in identifying, planning, and

implementing collaborative leadership activities with other school professionals, parents, community resources

___ Assign opportunities at the beginning of the semester that are designed for maximum success

___ Gradually assign teaching responsibilities ___ Provide the student teacher/teacher candidate intern with the opportunity to “solo” or to

assume full teaching responsibility ___ Share personal weekly and long range lesson planning ___ Assist the student teacher/teacher candidate intern during the initial weeks in the lesson

planning process by sharing your weekly and long range plans ___ Provide support and necessary resources for the development of the standards-based

unit (See Standards-based Unit Guidelines in the Student Teacher/teacher Candidate Intern Handbook)

___ Carefully read the student teacher/teacher candidate intern’s plans, providing positive feedback related to planning strengths as well as suggestions for improvement

___ Maintain on-going, professional communication with the university supervisor ___ Participate in the External Evaluation (Evaluating Instructional Standards-based Units) ___ Assist the student teacher/teacher candidate intern in developing professional behaviors,

attitudes and dispositions ___ Treat the student teacher/teacher candidate intern with dignity and as a professional ___ Complete and submit all university evaluation/assessment forms in a timely manner ___ Enter all information on the Education Professional Standards Board’s data base


At the conclusion of the semester √ ___ Complete and submit the student teacher/teacher candidate intern’s summative evaluation ___ Complete and submit the Cooperating Teacher’s Self-Evaluation

University of the Cumberland Student Teaching Professional Experience

Student Teacher/teacher Candidate Intern Checklist

In an effort to assist in your orientation and first days of student teaching, the following checklists are provided.

INFORMATION √ _____ the school’s and cooperating teacher’s phone numbers, email address _____ the school handbook and school report card _____ the school’s policy and procedures handbook _____ a copy of tornado, fire and lockdown procedures _____ the location of the list of approved persons to whom a student may be released _____ important student health-related information (allergies, medications, serious medical

problems) _____ cost for school lunch, breakfast _____ where you will eat lunch, store lunch if carrying _____ where to secure textbooks and supplementary software, materials, technology, media

equipment, curriculum guides, and other essential materials _____ a school map that identifies the location of the gym, art room, nurse’s office, etc. _____ the time you are expected to arrive and depart from the school _____ dates or days and locations for site-based, departmental, faculty, P.T.A. / P.T.O., team and

school board meetings are held _____ the daily schedule, when classes begin and end _____ a semester schedule for the school system _____ opportunities to contribute to extracurricular activities _____ schedules for extracurricular activities such as theatre, art and musical productions,

athletic events, academic meets, art shows _____ the names of teachers or staff you may contact if your teacher is unavailable for

assistance _____ where you may park


_____ information related to special needs (learning disabilities, gifted, ELL, etc.) _____ what concepts, topics have been taught and mastered _____ what concepts, topics will be presented during your placement, after you leave

****************************************************************** RESPONSIBILITIES AND PROCEDURES √

_____ responsibilities during concession breaks, lunch time, recess, restroom breaks, etc. _____ when lesson plans must be submitted to your cooperating teacher _____ procedures and responsibilities for entering lesson plans on-line _____ procedures for students to enter and exit the building _____ procedures for students to leave the classroom (to the office, restrooms, etc.) _____ procedures for recording attendance, posting grades, documenting behavior _____ procedures and who to contact if you must be late or absent _____ procedures for contacting office or security in case of emergency _____ measures and documentation required in case of an accident involving students, yourself

or others _____ process for planning and implementing field trips, fund raising events, class productions _____ responsibilities and protocol for communicating with parents _____ procedures for collecting student payments for field trips, pictures, etc. _____ availability of and how to reserve the computer lab or media center

********************************************************************************************

STANDARDS BASED UNIT √ _____ possible topics for your standards-based unit _____ the length of time allotted for the unit _____ possible interdisciplinary connections _____ available resources for the unit _____ collaborative possibilities to enhance learning

******************************************************************************************** LEADERSHIP √

_____ possible school and community activities or events in which you might take a leadership position

COOPERATING TEACHER FORMATIVE EVALUATION


The Cooperating Teacher will complete the Formative Evaluation and discuss the comments with the

student teaching professional experience candidate during each clinical experience placement between the

third and fourth weeks and the tenth and twelfth weeks of the semester. The student teaching

professional experience candidate will upload the form in iLearn. The University Supervisor will discuss

the comments with the candidate during clinical experience placement. This form should be complete

when the cooperating teacher has evidence to support the scores for each of the elements being evaluated.

This evaluation shall provide beneficial feedback to student teaching professional experience candidates

throughout their clinical experience. Rate each area according to rating scale below. Please provide

evidence to support your rating in the box to document scores.

Date of evaluation _________________

Student Teaching Professional Experience candidate’s number of days present to date ____________

3 – criteria demonstrated on indicator: Satisfactory performance on standard

2 – criteria partially demonstrated on indicator: Making progress toward standard

1- criteria not demonstrated on indicator: Not making progress toward standard

KENTUCKY TEACHER STANDARDS

RANK INDICATOR EVIDENCE FOR SCORES

3 2 1 Applies Content Knowledge

3 2 1 Designs/Plans Instruction

3 2 1 Creates/Maintains Learning Climate

3 2 1 Implements/Manages Instruction

3 2 1 Assesses/Communicates Learning Results

3 2 1 Implements Technology

3 2 1 Reflects/Evaluates Teaching and Learning

3 2 1 Collaborates with Colleagues/Parents/Others

3 2 1 Evaluates Teaching/Implements Professional

Development

3 2 1 Provides Leadership within

School/community/Profession

UNIVERSITY OF THE CUMBERLANDS DISPOSITIONS


3 2 1 Strong Work Ethic

3 2 1 Has high expectations for self

3 2 1 Dependable

3 2 1 Timely in completing responsibilities

3 2 1 Self -starter; takes initiative

3 2 1 Caring


3 2 1 Has a positive attitude

3 2 1 Cooperative

3 2 1 Respectful of others

3 2 1 Establishes rapport with diverse populations

3 2 1 Critical and Creative Thinking

3 2 1 Flexible

3 2 1 Provides for all learners

3 2 1 Expresses thoughts and ideas clearly

3 2 1 Demonstrates ability to problem solve

3 2 1 Excellence and Professional Integrity

3 2 1 Professional appearance

3 2 1 Uses appropriate spoken and written English

3 2 1

COMMUNICATION SKILLS

3 2 1 Uses correct grammar/syntax/spelling

3 2 1 Articulates words clearly

3 2 1 Modulates voice, varies volume, intensity and rate of speech

3 2 1 Maintains strong eye contact

3 2 1 Demonstrates active listening

3 2 1 Models acceptable writing skills with legible handwriting.

Please identify specific strengths demonstrated by the student teaching professional

experience candidate.

1.

2.

Please identify specific growth areas for the student teaching professional experience

candidate.

1.

2.

__________________________________ ___________________________________ Cooperating Teacher/University Supervisor/ Date Student Teaching Professional Experience

candidate/ Date


COOPERATING TEACHER’S SUMMATIVE EVALUATION

The Summative Evaluation will be completed in collaboration by the University Supervisor and the

Cooperating Teacher using evidence accumulated during the clinical experience. The evaluation will be

used for documentation to confirm the student teacher/teacher candidate intern/practicum candidate has

satisfied the elements of the University Conceptual Framework and Kentucky Teacher Standards.

Please complete all pages then record the holistic scores on this bottom of this page.

Placement ________ Semester _________ Date of evaluation _________________

Student teaching professional experience candidate total number of days present to

date__________




Holistic Score

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

Applies Content Knowledge (Conceptual/communicative)

Designs/Plans Instruction (Conceptual/Strategic)

Creates/Maintains Learning Climate (Strategic)

Implements/Manages Instruction (Strategic)

Assesses/Communicates Learning Results (Evaluative)

Implements Technology (Strategic)

Reflects/Evaluates Teaching and Learning (Evaluative)

Collaborates with Colleagues/Parents/Others (Strategic/Communicative)

Evaluates Teaching/Implements Professional Development (Evaluative)

Provides Leadership within School/community/Profession (Communicative)

Demonstrates UC Dispositions (Conceptual/Strategic/Communicative)

Commitment to KY Professional Code of Ethics (Strategic/Communicative)

________________________________ ______________________________

Grade Assigned for the Placement/Date Cooperating Teacher’s Signature/ Date

_________________________________________

Student Teaching Professional Experience Candidate‘s Signature/ Date

These signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred. 3 – criteria demonstrated on indicator: Satisfactory performance on standard




STANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGE

RANK INDICATORS EVIDENCE FOR SCORES

3 2 1 1.1 Communicates concepts, processes and knowledge Accurately and effectively communicates concepts, processes

and/or knowledge and uses vocabulary that is clear, correct

and appropriate for students

3 2 1 1.2 Connects content to life experiences of students Effectively connects content, procedures, and activities

with relevant life experiences of students

3 2 1 1.3 Demonstrates instructional strategies that are

appropriate for content and contribute to student

learning Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and makes a clear

contribution to student learning

3 2 1 1.4 Guides students to understand content from

various perspectives Provides opportunities and guidance for students to

consider lesson content from different perspectives to extend their understanding

3 2 1 1.5 Identifies and addresses students’ misconceptions

of content

Identifies misconceptions related to content and addresses

them during both planning and instruction

3 2 1 STANDARD I HOLISTIC SCORE

STANDARD II: DESIGNS/PLANS INSTRUCTION


3 2 1 2.1. Develops significant objectives aligned with

standards States learning objectives that reflect key concepts of the

discipline and are aligned with local or state standards

3 2 1 2.2 Uses contextual data to design instruction relevant

to students Plans and designs instruction based on contextual (i.e.,

student, community, and/or cultural) and pre-assessment data

3 2 1 2.3 Plans assessments to guide Instruction and

measure learning objectives Prepares assessments that measure student performance on each objective and help guide teaching

3 2 1 2.4 Plans instructional strategies and activities that

address learning objectives for all students Aligns instructional strategies and activities

with learning objectives for all students


facilitate multiple levels of learning Plans instructional strategies that include several levels of

learning that require higher order thinking

3 2 1 STANDARD II HOLISTIC SCORE

STANDARD III: CREATES AND MAINTAINS LEARNING CLIMATE



3 2 1 3.1 Communicates high expectations Sets significant and challenging objectives for students and

verbally/nonverbally communicates confidence in students' ability to achieve these objectives

3 2 1 3.2 Establishes a positive learning environment

Establishes clear standards of conduct, shows awareness of

student behavior, and responds in ways that are both

appropriate and respectful of students

3 2 1 3.3 Values and supports student diversity and

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

3 2 1 3.4 Fosters mutual respect between teacher and

students and among students

Treats all students with respect and concern and

monitors student interactions to encourage students to treat

each other with respect and concern

3 2 1 3.5 Provides a safe environment for learning Creates a classroom environment that is both emotionally and

physically safe for all students

3 2 1 STANDARD III HOLISTIC SCORE

STANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTION


3 2 1 4.1 Uses a variety of instructional strategies that align

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

throughout the lesson on tasks aligned with learning objectives

3 2 1 4.2 Implements instruction based on diverse student

needs and assessment data

Implements instruction based on contextual information

and assessment data

3 2 1 4.3 Uses time effectively

Establishes efficient procedures for performing non-

instructional tasks, handling materials and supplies,

managing transitions, and organizing and monitoring

group work so that there is minimal loss of instructional

time 3 2 1 4.4 Uses space and materials effectively

Uses classroom space and materials effectively to facilitate

student learning 3 2 1 4.5 Implements and manages instruction in ways that

facilitate higher order thinking

Instruction provides opportunity to promote higher-order

thinking

3 2 1 STANDARD IIII HOLISTIC SCORE

STANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTS



3 2 1 5.1 Uses pre-assessments Uses a variety of pre-assessments to establish baseline knowledge and skills for all students

3 2 1 5.2 Uses formative assessments Uses a variety of formative assessments to determine each

student’s progress and guide Instruction

3 2 1 5.3 Uses summative assessments Uses a variety of summative assessments to measure student

achievement

3 2 1 5.4 Describes, analyzes, and evaluates student

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

in progress among student groups

3 2 1 1.5 Communicates learning results to students and

parents

Communicates learning results to students and parents that

provide a clear and timely understanding of learning

progress

relative to objectives

3 2 1 5.6 Allows opportunity for student self-assessment Promotes opportunities for students to engage in accurate

self-assessment of learning

3 2 1 STANDARD V HOLISTIC SCORE

STANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY


3 2 1 6.1 Uses available technology to design and plan

instruction Uses technology to design and plan instruction

3 2 1 6.2 Uses available technology to implement instruction

that facilitates student learning Uses technology to

implement instruction that facilitates student learning

3 2 1 6.3 Integrates student use of available technology into

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

3 2 1 6.4 Uses available technology to assess and

communicate student learning Uses technology to assess and communicate student learning

3 2 1 6.5 Demonstrates ethical and legal use of technology

Ensures that personal use and student use of technology

are ethical and legal

3 2 1 STANDARD VI HOLISTIC SCORE

STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING


STANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS


3 2 1 8.1 Identifies students whose learning could be

enhanced by collaboration

Identifies one or more students whose learning could be

enhanced by collaboration and provides an appropriate

rationale

3 2 1 8.2 Designs a plan to enhance student learning that

includes all parties in the collaborative effort

Designs a plan to enhance student learning that includes

all parties in the collaborative effort

3 2 1 8.3 Implements planned activities that enhance

student learning and engage all parties

Implements planned activities that enhance student

learning and engage all parties

3 2 1 8.4 Analyzes data to evaluate the outcomes of

collaborative efforts

Analyzes student learning data to evaluate the outcomes

of

collaboration and identify next steps

3 2 1 STANDARD VIII HOLISTIC SCORE

STANDARD IX: EVALUATES TEACHING & IMPLEMENTS PROFESSIONAL DEVELOPMENT



3 2 1 7.1 Uses data to reflect on and evaluate student

learning Reflects on and accurately evaluates student learning using appropriate data

3 2 1 7.2 Uses data to reflect on and evaluate instructional

practice Reflects on and accurately evaluates instructional

practices using appropriate data

3 2 1 7.3 Uses data to reflect on and identify areas for

professional growth Identifies areas for professional growth using

appropriate data

3 2 1 STANDARD VII HOLISTIC SCORE


3 2 1 9.1 Self assesses performance relative to Kentucky's

Teacher Standards Identifies priority growth areas and strengths by thoroughly

and accurately assessing current performance on all the Kentucky Teacher Standards

3 2 1 9.2 Identifies priorities for professional development

based on data from self-assessment, student performance

and feedback from

colleagues

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

from colleagues

3 2 1 9.3 Designs a professional growth plan that addresses

identified priorities

Designs a clear, logical professional growth plan that

addresses all priority areas

3 2 1 9.4 Shows evidence of professional growth and reflection

on the identified priority areas and impact on

instructional effectiveness and student learning

Shows clear evidence of professional growth and reflection

relative to the identified priority areas and impact on

instructional effectiveness and student learning

3 2 1 STANDARD IX HOLISTIC SCORE

STANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION


3 2 1 10.1 Identifies leadership opportunities that enhance

student learning and/or professional environment Identifies leadership opportunities in the school, community,

or professional organizations and selects one with the

potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill, and

time required

3 2 1 10.2 Develops a plan for engaging in leadership activities

Develops a leadership work plan that describes the purpose,

scope, and participants involved and how the impact on

student learning and/or the professional environment will be assessed

3 2 1 10.3 Implements a plan for engaging in leadership

activities

Implements the approved leadership work plan that has a

clear timeline of events/actions and a clear description of

how impact will be assessed

3 2 1 10.4 Analyzes data to evaluate the results of planned and

executed leadership efforts Analyzes student learning and/or other data

appropriately to evaluate the results of planned and

executed leadership efforts

3 2 1 STANDARD X HOLISTIC SCORE

STANDARD XI: UNIVERSITY OF THE CUMBERLANDS DISPOSITIONS





3 2 1 Dependable



3 2 1 Caring


3 2 1 Cooperative




3 2 1 Flexible







3 2 1 Communication Skills

3 2 1 Uses correct grammar/syntax/spelling

3 2 1 Articulates words clearly

3 2 1 Modulates voice, varies volume, intensity and

rate of speech 3 2 1 Maintains strong eye contact 3 2 1 Demonstrates active listening 3 2 1 Models acceptable writing skills with legible

handwriting.

STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL Pre-service Teacher Education/Practicum Candidates/Certified Personnel representing University of Cumberlands shall:

strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and safeguard

the freedom to learn and to teach.

believe in the worth and dignity of each human being and in educational opportunities for all.

strive to uphold the responsibilities of the education profession.


RANK INDICATORS TO STUDENTS EVIDENCE FOR SCORES

3 2 1 Provides students with professional education services in a non-

discriminatory manner and in consonance with accepted best

practice known to the educator

Respect the constitutional rights of all students

Take reasonable measures to protect the health, safety and emotional

well-being of students

Shall not use professional relationships or authority with students for

personal advantage

Keep in confidence information about students which has been

obtained in the course of professional service, unless disclosure

serves professional purposes or is required by law

Shall not knowingly make false or malicious statements about

students or colleagues

Refrains from subjecting students to embarrassment or

disparagement

Shall not engage in any sexually related behavior with a student with

or without consent but shall maintain a professional approach with

students. Sexually related behavior shall include such behaviors as

sexual jokes; inappropriate physical touching, kissing or grabbing;

rape; threats of physical harm or sexual assault.

STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL

INDICATORS TO PARENTS

3 2 1 Make reasonable effort to communicate to parents information

which should be revealed in the interest of the student

Endeavor to understand community cultures and diverse home

environments of students

Shall not knowingly distort or misrepresent facts concerning

educational issues

Distinguish between personal views and the views of the

employing educational agency.

Shall not interfere in the exercise of political and citizenship

rights and responsibilities of others.

Shall not use institutional privileges for private gain, for the

promotion of political candidates or for partisan political

activities

Shall not accept gratuities, gifts or favors that might impair or

appear to impair professional judgment and shall not offer any

of these to obtain special advantage


INDICATORS TO THE EDUCATION PROFESSION

3 2 1 Shall exemplify behaviors which maintain the dignity and

integrity of the profession

Shall accord just and equitable treatment to all members of the

profession in the exercise of their professional rights and

responsibilities

Shall keep in confidence information acquire about colleagues

in the course of employment, unless disclosure serves

professional purposes or is required by law

Shall not use coercive means or give special treatment in order

to influence professional preparation and legal qualifications

Shall not knowingly falsify or misrepresent records of facts

relating to the educator’s own qualifications or those of other

professions

Instructional Standards-Based Unit Rubric

The instructional unit with differentiation is a major requirement of the Student teaching professional experience candidate’s experience. The unit, with select P-12 student samples, provides evidence of


the student teaching professional experience candidate’s individual and collaborative ability to meet the Kentucky Teacher and University of the Cumberlands Standards and dispositions.

The student teaching professional experience candidate will use this form for self-assessment of the instructional unit. The University Supervisor, Cooperating Teacher and External Evaluator will complete all pages then record the holistic scores on this bottom of this page.

Placement ________ Semester _________ Date of evaluation ________________

Student Teaching Professional Experience candidate total number of days present to

date__________




Holistic Score

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

Applies Content Knowledge (Conceptual/communicative)

Designs/Plans Instruction (Conceptual/Strategic)

Creates/Maintains Learning Climate (Strategic)

Implements/Manages Instruction (Strategic)

Assesses/Communicates Learning Results (Evaluative)

Implements Technology (Strategic)

Reflects/Evaluates Teaching and Learning (Evaluative)

Demonstrates UC Dispositions (Conceptual/Strategic/Communicative)

Commitment to KY Professional Code of Ethics (Strategic/Communicative)

________________________________ ______________________________

University Supervisor’s Signature/Date Cooperating Teacher’s Signature/ Date

____________________________________ _______________________________

External Evaluator’s Signature/Date Student Teaching Professional Experience Candidate’s Signature/ Date

These signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred.

STANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGE

RANK INDICATORS EVIDENCE FOR SCORES

3 2 1 1.1 Communicates concepts, processes and knowledge Accurately and effectively communicates concepts,

processes and/or knowledge and uses vocabulary that is

clear, correct and appropriate for students


3 2 1 1.2 Connects content to life experiences of students Effectively connects content, procedures, and activities

with relevant life experiences of students

3 2 1 1.3 Demonstrates instructional strategies that are

appropriate for content and contribute to student learning

Uses instructional strategies that are clearly appropriate for

the content and processes of the lesson and makes a clear

contribution to student learning

3 2 1 1.4 Guides students to understand content from various

perspectives

Provides opportunities and guidance for students to

consider lesson content from different perspectives to

extend their understanding

3 2 1 1.6 Identifies and addresses students’ misconceptions

of content

Identifies misconceptions related to content and addresses

them during both planning and instruction

STANDARD II: DESIGNS/PLANS INSTRUCTION

RANK INDICATOR EVIDENCE FOR

SCORES

3 2 1 2.1. Develops significant objectives aligned with

standards States learning objectives that reflect key concepts of the

discipline and are aligned with local or state standards

3 2 1 2.2 Uses contextual data to design instruction

relevant to students

Plans and designs instruction based on contextual (i.e.,

student, community, and/or cultural) and pre-assessment

data

3 2 1 2.3 Plans assessments to guide Instruction and

measure learning objectives

Prepares assessments that measure student performance

on each objective and help guide teaching


address learning objectives for all students Aligns instructional strategies and activities

with learning objectives for all students


facilitate multiple levels of learning

Plans instructional strategies that include several levels

of learning that require higher order thinking

STANDARD III: CREATES AND MAINTAINS LEARNING CLIMATE


3 2 1 3.1 Communicates high expectations

Sets significant and challenging objectives for

students and verbally/nonverbally communicates

confidence in students' ability to achieve these

objectives

3 2 1 3.2 Establishes a positive learning environment

Establishes clear standards of conduct, shows


awareness of student behavior, and responds in ways

that are both appropriate and respectful of students

3 2 1 3.3 Values and supports student diversity and

addresses individual needs

Uses a variety of strategies and methods to support

student diversity by addressing individual needs

3 2 1 3.4 Fosters mutual respect between teacher and

students and among students

Treats all students with respect and concern and

monitors student interactions to encourage students

to treat each other with respect and concern

3 2 1 3.5 Provides a safe environment for learning

Creates a classroom environment that is both

emotionally and physically safe for all students

STANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTION


3 2 1 4.1 Uses a variety of instructional strategies that

align with learning objectives and actively engage

students

Uses a variety of instructional strategies that engage

students throughout the lesson on tasks aligned with

learning objectives

3 2 1 4.2 Implements instruction based on diverse

student needs and assessment data

Implements instruction based on contextual

information and assessment data

3 2 1 4.3 Uses time effectively

Establishes efficient procedures for performing non-

instructional tasks, handling materials and supplies,

managing transitions, and organizing and monitoring

group work so that there is minimal loss of

instructional time

3 2 1 4.5 Uses space and materials effectively

Uses classroom space and materials effectively to

facilitate student learning

3 2 1 4.5 Implements and manages instruction in ways

that facilitate higher order thinking

Instruction provides opportunity to promote higher-

order thinking

STANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTS


3 2 1 5.1 Uses pre-assessments

Uses a variety of pre-assessments to establish baseline

knowledge and skills for all students

3 2 1 5.2 Uses formative assessments

Uses a variety of formative assessments to determine

each student’s progress and guide Instruction

3 2 1 5.3 Uses summative assessments

Uses a variety of summative assessments to measure

student achievement


3 2 1 5.4 Describes, analyzes, and evaluates student

performance data

Describes, analyzes, and evaluates student

performance data to determine progress of individuals

and identify differences in progress among student

groups

3 2 1 5.5 Communicates learning results to students and

parents

Communicates learning results to students and parents

that provide a clear and timely understanding of

learning progress relative to objectives

3 2 1 5.6 Allows opportunity for student self-assessment

Promotes opportunities for students to engage in

accurate self-assessment of learning

STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING


3 2 1 7.1 Uses data to reflect on and evaluate student

learning

Reflects on and accurately evaluates student learning

using appropriate data

3 2 1 7.2 Uses data to reflect on and evaluate

instructional practice Reflects on and accurately evaluates instructional

practices using appropriate data

STANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY


3 2 1 6.1 Uses available technology to design and plan

instruction

Uses technology to design and plan instruction

3 2 1 6.2 Uses available technology to implement

instruction that facilitates student learning Uses

technology to implement instruction that facilitates

student learning

3 2 1 6.3 Integrates student use of available technology

into instruction Integrates student use of technology into instruction to

enhance learning outcomes and meet diverse student

needs

3 2 1 6.4 Uses available technology to assess and

communicate student learning Uses technology to assess and communicate student

learning

3 2 1 6.5 Demonstrates ethical and legal use of

technology

Ensures that personal use and student use of

technology are ethical and legal


3 2 1 7.3 Uses data to reflect on and identify areas for

professional growth Identifies areas for professional growth using

appropriate data

STANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS


3 2 1 8.1 Identifies students whose learning could be

enhanced by collaboration

Identifies one or more students whose learning could

be enhanced by collaboration and provides an

appropriate rationale

3 2 1 8.2 Designs a plan to enhance student learning that


Designs a plan to enhance student learning that


3 2 1 8.3 Implements planned activities that enhance

student learning and engage all parties

Implements planned activities that enhance student

learning and engage all parties

3 2 1 8.4 Analyzes data to evaluate the outcomes of

collaborative efforts

Analyzes student learning data to evaluate the

outcomes of collaboration and identify next steps


STANDARD XI: UNIVERSITY OF THE CUMBERLANDS DISPOSITIONS




3 2 1

Dependable



3 2 1 Caring


3 2 1 Cooperative




3 2 1 Flexible








Pre-service Teacher Education/Practicum Candidates/Certified Personnel representing University of Cumberlands

shall:

strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship

and safeguard the freedom to learn and to teach.

believe in the worth and dignity of each human being and in educational opportunities for all.

strive to uphold the responsibilities of the education profession.

RANK INDICATORS TO STUDENTS EVIDENCE FOR SCORES

3 2 1 Provides students with professional education services in a non-

discriminatory manner and in consonance with accepted best

practice known to the educator

Respect the constitutional rights of all students

Take reasonable measures to protect the health, safety and

emotional well-being of students Shall not use professional relationships or authority with students

for personal advantage

Keep in confidence information about students which has been

obtained in the course of professional service, unless disclosure

serves professional purposes or is required by law

Shall not knowingly make false or malicious statements about

students or colleagues Refrains from subjecting students to embarrassment or

disparagement

Shall not engage in any sexually related behavior with a student

with or without consent but shall maintain a professional approach

with students. Sexually related behavior shall include such

behaviors as sexual jokes; inappropriate physical touching, kissing

or grabbing; rape; threats of physical harm or sexual assault.



INDICATORS TO PARENTS

3 2 1 Make reasonable effort to communicate to parents information

which should be revealed in the interest of the student

Endeavor to understand community cultures and diverse home

environments of students

Shall not knowingly distort or misrepresent facts concerning

educational issues

Distinguish between personal views and the views of the employing

educational agency.

Shall not interfere in the exercise of political and citizenship rights

and responsibilities of others.

Shall not use institutional privileges for private gain, for the

promotion of political candidates or for partisan political activities

Shall not accept gratuities, gifts or favors that might impair or

appear to impair professional judgment and shall not offer any of

these to obtain special advantage


INDICATORS TO THE EDUCATION PROFESSION

3 2 1

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

Shall accord just and equitable treatment to all members of the

profession in the exercise of their professional rights and

responsibilities

Shall keep in confidence information acquire about colleagues in

the course of employment, unless disclosure serves professional

purposes or is required by law

Shall not use coercive means or give special treatment in order to

influence professional preparation and legal qualifications

Shall not knowingly falsify or misrepresent records of facts relating

to the educator’s own qualifications or those of other professions


University of the Cumberlands Candidate Disposition Feedback

Please check area(s) of concern Strong Work Ethic ___ Has high expectations for self

___ Is dependable

___ Is timely in completing responsibilities

___ Is a self-starter; takes initiative

Critical & Creative Thinking ___ Is flexible

___ Provides for all learners

___ Expresses thoughts and ideas clearly

___ Demonstrates ability to problem solve

Caring

___ Has a positive attitude

___ Is cooperative

___ Is respectful of others

___ Establishes rapport with diverse populations

Excellence/Professional Integrity

___ Has a professional appearance

___ Uses technology effectively

___ Demonstrates leadership abilities

___ Uses appropriate spoken & written English

KY Professional Code of Ethics ___ Demonstrates behavior aligned with the KY Professional Code of Ethics and University standards

for attitude and conduct

Explain and document incidents and/or reasons for concern:

Describe a plan to remediate negative dispositions:

Candidate’s Name (please print): _______________________________________________

*Candidate’s Signature: ___________________________ Date: ______________________

Professor’s Name (please print): ______________________________________________

Professor’s Signature: ___________________________ Date: ______________________

Dept.

*Candidate’s signature does not necessarily imply agreement; it does indicate the receipt of a copy of this

form. The candidate has the right to submit a written rebuttal/response within five working days of the

receipt of this form. A copy of this report and the rebuttal/response will be kept in the student’s file in the

office of Teacher Education.



Individual Action Plan

Candidate’s Name __________________________________ Date_________ (Please Print)

Department Chair___________________________________

Advisor/Professor___________________________ (Please Print) (Please Print)

Individual Action Plan

Priority Area for Growth:

Activities Timeline & Completion

Dates

Assistance/Resource Needed

Comments:

Candidate’s Signature__________________________ Date_________

Chair’s Signature______________________________ Date_________

Advisor/Professor’s Signature____________________ Date_________ A copy of this report will be kept in the Candidate’s file in the office of Teacher Education.


Co-Teaching Strategies

One Teach One Observe: While one teacher leads, the other can: Observe behaviors of the students, chart

behaviors of students, or observe for understanding.

One Teach One Assist: While one teacher leads, the other can: Help students who don’t understand, give

alternate explanations, keep students on task.

Team Teaching: Both teachers teach in a seamless flow; both have authority; both are actively involved in

the lesson.

Parallel Teaching: Each teacher instructs half the students at the same time at opposite ends of the room.

Both use the same strategies and information, but more attention can be paid to the individual students.

Supplemental Teaching: One teacher may work with those who need re-teaching or remediation while the

other may work with others on enrichment or extensions of the lesson.

Alternative or Differentiated Teaching: Teachers use two different approaches for the same lesson to

achieve the same outcome.

Station Teaching: Each teacher leads a small group of students in an activity. Additionally, independent

stations may be used. Students then rotate through the stations to learn all of the content.

The strategies are not hierarchical and can be used in combination with each other. The co-teaching pair

selects the strategy that fits the lesson and the situation to best meet the needs of the students in the

classroom.

Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center

Research Funded by a US Department of Education, Teacher Quality Enhancement Grant


All documents should be kept in the Observation Notebook, tabbed by cycles. It should be ready for the

University Supervisor at each observation.

Cycle 1 (First Observation) Weeks 2 – 4: * Denotes documents that must be

uploaded to iLearn.

______Task A-1 Contextual Statement: This document must be approved by your

Cooperating Teacher and your University Supervisor before

proceeding to write lesson plans. *

______Task A-2 KTIP Lesson Plan: This document must be approved by Cooperating

Teacher and sent to University Supervisor 48 hours prior to the observation;

Lesson must include real life connections and student self-evaluation *

______Lesson Plans created on school templates for all other lessons taught.

______Materials, resources and teaching strategies for Observation 1

______Collaboration Journal: Written documentation of collaboration within the

school and classroom. (Template in the Handbook.)

______Documents Section:

UC Student teaching / professional experience Candidate Handbook,

P-12 Faculty Handbook,

P-12 School Handbook and Student Code of Conduct,

Schedule of classes,

Emergency procedures,

Classroom procedures,

Behavior plan,

Classroom management plan,

Schedule of school day,

School calendar,

Personal attendance calendar

Cooperating Teacher Expectations

Lesson plans created using school templates (These are to be created for all

lessons taught but not observed)

______Document co-teaching experiences: You will need to document at least one co-

teaching experience in your first placement.

______Evidence of planning the unit: Cooperating Teacher/External Evaluator and

correlated to Task A-1. (Use the Unit Planning Template in the Handbook.) *

______Task E-Self Evaluation of Standards: Begin to create PGP with input from

Cooperating Teacher and University Supervisor *

Student Teaching Professional

Experience Observation Cycles


______Task C: due in iLearn for University Supervisor review in two days; hard copy

submitted to Cooperating Teacher *

______Formative Evaluation completed by Cooperating Teacher between 3rd

and 4th

weeks then uploaded into iLearn. *

Comments:

Cycle 2 (Second Observation) Weeks 5 – 8: * Denotes documents that must be

uploaded to iLearn.

______Task A-1 Contextual Statement for unit approved by Cooperating Teacher and

University Supervisor *

______Task A-2 KTIP Lesson Plan approved by Cooperating Teacher and sent to

University Supervisor 48 hours prior to the observation; Lesson must include real

life connections and student self-evaluation. *

______Lesson Plans created on school templates for all other lessons taught.


______Collaboration Journal targeting Unit of Instruction with Differentiation

______List of technology use (student and teacher) correlated to indicators in KTS 6

______Task E: Midterm Growth Plan with documentation of evidence/ implementation.

Using data from the video IPRs, add one more area of (strength or growth).*

______Task C: due in iLearn for University Supervisor and Cooperating Teacher review

in 48 hours after lesson is taught; hard copy submitted to Cooperating Teacher *

______Unit must be completed and taught by week 8 and given to the Cooperating

teacher for review. By week 9, the Unit should be given to the External Evaluator

(Second Cooperating teacher) for scoring. Rubrics must be given to University

supervisor by week 10.

______Task D will be planned and placed in unit.

______Unit Guidelines form *

______Video Project: Schedule and complete video project for a lesson in your unit. To

evaluate the video, use two Observation Standards KTIP IPR forms (You should

self-evaluate using one. You must choose a peer to use the other form to evaluate

your video.) Each of you should mark all standards and dispositions. Use the data

to add one more area (strength or growth area) to your PGP. Submit the two IPR

forms, and copy of the video to University Supervisor. *

______Summative or Midterm Evaluation from Cooperating Teacher to University

Supervisor before completion of the first placement or midterm and submitted in

iLearn. *

Comments:


Cycle 3 (Third Observation) Weeks 10 – 12: * Denotes documents that must be

uploaded to iLearn.

______Task A-1 Contextual Statement: You will need an A1 Context for each class

taught in the second placement (only if the students rotate classrooms such as in

departmentalization, etc…) Context(s) will be approved by University Supervisor

and Cooperating Teacher; completed within 5 days of arrival at second

placement.*

______Task A-2 KTIP lesson plan: approved by Cooperating Teacher and University

Supervisor 48 hours prior to the observation. Lesson must include real life

connections and student self-evaluation. *

______ Lesson Plans created on school templates for all other lessons taught.


______Collaboration Journal

______Documents section for second placement: (Only for those having two

placements)

UC Student Teaching / Professional Experience Handbook,

P-12 Faculty Handbook,

P-12 School Handbook and Student Code of Conduct,

Schedule of classes,

Emergency procedures,

Classroom procedures,

Behavior plan,

Classroom management plan,

Schedule of school day,

School calendar,

Personal attendance calendar

Cooperating Teacher Expectations

Lesson plans created using school templates (These are to be created for all

lessons taught but not observed)

______Document co-teaching experiences: At least one co-teaching experience in 2nd

placement.

______Task E: New areas for strength/growth on PGP: for second

placement/midterm as needed (Consult with Cooperating Teacher and University

Supervisor.) *

______Rubrics for Instructional Unit from Cooperating Teacher, External

Evaluator, Peer and Self-Evaluation. During week 9, the External Evaluator

(Second Cooperating teacher) will score the Unit. Give rubrics and unit to

University Supervisor for assessment by Week 10. *

______Task C due in iLearn for University Supervisor review in 48 hours; hard copy

submitted to Cooperating Teacher. *

______Leadership Project (Task F): Read Leadership Project guidelines and decide

what the project will be with your cooperating teacher and University

Supervisor.*

______Formative Evaluation completed by Cooperating Teacher and uploaded in

iLearn. *


Comments:

Cycle 4 (Fourth observation) Weeks 13 – 16: * Denotes documents that must be

uploaded to iLearn.

______Task A-1 Contextual Statement for classroom being observed, approved by

Cooperating Teacher and University Supervisor. *

______Task A-2 KTIP Lesson Plan approved by Cooperating Teacher and sent to

University Supervisor 48 hours prior to the observation; Lesson must include real

life connections and student self-evaluation *

______ Lesson Plans created on school templates for all other lessons taught.


______Collaboration Journal

______Task C due in iLearn for University Supervisor review within 48 hours; hard

copy submitted to Cooperating Teacher *

______Leadership Project (Task F) completed *

______Summative Evaluation completed by Cooperating Teacher sent to University

Supervisor before end of placement and submitted in iLearn. *

______Begin/Complete Capstone Rationale Weeks 13 - 16

______Complete and Submit Pillar III Exit Portfolio Weeks 13 - 16

______Schedule Exit Conference with University Supervisor Weeks 13 - 16

Comments: